ࡱ> 8:567%` |[bjbj"x"x @@R ~~~^ j 4T,HJJJJJJ$[hnn{{{dH{H{{j 0~{2l0&Kd&hvT{݊D!nnd   d<zE;   zE    Board of Nursing Home Administrators: A Guide to Writing The Board of Nursing Home Administrators serves a variety of customers. Some of the ways that we serve them include distributing information, answering questions, providing data, and responding to requests. Given this, we must work to consistently and accurately communicate with our customers. Clear and concise instructions facilitate the timely submission of applications, forms, and information required for agency services. Poorly constructed documents increase the number of unnecessary communications, which costs the agency money, delays services, and impacts the customer. This style guide serves as a reference tool to establish consistent plain language use in the areas of spelling, capitalization, and punctuation. Some of the rules within this guide are modeled after the AP Stylebook, a book of the accepted writing styles of the Associated Press media service. Writing Guidelines Consider your audience: State employee Customer Media Licensee Owner/operator Consider your format: Formal letter E-mail Phone call/script Why are you writing? To explain To persuade To solve a problem To resolve a dispute Get right to the subject at hand. Start with a positive note or solution. If you cant do what a customer wants, say what can be done. Give adequate and specific reasons for what you say (especially if the news is bad); generalities are rarely convincing. In dispute correspondence, do not take sides, assuming the customer is right and the party they are complaining about is wrong. You do not know the full story. Proofread correspondence (written and electronic) carefully. Run the spell and grammar check to catch mistakes. Have someone else proofread your work or put the document aside and proof it later. Writing Rules Use active voice (identify people responsible for actions and events) whenever possible. Example: Scientists make plaster molds of dinosaur footprints (Instead of: plaster moldsare made by) Use passive voice when action or event is more important than person responsible. Example: Litter was scattered in the park at the end of the day. Eliminate expletive constructions (it is, there is, there are, here is, here are). Example: Twenty-six participants attend this workshop (Instead of: There are 26 participants in this workshop.) Generally use this, that, these and those as adjectives, not as pronouns. Example: This plan demonstrates (Instead of: This demonstrates) Avoid jargon and clichs. Example: Writing is easy as pie. Be positive. Example: The Board of Nursing Home Administrators awarded the contract to Apple. (Instead of: Of the three companies bidding on the facility, the Board of Nursing Home Administrators did not select Dell nor Toshiba.) Always place periods and commas inside quotation marks. Use the dash (-) sparingly for emphasis. Branches of government are general terms and not specific enough to require capitalization. Example: The governor is the chief officer of the executive branch of government. Capitalize governor when using full name Example: Governor Johnson likes to swim. (Instead of: The Governor likes to swim.) Avoid between and among. Between introduces two items. Among introduces more than two. Examples: The money was divided between Jack and Jill. The money was divided among Jack, Jill and Jerome. Always use figures without st, nd, rd or th when writing the date. Example: The report is due April 27, 2007. (Instead of: Due to reporting errors, this report has not been available since April 27th, 2007.) Writing Tips Acronyms spell out first in a document, then use acronym [(Department of Human Services (DHS)]. To avoid confusion, use term consistently in document. An should be used before a word beginning with a vowel sound (an egg, an umbrella) or an h if, and only if, the h is silent (an honorary degree) Academic degrees should be lowercase: bachelors degree, masters degree, associate degree (no s), or Associate of Arts, Bachelors of Science when referring to the discipline Capitalize only proper nouns Secretary South or the secretary; Governor Johnson or the governor (use in headings when appropriate) Capital vs. Capitol The state capital is Salem. The capitol is the actual building. E-mail hyphenated, stands for electronic-mail (e-commerce, e-book) Funds use numerals: $2, $20, $20,000, $2 million Gender use when referring to male or female, not sex Internet a proper noun and should be capitalized Numbers spell out numbers less than 10; use the numeral for numbers greater than 10 Pronouns use pronouns to refer to the customer. Percent (%) - spell out except when used in graphics or an Excel document Quotations Use double quotations only if an individual is being quoted, all others receive single quotes, if required: I am a dedicated employee direct quote He said he was a dedicated employee direct quote Online one word, no hyphen Punctuation: Use inside quotes: Ken Granger drives a little, black car, Shane said. Ken exclaimed, My car