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Writing

From: Employment and Social Development Canada

On this page

Use everyday language rather than specialized language

Everyday language

Carefully choosing your words is critical. When we write, even in everyday language, we sometimes use words in ways that do not mean what we intend.

For example, instead of writing:

  • we will consult members of the accessibility counsel

Write:

  • we will consult members of the accessibility council

When in doubt about the accuracy of a word, consult a standard dictionary.

Whenever possible, use everyday language in your accessibility plans, progress reports and feedback process descriptions. Avoid using technical terms and jargon. Tailor your vocabulary to your target audience.

For example, instead of writing:

  • notwithstanding budget reductions, we will still allocate resources to ameliorating our accessibility this year

Try:

  • even if we cut our budget, we will still find the money to improve accessibility this year

Use the shortest and simplest wording possible. Here are some examples:

  • request, demand, inquire = ask
  • aspiration, objective = goal
  • obtain, procure, acquire = get
  • quarterly = every 3 months
  • ameliorate, enhance = improve
  • demonstrate, present, display = show
  • of a scientific nature = scientific
  • utilize = use

Additional resources

Specialized language

You may sometimes need to use technical or specialized terms. If you do, make sure to use the correct and most common term by checking in a terminology bank. These banks are directories of terms that people use in specialized fields (such as finance, transportation, or mining).

The Government of Canada has its own terminology bank, Termium Plus. The Office québécois de la langue française has Grand dictionnaire terminologique (in French only) or GDT. Termium Plus and the GDT are multilingual banks that extend to fields beyond the federal or provincial public service.

To help readers understand the technical terms you use, you have different options:

You can send along an explanation.

For example:

  • our changes make it easier for people with vision loss to make mobile payments. Mobile payments are purchases you make using an app on your smartphone
  • we’ve added more accessible parking spots to the Click and Collect section of our parking lot. Click and Collect allows customers to purchase products on our website and pick them up from us at their convenience

Or you can offer examples, such as:

  • all sectors of the organization must eliminate discriminatory practices from their policies within one year. For example, a practice is discriminatory if it allows an employee or customer to be treated differently because of their:
    • religion
    • gender or sexual orientation
    • disability
    • race or colour

Additionally, you can follow the term with a more familiar word in brackets.

For example:

  • employees don’t need to submit their lab, X-ray or scintigraphy (scan) results to get accommodations

You can define the terms you used in a glossary at the end of the text.

Lastly, keep in mind that the abbreviations for certain technical terms are better known than the terms themselves. Few people know the meaning of deoxyribonucleic acid, but many have heard of DNA, its abbreviation.

You have to decide which form of the word is most familiar to your readers. For more information about abbreviations, see 4.1.3 Beware of abbreviations.

Additional resources

Beware of abbreviations

Abbreviations are shorter ways of referring to words or terms. Acronyms are one example. They are usually made up of the first letter of each word in a name or term. As a general rule, it is better to avoid abbreviations since they can be hard for readers to understand. However, you may want to use abbreviations if repeating a long term many times makes your text harder to read.

Write out the full name or term the first time you mention it in your text, followed by the abbreviation in brackets. The next time it occurs, use the abbreviation only.

For example:

  • American Sign Language (ASL) interpretation will be available at all committee meetings. Languages other than the ASL will also be available upon request
  • the Accessible Canada Regulations (regulations) operationalize the planning and reporting requirements in the Accessible Canada Act. The regulations apply to entities under federal jurisdiction

You can also include a list of abbreviations at the beginning of the document.

Some terms have abbreviated forms that readers are more likely to know. For example, people commonly refer to software on their smartphones and tablets as apps rather than applications. The same goes for acronyms like ATMs (automated teller machines), EI (employment insurance) and the RCMP (Royal Canadian Mounted Police). It is up to your organization to determine which form will allow your readers to understand your terms easily.

Additional resources

Simplify your verbs

Verbs offer great opportunities to simplify. Sometimes, you can simply switch to the infinitive or imperative form to address the reader directly. Examples of the infinitive form are “to run,” or “to write.” Examples of the imperative form are “run!” or “write that down.”

For example, instead of writing:

  • if there is a fire alarm, all employees must take the stairs to evacuate the building. Employees with disabilities who cannot use the stairs must follow the instructions written below

Try:

  • if there is a fire alarm, take the stairs to evacuate immediately. If you cannot take the stairs because of a disability, follow the instructions written below

If possible, use positive rather than negative language.

For example, instead of writing:

  • you may not use a telephone equipped with a telecommunications device for the deaf (TDD) if you are not hard of hearing

Try:

Only people who are hard of hearing may use a telecommunications device for the deaf (TDD).

