PLAIN

LANGUAGE
CLEAR AND SIMPLE
PLAIN
LANGUAGE
CLEAR AND SIMPLE
Une publication française sur le langage clair et simple a
également été publiée. Cette publication est intitulée Pour un
style clair et simple

© Minister of Supply and Services Canada 1991

Available in Canada through
Associated Bookstores
and other booksellers
or by mail from
Canada Communication Group – Publishing
Ottawa, Canada K1A 0S9
Catalogue No. Ci53-3/3-1991E
ISBN 0-660-14185-X

This publication is available in print, in braille and on audio

cassette.
 PARTNERS
In completing this project, NGL Consulting Ltd. and
the National Literacy Secretariat of the Department of
Multiculturalism and Citizenship Canada depended on the
advice and support of a working group of people from the
following federal government departments:

• Consumer and Corporate Affairs

• Employment and Immigration
• Health and Welfare
• Industry, Science and Technology
• Justice
• National Library
• Privy Council Office
• Revenue Canada Taxation
• Secretary of State
• Seniors Secretariat
• Supply and Services
• Transport Canada
• Treasury Board
• Veterans Affairs

Their enthusiasm for the issue and the project helped make
this guide a reality.

A special thank you to those who helped field test a draft

version of this guide. Their thoughtful feedback helped make
sure that this guide meets the needs of its readers.
 TABLE OF CONTENTS
Page
1. Plain Language and the Public Servant.......................1
How to Use This Guide. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
What Is Plain Language Writing?. . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Why Is Plain Language Important?. . . . . . . . . . . . . . . . . . . . . . . . . . 4
2. Before You Start Writing........................................ 6
Who Is Your Audience?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Why Are You Writing This Document?. . . . . . . . . . . . . . . . . . . . . . . . 7
What Do You Want to Say?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
How Will Your Reader Use the Information in This Document? . . . . . 8
How Should You Organize the Information?. . . . . . . . . . . . . . . . . . . 8
How Should You Present the Information?. . . . . . . . . . . . . . . . . . . . 9
3. Make Your Writing Effective..................................10
Organize Your Ideas. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Help Your Reader Find Important Information . . . . . . . . . . . . . . . . 11
Write the Way You Speak. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Address Your Readers Directly . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
4. Clear and Simple — Paragraphs and Sentences...........15
Limit Each Paragraph to One Idea . . . . . . . . . . . . . . . . . . . . . . . . . 15
Don’t Overload Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Active Sentences. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Keep It Short. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Keep It Simple. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Link Your Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Avoid Ambiguity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Emphasize the Positive. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Avoid Double Negatives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
5. Think about Your Choice of Words.......................... 27
Use Simple, Everyday Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Cut Out Unnecessary Words. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Avoid Using Jargon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Avoid or Explain Technical Words. . . . . . . . . . . . . . . . . . . . . . . . . . 31
Don’t Change Verbs into Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Avoid Chains of Nouns. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Explain Complex Ideas. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Choose Your Words Carefully. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Use Acronyms Carefully. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
6. Appearances Are Very Important............................ 37
Spacing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Headings and Sub-Headings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Highlighting. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Table of Contents. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Type Style and Size . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Colour of Ink and Paper. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Graphics and Illustrations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
7. Check with the Experts — Your Readers................... 44
8. A Check List....................................................... 46
9. For More Information.......................................... 48
 1. Plain Language
and the Public
Servant
As a public servant, you are probably more aware than most
people that we are living in an information age. In fact,
you may sometimes feel overwhelmed by memos, letters,
directives, manuals, brochures, reports and policy papers.

In your work, you may also have to write many documents.

And the words you write may reach beyond the public service
to Canadians across the country and abroad.

People with a wide range of reading abilities should be

able to understand written messages from public servants
and government departments. All Canadians are affected
by government regulations and programs in many different
but important ways. Whether they need to know about
conservation, tax matters or radon gas levels in their homes,
and whether they are excellent readers or not, Canadians
have a right to receive clear information from the federal
government.

Like other Canadians, public servants are sometimes

subjected to writing that is filled with official-sounding jargon,
or bureaucratese. You may feel frustrated by information that
affects your work that is written in ways only an expert on the
subject can understand.

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Have you ever found yourself:

• re-reading sentences and paragraphs in reports,

memos or manuals to try to understand them,

• not reading a document if you don’t have to, because

it seems too technical, complex or wordy,

• wondering if what you have written is clear, but

concluding that it must be, because everyone writes
about the subject that way?

Unclear writing can lead to misunderstandings, errors and wasted

time. You can use the principles and tips in this guide to make
sure that your writing is clear, concise and well-organized.

This guide shows how you can make even complex subjects
easy to understand by using plain language techniques. You
can use these techniques to transform rambling, intimidating
prose into interesting, to-the-point writing. You can also
organize your information in ways that get your message
across most effectively.