is not small! It is compact! I care about the environment, Ken said. That is why I drive a compact car. Proper comma use: In 2005, Cathy received an award. The award Cathy received, the Golden Communications Director award, commends her dedication. Cathy received an achievement award for dedication and loyalty. Cathy, will you present the award? Will you present the award, Cathy? Thank you, Cathy, for presenting the award. Correct apostrophe use: The departments resources are available online. (singular) All the employees resources are available online. (plural) The Mahoneys resources are available online. (singular entity) The Jones resources are available online. (singular entity ending in s) Correct question mark placement: Secretary South asked, How can we fix the problem? Shane, do you agree with the service promise To Serve with CLASS? state lowercase, even when referring to the state or state employees, airplanes, and buildings. When the word takes the place of State of Oregon, it is capitalized. Time 1 p.m. and 1:30 p.m. (Use colon to separate hours from minutes) Web site a proper noun referring to the World Wide Web and should be capitalized (also Web page) Who versus that Use who for people, that for animals and inanimate objects; We serve those who serve Oregon. Years 1940s, 1960s (no apostrophe) Writing For Your Audience Write for your audience Know your reader/audience Write clearly Write in a visually appealing style Write in an active voice Use short sentences with strong verbs Know your reader/audience When you communicate to the reader, focus on their needs. They will be more receptive to your message if it is tailored to them. Identify the readers by defining their needs, outlining expectations and providing resolution if necessary. When the document is written plainly, the reader will: Understand what you want and take appropriate action Focus on key information Believe that you are concerned with their needs Writing Clearly Words Use the active voice For example (active): The teacher created the lesson plan. (Passive) The lesson plan was created by the teacher. Use the simplest form of a verb Use you and other pronouns to speak directly to readers Spell out abbreviations on first reference Use short, simple words Omit unnecessary words Write clear definitions Avoid legal, foreign, and technical jargon Sentences Write short sentences Use active verbs Avoid using the passive voice, or use the passive voice sparingly Put statements in a positive form Paragraphs Have a topic sentence Write short paragraphs Include only one issue in each paragraph Other aids to clarity Use examples Use bullets Use tables to make complex material easier to understand Consider using illustrations Use emphasis such as bold or italics to highlight important concepts Correct Spelling The word e-mail shall always be hyphenated in all instances. All instances of the word Web site shall be two words, with the word Web capitalized. It is short for the proper name World Wide Web. Visual Appeal Visually appealing documents are easier to understand than ones that are done carelessly or with mistakes. Government documents are often confusing to the reader. Replace blocks of text with headings, tables and white space. Make the main points apparent and group related items together. Use bullets to quickly communicate key information for the reader. A visually appealing layout will help direct the readers attention to the specific information they need to know. Short Sentences Communicate clearly and concisely the message you are trying to convey. If you are asking the reader to take action, state the appropriate steps that are necessary to fulfill your request. Keep your sentences short and concise, and use strong verbs where appropriate. Examples: Please submit your form by Wednesday, January 1. We regret to inform you that your application was declined. To ensure that your certification process is complete, please submit the following. E-mails E-mails are one of the most used methods of communication. It is a valuable and inexpensive tool for all users. The following guidelines will ensure that your e-mail message is properly prepared: Subject Line Include specific, concise information in the subject line so the reader knows what the e-mail is about and can prioritize. Identify the purpose of the e-mail. When forwarding e-mails, be sure your subject line is still relevant. Edit or update the subject line as needed. Content All e-mails are subject to a public records request. You can be held legally responsible for content. Write concise messages. Make action request clear (who, what when, where and why). Include your contact information on your e-mail messages, such as organization name, address, telephone number, office/suite number, etc. Avoid cyber-slang or jargon. On first reference, spell out acronyms. If additional information is needed to explain the acronym, be sure to include. Attachments: When replying or forwarding e-mail, delete unnecessary attachments. Be aware of attachment size, including graphics and photograph