Additional resources

Contractions

A contraction is when you combine words by removing some letters and adding an apostrophe. For example, when “we will” becomes “we’ll.”

Contractions can give your writing a more natural and familiar tone. After all, we are used to hearing and using contractions in everyday conversations. Contractions can also make sentences shorter and easier to read.

Consider how formal you want your text to be. For more formal writing, you may want to avoid contractions.

Here are a few common contractions:

  • we will = we’ll
  • they are = they’re
  • let us = let’s
  • that/it is = that’s/it’s
  • do not = don’t
  • will not = won’t
  • are not = aren’t
  • have not = haven’t
  • were not = weren’t

Additional resources

  • For information on contractions

Build sentences with care

Choosing words is important, but it is only one part of the process. The next step is to combine those words to form simple, clear, and concise sentences.

Shorten your sentences

Not everyone agrees on what a short, long, or too long sentence is. However, most people would agree that short, simple, well-built sentences are the easiest to understand.

Here are a few tips to shorten and simplify your sentences:

  • break up your ideas into different sentences
  • try to present one idea per sentence
  • if you combine 2 ideas in one sentence, use logical linking words like but, or, and, so, if, for or because

Still, reading a series very short sentences can become tedious. You risk losing your reader’s attention.

Use short and simple sentences when it suits the ideas they convey. Consider using a few longer sentences in between them to vary the rhythm.

Additional resources

Build simple sentences

When possible, use a sentence structure that is simple and easy to follow. For example, put your subject first, your verb next, and your object last. (The subject is the person or thing doing the action. The verb is the action they are taking. The object is the person or thing they are doing the action to or for.)

In this sentence: “The employee wrote the document,” “the employee” is the subject, “wrote” is the verb, and “the document” is the object.

For example, instead of writing:

  • below are the requirements of the Accessible Canada Act that the Canada Post Corporation must meet by December 31, 2021

Try:

  • the Canada Post Corporation must meet the following requirements of the Accessible Canada Act by December 31, 2021

Instead of writing:

  • in collaboration with the Director of Human Resources, the Employees with Disabilities Committee is directly involved in developing the accessibility plan

Try:

  • the Employees with Disabilities Committee develops the accessibility plan with the Human Resources Director

Put the subject and the verb close together in the sentence. Don’t separate them with clauses or unnecessary words

For example, instead of writing:

  • Rapid Transit, as the national leader in road transportation, wants its buses to be fully accessible by December 2026

Try:

  • as the national leader in road transportation, Rapid Transit wants its buses to be fully accessible by December 2026

Instead of writing:

  • the CEO, following extensive consultations with disability groups, decided to make some recommendations

Try:

  • the CEO made recommendations after consulting many disability groups

Some complex sentences can be perfectly understandable when you build them well. Reread or have someone else proofread your sentences to ensure they are readable and clear. The following is an example of a poorly built sentence that creates confusion, and 2 possible clarifications.

Instead of writing:

  • by drafting this accessibility plan, our customers with disabilities will gain a better understanding of the measures in place to make our bank accessible. (Here, it looks like customers are the ones writing the plan, which is not the case.)

Try:

  • this accessibility plan will help our customers with disabilities understand how we are making our bank accessible

Additional resources

Use the active voice

When building a sentence, you can choose the active or passive voice. With the active voice, the subject does the action.

For example:

  • management sought input from all teams in our organization before approving the accessibility plan

With the passive voice, the subject undergoes the action, and it is difficult to know who is doing the action.

For example:

  • all teams in our organization were consulted before the accessibility plan was approved. (Note: who consulted all teams and who approved the plan is not clear.)

Using the active voice will make your accessibility plans, progress reports and feedback process descriptions clearer and easier to read. Even so, you may sometimes decide to use the passive voice in certain situations. It is not always possible or useful to know who is responsible for an actionFootnote 1.

Be careful not to change the meaning of a sentence when you try to switch it from passive to active.

Additional resources

Use verbs instead of nouns

To make your sentences clearer, use short and direct verbs, whenever possible. Avoid turning verbs into nouns.

For example, instead of writing:

  • you must perform an analysis of all your documents to identify unnecessary repetitions

Try:

  • you must analyze all your documents to identify unnecessary repetitions

Instead of writing:

  • before we can proceed with the release of our progress report, senior management must give their approval

Try:

  • before we can release our progress report, senior management must approve it

Remember that language is a flexible tool. Sometimes, it can be more natural to use a noun.

For example, instead of writing:

  • to write our accessibility plan, we consulted the regulations to ensure that we complied with sections 5, 10 and 14

Try:

  • to write our accessibility plan, we consulted the regulations to ensure our compliance with sections 5, 10 and 14

Simply remember that:

  • some nouns and verbs can be interchangeable
  • it’s generally better to use verbs rather than nouns when writing in simple, clear and concise language

Additional resources

Create paragraphs

By breaking down your text into paragraphs, you give your plans and reports structure. This will make your documents easier to follow.

