ap style - pittsfordschools.org file · web viewin the district communication office, publications...

Guidelines for

Auditing Webpages

“Cleaning house”

Guidelines for Auditing Webpages 1 April 2017

Table of Contents

AP Style....................................................................................................................................................3

Recommended Style and Grammar Resources.......................................................................................3

Logo.........................................................................................................................................................3

Font Selection..........................................................................................................................................4

Recommended Fonts for PCSD Branding.................................................................................................4

Best Practices in Font Selection...............................................................................................................5

Colors......................................................................................................................................................5

Imagery....................................................................................................................................................6

Photographs............................................................................................................................................6

Clip Art.....................................................................................................................................................7

Tone of Voice...........................................................................................................................................7

Sound......................................................................................................................................................8

Website Standards..................................................................................................................................8

Reference to District................................................................................................................................9

Capitalization...........................................................................................................................................9

Italics, Bold, Underlining Formatting.....................................................................................................10

Punctuation...........................................................................................................................................10

Dates, Time and Numbers Days, Weeks and Months............................................................................14

Plain Language and Word Choice..............................................................................................................16

Proofreading..........................................................................................................................................21

Web Accessibility.......................................................................................................................................22

Principles of Accessible Design..............................................................................................................22


AP Style In the District Communication Office, publications are aligned with the Associated Press (AP) Style. The AP Stylebook provides an A-Z guide to issues such as capitalization, abbreviation, punctuation, spelling, numerals and many other questions of language usage. Using AP Style as a guideline provides consistency in our publications in terms of grammar, spelling, punctuation and language usage.

AP Style is not a hard and fast rule but rather a set of highly used guidelines which change periodically to reflect current terms and usage. Recent changes included:

lower case for internet and web voicemail is one word addition of Apple’s operating system iOS (or IOS if first word in sentence) the singular, gender-neutral “they”

Recommended Style and Grammar ResourcesWebster’s Dictionary http://www.merriam-webster.com/

The Associated Press Stylebook www.apstylebook.com

LogoOur official District logos, either the one line or stacked two line logo, should be used in District communication, depending on which is best suited to your layout.

The logo font is Adobe Caslon Pro Regular. No other font may be substituted for use in the logo. It is acceptable to use the logo in a positive (black or blue with no background) or as a reverse (white with black or blue background).

Other logos frequently used by the District include the Viking (Mendon High School), the Knights (Sutherland High School) and the Panther Paw (combined athletic teams). It is acceptable to use these logos in District approved color or black on white background.


http://www.apstylebook.com/

http://www.merriam-webster.com/

Electronic versions of all District logos are available for download from the District website at http://pittsfordschools.org/departments.cfm?subpage=20262 or by contacting the Communication Office.

Legal Use of Names and Logo

• Pittsford Central School District, Pittsford Schools and official names and logos may not be used by entities outside the District without permission.

• Trademark, service mark or copyrighted materials belonging to outside entities may not be used in District or school communication in part or in full unless written permission is granted by the author/publisher. For more information, please see Pittsford School District Policy 8350, Use of Copyrighted Material.

• Logo color should adhere to the Pittsford blue/maroon logo in color documents or web-based documents or the black logo for materials that will be printed and photocopied. No other colors can be used for the logo.

Font SelectionThe welcoming and professional feel of our District is found not just in the words we choose, but in the “form” of our words. Typography is the element that gives our words a distinctive look and feel even before someone reads the text. Using uniform fonts and style ensures consistency and readability and sets the proper tone.

Serifs are semi-structural details or small decorative flourishes on the ends of some of the strokes that make up letters and symbols. An example would be the Times New Roman font. Sans serif does not have these details or flourishes. An example would be Arial font.

Recommended Fonts for PCSD BrandingSerif Font Options for printed documents:

Education (Century)


http://pittsfordschools.org/departments.cfm?subpage=20262

Education (Georgia)

The recommended font size for printed documents is 12 point for body text and 14 point or higher for headings.