size. Briefly describe e-mail attachments. General Tips: Avoid using fancy signatures with illegible fonts, background images, or other images that may cause a delay for the user to receive your message. These types of images may also prevent your message from being delivered altogether because of SPAM filters. Avoid using the reply to all option when one or two parties can resolve the issue. Confirm receipt of e-mail on critical items. If the subject matter is highly tense in nature, walk away and formulate your thoughts later. Once your message is sent, it is not possible to retrieve it. Count to 10 before you send. Double-check your e-mail message. Always use a spell-checker or grammar tool to ensure your message is not filled with errors. If the message is detailed, you may wish for another set of eyes to review it before sending. Presentations We may be asked to provide information to various audiences. The most important part of a presentation is to ensure that your audience walks away with the information they need. If your presentation covers a lot of material, try to focus on the main points. The following tips will help you to successfully communicate your message. 1. Know Your Audience Who am I communicating with? Think from your audiences point of view. Use the right words for the specific audience. Avoid technical words. Speak at an appropriate speed, volume, tone and pitch to target audience or key individual listener. 2. Know Your Message What is my main purpose? Confirm data and facts. What action do I want? Rehearse your presentation. Avoid reading your presentation slides to the audience! Provide copies of your presentation. 3. Ensure Feedback Engage your audience in discussion. Be open to different opinions and new ideas. Listen carefully to all opinions expressed and respond. Follow up to requests for information. 4. Verbal Communication Speak clearly and at a volume that can be heard. When presenting to a large group, use a microphone. Match speaking length to allotted time. Shorter is better. Present single ideas in a clear, concise, organized and persuasive manner. Use stories/examples to add to listeners understanding and retention. Replacements WRONG ` RIGHT Negative Compound Single Word Not able unable Not accept reject Not certain uncertain Not unlike similar, alike Does not have lacks Does not include excludes, omits Not many few Not often rarely Not the same different Notunless only if Notexcept only if Notuntil only when Excess Words Plain Alternatives Accordingly so Addressees you As a means of to As prescribed by in, under Assist, assistance aid, help At a later date later At the present time now Because of the fact that because, since Commence, initiate begin, start Constitutes forms, makes up Despite the fact that although Facilitate help For the purpose of to, for Heretofore until now Implement start, carry out In accordance with under In light of because, since In order to to In the event that if Obtain get, gain On a monthly basis monthly Owing to the fact that because, since Pertaining to of, about Prior to before Provide give Related to of, about So as to to Subsequent to after Such that so Should it appear that if With regard to about Grammar Affect, effect Affect is generally the verb, meaning to influence: It affected me deeply. Effect is usually the noun, meaning result or impression: The effect was overwhelming. Fewer, less Fewer refers to things that can be counted: fewer cars, fewer books, fewer teaspoons of flour Less refers to amounts of things: less rain, less flour, less animosity. Its, Its Its is a contraction for it is: Its going to rain. Its is the possessive: The state plane is white and its tail is red. Their, there, theyre Their is a possessive pronoun: They went to their committee meeting. There indicates place or direction: We went there for dinner. Theyre is a contraction for they are: Theyre going to wax the state vehicles. Whos, whose Whos is a contraction for who is: Whos there? Whose is the possessive: I do not know whose file that is. Who, that, which Use who when referring to people or animals with names: The woman who just walked by has the estimates. Use that or which to describe an entity, such as a business, or an inanimate object: The company that provides the supplies is based out of Miami. Brevity, gravity Brevity is the quality or state of being brief, short or concise: The group applauded Ken on the brevity of his presentation. Gravity is a grave consequence, seriousness or importance: Ken reminded the group of the gravity of unemployment. Compose, comprise Compose to create or put together: The legal team composed a contract for the new vendor. Comprise to contain, to include all or embrace: The advisory board comprises six members. Perspective, prospective Prospective likely to become: The secretary liked the prospective land site. Perspective view, mental view or outlook; a way of regarding situations or topics: When she saw the sinkhole, it changed her perspective on the road construction project. Straight, strait Straight a continuous line, forward: The tanker drove straight to the work site. Strait a narrow channel that joins two larger bodies of water; a stressful or difficult situation: The governor flew over the strait to survey the land after the storm. Proofreaders Marks SymbolMeaningExample INCLUDEPICTURE "http://www.m-w.com/mw/table/proof1a.gif" \* MERGEFORMATINET delete INCLUDEPICTURE "http://www.m-w.com/mw/table/proof1b.gif" \* MERGEFORMATINET  INCLUDEPICTURE "http://www.m-w.com/mw/table/proof2a.gif" \* MERGEFORMATINET close up INCLUDEPICTURE "http://www.m-w.com/mw/table/proof2b.gif" \* MERGEFORMATINET  INCLUDEPICTURE "http://www.m-w.com/mw/table/proof3a.gif" \* MERGEFORMATINET delete and close up  INCLUDEPICTURE "http://www.m-w.com/mw/table/proof3b.gif" \* MERGEFORMATINET  INCLUDEPICTURE "http://www.m-w.com/mw/table/proof4a.gif" \* MERGEFORMATINET caret INCLUDEPICTURE "http://www.m-w.com/mw/table/proof4b.gif" \* MERGEFORMATINET  INCLUDEPICTURE "http://www.m-w.com/mw/table/proof5a.gif" \* MERGEFORMATINET insert a space INCLUDEPICTURE "http://www.m-w.com/mw/table/proof5b.gif" \* MERGEFORMATINET  INCLUDEPICTURE "http://www.m-w.com/mw/table/proof7a.gif" \* MERGEFORMATINET let stand INCLUDEPICTURE "http://www.m-w.com/mw/table/proof7b.gif" \* MERGEFORMATINET  INCLUDEPICTURE "http://www.m-w.com/mw/table/proof8a.gif" \* MERGEFORMATINET transpose INCLUDEPICTURE "http://www.m-w.com/mw/table/proof8b.gif" \* MERGEFORMATINET  INCLUDEPICTURE "http://www.m-w.com/mw/table/proof9a.gif" \* MERGEFORMATINET used to separate two or more marks and often as a concluding stroke at the end of an insertion INCLUDEPICTURE "http://www.m-w.com/mw/table/proof10a.gif" \* MERGEFORMATINET set farther to the left INCLUDEPICTURE "http://www.m-w.com/mw/table/proof10b.gif" \* MERGEFORMATINET  INCLUDEPICTURE "http://www.m-w.com/mw/table/proof11a.gif" \* MERGEFORMATINET set farther to the right  INCLUDEPICTURE "http://www.m-w.com/mw/table/proof11b.gif" \* MERGEFORMATINET  INCLUDEPICTURE "http://www.m-w.com/mw/table/proof12a.gif" \* MERGEFORMATINET set as ligature (such as )  INCLUDEPICTURE "http://www.m-w.com/mw/table/proof12b.gif" \* MERGEFORMATINET  INCLUDEPICTURE "http://www.m-w.com/mw/table/proof13a.gif" \* MERGEFORMATINET align horizontally INCLUDEPICTURE "http://www.m-w.com/mw/table/proof13b.gif" \* MERGEFORMATINET  INCLUDEPICTURE "http://www.m-w.com/mw/table/proof14a.gif" \* MERGEFORMATINET align vertically INCLUDEPICTURE "http://www.m-w.com/mw/table/proof14b.gif" \* MERGEFORMATINET  INCLUDEPICTURE "http://www.m-w.com/mw/table/proof15a.gif" \* MERGEFORMATINET broken character INCLUDEPICTURE "http://www.m-w.com/mw/table/proof15b.gif" \* MERGEFORMATINET  INCLUDEPICTURE "http://www.m-w.com/mw/table/proof16a.gif" \* MERGEFORMATINET indent or insert em quad space INCLUDEPICTURE "http://www.m-w.com/mw/table/proof17a.gif" \* MERGEFORMATINET begin a new paragraph INCLUDEPICTURE "http://www.m-w.com/mw/table/proof18a.gif" \* MERGEFORMATINET spell out INCLUDEPICTURE "http://www.m-w.com/mw/table/proof18b.gif" \* MERGEFORMATINET  INCLUDEPICTURE "http://www.m-w.com/mw/table/proof19a.gif" \* MERGEFORMATINET set in CAPITALS INCLUDEPICTURE "http://www.m-w.com/mw/table/proof19b.gif" \* MERGEFORMATINET  INCLUDEPICTURE "http://www.m-w.com/mw/table/proof21a.gif" \* MERGEFORMATINET set in lowercase INCLUDEPICTURE "http://www.m-w.com/mw/table/proof21b.gif" \* MERGEFORMATINET  INCLUDEPICTURE "http://www.m-w.com/mw/table/proof22a.gif" \* MERGEFORMATINET set in italic INCLUDEPICTURE "http://www.m-w.com/mw/table/proof22b.gif" \* MERGEFORMATINET  PLAIN LANGUAGE (PL) CHECKLIST Document Name: Document Type:  FORMCHECKBOX  Press Release  FORMCHECKBOX  Notice  FORMCHECKBOX  Application  FORMCHECKBOX  Letter  FORMCHECKBOX  Order  FORMCHECKBOX  Web site  FORMCHECKBOX  Newsletter  FORMCHECKBOX  Other_________________________________________ QuestionYes/NoDoes the document speak clearly to the intended audience? If not, what is your PL improvement plan?  FORMCHECKBOX  Yes  FORMCHECKBOX  NoIs the information presented in a logical, fluid sequence? If not, what is your PL improvement plan?  FORMCHECKBOX  Yes  FORMCHECKBOX  NoIs the material written in a positive, active voice with strong verbs? If not, what is your PL improvement plan?  FORMCHECKBOX  Yes  FORMCHECKBOX  NoCan longer sentences be broken down into shorter sentences? If not, what is your PL improvement plan?  FORMCHECKBOX  Yes  FORMCHECKBOX  NoIs the text arranged neatly with simple fonts, minimal bold/italics and good use of white space? If not, what is your PL improvement plan?  FORMCHECKBOX  Yes  FORMCHECKBOX  NoCan the text be broken down into sub-headings, simple tables or bulleted lists? If not, what is your PL improvement plan?  FORMCHECKBOX  Yes  FORMCHECKBOX  No Are short, common words used instead of legalese and jargon? If not, what is your PL improvement plan?  FORMCHECKBOX  Yes  FORMCHECKBOX  NoDoes the document clearly state the point of contact (i.e., person, office, phone numbers, and e-mail addresses) for questions, comments and/or concerns. If not, what is your PL improvement plan?  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