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Knowledge Base Style Guide


Introduction

The purpose of this document is to ensure that all Answers in the RightNow Knowledge Base are presented consistently regardless of where the Answer originates.

This is a reference document containing some troublesome phrases, words that are commonly misspelled or misused, technical terms, and abbreviations.

The most important guide to editing Answers is common sense and knowledge of the intended audience. This document is meant to be a guide. It's acceptable to make an editing decision that contradicts a "rule" in this document when appropriate.

This Guide was compiled by the RightNow team from sources both within and outside of Pearson.

We welcome any and all feedback to this guide. Please forward feedback to the Associate Project Managers of Content Administration:

Mark Giardina and Pete HanselmannAssociate Project Managers, Content AdministrationCustomer Technical Support

Email:[email protected] [email protected]

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mailto:[email protected]

mailto:[email protected]


Table of ContentsGeneral Style................................................................................................................................5

The Summary..........................................................................................................................5The Question...........................................................................................................................5The Answer.............................................................................................................................5Keywords................................................................................................................................6Writing Style...........................................................................................................................6

Typographical Conventions........................................................................................................8Using Boldface........................................................................................................................8Using Italics.............................................................................................................................8Using Underlines.....................................................................................................................9Using Quotes...........................................................................................................................9Using Courier..........................................................................................................................9

Preferred Words and Phrases..................................................................................................10Preferred Terms.....................................................................................................................10Words to Omit.......................................................................................................................15Software Interface Terms......................................................................................................17Key Names............................................................................................................................17Other Preferred Terms...........................................................................................................18

Capitalization.............................................................................................................................22Hyphenation..........................................................................................................................23Trademarks............................................................................................................................24Acronyms..............................................................................................................................26Abbreviations........................................................................................................................31

Punctuation.................................................................................................................................35Periods...................................................................................................................................35Commas.................................................................................................................................35Colons....................................................................................................................................35Semicolons............................................................................................................................36Dashes...................................................................................................................................36Hyphens.................................................................................................................................36Apostrophes...........................................................................................................................37Quotation Marks....................................................................................................................38Parentheses............................................................................................................................38Exclamation Points................................................................................................................39Ellipses..................................................................................................................................39Other Punctuation..................................................................................................................39

Using Lists..................................................................................................................................40Creating Bulleted Lists..........................................................................................................41Creating Numbered Lists......................................................................................................41

Reading Level.............................................................................................................................43Improving Usability for Lower-Literacy Users....................................................................43

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Product-Specific Information.................................................................................................438eText......................................................................................................................................48

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General Style

The main content of an Answer consists of three parts: The Summary, the Question, and the Answer.

The SummaryThe Summary is an incomplete sentence written in the third person. It is the only section that is fully visible in searches. It serves as a title for the Answer and should be capitalized according to the “Initial Caps” section on page 21. The Summary is as brief as possible so that it can be read at a glance (about 5-10 words).

If an Answer pertains to a specific product or group of products, that information should be included in the Summary as the first word followed by a colon. Multiple products should be separated by commas.

If the Answer pertains to a specific error, a portion of that error is included in the summary.

ExamplesLogin Name and Password Assistance

Scoring Options in MyMathLab

Microsoft Word: “Registry Policy Setting” Error

The QuestionThe Question field is written as a question being asked by a visitor to the support site. For that reason, it is written in first person. It always ends in a question, and may also include a more detailed description of the issue than what is found in the Summary. The question is brief (about 20 words) but may be longer if a detailed error message is included.

ExamplesHow do I retrieve my login name or password?

How do I set scoring options in MyMathLab?

When I try to open a Microsoft Word file I receive an error message that refers to my "registry policy setting," and the file will not open. How can I use this file?

The AnswerThe Answer section contains the resolution to the issue in the question. It is written in second person as a response to the Question, as though spoken to the customer. The length of an Answer

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will vary, but it is always a discrete piece of content that is about a specific subject, has an identifiable purpose, and can stand alone.

KeywordsKeywords should be words that uses may search on, but that do not appear in the Summary or the Question. Please do not use any words that are in the Summary or Question as Keywords as it throws off searches.

Writing StyleThe content of the Summary, Question, and Answer section abide as closely as possible to the style described in the remainder of this document.

Typographical ConventionsBold type is used for the name of a button or clickable control. Italics are used to add emphasis or to denote a variable in instructions. An underline is used only for hyperlinks. Quotation marks (“”) are used for direct quotes, while the text of a user entry or error message is indicated by using the Courier font.

Web addresses are displayed as hyperlinks, and (where formatting allows) the full address of a link’s destination is shown. Links to pages in the 247 Technical Support site (addresses that contain “247pearsoned.custhelp.com”), open in the same window while links to other sites open in a new window. When linking to another Answer, link to the text “Answer 1234” (where 1234 is the Answer ID).

For more information, refer to the section Typographical Conventions (page 8).

Preferred Words and PhrasesSeveral commonly misused words and phrases are listed below.

Use… Do not use…

ActiveX Active X

double-click double click

email e-maillog in (v.), login (adj.); log in tolog out (v.), logout (adj.)

log on (v.), logon (adj.); log on tolog off (v.), logoff (adj.)

option button radio button

plug in (verb)plug-in (noun)

plug in (noun)plug-in (verb)

restart re-boot or reboot

set up (verb)setup (noun, adj.)

setup or set-up (verb)set up or set-up (adj)set up or set-up (noun)

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standalone stand alone

When writing about a graphic user interface, use the following conventions to promote consistency in our documents:

Select for menu commands, check boxes, option buttons, text, and items in a list. Clear when deselecting a check box. Click when selecting buttons, links, and tabs. Double-click when clicking the mouse button twice completes an action. Press when touching a key on a keyboard pr a physical button is required. Enter when typing text into a field.

For more information, refer to the section Preferred Words and Phrases (page 10).

CapitalizationProper nouns and acronyms are capitalized. The Summary section is capitalized as a title (as described in the “Initial Caps” section on page 21).

For more information, refer to the section Capitalization (page 22).

PunctuationFollow the rules of English grammar regarding commas, colons, semicolons, dashes, hyphens, apostrophes, quotation marks, parentheses, exclamation points, ellipses, etc.

For more information, refer to the section Punctuation (page 35).

Using ListsWhen instructions are given in an Answer, they are presented in a numbered list. When a list of items is given where order is not significant, they are presented in a bulleted list.

For more information, refer to the section Using Lists (page 40).

Reading LevelIt is important when composing answers to keep in mind that some of our customers are enrolled in developmental reading, writing, and math classes; therefore please avoid technical jargon and complex writing styles.

For more information, refer to the section Reading Level (page 43).

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Typographical Conventions

The following sections summarize our use (or non-use) of typographical conventions. In general, use the styles in the style sheet to set the appearance of text in your documents.

Using BoldfaceUse boldface in procedures to identify screen elements that you select, such as the Open command, or the Print button.

ExamplesSelect Open.

Click Print.

Also use boldface when show the breadcrumb of the command, for example, File > Open or when you need to offset a word or phrase from the surrounding text.

Use bold in lists when you are defining or describing an item and want to offset the term.

ExampleWPS generates the following types of reports:

Launch Error Reports — identify errors in a volume prior to launching it. Refer to Generating a Launch Error Report for more information about creating launch error reports.