San Serif Font Options for printed documents:

Education (Calibri)

Education (Tahoma)

San Serif Font Options for Web-based documents, websites and PowerPoint:

Education (Helvetica)

Education (Lucida Sans)

Best Practices in Font Selection• Creative fonts may be used on a limited basis when setting a casual or playful tone such as using the Broadway font for the title in a flier for a school play. • Limit fonts to no more than two different fonts on the same page. • Font colors should provide high contrast on the page or screen to increase readability.

• To draw attention to content, you can use font color, UPPER CASE, scale (size) or weight (bold). • Remember that the ultimate goal is readability.

ColorsColor is a critical element in creating a memorable and lasting brand. The official colors of the District are Pittsford blue, maroon and gold.

RGB is primarily for electronic communication, PowerPoint presentations, websites, email messages and clip art.


HEX numbers are commonly used in web-based applications. CMYK is used for projects created in Adobe Creative Suite or when working with printers

and graphic artists.

Always include Pittsford Blue and Maroon as the prominent colors to anchor and balance documents and presentations. Accent colors should be used to highlight important components of your materials, but should not be the dominant color.

ImageryImages are used to reinforce or enhance key messages. They can include photographs, graphics, clipart, icons or charts. At Pittsford Schools, we use high quality images to effectively express our story.

Student-centered

Imagery should be student-centered and tell a story. Students should be facing the camera when possible. Whenever possible, try to use actual Pittsford students as opposed to stock images.

Digital photos of Pittsford students are available on the District website at http://www.pittsfordschools.org/Employees.cfm?subpage=32470&adminActivate=1

Positive

At Pittsford Schools, we want to inspire a love of learning. Ensuring our images portray positive and engaging energy is essential.

Excellence

Not only should the contents of the images communicate a high-quality experience, but the quality of the image is also important. Ensure that subjects are well-lit; the image is of high-resolution and well composed. If a photograph is poor quality or the subject matter is too far away, it detracts from your message.

PhotographsThe use of photographs in District publications is recommended to add interest and break up large blocks of copy. Photographs should reflect the diversity (gender, ethnicity, ages and varying abilities, etc.) of the students and staff of the District. As often as possible, photos should be of Pittsford students, families and staff.

• Pictures used for print publication should be 300 dpi at their original size. Pictures used for electronic publication should be 96 dpi at their original size. This will ensure that the pictures are of highest quality.


http://www.pittsfordschools.org/Employees.cfm?subpage=32470&adminActivate=1

• Visibility of brands unrelated to Pittsford Schools is discouraged (i.e., Gap, Abercrombie, Dasani, etc.). Socioeconomic and brand stereotypes are often portrayed through corporate branding. Pittsford wants to communicate an inclusive and welcoming environment for all students and staff, regardless of socioeconomic status. Additionally, we do not want to publicize a brand or have a particular brand associated with our schools.

• Due to privacy policies and guidelines, student names should not be displayed with student photos. Our rule of thumb is to use name without photo or use photo without name.

• Photos in which students are not complying with District policy, such as dress code, should not be used in school publications.

• When resizing images, make sure to retain the proper proportion (do not stretch image only vertically or only horizontally). This can be done by resizing from the corner of the image while holding down the shift key, which locks the aspect ratio of the image.

Clip ArtYou may use clip art in publications, but use it sparingly. It can easily become distracting if overused. Often, the artwork doesn’t reproduce well in black-and-white. Depending on the color of paper used, it is sometimes better not to use it.

Tone of Voice Keep your audience in mind when writing messages for newsletters, fliers, presentations and emails. Consider whether you are addressing adults or children, parents or senior citizens, staff or residents.

• Ensure messages are clear and concise. Use short words, sentences and paragraphs whenever possible.• Avoid jargon and acronyms whenever possible. When you do use them, be sure to explain them in the first usage with the acronym after it in parenthesis.

Example: Registration is open for Pittsford Summer Enrichment Institute (SEI). You can register online or contact the SEI office.

• Use an active voice when writing. It is more engaging to the reader.

Example: Passive: There was a graduation celebration for the kindergarten class. Active (better): Kindergarten students celebrated graduation.


