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How we write
Our aim is to create communication products that are accessible for everyone. This means
we use straightforward, familiar language wherever possible.
On this page
Audience
Plain English
Readability
Technical language
Shorter sentences
Active voice
When to use passive voice
Pronouns
Redundant words
Inclusive language
References to Aboriginal peoples and Torres Strait Islander peoples
New Zealand Māori
Audience
Your writing will be most effective if you understand who you're writing for. For multiple
audiences, make your writing as easy to read as possible so everyone can understand it.
Plain English
Plain English isn't about dumbing down content. Writing clearly, simply and concisely helps
readers understand your message the first time they read it. This point is crucial.
The
2006 adult literacy and life skills survey showed that almost half (46%) of Australians
aged 15 to 74 lack the literacy skills needed to meet the complex demands of everyday life
and work – so it's important we keep language as simple as possible.
Use: We will implement the project
Not: We will be responsible for the implementation of the project
S
tuck for a word? Check out the Plain English Campaign's A-Z list of alternative words.
Readability
Readability is a reflection of Plain English and how easy content is easy to understand. The
Australian Government Style Manual's
writing style guide tells us we should aim for a
reading level of Year 7 (age range 12 to 14) and includes links to commonly used readability
tools.
As we reference a lot of scientific terms, this will be very difficult for us to achieve. The
words aren't used in everyday English and have high syllables. We must strive for
a
readability score of 60 or as close as possible. This equates to a reading
Grade level of
year 9.
Remember: the higher the readability score the better. The lower the grade level score the
better. The grade level score reflects the readability of your content.
Technical language
Using technical language is fine if you are writing content for experts who understand it. But
you can still apply plain English principles, for example active voice, short sentences, to
technical language, and these techniques should not restrict the meaning of your content.
However, you will need to simplify your language when explaining technical concepts to
general audiences.
Plain English alternatives exist for many words, but in some cases the meaning of a simple
word alternative may not be precise enough. In these cases you will need to think about the
clearest way to define a technical term to your audience.
Shorter sentences
A longer sentence is harder to understand than a shorter one. We get to the core message
in a more pleasant way using short sentences.
The length of the sentence determines how difficult they are to understand.
Fairly difficult, medium long sentence length: 21-25 words
Difficult, Long sentence length: 25-30 words
Very Difficult, very long sentence length: 30-40 words
Extremely difficult, extremely long sentence length: 40+ words
One thought one sentence
Avoid using lots of commas and sub-clauses. The idea of the sentence may get confused
and this will lose the reader. Instead, express one thought per sentence. This will also help
you figure out what you really want to say.
Using lists
Instead of listing things in a sentence, use bullet points instead. They're easier for the eye to
scan, and gives the items space to breathe on the page.
Aim for less than 5%
A variety adds to pleasant reading. But we should aim for an average of less than 5%.
Research shows this is the ideal level for ease of reading.
Example 1:
The Code is enforced by state and territory departments, agencies and local councils in
Australia; the Ministry for Primary Industries in New Zealand and the Australian Department
of Agriculture and Water Resources for food imported into Australia.
VisibleThread readability scores:
Long sentences: 1
Readability score: 0
Grade level: 22.8
Could be rewritten to
All of the following enforces the code:
state and territory departments
agencies and local councils in Australia
the Ministry for Primary Industries in New Zealand
the Australian Department of Agriculture and Water Resources for food imported into
Australia.
VisibleThread readability scores:
Long sentences: 0
Readability score: 26
Grade level: 11.4
Example 2:
FSANZ has developed information on a range of topics of interest to consumers, which
appear in the left hand menu. If you can't find what you're looking for or if you're after
something specific, try using our search box above. In addition, feel free to
email us if you
have any feedback or suggestions.
VisibleThread readability scores
Long sentences: 2
Readability score: 60
Grade level: 9.3
Could be rewritten to:
We've developed information on a range of topics appearing on the left hand menu. If you
can't find what you're looking for, try using our search function. It can help you find
something specific. W
e're always welcoming feedback and suggestions. Feel free to contact
us.
VisibleThread readability scores:
Long sentences: 0
Readability score: 67
Grade level: 6
Active voice
We use active voice, subject-verb-object. Use first and second person such as we and us.
Avoid use of third person such as, FSANZ, he, she, it and they.
Active voice gets straight to the point:
Judy wrote the report.
Avoid passive voice, object-verb-subject. Passive voice usually makes it difficult to know who
did what to whom and sends the reader backwards:
The report was written by Judy.
When to use passive voice
While you should aim to make most of your writing active, passive voice is common in
scientific writing to describe processes rather than the people conducting them:
The rate of hydrogen production was increased by 25%.
Pronouns
When writing for the web or developing promotional material (articles, fact sheets, speeches
and presentations) using personal pronouns for example 'you' and 'we' is a simple way to
build rapport with your readers and make government language sound friendly and helpful.
Using personal pronouns such as you and we is a simple way to build rapport with your
readers. It makes government language sound friendly and helpful. This is evident when
writing for web or developing promotional materials such as:
articles
fact sheets
speeches
presentations.
We need to talk
to our readers, not
about them. Readers respond to 'you'. It makes the
organisation seem approachable and makes it clear when they have to take notice or
complete an action.
Use: 'You can sign-up for email alerts from our subscription page'
Not: 'Interested parties wishing to receive email alerts can do so from the FSANZ
subscription page'
For official documents including approval reports for applications and proposals you should
continue to use FSANZ for clarity.
Redundant words
Effective writing thrives on the ‘less is more’ principle, so look for any opportunity to shed
excess words. S
tuck for a word? Check out the Plain English Campaign’s A-Z list of
alternative words.
Instead of
Say
at a later date
later
at this moment in time
now
collaborate together
collaborate
conducting an investigation
investigating
despite the fact that
although
follow after
follow
for a period of
For
in conjunction with
with
in connection with
about
in lieu of
instead of
in regard to
about
in the near future
soon
make an adjustment
adjust
on a daily basis
daily
on two separate occasions
twice
originally created
created
take action
act
take a look
look
take into consideration
consider
with regard to
about
Inclusive language
You need to take into account any sensitivities readers of your content might have. The
main principle to observe is ‘people first’. Portray people as part of the community and
avoid stereotypicl, stigmatising or divisive descriptions.
Terms to avoid
Acceptable language
Able-bodied, normal
People without a disability
Abnormal
Specify the disability
Affliction, afflicted with
Person has/with (name of disability)
Birth defect, congenital defect, deformity
Person with a disability since birth, person wit
disability
Blind, the blind, the visually impaired
Vision-impaired, person who is blind, person w
impairment
Confined to a wheelchair, wheelchair
Uses a wheelchair, wheelchair user
bound
Cripple, crippled, deformed, disabled
person, handicapped, invalid, mentally
Person with disability
retarded, retarded, spastic, special, victim
Hearing-impaired, deaf
Deaf
The deaf—this refers to people who identify t
part of the deaf community and who use sign
Using 'deaf community' is only appropriate wh
to this particular community
Deaf and dumb, deaf-mute
Person who is deaf and non-verbal, person wi
disabilities
References to Aboriginal peoples and Torres Strait Islander peoples
Refer to the Australia Government Style Manual's
Aboriginal and Torres Strait
Islander peoples page.
New Zealand Māori
When referring to New Zealand’s Māori, the first letter should similarly be capitalised, i.e.
Māori. Māori should also be marked up correctly with an ‘ᾱ’ macron (available in the symbol
tab in Word – for consistency select font: Arial subset: extended-A).
Related pages
Writing and editing guide home
Writing for the web
Grammar and punctuation
FSANZ specific requirements