SMS Configuration Reports — list the details of all the SMS configurations for the current object and its children or for the entire volume, depending on the option selected. Refer to Generating an SMS Configuration Report for more information about creating this type of report.

Shared Content Reports — provide the details on shared objects and pointers based on the option selected. Refer to Generating a Shared Content Report for more information about creating this type of report.

Using ItalicsAnswersIn Answers use italics for emphasis, although this should be done sparingly. Do not use underline for emphasis as underline indicates a link.

ExampleWhen uploading a TestGen test to the TestGen Manager in CourseCompass, there is a 40-question limit. If you have a test that is more than 40 questions, you can divide it into smaller tests or follow the instructions to upload it into the Assessment/Test Manager.

VariablesWhen showing the syntax of a command or programming language, always use italics to represent the parts of the command that are variable.

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Example The standard naming convention for the file names are oa_version_mmddyy.

Using UnderlinesIn Answers or electronically-supplied Word files, underlining is used to indicate a link (hypertext). Do not use underline for text that is not a link.

Using QuotesUse quotation marks for direct quotes. Do not use quotation marks to highlight or emphasize a word, new term, or phrase.

ExampleIn myitlab, I receive the error message "No Active Questions found in the Assignment, SIM Player cannot be launched" when I return to an assignment I had been working in previously. What can I do to finish the assignment?

Using CourierUser entries, screen messages, and script examples are always formatted with the Courier font.

ExamplesWhen coding links that do not change the current URL, many people use a pound sign with double quote marks in the link, as the following example shows.

<A HREF="#" onClick="popWindow('http://www.cnn.com')">

You can only edit questions in problemsets; you cannot edit pointers. If you try to edit a combination of questions and pointers, the following message appears:

Some of the items you selected cannot be edited because of their current status.

If you want to continue with the operation for the items that can be edited,click OK; otherwise click Cancel

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Preferred Words and PhrasesTechnical documentation requires precise wording and consistency to keep our instructions and descriptions clear and prevent the reader from becoming confused. Use the preferred words and phrases listed in this section to ensure consistency.

Preferred TermsUse the following words and phrases in your documents:


active in focus

active window currently active window

ActiveX Active X

afterward afterwards

all all of (except with pronouns)

all right alright

and others, and so forth etc.

and, also as well as

and, or (one or the other) and/or

antivirus anti-virus, anti virus

any time anytime

appear or open or show Examples

a dialog box appearsa menu opensthe application shows search results

a dialog box displaysa menu displays

appendixes appendices

appropriate, required, needed desired

axis or axes axises

back up (verb)back-up (adj)backup (noun)

backup or back-up (verb)back up or backup (adj)back up or back-up (noun)

backslash back slash or back-slash

backspace back space or back-space

backward backwards

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bottom right lower right

breadcrumb bread crumb, crumb trail

can (is able to)may (is possible)

may to reflect a capabilitycan to reflect a possibility

cannot can not

check box checkbox

check mark checkmark

clear (as in clear a check box) deselect, de-select, uncheck

click click on or single-click

click xyz click the xyz button.

clipboard clip board

Companion Website Companion website or Companion Web site

could might

Control (for the key on the keyboard)

<Ctrl> or control

database data base

Delete <Delete> or Delete key

desktop desk top

dialog box dialog (note in Apple terminology dialog is correct) or dialogue box

discrete discreet (prudent) as in: Fred acted with discretion.

disk diskette

display (as a noun) display (as verb; see appears) or screen

double-click double click, double-click on

download down load

drive A Drive A

drop-down dropdown

email e-mail

embed imbed

Enter type

ensure (to make certain) insure (to protect against the risk of loss; for example

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to insure your car) or assure (to set one’s mind at rest; for example, placing money in a vault assures it is safe)

F1 <F1>

far left left-most

far right right-most

FAQ faq

feature functionality

file name filename

fill-in-the-blank fill in the blank

folder program group

following (as in the following figure)

below

for example e.g.

forward forwards

home page homepage

hourglass hour glass

I-beam I beam

ID id

in a field, column, row dialog box, page, topic, or window

on a field…

indexes indices

Insert (for the key on the keyboard) INS key

inside inside of

Internet internet

Intranet Intranet

its (possessive) it is or it’s

Keyword key word

left left-hand

left-click Left clicklog in (v.), login (adj.); log in tolog out (v.), logout (adj.)

log on (v.), logon (adj.); log on tolog off (v.), logoff (adj.)

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login name user name

log off logoff, logout, log out

menu bar menubar or menu-bar

minimize iconize, iconify

multiple-choice multiple choice

offline off-line

OK ok

on a form, tab, menu, or display in a form…

ongoing on-going

online on-line

online Help online help

option button radio button

outside outside of

Page Up Pg Up key

pattern-match pattern match

Pearson Education we

plug in (verb)plug-in (noun)

plug in (noun)plug-in (verb)

pop-up pop up

preceding (as in the preceding figure)

above

pull-down pulldown

README readme, read me

real-time (adj) real time (noun)

realtime

refer to see

re-issue reissue

restart re-boot or reboot

right right-hand

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right-click right click

run-time (adj) run time (noun)

runtime

select (for keys on keyboard) hit, press

selected currently selected

set up (verb)setup (noun, adj.)

setup or set-up (verb)set up or set-up(adj)set up or set-up (noun)

Shift <Shift>

shut down (verb)shutdown (noun)

shutdown (verb)shut down (noun)

spacebar Space bar, space bar, Space Bar, Spacebar

standalone stand alone

start boot

Start menu start menu

start up (verb)startup (noun, adj.)

startup or start-up (verb)start up or startup (adj)start up or start-up (noun)

Tab <Tab>

time out (verb)timeout (noun)

time-out or timeout (verb)time-out or time out (noun)

timestamp (verb)time stamp (noun)

time stamp (verb)timestamp (noun)

title bar Titlebar, titlebar, or Title bar

toolbar button bar, tool bar, tool-bar

top right upper right

toward towards

uninstall deinstall

up-to-date (adj)up to date (noun)

up to date (adj)up-to-date (noun)

upward upwards

use utilize

versus vs.

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want wish

Web (when referring to the World Wide Web)Examples

Web site, Web page, Web server, and Web browser

web

web site website

wildcard wild card

with, using, through, by means of via

work around (verb)workaround (noun)

workaround (verb)work around (noun)

wrap around (verb)wraparound (noun)

wraparound (verb)wrap around (noun)

x-axis x axis

zeros Zeroes

ZIP code zip code, zipcode

Words to OmitAvoid using these words and phrases:

Do not use… Use…

a great number of many

a large proportion of many

a percentage of some

additional more

additionally also, and

adequate enough adequate

aggregate total, whole

all of the all

allright all right

and/or (use one or the other)

are designed to be are

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as well as and

at the present time now

at the rate of at

at this point in time at

boot (as a verb) start, restart

by means of by

cancel out cancel

close proximity proximity

commence start, begin

contains a summary of summarizes

currently now

demonstrate show

depict show

despite the fact that although

done completed, finished

economize save

e.g. for example

highlight select

i.e. that is

illustrate show

in some instances (do not use; be specific and identify the instances you are describing)

inside of, outside of inside, outside

note that (create a note instead)

serves the function of functions as

simply (do not use)

terminate end, finish

uncheck clear

utilize use

very (do not use)

via with, through, by means of

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vs. versus

we Pearson Education

wish want

Software Interface TermsUse the following verbs when writing about a graphic user interface:

Select for menu commands, check boxes, option buttons, text, and items in a list. Clear when deselecting a check box. Click when selecting buttons, links, and tabs. Double-click when clicking the mouse button twice completes an action. Press when touching a key on a keyboard pr a physical button is required. Enter when typing text into a field.