• Opt for gender-neutral language whenever possible. Rewrite sentences to avoid the need for a pronoun.

Example: Incorrect: When a student wants to change his or her registration, he or she should see a counselor. Correct: A student who wants to sign up for basketball should see the coach.

SoundSound can be distracting and cause a delay in loading a webpage. As the inclusion of sound increases in web design, general web standards agree that limiting sound provides a friendlier user experience while allowing accessible navigation through your website.

The World Wide Web Consortium (W3C) discourages the practice of automatically starting sounds when a web page is opened. It is preferable to allow the visitor to initiate the sound after opening the page.

Website StandardsThe website is a representation of the District. All content should be current, accurate, professional, and easy to access and view. • The splash page for each school in the District mimics the District home page format including navigation, news and calendar for the site visitor’s ease of use. To represent your school’s unique personality, include school specific images, artwork and activities on the school’s subpages. • All announcements and text posted on the District website should conform to the guidelines defined in this document.• Follow the Principles of Accessibility found later in this document.• No student last names should be on the website except award winners and athletes. These honors are public data and may include student full name without photos.

Referring to the District and Schools

Pittsford Central School District is the preferred way to refer to the District. Pittsford Schools is also acceptable. The acronym PCSD may be used after the full District name appears in the first usage with the acronym after it in parenthesis.

Pittsford Central School District is singular; verb use is singular. • The Pittsford Central School District is a leader in using classroom technology.


Pittsford Schools, as an organization, is singular. The word “schools” in the collective is plural. • Pittsford schools are located in Monroe County. • Pittsford Schools is an equal opportunity employer.

Reference to District These are the desired references for our schools and the District.

School Correct Less DesiredAllen Creek Elementary School ACE ACJefferson Road Elementary School JRE JRMendon Center Elementary School

MCE MC

Park Road Elementary School PRE PRThornell Road Elementary School TRE TRBarker Road Middle School BRMS BMSCalkins Road Middle School CRMS CMSMendon High School MHSSutherland High School SHSPittsford Central School District, Pittsford Schools

PCSD

CapitalizationWhen to Capitalize

Pittsford Schools Board of Education, Pittsford Schools, and Pittsford Central School District. The Pittsford Board of Education is used for first reference. After that, refer to as the Board or BOE. The Pittsford Central School District is used for first reference. After that, refer to as the District or PCSD.

Capitalize the Board, the District and the Administration when referring to Pittsford Schools specifically. Otherwise all lowercase. Capitalize titles when preceding a name or when it replaces a name. Example: Superintendent John Jones or Principal Jane Smith. Example: The Superintendent stated…

Capitalize names of schools, departments, divisions and offices unless you are referring to high school or elementary school in general, not a specific school. Example: At Thornell Road Elementary School, we prepare students to be successful in middle school and high school by providing a solid foundation in math, literacy and the arts. Example: Math Department, Student Services, Transportation, Buildings and Grounds.

Use capital letters with official course titles (not general subjects) Example: AP U.S. History


Only capitalize schools and school district when preceded by district name (i.e., Pittsford Schools, Pittsford Central School District) except when used as a subsequent reference for the Pittsford Central School District (i.e., the District).

internet and intranet are always lower case World Wide Web is a proper noun and should always be capitalized. Do not capitalize website, webmaster, webpage, etc.

When Not to Capitalize

Do not capitalize a title if it is used in a general sense without reference to a specific individual.Examples: The role of a superintendent is to lead the District. The schools will be open for testing.

Do not capitalize names of curriculum areas, except when a language or other proper noun is included. Example: math, science, Spanish, physical education, English

Do not capitalize grade levels. Example: third grade or kindergarten

Do not capitalize to merely lend importance to certain words.

Italics, Bold, Underlining FormattingItalicize the titles and subtitles of books, pamphlets, brochures, periodicals, newspapers, poem collections, plays, essays, short stories, movies, operas, CDs and works of art.