In general, each paragraph should focus on one main idea and only include 5 or 6 sentences.

Use relevant transition words to link your paragraphs and ideas.

Additional resources

Review the entire text

Once you have finished writing, reread your entire text to confirm that it is consistent, concise, and readable.

Be consistent

Be consistent with your key words and terms. If you change the words you use to refer to important concepts, you risk confusing your readersFootnote 2.

For example, if you talk about your accessibility plan, always call it a plan. Do not call it a “strategy,” “project” or “program” later in your text to switch up your vocabulary. Also avoid calling anything else “a plan” in that document.

This advice does not always apply to the repetition of less important words such as verbs, expressions or linking words. For example, you might not always want to use “however” to indicate contrast. You could add variety with words like, “but,” “yet,” and “nevertheless,” as appropriate.

Using repetition well involves deliberately using the same key terms to help the reader follow the textFootnote 3.

Be concise

Edit your document to remove unnecessary words, sentences, information and repetitionFootnote 4. Keep only deliberate repetitions that you use to emphasize a point or to keep using consistent key words.

Take out anything that does not add new or important information. Provide all the information that is directly relevant to your target audience, and nothing more. Your message will be clearer if you stick to essential information and drop unnecessary detailsFootnote 5.

There is no need to state the obvious, as demonstrated in the 2 examples that follow.

Instead of writing:

  • please submit your comments on our updated accessibility plan within a period of 30 days

Try:

  • please submit your comments on our updated accessibility plan within 30 days

Instead of writing:

  • we have prepared our progress report, and if you would like a copy, please contact us directly

Try:

  • to obtain a copy of our progress report, please contact us directly. (It is obvious that you prepared a report if you are offering to provide a copy.)

Shorten some passages through effective word choices.

For example, instead of writing:

  • we have changed the signage leading to the area of the bank where we offer advice on income tax

Try:

  • we have changed the signage leading to the area of the bank where we offer tax advice

Some articles or adjectives can help shorten a text and making it more cohesive.

For example, instead of writing:

  • any member of the public can request a description of the feedback process. The feedback process description will be provided to such persons in simple, clear and concise language

Try:

  • any member of the public can request a description of the feedback process. This description will be provided in simple, clear and concise language

Use pronouns to avoid repetition.

For example, instead of writing:

  • accessibility plans must be clear. Accessibility plans must also include all the headings that the regulations require

Try:

  • accessibility plans must be clear. They must also include all the headings that the regulations require

However, ensure that the pronoun does not create doubt or confusion.

For example:

  • the representative of employees with disabilities will attend the ceremony to meet with the Director. She must return to the office at 3 pm (Who should return to the office at 3 pm? The representative or the Director?)
  • organizations writing accessibility plans should ensure clarity. They must also be representative. (What needs to be representative? The organizations? The plans?)

Never sacrifice clarity for concision.

Check your content’s readability and usability

First, reread your text carefully. Make sure your accessibility plans, feedback process descriptions and progress reports are readable and usable.

Some statistical tools are available online to test a document’s readability. However, these tools only check features like average sentence and paragraph length, or number of syllables per word.

  • Some word processing programs, like Microsoft Word, include tools to run Flesh-Kincaid tests on an English document. Flesh-Kincaid tests present results as a grade level equivalent
  • Scolarius is a free online tool that conducts similar analysis on French texts

Keep in mind that these tools have important limitations. Simplicity, clarity and concision cannot be reduced to mathematical considerations. The message comes first, not the number of words or the length of sentences and paragraphs.

You can ask your readers to assess the readability of your documents. Ask someone from your target audience to read your accessibility plan, feedback process description and progress reports. And, more specifically, ask persons with disabilities to read them. Ask them if they:

  • found them clear and easy to understand
  • found their structure easy to follow
  • could easily find important information

There are many ways to test usability with your readers. How to test the usability of documents offers information on 3 methods:

  • tell me in your own words
  • mark positives and negatives
  • find an answer or do something (for example: ask readers to find out how they could submit feedback anonymously to your organization, using your feedback process description)

Langue claire et simple : évaluer l’utilisabilité des documents (in French only) offers information on 3 other methods:

  • discussion groups
  • written questionnaires
  • individual interviews

The Simplification Center in the United Kingdom conducted an in-depth review of criteria published by many organizations to assess document clarity. The article, criteria for clear documents: a survey (PDF format), contains a long list of criteria for testing the clarity and readability of your documents.

Additional Resources

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2022-09-29

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