Refer to the following list of general rules regarding interface terms. Also refer to the Microsoft Manual of Style for Technical Publications to resolve questions on interface terms not covered here.

Check box is two words. The proper term for radio button is option button. The proper term for a dialog is a dialog box. The term menu includes pull-down menus from the menu bar and drop-drop menus when

no text entry is possible. If text entry is possible, the term field may be used. The term field or text box refers to a location on a form where the user can enter text. A

field assumes one line of text. A text box assumes multiple lines of text. In a spreadsheet text in entered in cells. The proper term for a row of button is a toolbar.

Key NamesUse the following names for keys on the keyboard:

Enter (even when your keyboard says Return)

Tab

Control The Left arrow

Alt The Right arrow

F1 The Up arrow

Esc The Down arrow

Shift The spacebar

Delete Page Up

Insert Page Down

Compound KeystrokesWhen one key is held while the second one is pressed, display them according to the Microsoft standard.

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Examples Control + O

Shift + F1

Ctrl + Left Arrow

Other Preferred TermsAdhering to a list of preferred words is more than substituting one word for another or omitting certain words. It also includes:

Writing in the present tense Proper usage of that and which Proper usage of because, due to, and since When to spell out numbers Handling units of measure Expressing dates and times

Refer to the following sections for a discussion of these topics.

Writing in the Future TenseAlmost all occurrences of will and the future tense are unnecessary. Instead, write in the present time whenever possible and use the future tense to describe things that occur sometime before the present.

ExampleUnnecessary use of the future tense:

Click Save. The Save dialog box will appear.

Proper use of the future tense:

Click Save. The Save dialog box appears.

Using this dialog box, you can save your data. You will need this information for reference later.

Using That and WhichThe words that and which have different meanings. Do not use them interchangeably.

In technical writing that is preferred. That introduces a phrase that is essential to the meaning of the word it modifies. The phrase is not set off with commas.

ExampleThe lawn mower that is broken is in the garage.

Which is non-restrictive. Which introduces a phrase that is not essential to the meaning of the word it modifies. The phrase is always set off by commas.

ExampleThe lawn mower, which is broken, is in the garage.

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When editing your documents, make sure that which is used correctly. Most of the time when you come across which it is joining two loosely related ideas in a long sentence. For most of these occurrences the sentences will work better as two separate sentences.

Using Because, Due to, and SinceThe phrase due to is a noun modifier and must not modify a verb or adjective. Use because of, as a result of, or by instead of due to when you need to modify a verb or adjective. Also be careful of when you use because. Use it to show causation. Use since to indicate since the time that.

ExamplesWrong Acceptable Better

The WPS launch failed due to a style error.

The WPS launch failure was due to a style error.

The WPS launch failed because the wrong style was applied to the volume.

Fred was tired due to a lack of sleep.

Fred was tired because he had not slept in the last two days.

Fred’s fatigue was due to no sleep.

Fred was tired since he had not slept.

Fred was tired because he had not slept.

Because of the election of President Smith, people have been pleased with his performance in office

Since the election of President Smith, people have been pleased with his performance in office.

Using NumbersUse Roman numbers to number the pages in the front matter of paper-based documents.

Spell out all ordinal numbers. Ordinal numbers relate relative position, for example, first, second, or third.

Use Arabic numerals to:

Represent values greater than 10, negative numbers, percentages, monetary values ($5.00 or 25 cents), and items are numbered (step 7, page 12, slot 1, or Chapter 4).

Indicate a fraction. Use decimal notation (0.5, 1.25, 6.75) whenever possible. Show measurements, for example, 3 inches, 5 miles, or 7 minutes. Relate the time and date, for example 3:45, 7:15 April 1. Number steps in a procedure. Specify version numbers. Document telephone numbers. Provide street addresses. Record publication dates on the copyright page

Spelling out NumbersSpell out numbers from one to nine unless they are a part of a measurement.

ExamplesFive apples and 12 oranges5 feet and 11 inches

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Also spell out numbers for large values such as hundred, million, or billion. Place a numeral before the word.

ExamplesThe world population is over 6 billion people.The population of the United States is over 300 million.

When two numbers follow in succession, spell out the first number.

ExampleYou will need twenty-five 3-inch pieces of wood to build your bookcase.

If the number starts a sentence, spell out the value even if it is greater than nine.

ExampleFifteen people were taken hostage by terrorists.

If the number is normally not spelled out (for example, Acrobat 7) and it starts a sentence, try to rephrase the sentence so that the number is not at the beginning.

Incorrect Correct

6.x styles do not support the WPS legacy grader.

Custom styles for WPS 6.x do not support the legacy grader.

Handling Units of MeasureWhen including a unit of measure, follow these guidelines:

Do not punctuate a unit-of-measure abbreviation, unless you are describing inches.

Examples3ft, 5in.

A period is used with the abbreviation in. to distinguish it from the word in.

Do not make units of measure plural by adding an –s.

Put a space between the number and the unit of measure (10 km, 700MHz, 640 MB); use a hard space (Ctrl + Shift + space in Word; in HTML; Ctrl + space in Frame and RoboHelp) to prevent the unit from wrapping to the next line without its number.

Exception: 128K

Hyphenate measurements when used as adjectives: 5-yd penalty. Do not hyphenate KB or MB when used as adjective: 800 MB disk drive.

Handling Dates and TimeBe sensitive to the culture of the audience when you express dates and times. The following conventions are acceptable:

Expressing Time 8 a.m.or 8:00 a.m. 06:45, 21:45 (24-hour clock) 21:45 (military time)

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-5 UTC or +9 UTC (universal time)

Expressing Dates July 1, 2006 or 1 July 2006 July, 2006 Q1 2006 (for first quarter of 2006) 1990 to 1997 the 1980s

Do not use season names for dates because summer in the United States is winter in Australia.

Do not abbreviate the name of months.

Do not use ordinal numbers in dates. Use September 9 or 9 September; do not use September 9th or 9th September.

Do not use the mm/dd/yy(yy) or dd/mm/yy(yy) formats to express a date; it is confusing for international audiences.

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CapitalizationPearson documents use the following types of capitalization:

Term When to use Examples

Initial caps — capitalizes the first letter of important words, usually nouns, verbs, adjectives, and adverbs. Also other parts of speech if the word is over five letters. If a short word (such as to) starts a heading or title, capitalize it even though you would normally leave it lowercase. Hyphenated words count as two words; use initial capitalization for both words.

Titles of: Chapters Appendixes Manuals Figures Tables Web pages Help topics

Headings in chapters Parts of screen or commands References to chapters, figures,

tables Key names; the name of the

key is written out; do not use abbreviation such as Ins or Pgup. Do not need the word key after their name.

Compound keystrokes Specific other words, such as

Web, in specific contexts. See the list of preferred spellings for details.