• New York Times • Chronicles of Narnia • Harry Potter and the Goblet of Fire

Bold the headers, titles or subheads in a newsletter, memo or other communication. Bold is also used to add emphasis.

Underline formatting for common words should be used sparingly as many people associate underlined words with hyperlinks to websites.

In electronic communication, do not use underlining except where a hyperlink is present.

PunctuationApostropheUse an apostrophe to indicate that a noun is possessive. Add an apostrophe and “s” to singular nouns and only add an apostrophe to plural nouns ending in “s.”


Boy’s backpack or Boys’ backpacks

If the noun is singular but ends in “s,” add an apostrophe and an “s.” If the noun is plural and does not end in “s,” add an apostrophe and an “s.”

Lois’s book or Children’s books

Do not use an apostrophe for sports teams. The team consists of a group of girls or boys. They don’t own the team.

The boys basketball team went to state. The girls soccer team won the championship.

Do not use an apostrophe and “s” to show possessive when using possessive pronouns:

its, ours, theirs, his or hers

Additional Tips

• For plural nouns ending in s, add only an apostrophe: the girls’ toys, states’ rights.

• For singular common nouns ending in s, add an apostrophe and an s: the hostess’s invitation, the witness’s answer.

• For singular proper names ending in s, use only an apostrophe: Descartes’ theories, Kansas’ schools.

• For singular proper names ending in s sounds such as x, ce, and z, add ‘s: Mark’s theories, the prince’s life.

• For plurals of a single letter, add ‘s: Mind your p’s and q’s, the Red Sox defeated the Oakland A’s.

• Do not use ‘s for plurals of numbers, or multiple letter combinations: the late 1980s, RBIs, MCAs, IEPs.

CommaUse a comma to separate items in a list. A comma before the word “and” in a list (the Oxford comma) may be used if it will add clarity. While it is acceptable to either use the Oxford comma or not, you should apply it consistently within your document. Example: Bring books, pens and pencils to class. Forms of communication include newspapers, internet, radio and television reports, and magazines.

Dashes and HyphensHyphens (-) are used to form a single idea from two or more words. Use a hyphen for a compound modifier, when two or more words modify a noun or verb (except with the word


“very” or “ly” adverbs). Note that there is no space before or after a hyphen. Example: She is well-known in the community.

Hyphens are also used to express ranges that include more than two of anything. Example: 1983-1990, Grades 6-12

A dash (—) is used to denote an abrupt change in thought within a sentence or an emphatic pause. Note that there is no space before or after a dash. Examples: The fourth grade science class will go to the lake on Friday—if the weather cooperates. This is the first day—in a long time—that we went to the beach.

Exclamation Points and PeriodsExclamation points should only be used to express a high degree of surprise, incredulity or other strong emotion. Do not use two or more exclamation points together. Example: We won the state competition!

Use a period for mildly exclamatory sentences. Example: Our class will visit the science museum on Thursday.

Periods are not used in acronyms or abbreviations. Example: IB Diploma, IEP meeting, AP courses. Periods are used for “a.m.” and “p.m.”

When using quotation marks, the period always goes inside the quotation marks. Example: The teacher suggested I “stop running in the halls.”

Quotation Marks vs. ItalicsUse quotation marks around articles in periodicals and newspapers, parts and chapters of books, short stories and essays included in books, short poems, radio and television programs, songs and official titles of art exhibits. Example: I was listening to “Hungry Like the Wolf” on the radio today.

Use italics for titles and subtitles of books, pamphlets, brochures, periodicals, newspapers, collections of poems, plays, essays, and short stories, movies, operas, CDs and works of art. Example: I read the book The Catcher in the Rye during summer break.

SpacesUse only one space after a period between sentences. The double space rule was used for typewriters and has been discontinued.

Colon The colon (:) acts as a pause which introduces related information. It indicates that the reader should look forward to information that expands on the earlier statement. They can be used to


present an explanation, draw attention to something, or join ideas together. Examples: We covered many of the fundamentals in our writing class: grammar, punctuation, style and voice. My roommate gave me the things I needed most: companionship and quiet. Shakespeare said it best: “To thine own self be true.” Many graduate students discover that there is a dark side to academia: late nights, high stress and a crippling addiction to caffeinated beverages.

The colon can be used to join sentences. You can use a colon to connect two sentences when the second sentence summarizes, sharpens or explains the first. Both sentences should be complete, and their content should be very closely related. Note that if you use colons this way too often, it can break up the flow of your writing. So don’t get carried away with your colons! Example: Life is like a puzzle: half the fun is in trying to work it out.

Semi-colonThe semi-colon (;) looks like a comma with a period above it, and this can be a good way to remember what it does. A semi-colon creates more separation between thoughts than a comma does but less than a period does. The two most common uses of the semi-colon are to help separate items in a list or to join two sentences.

Use the semi-colon to separate items in a list when some of those items already contain commas. Example: The STEM conference speakers were: Dr. Theo Anderson, Engineering; Dr. Susan James, Robotics; Ms. Kay Malcolm, Physics; and Prof. Jim Crest, Mathematics.

Use the colon to join two sentences to avoid a hard break like a period. The colon is not used between sentence fragments.Example: They couldn’t make it to the football game and back before curfew; they decided to go to a movie instead.

Formatting with Bullet PointsBullets are available in multiple styles and should be formatted consistently throughout the document.

Capital letter and full stop/period (this is the most common format). Example: Mrs. Jackson led the following activities on field day: • Capture the flag. • Bicycle relays. • Foursquare.

Lowercase letters and no end mark. Example: Mrs. Jackson led the following activities on field day:


• capture the flag • bicycle relays • foursquare

Punctuate like a sentence (be aware that not all your bullet points will lend themselves to this structure, so it is often difficult to maintain consistency throughout a lengthy document if you choose this method). Example: Mrs. Jackson led the following activities on field day: • capture the flag, • bicycle relays, and • foursquare.

Punctuate like a sentence with semicolons (to be grammatically pure, you should only use this formatting when your list items contain commas). Example: Mrs. Jackson led the following activities on field day at the following times: • capture the flag, 1pm; • bicycle relays, 1:30pm; and • foursquare, 2pm.

Ensure all your bullets make sense with the words of introduction. Here is an example that doesn’t: Example: Mrs. Jackson provided the following snacks at field day: • apples • granola bars • a participation ribbon

Be sure that your body text above the list makes sense with each bulleted item. Incorrect:Mrs. Jackson taught the students how to: • Be a good sport • Listen to instructions • Calling out in class is not allowed Correct:Mrs. Jackson taught the students how to:• Be a good sport • Listen to instructions • Raise their hands before speaking


Dates, Time and NumbersDays, Weeks and Months • When writing a date, never use the st, nd, rd or th. • Capitalize the name of the month in all uses. • When a month is used with a specific date, abbreviate only Jan., Feb., Aug., Sept., Oct., Nov. and Dec. Spell out April, May, June, and July.• Spell out the name of the month when using it alone, or with a year alone. Correct: Sept. 22July 1, 2015 January 2016Incorrect:August 22nd 2017 August, 2017

Numbers • Spell out all numbers below 10 and use figures for 10 and above. Some exceptions: Act 1, Scene 2; a 5-year-old girl; a 2:1 ratio; a 4-3 score • Always use figures when referring to ages. Examples:a 5-year-old boy the boy is 5 years old the law is 8 years old the race is for 3-year-olds the woman is in her 30s (no apostrophe)

• Use figures when using a percent and spell out the word “percent” unless you are using it in scientific context or labeling a graph. Example: 99 percent of families responded to the survey.

• Spell out a number at the beginning of a sentence. The only exception is if it is for a calendar year. • Page numbers should be included on any document that exceeds two pages. • Hyphenate numbers when referring to grade levels. Examples: first-grade reading list, seventh-grade band uniforms

SeasonsSeasons are considered descriptors rather than proper nouns, therefore they are lowercase unless they are part of a formal name (proper noun), such as the Winter Olympics.