Chapter 5, Getting Started with Pegasus

CTG Style Guide Figure 3, Overview of the

System Table 6, Comparison of

Feature The Print button, the

Open command Chapter 5, Figure 3 Insert, Page Up, F1,

Delete; the Left Arrow key, the Up Arrow key

Control +O, Shift+ Alt +A

Lead caps — capitalizes the first letter of the first word only (aside from proper names). Sometimes referred to as sentence capitalization.

Column headings in tables Items in a list Figure callouts The first word in a note, tip,

caution or warning

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Term When to use Examples

No caps — eliminates capitalization from every letter of every word.

First level index entries, unless a proper noun

Second level index entries, unless a proper noun

References to a software release

References to steps in a procedure

References to rows and columns in a table

References to a page Nouns used to describe screen

elements File name extensions, when

used by itself to identify a group of files

beta release, 5.4.2 release, release 1.0

step 4 or steps 5 through 8 column 9, row 7 refer to page 10 button, menu, dialog box;

however the name of the element uses initial capitalization, for example, the File menu

.zip files, .gif files, .mpg files; note the use of the period. Do not start a sentence with a file extension, however

All caps — capitalizes every letter of every word.

Acronyms Trademarks

See the list of acronyms and trademarks that follow.

Mixed case — includes a mixed of upper and lowercase letters.

Acronyms Abbreviations Trademarks Proper nouns Product names UNIX syntax URL syntax Code samples

See the list of acronyms, Abbreviations, and trademarks that follow.

Do not overuse capitalization. For example, do not capitalize a word for emphasis. Use italics for emphasis in Answers and in documents you attach to Answers.

Do not use small capital letters for anything.

HyphenationHyphenated words count as two words; use initial capitalization for both words.

Examples

Consumer-Facing Previously-Owned

Tightly-Packed Flag-Waving

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TrademarksThe application and usage of trademarks, registered trademarks, service marks, patent, copyrights, and trade names is important because they represent a company’s intellectual property.

Trademark — a symbol depicted in words, letters, numbers, or pictures that identifies and distinguishes a manufacturer's products from those of any other manufacturer.

Registered trademark — a trademark that has received a formal certificate of registration from the U.S. Trademark Office. Registration typically occurs 6 to 10 months after an application for registration has been filed.

Service mark — similar to a trademark, except that it identifies and distinguishes a company's services rather than its products.

Trade name — the name of a company, used to identify that company rather than its products. Pearson can be a trademark or a trade name, depending on the context. Example: a Pearson Prentice Hall book (trademark) published by Pearson Education (trade name).

Copyright — an exclusive right to reproduce, publish, and sell the form and expression of ideas in a written work, music, or piece of art.

Patent — an monopoly or right granted to inventors for a term of years for the exclusive right to make, sell, or use their inventions.

Trademarks, registered trademarks, service marks, and copyrights appear on the copyright page of printed documents (manuals).

ExampleCopyright © 2006 by Pearson Education, Inc. (Rev. December 2006)

All rights reserved. No part of the contents of this book may be reproduced or transmitted in any form or by any means without the written permission of the publisher.

CourseCompass and Research Navigator are trademarks of Pearson Education.

Adobe Reader is a registered trademark of Adobe Systems Incorporated. Blackboard Learning System is a trademark of Blackboard, Inc. Microsoft and Internet Explorer are registered trademarks of Microsoft Corporation.

All other brand and product names are trademarks, registered trademarks, or service marks of their respective holders.

In Web-based help, create a copyright & trademark topic and place the trademarks there. Cite trademarks in this sequence:

Pearson Education trademarks Other companies’ trademarks in alphabetical order by trademark.

ExampleCopyright © 2001-2006 Pearson Education, Inc. All Rights Reserved.TrademarksWPS and CourseCompass are trademarks of Pearson Education.Microsoft, Windows, Excel, and PowerPoint are registered trademarks of Microsoft Corporation.

At the end of the trademarks list place the text:

Published in the United States of America.

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Applying Trademark SymbolsIn paper-based documents, place the appropriate symbol on the first use of a trademark, registered trademark, or service mark. Do not place the symbol in headings or titles.

Web-based systems only require a trademark section.

Use the following symbols:

Use the symbol After a

™ (™ in HTML)

Trademark

® (® in HTML)

Registered trademark

SM Service mark

Use © (© in HTML) in your copyright notice and list the range of copyright dates the document has been published, for example, 2001-2007. If the range is not consecutive, list the years of publication, for example, 2002-4, 2006.

List of TrademarksPearson trademarks include:

CourseCompass NCS Pearson Pearson Addison Wesley Pearson Prentice Hall Pegasus Research Navigator WPS

Registered trademarks:

MathXL Pearson Prentice Hall

Trade names:

Addison-Wesley Benjamin Cummings Allyn & Bacon / Longman NCS Pearson, Inc. Pearson Education Pearson PLC Prentice Hall

Commonly used third-party trademarks

Registered Trademark Owner

Microsoft, Windows, Excel, and PowerPoint Microsoft Corporation

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Macintosh, Mac OS, and QuickTime Apple Computer, Inc

Netscape and Netscape Navigator Netscape Communications Corporation

Acrobat, Shockwave, Director, and Flash Adobe Systems, Inc.

WinZip WinZip International LLC

Trademark Owner

Firefox Mozilla Foundation

RealAudio, RealOne RealNetworks, Inc.

StuffIt Allume Systems, Inc

Blackboard and Blackboard Learning System Blackboard, Inc.

Note: Java and JavaScript are trademarks or registered trademarks of Sun Microsystems, Inc. in the United States and other countries.

AcronymsStrictly speaking, an acronym is a word (not just a string of initials) that has been coined from the first letters of a name or term and is pronounced as a word, not letter by letter. Examples of true acronyms are: DOS, LAN, MIB, NASA, OPEC, RAM, and WYSIWYG.

An initialism is an abbreviation that is composed of the first letters or syllables of a name or term that cannot be pronounced. Examples of initialisms are ATM, CC, DTE, FCC, OA and PC. In this guide, however, we include initialisms under the rubric of acronyms.

When using an acronym, expand it at the first use in text by writing the definition first, followed by the acronym in parentheses.

ExamplesOffline Authoring (OA) tools

Subscription Management System (SMS)

If the first use is in a heading, give the explanation on the next use in the ensuing text. Try not to use an acronym for the first time in a title or heading.

After the first reference of an acronym, you can use just the acronym. For example, in a long document it maybe helpful to repeat the expanded version of the acronym (followed by the acronym in parentheses), particularly if the term is not used often. Likewise, in web-based help, if you are writing about a task that is infrequently done you may want to introduce the acronym at the start of the topic.

Beware of using so many cryptic acronyms that the result is a confusing alphabet soup, hard for the user to interpret. If two acronyms occur close together in a sentence, expand one of the acronyms. If you use more than 10 acronyms in a document, list them in an appendix or a glossary.

Do not use acronyms as verbs.

Use the following list to determine the proper spelling and capitalization of acronyms in Pearson documents.