Time• Use number-figures, except for noon and midnight. • Separate a.m. and p.m. with periods. It is acceptable to drop the periods when you don’t have enough space. • When writing time, drop the minutes if at the top of the hour and only use a colon to separate hours from minutes. 7 p.m. 12:30 p.m. • Avoid redundancies like 10 a.m. this morning, 10 p.m. Monday night; instead, say 10 a.m. today or 10 p.m. Monday.

Plain Language and Word ChoiceUse short, active verbs. For example:

Preferred: Instead of:Use Usage or utilizeShare ApportionName DesignateEnd TerminateTo In order toShould attend Should plan to attendIs Act asAnd As well asThe award recognizes The award is given to recognizeWill be used for Will be used for the purpose ofShe received She has been a recipient of the

Use active voice more than passive voice. Active: The Pittsford Central School District offers a wide variety of curricular programs. Passive: A wide variety of curricular programs are offered by Pittsford Central School District.

Delete unnecessary who, which and that clauses. Incorrect: Students who are eligible may apply for National Honor Society. Correct: Eligible students may apply for National Honor Society.

Commonly Confused Wordsaffect, effect These words have slightly different pronunciations and quite different meanings. Affect means to influence, to cause, a response; it is always used as a verb. E.g.: This music will affect my mood. Affect can also mean to assume, to be given to or to pretend: She affected a cheerful manner of presentation. Affect as a noun is rarely used outside the area of psychology.


Effect is a noun and means result, accomplishment. Example: What was the effect of this assessment? As a verb, effect means to cause or to bring about: The new principal will effect great changes in our school. In plural form, effects can mean goods or property: His effects were left in his locker.

alot, a lot, allot • Alot is not a word. • A lot means “a large number.” • Allot means “to parcel out.”

assure, ensure, insure Assure means to convince or to guarantee and refers only to persons. Example: I assure you this is the right way to go.

Ensure means to make certain. Example: Our schools ensure quality curriculum opportunities.

Insure means to guard against loss. Example: Please insure the receipt of this letter.

Insure and ensure are applied to both people and property.

biannual, biennial Biannual means “occurring twice a year,” but the word often gets confused with biennial, which means “occurring every two years.” For this reason, use the word semiannual when describing something that occurs twice a year.

can, may, mightCan suggests mental or physical ability. Example: John can run fast.

May implies permission or sanction. Example: Julie may borrow my pencil. Distinction: Jack can play baseball, but his mother says that he may not.

May also expresses possibility and wish, or desire: Examples: It may rain this afternoon (possibility). May you always enjoy health (desire).May is used after verbs in the present tense. Example: She says that we may go.

Might is used after a governing verb in the past tense. Example: He said that we might go.


different from, different than The word “different” is used to draw distinction. In general, if a noun follows “different” use from. Example: Facebook is different from Twitter. Example: The Twitter experience is different than I thought it would be.

e.g., i.e. • e.g., literally means “for example.” A comma should follow. e.g., is not interchangeable with “i.e.” • i.e., literally means “that is.” A comma should follow. i.e., is not interchangeable with “e.g.”

further, farther • Further is used to indicate figurative distance. • Farther is used to indicate physical distance. Example: If you complain further about the weather, I will move my chair farther away.

I, me • I, a subjective pronoun, is used when the pronoun is the subject of a verb. Example: Sara and I are attending a conference this year. • Me, an objective pronoun, is used when the pronoun of the object is a verb. Example: Can you attend the conference with Sara and me?

into, in to • The word into is a preposition that answers the question, where? Examples: Peter walked into the classroom. Paul went into business for himself after college. • When the words in and to happen to end up next to each other, they should remain separate words. Example: Mary walked in to see her boss.

it’s, its • Its shows possession. Example: The dog chewed on its bone. • It’s is a contraction. Example: It’s very nice outside.

less, fewer • Less is used to indicate uncountable amounts and volumes. Example: I need to spend less time on Pinterest.• Fewer is used to indicate countable, individual things. Example: I need to pin fewer than 50 pins a day.