26


AAB Allyn & Bacon

ANSI American National Standards Institute

ASCII American Standard Code for Information Interchange

AW

BAddison-Wesley

Bb Blackboard

BB BookBinder

BP Business Publishing

BU

Cbusiness units

CC CourseCompass

CD compact disk

CCB change control board

CHET Career, Health, Education, and Technology

CMS content management system; also course management system

CMYK cyan, magenta, yellow, black

CPU central processing unit

CR change requests

CSV comma separated values

CTG Core Technology Group

CW

D

Companion Website

DBMS database management system

DLL dynamic link library

DNS domain name server

DRD detailed requirement document

DSL digital subscriber line

DVD digital video disc

EEBCDIC Extended Binary Coded Decimal Interchange Code

ELT English Language Translation

EMM Electronic Manuscript Management

EPS encapsulated PostScript

27


ESM

FEngineering, Science, and Math

FTP

Gfile transfer protocol

GIF Graphic Interchange Format

GUI graphic user interface

HHE Higher Education

HIP Higher Education, International and Professional

HLR High Level Request

HTML Hypertext Markup Language

HTTP hypertext transfer protocol

II/O input/output

IMS Instructional Management Systems

IMS QTI IMS Question and Test Interoperability

IP internet protocol

IR infrared

IRC internet relay chat

ISBN International Standard Book Number

ISDN Integrated Services Digital Network

ISP internet service provider

JJPEG Joint Photographic Experts Group

LLAN local area network

LCD liquid crystal display

LED light-emitting diode

LMS Learning Management System

MMCM Media Content Management

ML Modern Languages

MML MyMathLab

MPEG Moving picture expert group

MT MetaText eBooks

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NNAME

ONorth America Media Engines

OA Offline Authoring

ODBC Open Database Connectivity

OEM

Poriginal equipment manufacturer

PAL Pearson Asset Library

PDA personal digital assistant

PDF portal document format

PDMC Product Development Management Committee

PE Pearson Education

PEI Pearson Education, Inc

PH Prentice Hall

PNG portal network graphic

PTG Pearson Technology Group

PTR

QProfessional Technical Reference (an imprint of Prentice Hall)

QA Quality Assurance

RRAID redundant array of inexpensive disks

RAM random access memory

RF radio frequency

RGB red, green. blue

ROM read-only memory

RTF rich text format

R/W read/write

SSAN storage area network

SCSI small computer system interface

SDD software development document

SGML standard generalized markup language

SMS Subscription Management System

SPW SMS Project Workplace

SQE Software Quality Engineering

29


SQL Structured Query Language

TTCP/IP transmission control protocol/internet protocol

TIF Test Item File (a testbank)

TIFF Tagged Image File Format

TMR Title Maintenance Request

TPM

UTechnical Project Manager

UHF ultra high frequency

URL uniform resource locator

USB universal serial bus

USR Upper Saddle River (New Jersey Office)

UV ultraviolet

VVAR valued-added reseller

VHF very high frequency

VNC virtual network client

VPN virtual private network

WWAN wide area network

WBT web-based training

WebCT Web-based Computer Training

WORM write once read many times

WPS Web Publishing System

WPSML WPS Markup Language

WWW World Wide Web

XXML Extensible Markup Language

30


AbbreviationsCommonly used abbreviations are listed in the following table. Note the capitalization and punctuation of each abbreviation. For information on the usage of unit-of-measure abbreviations, refer to Handling Units of Measure in the chapter Preferred Words and Phrases.

AA amp, ampere

ac alternating current

A/D analog-to-digital

AF audio frequency

a.m. ante meridian

AM amplitude modulation

Bb bits

B Bytes

bps bits per second

CC degrees Celsius

cm centimeter

cu ft cubic foot

cu in. cubic inch

Dd day

D/A digital-to-analog

dB decibel

dc direct current

dpi dots per inch

Ee.g. exempli gratia, Latin meaning for example. Do not use.

et al. et alii, et aliae, or et alia, Latin meaning and others. Do not use.

etc. et cetera, Latin meaning and so on. Do not use.

FF degrees Fahrenheit

31


fl oz fluid ounce

FM frequency modulation

ft foot

Gg grams, gravity

gal gallons

GB gigabytes

Gbps gigabits per second

GHz gigahertz

GMT Greenwich Mean Time

Hh hour, height

Hz hertz

hr hour

ht height

Ii.e. id est, Latin meaning that is. Do not use.

in. inch

KKb kilobit

KB kilobyte

Kbps kilobits per second

kg kilogram

kHz kilohertz

km kilometer

kph kilometer per hour

kV kilovolt

kVA kilovolt-ampere

kW kilowatt

kWh kilowatt-hour

Ll liter

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lb pound

Mm meter

mA milliampere

Mb megabit

MB megabyte

mg milligram

MHz megahertz

mi mile

min minute

mm millimeter

mph miles per hour

mo month

ms millisecond

MW megawatt

Ooz

Pounce

pH a measure of acidity and alkalinity

p.m. post meridian

psi pounds per square inch

pt pint, point

Qqt quart

Rrpm revolutions per minute

Ss second

sec second

sq ft square foot

sq in. square inch

33


UUTC universal time coordinated

VV volt

Vac voltage in alternating current

Vdc voltage in direct current

WW watts, width

wk week

wt weight

Yyd yard

yr year

34


PunctuationThis chapter summarizes CTG punctuation conventions. For additional information on using punctuation correctly, refer to The Elements of Style, 4th Edition. The online version is at http://www.bartleby.com/141/.

PeriodsOne space is typed after a period that ends a sentence.

Use a period in a list when the list item is a complete sentence. Do not punctuate a list of nouns, single words, or a short noun phrase unless the words or phrase are followed by a complete sentence. If any one item in the list ends with a period, all items must end with a period.

ExampleBefore accessing your course content in myitlab, you will need to register using:

a student access code, which is included in this package. your email address. the myitlab Course ID provided by your instructor.

CommasRefer to the following table for the proper use of commas.

Use a comma Example

To separate three or more items in a series. Use the comma before conjunctions, such as and and or.

You should find a cable, a manual, and three diskettes.

At the end of a long phrase (more than five words) at the beginning of sentence.

When you finish entering the data, you are ready to continue the registration process.

To separate independent clauses joined by a conjunction (such as and, but, although, or, or yet).

You can add up to 254 backup lines, but network throughput may be adversely affected.

ColonsUse a colon:

If an Answer pertains to a specific product or group of products, include the product in the Summary as the first word followed by a colon.

In a sentence that introduces a list, procedure (a series of steps), a table, or a figure. Between two clauses when the second clause explains or expands the first clause (rarely

done).

Type two spaces after a colon if you use it inside a sentence.

ExamplesXL Web Sites: Recommended Internet Explorer Settings

35

http://www.bartleby.com/141/


The following figure shows the Export Manager splash screen:

To copy an object:

You have two choices when saving a document: click the Save button or select Save from the File menu.

SemicolonsUse semicolons to separate two closely related independent clauses. Semicolons often appear before the word however, and the phrases that is and for example.

Do not use a semicolon to separate a dependent clause from an independent clause.

Use one space after a semicolon.

DashesCTG documentation uses two kinds of dashes: en dash and em dash.

En dash (–)Use the en dash:

For minus signs For negative numbers

In Web-based help projects, insert en dashes with the HTML entity –.

Em dash (—) Use the em dash:

To show an abrupt shift in thought To set off and highlight important information in text

In Web-based help projects, insert em dashes with the HTML entity —.

Do not substitute double hyphens (--) for an em dash.

Be careful with dashes. Browsers may handle them in different ways so they may not display correctly.