lose, loose • Lose has multiple meanings, among them: fail to win, misplace, be too late for, waste, become absorbed in, become worse off, become flustered. Example: She tends to lose her patience when she is running late. • Loose also has multiple meanings, among them: unfastened, not tightened, inaccurate, immoral, not close-sitting. Example: The rules about what you can wear are pretty loose.

that, which • That is used to introduce a restrictive clause. You can’t get rid of the word “that” without changing the meaning of the sentence. The “that” part of the sentence is not surrounded by commas. Example: People who drive cars that are designed for racing get more speeding tickets than people who drive hybrids. • Which is used to introduce a non-restrictive clause. You can remove the clause containing “which” and it won’t change the meaning of the sentence. Non-restrictive clauses have a comma before and after them (or only before the clause if it comes at the end of a sentence). Example: Lamborghinis, which are fast, often elicit envy.

then, than • Then is a description of time. Example: I ate lunch, then I went on a bike ride. • Than is used when making a comparison. Example: I can type faster than you can.

there is, there are • There is (or there’s) is used when writing (or speaking) about one thing. • There are is used when writing (or speaking) about multiples. Example: There are two good reasons to consider setting up a Facebook Page: it’s fun and there is a good chance your friends are already there.

there, their, they’re • There is an adverb meaning place and is also an introductory subject. Example: There are many people who work in our office but who weren’t there today. • Their is a possessive pronoun. Example: Their Instagram has a million Likes. • They’re is a contraction of “they are.” Example: They’re going to the football game this weekend.


who, it • If you are writing about people, always use who. Correct: The staff who arrived early today received donuts. Incorrect: The staff that arrived early today received donuts. • If you’re writing about a place, always refer to the place as it not they. Correct: Starbucks said it would give everyone free coffee today. Incorrect: Starbucks said they would give everyone free coffee today. Better: Starbucks is giving out free coffee today.

who, that • Who is used to modify people. That is used to modify things. Correct: We recognize the students who gave of themselves in service to others.Incorrect: We recognize the football team that gave time in service to others.

who, whom • Who refers to the subject of a clause. • Whom refers to the object of a clause. Example: Who has a better YouTube channel – Jimmy Fallon or Jimmy Kimmel? They’re both funny, but whom do you prefer?

your, you’re • Your is the second person possessive adjective and is used to describe something as belonging to you. • You’re is a contraction of “you are.” Example: You’re going to wish that your company had used an app to collect email addresses from the 1,000 people who entered your contest.

student, child, teen Teachers have students; parents have children or teens. When addressing children in the classroom, refer to them as students. When referring to parents about their children, refer to them as child(ren), son(s), daughter(s) or teen(s).

parent, guardian, familyWhen writing a formal salutation, it is appropriate to address parent and guardian. Example: “Dear Parent or Guardian.” In less formal communications, it is allowable to address “family,” i.e., “Dear Families.”

singular, plural Maintain singular nouns with singular pronouns, plural nouns with plural pronouns. If referencing a singular object, “their” should not be the pronoun in the sentence.Example: The teacher brought in her favorite treat for the class.


Sometimes “their” is used incorrectly to avoid using he or she. Rewrite the sentence to avoid grammatically incorrect phrases. Incorrect: Each student should talk with their teacher. Correct: All students should talk with their teachers. When a singular pronoun is needed, it is acceptable to use “he” or “she,” but not both. Example: The kindergartener was thrilled when it was her turn to use the SMART Board. Another student smiled when his name was called. Incorrect: We asked each student to talk with his or her parents. Correct: We asked all students to talk with their parents about homework.

Something, no one, everyone, everybody, everything, somebody, and nobody are all singular nouns requiring singular pronouns and verbs.

Avoid Redundancy Eliminate redundant and unnecessary words. Make every word count. • PIN number – PIN stands for Personal Identification Number, so you do not need to repeat the word “number.”