HyphensHyphenate when:

A unit of measure is used as an adjective, for example, 3.5-in. disk, 2-element array Fractions are spelled out, for example, Three-fifths of the electorate voted last year Words begin with the prefix self- or cross-, for example, self-examine, cross-reference A prepositional phrase is used as an adjective, for example, up-to-date information A string of words is used as an adjective, for example, high-level description, EPA-compliant

regulation, or worn-out shoe, but not adverb-adjective combinations (for example, do not hyphenate words ending in –ly, as in quickly dropping pressure)

Also hyphenate when the next word normally begins with a capital letter or when a double letter would look confusing.

36


Examplesmid-Atlantic, pre-IBM, non-negative, de-energize, electro-optical, multi-image, re-sent, re-creation

Do not hyphenate the expression when it is used as a verb or noun.

ExamplesThe check-in procedure... Check in the material...

Up-to-date information is important. I need information that is up to date.

The set-up routine… All strings are case-sensitive.

Do not use end-of-line hyphenation.

Prefixes without a Hyphen Do not use a hyphen after a prefix unless the prefix is used with a number or a proper noun. The following prefixes usually do not take a hyphen:

ante anti bi co

counter de dis electro

en extra intra macro

micro mid multi non

over post pre pseudo

re retro semi sub

super tele ultra un

under uni

Examplespredefined, pre-2005

unshared, un-American

non-English-speaking, nonabrasive

ApostrophesUse apostrophes to indicate ownership. Form the possessive of singular nouns by adding an apostrophe (’) and s.

Form the possessive of plural nouns by adding only an apostrophe at the end of the word (unless the plural noun does not end in s, in which case add an apostrophe and s, for example, children’s). Try to avoid plural possessives whenever possible by recasting the sentence in the singular.

Do not make a possessive out of a trademark. Do not use contractions.

Avoid inanimate possessives when possible and do not use an apostrophe when you make an acronym plural.

37


ExampleThe features in Microsoft Windows

Not: Microsoft Windows’ features

Plug in all the CPUs.

Not: Plug in all the CPU’s.

Quotation MarksUse quotation marks for direct quotes. Do not use quotation marks to highlight or emphasize a work, new item, or phrase; use italics.

Put all punctuation inside any quotation marks, except when quoting something that appears on-screen without punctuation

Book Titles Use italics, not quotation marks, for the titles of books.

Heads and Chapter Titles Use quotes around citations of heads and chapter titles. However, if the reference is a hyperlink, no quotes are used.

ExamplesRefer to Chapter 6, Authoring Individual Modules. (hyperlink)

Refer to “Running the report” on page 11. (reference in a paper-based document)

Quotes within Quotes Use single quotation marks for a quote that falls within a quote. Do not put a space between the single and double quotation marks.

Use of Smart QuotesIn paper-based or PDF documents, smart quotes (“ ”) are acceptable and are aesthetically pleasing. However ii Web-based help, they are a nuisance. Do not use smart quotes in Web-based help.

ParenthesesUse parentheses to:

Surround an acronym or abbreviation after you spell out the full term. Provide additional information or examples. Set off text that augments your main idea.

Do not put ending punctuation inside parentheses, except when a complete sentence is parenthetical.

Do not nest parenthetical expressions.

38


Exclamation PointsAvoid exclamation points in technical documentation, except when they occur as part of a command or error message.

EllipsesIn text, an ellipsis is used to indicate the omission of one or more words in a direct quotation.

Any table using the Information Mapping to present information should use ellipses in the column heads.

ExampleTo… Click…

Open a file Open from the File menu.

Save a file Save from the File menu.

Other PunctuationAvoid the use of other types of punctuation unless required by the syntax of the command you are documenting, for example text on a command line or a Web URL.

Exception: I/O or client/server is acceptable, but not and/or.

39


Using ListsLists are used to:

Provide instructions (procedures). Describe the order in which a process occurs. Describe parts of a whole; these could be components of an object, or options, characteristics,

or features of software. Define terms in a glossary.

Always provide a lead-in sentence to introduce a list, and punctuate the sentence with a colon. Use sentence capitalization (capitalize the initial letter) for each item in a list. All items in a list must also be parallel in construction.

ExamplesAuthoring a volume in WPS involves completing the following tasks:

Creating the volume. Filling in the volume header. Editing the volume metadata. Adding components (parts, chapters, introductions, resources, and appendixes). Adding modules (basic modules, destinations, groups, problemsets, and web searches ). Editing the metadata of a component, module, or individual question. Previewing content. Editing special characters. Adding Unicode characters. Sharing content.

To hide one object:

1. Navigate to the parent of the object you want to hide.

2. Select Hidden from the drop-down menu in the Position column.

Punctuate list items when they are complete sentences. If any one item in the list ends with a period, all items must end with a period. Otherwise, do not punctuate a list of nouns, single words, or a short noun phrase unless the words or phrase are followed by a complete sentence.

Multiple Paragraphs in ListsIn some lists, a list item includes a note or consists of multiple paragraphs. When a note, warning, tip, or caution is included, keep it short; do not include multiple notes or tips.

Notes are formatted as in the example below and are set off by the use of orange text.

ExamplePop-up Blockers:

1. Open Internet Explorer and click Tools > Pop-up Blocker > Pop-up Blocker Settings, which will open the Pop-up Blocker Settings window

2. Where it says Address of website to allow, enter the following addresses (including the * symbol) clicking the Add button after each one: *.pearsoned.com

40


*.pearsoncmg.com *.mathxl.com

3. After adding those three sites to the Allowed sites list, click Close

4. Click View > Toolbars (or Tools > Toolbars)

5. Uncheck anything in the menu on the right other than Menu Bar

Note: Many toolbars (including Yahoo and Google) use pop-up blockers, which is why they may need to be disabled while you are using the site. The menu will close after each item you choose, so you will have to go back to View > Toolbars each time.

Page BreaksTry to keep all the items in a list together on one page with the lead-in. If that is not possible, make certain that the lead-in is never separated by a page break from the first item in the list and that the last item is never separated from the rest of the list when formatting a paper-based document.

Creating Bulleted listsUse a bulleted list for items without an inherent sequence. Consider using a table instead of a list when each item contains several categories of similar information.

Bulleted lists conform to the general rules for all lists described previously in this chapter.

Try not to create lists with more than nine items when possible.

All bulleted lists must contain at least two or more items. Do not bullet one item by itself. Do not connect bulleted list items with the word and or or.

Formatting a Definition ListA definition list is a bulleted list that provides definitions of terms or descriptions of items. A glossary is one example. A list of options with descriptions is another.

Format a definition list by using bold on the term or option being defined and follow it with an em dash and the definition or description.

ExampleSelect whether or not you want to overwrite existing files. The available options are:

Overwrite existing files — to replace files that are already in the Media Library with files in the .zip file that have the same file names.

Keep existing files — to unpack files from the .zip file that do not reside in the Media Library.

Creating Numbered listsUse a numbered list for items that require a specific sequence. Procedures are a specific kind of numbered list. Procedures give instructions (describe the steps) needed to complete a specific task.

Numbered lists adhere to the general rules for all lists described previously in this section.

Try not to create a numbered list with more than nine items. If you need more items, you may need to combine some items and nest two or more steps inside another step.

41


ExampleWhen converting WPS content to Blackboard there are several steps you need to complete on the Blackboard Conversion Configuration page. One way to present these steps is to lists them as follows:

1. On the WPS-Blackboard Conversion Configuration page, type the course name (the PM’s will give you this information) in the Course Name field.

2. At the bottom, type your email address in the Email Notification field.

3. Select the type of export you want. By default, Course with Assessment is selected. If appropriate, select Course with Pool or Standalone Pool instead.

4. Click Convert. The WPS-Blackboard Conversion Utility page appears.

However if these steps are part of a longer procedure you can group under one step as follows:

5. On the WPS-Blackboard Conversion Configuration page, complete the following tasks:

1. Type the course name (the PM’s will give you this information) in the Course Name field.

2. At the bottom, type your email address in the Email Notification field.3. Select the type of export you want. By default, Course with Assessment is selected. If

appropriate, select Course with Pool or Standalone Pool instead.4. Click Convert. The WPS-Blackboard Conversion Utility page appears.

Do not combine two long or complex steps into one. You can combine two short steps if necessary.

Do not number a numbered list with only one list item. If the list is a procedure, indent the step with one tab.

ExampleStart the web browser and select the WPS bookmark from the Favorites menu.

When writing a procedure, include the system reaction to a step. The system reaction is what happens after you complete the step. If there is no visible reaction, consider describing what the system is doing after the user completes the action you are describing.

Place the system reaction on either the same line or a separate line following the instruction.

ExampleSelect Open from the File menu. The Open dialog box appears.

In general when writing a procedure, refer to menu selections. If toolbar buttons are available for performing a task, you can include a graphic of the button in the procedure. Also mention any mouse actions you may can use, such as drag and drop, double-click, or click and drag. Another item to consider is to include an overview of the interface of an application. Such an overview could include a list of keyboard commands and toolbar buttons available for use.

Nesting You can nest a bulleted list in a numbered list, and vice versa.

42


Reading Level

Improving Usability for Lower-Literacy UsersThe main and most obvious advice is to simplify the text. You can also improve usability for lower-literacy users in several other ways.

Know Your AudienceTo be effective in writing for adults with limited reading skills, you must understand some of their characteristics. Keep in mind one basic point -- the lack of good reading and comprehension skills is not an indication of your readers' intelligence. Your writing style should be simple and direct without "talking down" to them. A reader with limited reading skills often:

Has a short attention span. The message should be direct, short, and specific. Depends on visual cues to clarify and interpret words. Appropriate pictures, illustrations

and graphics must work in conjunction with words. Has difficulty in understanding complex ideas. The message must be broken down into

basic points with supporting information.

Deciding on and Organizing Your MessagePrioritize information. Make sure that the Summary is a good indicator of the Answer content and is not abstract. Place any other important information toward the top of the answer so users don’t have to scroll to see it. This is always good practice; even the most skilled readers will leave a page if the first few paragraphs don't seem valuable. It's even better to avoid scrolling all together. This can be done by using a contents section with links to smaller section in long Answers.

ExampleContentsTrusted Sites and Protected Mode Pop-up Blockers Cookies Content Advisor Security Software and Firewalls

Trusted Sites and Protected Mode1. Open Internet Explorer and click Tools > Internet Options > Security tab

2. On the Security tab, click the Trusted Sites icon

3. If you are using Windows Vista, uncheck the "Enable Protected Mode" box

4. Click the Sites button

5. Uncheck the box that says "Require server verification..."

6. Where it says Add this Web site to the zone, enter the following addresses (including the * symbol), clicking Add after each one: *.pearsoned.com *.pearsoncmg.com *.mathxl.com

7. After allowing those three sites, click OK, then OK again

43

http://247pearsoned.custhelp.com/cgi-bin/247pearsoned.cfg/php/enduser/std_adp.php?p_faqid=7343&p_created=1237468714&p_sid=SXwNUIwj&p_accessibility=0&p_redirect=&p_lva=&p_sp=cF9zcmNoPTEmcF9zb3J0X2J5PSZwX2dyaWRzb3J0PSZwX3Jvd19jbnQ9MzQyLDM0MiZwX3Byb2RzPSZwX2NhdHM9JnBfcHY9JnBfY3Y9JnBfcGFnZT0zJnBfc2VhcmNoX3RleHQ9bXltYXRobGFi&p_li=&p_topview=1#SSF%23SSF

http://247pearsoned.custhelp.com/cgi-bin/247pearsoned.cfg/php/enduser/std_adp.php?p_faqid=7343&p_created=1237468714&p_sid=SXwNUIwj&p_accessibility=0&p_redirect=&p_lva=&p_sp=cF9zcmNoPTEmcF9zb3J0X2J5PSZwX2dyaWRzb3J0PSZwX3Jvd19jbnQ9MzQyLDM0MiZwX3Byb2RzPSZwX2NhdHM9JnBfcHY9JnBfY3Y9JnBfcGFnZT0zJnBfc2VhcmNoX3RleHQ9bXltYXRobGFi&p_li=&p_topview=1#CA%23CA

http://247pearsoned.custhelp.com/cgi-bin/247pearsoned.cfg/php/enduser/std_adp.php?p_faqid=7343&p_created=1237468714&p_sid=SXwNUIwj&p_accessibility=0&p_redirect=&p_lva=&p_sp=cF9zcmNoPTEmcF9zb3J0X2J5PSZwX2dyaWRzb3J0PSZwX3Jvd19jbnQ9MzQyLDM0MiZwX3Byb2RzPSZwX2NhdHM9JnBfcHY9JnBfY3Y9JnBfcGFnZT0zJnBfc2VhcmNoX3RleHQ9bXltYXRobGFi&p_li=&p_topview=1#C%23C

http://247pearsoned.custhelp.com/cgi-bin/247pearsoned.cfg/php/enduser/std_adp.php?p_faqid=7343&p_created=1237468714&p_sid=SXwNUIwj&p_accessibility=0&p_redirect=&p_lva=&p_sp=cF9zcmNoPTEmcF9zb3J0X2J5PSZwX2dyaWRzb3J0PSZwX3Jvd19jbnQ9MzQyLDM0MiZwX3Byb2RzPSZwX2NhdHM9JnBfcHY9JnBfY3Y9JnBfcGFnZT0zJnBfc2VhcmNoX3RleHQ9bXltYXRobGFi&p_li=&p_topview=1#PB%23PB

http://247pearsoned.custhelp.com/cgi-bin/247pearsoned.cfg/php/enduser/std_adp.php?p_faqid=7343&p_created=1237468714&p_sid=SXwNUIwj&p_accessibility=0&p_redirect=&p_lva=&p_sp=cF9zcmNoPTEmcF9zb3J0X2J5PSZwX2dyaWRzb3J0PSZwX3Jvd19jbnQ9MzQyLDM0MiZwX3Byb2RzPSZwX2NhdHM9JnBfcHY9JnBfY3Y9JnBfcGFnZT0zJnBfc2VhcmNoX3RleHQ9bXltYXRobGFi&p_li=&p_topview=1#TSPM%23TSPM


Note: When navigating to a site in your Trusted sites zone, you will receive a Security Warning. Simply click "Yes" to load the page.

(Return to Contents)

Ask yourself what the reader needs to know about the subject. List the ideas or concepts you want to convey and refine them to their simplest forms. Then organize the presentation of your message.