It is easy to become redundant in an effort to add emphasis. Use no more words than are necessary to convey your meaning. In these examples, the words in bold are redundant and should be omitted. • they were both alike • a total of 68 participants • instructions, which were exactly the same as those used • absolutely essential • has been previously found • small in size • one and the same • completely unanimous• favorite pet peeve • personal favorite

ProofreadingWhen proofreading your own work, it's easy to see what we meant to write rather than what is actually on the page. To break this tendency, try these proofreading practices that make a difference:

Review a hard copy. Print out your text and review it line by line: rereading your work in a different format may help you catch errors that you previously missed.


Look for one type of problem at a time. Read through your document in several passes, concentrating first on sentence structures, then word choice, then spelling, and finally punctuation.

Read your text aloud. Missing words or grammar errors will be more noticeable. Double-check facts, figures, and proper names. In addition to reviewing for correct

spelling and usage, make sure that the information is accurate. Reading your text backwards is a great way to catch spelling errors. Give it a rest. If time allows, set your text aside for a few hours (or days) after you've

finished composing, and then proofread it with fresh eyes. Rather than remember the perfect paper you meant to write, you're more likely to see what you've actually written.

Ask for help. Invite someone else to proofread your text after you have reviewed it. A new set of eyes may immediately spot errors that you've overlooked.

Web Accessibility

In 1998, Section 508 Law was enacted to eliminate barriers in information technology and provide electronic information to disabled users in a way that is comparable to the access available to non-disabled users. This accessibility includes hardware, software, language, culture, location, or physical or mental ability. Meeting this goal involves making our website accessible to people with a diverse range of sight, hearing, mobility, and cognitive ability.

Various forms of assistive technology are available for disabled users to interpret screen content. An example of web accessibility assistive technology is screen reader software which allows blind or visually impaired users to listen to the content of web pages.

Principles of Accessible Design

Follow these key principles to make your website web accessible to the broadest range of visitors. These practices do not correct all accessibility issues, but by addressing these basic principles, you will ensure greater accessibility of your web content to everyone. Provide alternative text

Alternative text provides a description for non-text content in web pages. It is read and spoken by a screen reader and provides the photo or graphic description aloud for people who are blind or visually impaired.

Provide logical document structure


http://webaim.org/techniques/semanticstructure/

http://webaim.org/techniques/alttext/

Text should be in logical reading order from left to right and top to bottom. Headings, lists, and other structural elements provide meaning and structure to web pages. They can also facilitate keyboard navigation within the page.

Ensure Data tables Contain Headings

Tables are used online for layout and to organize data. When listing tabular data in tables, include column headings to label and organize content within the table.

Ensure links make sense out of context

Every link should make sense if the link text is read by itself. Screen reader users may choose to read only the links on a web page. Certain phrases like "click here" and "more" must be avoided.

Include a Captions and Transcript for Media

Videos and live audio must provide captions and a transcript. Captions are text versions of the audio portion of video or multimedia content. Transcripts are the complete spoken content in written form to allow hearing impaired site visitors to read content from web audio or video.

Ensure accessibility of non-HTML content (PDF, Microsoft Word, PowerPoint, and Adobe Flash content)

Present as much of your web content as text on the web page rather than attaching documents and creating links. Non-HTML content includes anything that is not part of the screen on your web page such as PDFs, Microsoft Word documents, PowerPoint presentations and Adobe Flash content. Documents that must be clicked to open are non-HTML content and are probably not web accessible.

PDF documents and other non-HTML content must be as accessible as possible. PDF documents can be made accessible with specific software but if you do not have access to this, it is best to include the information from the document directly on your web page.

Use Non-color Format Options to convey meaning

The use of color can enhance comprehension, but it is not identified by a screen reader or color blind site visitors. Identify color text with additional formatting rather than using color alone to convey information.


http://webaim.org/articles/visual/colorblind

http://webaim.org/techniques/flash

http://webaim.org/techniques/flash

http://webaim.org/techniques/powerpoint/

http://webaim.org/techniques/word/

http://webaim.org/techniques/acrobat/

http://webaim.org/techniques/captions/

http://webaim.org/techniques/hypertext

http://webaim.org/techniques/tables