Be consistent in presenting and organizing the information. Consistency provides continuity to help the reader follow the points you want to make.

Be specific, concise, and accurate so the reader has only the most essential information to think about or decisions to make while reading. Break complex ideas down into sub-ideas.

Start with the completed idea you want understood, then provide an explanation or give "how to" information.

Sequence information logically. The following are all good sequencing techniques:

Step - by - step ( 1,2,3.) Chronological (a time line) Topical (using main topics and sub-topics) Avoid lengthy lists. Unskilled readers have trouble remembering items on a list.

Writing Your MessageTips on Using Words:

Choose and use your words carefully. That does not necessarily mean using fewer words to explain an idea. Unskilled readers can become frustrated and disinterested in the material if they do not understand or relate to the words on a page.

Avoid using abstract words or phrases. If you must use them, help the reader understand them through examples and pictures

Use short, non-technical words of the two syllables or less. Hyphenated words are counted as one polysyllabic word.

Use live, active verbs and strong, concrete nouns to add strength and emphasis to sentences.

Example KEEP your own YARD and STREET clean.PICK up TRASH around your HOME.PUT TRASH in the proper CONTAINER.WORK with your NEIGHBOR to clean up AREAS in your NEIGHBORHOOD and to keep them clean.

Use words and expressions familiar to the reader. If you must introduce unfamiliar words, explain them through simple definition, word-picture associations, or by example. Repeat new words at short intervals to make them.

Avoid sentences with double negatives. Use of negative words may not be objectionable, but positive statements are more motivating.

44

http://247pearsoned.custhelp.com/cgi-bin/247pearsoned.cfg/php/enduser/std_adp.php?p_faqid=7343&p_created=1237468714&p_sid=SXwNUIwj&p_accessibility=0&p_redirect=&p_lva=&p_sp=cF9zcmNoPTEmcF9zb3J0X2J5PSZwX2dyaWRzb3J0PSZwX3Jvd19jbnQ9MzQyLDM0MiZwX3Byb2RzPSZwX2NhdHM9JnBfcHY9JnBfY3Y9JnBfcGFnZT0zJnBfc2VhcmNoX3RleHQ9bXltYXRobGFi&p_li=&p_topview=1#TOP%23TOP


Example Avoid: "Do not eat non-nutritious snacks."Better: "Choose snack foods that are high in nutrients"

Avoid a writing style that uses: abbreviations (unless commonly recognizable, i.e.USA) contractions acronyms unfamiliar spelling of words quotation marks

Persons with limited reading skills may not understand them and, more importantly, their eyes may not read over them smoothly.

Avoid statistics. Often they are extraneous and difficult for unskilled readers to interpret.

Use words with single meanings. Based on how they are used, words, like pictures, can mean different things to different people.

Example"Poor readers" (unskilled)"Poor readers" (limited income)

Tips on Writing Sentences:

The three key sentence elements (length, punctuation and structure) work together to provide sentence rhythm. Their use or misuse influences the clarity and comprehension of a sentence and the reader's attention. To keep your reader's attention, vary sentence rhythm, sentence length. Short sentences averaging 8-10 words are ideal. Longer ones tend to contain multiple ideas. They probably should be made into two sentences. To keep sentences short avoid unnecessary words, descriptive phrases and clauses, and parenthetical expressions (clarifying or explanatory remarks put in parenthesis).

While writing in a passive voice can be useful for tone or to vary sentence structures, write generally in the active voice. Active sentences place "doers" before "action," clearly showing the "doer" doing the action. Active sentences present concise, logical, and more direct information to the readers, making a stronger statement than passive sentences. Passive sentences have a form of the verb "to be" (am, is, are, was, were, be, being, been) plus a main verb ending in "en" or "ed". Often passive sentences are wordy and roundabout. The receiver of the verb's action comes before the verb, and the "doer" comes after.

Example Active: "Jane identified a variety of trees."(doer) (verb) (receiver)Passive: "A variety of trees were identified by Jane."(receiver) (verb) (doer)

Tips on Writing Paragraphs:

Tell readers only what they need to know. Excess information can be confusing and distracting.

Example Excessive:

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"There are many ways to keep food safe to eat. One way to help keep food safe is to always wash your hands before getting food ready to eat. Other things that touch the food should be clean, too, such as pans, knives, spoons, countertops, mixing bowls and dishes. This is very important if you plan to eat the food raw, such as in green salads. You can pick up bacteria on your hands from things you touch during the day. The bacteria can get on the food you are preparing. There are many kinds of bacteria. Some bacteria will not hurt you, but some of the bacteria can cause you to be ill. Every year many people get ill from eating foods that were prepared by someone who did not keep their hands or cooking tools clean." Better: "Always wash your hands before getting food ready to eat. Make sure the pans, knives, bowls, spoons, cutting boards and other cooking tools are clean before you use them. Keeping your hands and cooking tools clean is VERY important if you plan to eat the food raw, such as in a green salad."

Sequence information logically. Build connections between what the reader already knows and any new information presented.

Example You may know someone who was sick from eating food that was spoiled. Sometimes spoiled food does not look or taste spoiled.Here are some rules that can help you keep food safe to eat: Keep food clean.Keep hot foods hot.Keep cold foods cold.

Use short paragraphs. Lower-literacy users are less likely to read long paragraphs and may miss important information.

Tips on Headings:

Headings are useful organization tools. They give an ordered look to the material, help readers locate information quickly, and give cues about the message content.

Short explanatory headings are more instructional than single words that tend to be abstract. Abstract words are not specific enough. If readers must decipher words, you may lose their attention.

Headings are most effective when used with longer paragraphs, but for unskilled readers they are also appropriate for shorter messages.

Captions or headings should summarize and emphasize important information.

Using Illustrations to Support the MessagePhotographs and line art attract and keep a reader's interest and are often remembered longer than words. Properly chosen and placed illustrations make the text more meaningful and reduce the burden of details in the text.

Illustrations should be used with a specific informational purpose in mind, not just as decoration. They should emphasize, explain, or summarize the text.

Place illustrations, along with any captions, next to the related text.

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Formatting to Get AttentionIf your written material does not attract the attention of its audience, your message may never be read. Both the overall visual presentation and the written message are important in developing useful and effective materials. Your format should be a simple, uncluttered, and balanced layout of text, illustrations, and design features.

Avoid lengthy lists. Unskilled readers have trouble remembering items on a list. Also, like most of us, they get bored reading lists.

Reading level information compiled from Guidelines: Writing For Adults With Limited Reading Skills, Developed by: Nancy Gaston and Patricia Daniels, FNS and Jakob Nielsen's Alertbox, Copyright 2005 by Jakob Nielsen. ISSN 1548-5552.

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Product-Specific InformationeTextLegal guidance on the proper use of the eText name:

Use it as a noun. Don’t stylize it any differently from the other text around it; use the same font style, size

and color. Don’t put quotes around it. Don’t combine it with an existing trademark (e.g. don’t create a logo in which eText

appears beneath the Pearson crescent). Don’t put a ™ or ® next to it. If you need to refer to the Pearson® eText (for instance, in text or promotional materials),

have the ® appear after Pearson, not after eText. Put eText on the copyright notice page.

For more information, please contact Joanna Burke <[email protected]> in Pearson Legal.

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