How to Use This Guide

This guide is designed to help you with each step as you
write. From organizing your ideas to deciding on how your
finished document should look, these techniques will help you
communicate clearly and effectively.

This first chapter defines plain language writing and explains its
importance in making government documents understandable.
You can use plain language to reach Canadians with varying
literacy skills. Chapter 2, Before You Start Writing, presents a
series of questions about your reading audience and your purpose

2
in writing the document that will help you as you draft your text.
Chapter 3, Make Your Writing Effective, suggests ways to
structure your document and recommends using a personal tone
in your writing.

Chapter 4, Clear and Simple — Paragraphs and Sentences,

advocates writing in a straightforward, active, positive way.
Chapter 5, Think about Your Choice of Words, reminds
you to use words that are familiar to your reader and to make
sure that you meet your reader’s need for information and
explanations.

Once you have completed your document, you can use the
advice in Chapter 6, Appearances Are Important Too, to
present and highlight your information in ways that make your
document easy to read. Chapter 7, Check with the Experts —
Your Readers, offers pointers on testing the readability of your
document with the people for whom you wrote it. The Check
List that follows in Chapter 8 will help you gauge your success
in writing plainly. The guide closes with a listing of sources you
can refer to For More Information.

What Is Plain Language Writing?

Plain language writing is a technique of organizing
information in ways that make sense to the reader. It uses
straightforward, concrete, familiar words. You can use these
techniques to adapt what you have to say to the reading
abilities of the people who are likely to read your document.
Using plain language to explain concepts and procedures
involves using examples that relate to your reader’s
experience.

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Some government documents may be written for readers with
specialized knowledge, such as scientists, lawyers or corporate
executives. But other documents, about applying for a Social
Insurance Number or family allowance, for example, are meant
for Canadians who may not have background knowledge
of the subject. All types of government writing can benefit
from applying plain language techniques. Even technical
and specialized texts can be improved with plain language
techniques.

Why Is Plain Language Important?

Plain language writing can save you time. By writing in
ways that make government policies and procedures clearer,
you will spend less time correcting errors and responding to
people who didn’t understand what you were trying to say.

Plain language also helps you reach the many Canadians who
cannot read well. These readers have a right to government
information that is written simply and presented clearly.

In 1990, Statistics Canada published the results of a survey

on Canadians’ literacy skills. The researchers found that
more than one in three Canadian adults have some difficulty
with everyday reading tasks. One in six Canadians cannot
determine how much medicine to give a child by looking
at the bottle label. More than one in five have trouble
interpreting a line graph or filling out a catalogue order form.

While many Canadians have trouble with everyday reading

material, even more find government information difficult to
understand. Three out of five Canadians responding to a 1990
Decima Research study said they had trouble with government
forms. More than three-quarters of Canadians think that all
government documents should be written more clearly!

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PLAIN LANGUAGE WRITING:
• reaches people who cannot read well

• helps all readers understand information

• avoids misunderstandings and errors

• saves time, because it gets the job done well the

first time

5
 2. Before You Start
Writing
Plain language writing focuses on the needs of the reader.
Instead of cramming in every bit of information the writer
wants to share, the plain writer considers:

• what needs the reader has,

• what information is essential, and
• how it can be organized and expressed most clearly.

To determine this, you can ask yourself a series of questions

which will help you focus your writing and get your message
across most effectively. Getting the answers to these questions
may take a little bit of research, but the time you spend
planning what you write will save you time and trouble later.

Who Is Your Audience?

Are you writing only for professionals? Is your document
intended for young people, seniors, working Canadians,
public servants or members of specific ethnocultural groups?
What do you know about the reading skills and backgrounds
of the people who will use your document? Is English or
French their second language? Are their reading skills likely
to be uniformly high or low, or to vary? If even a few of
your readers are likely to have low reading skills, you should
write in a way that makes most of what you are saying
understandable to them.

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Consider the particular needs of readers with disabilities. Print
is not appropriate for all audiences. You should think about
using alternate media for your message, such as audio tapes,
braille, large print and open and closed captioning for video
material.

Why Are You Writing This Document?

Are you writing about something completely new? Give your
reader all the background information needed to understand
the purpose of your new program or policy. Try to link the
new information to things your reader may already know.

Are you trying to change people’s behaviour? Make sure you

mention how even small changes can bring benefits that are
important to your reader.

Is your document a “how-to” text? Be sure to include any

background information your reader may need to understand
your instructions.

What Do You Want to Say?

Focus on what your reader wants and needs to know. Don’t
try to say more about your subject than you have to. You will
have to include information such as eligibility criteria and
deadline dates. You may have to include information such
as the history of government activity in the subject area. But
if you can leave out some less important information, do
so. Make sure that your reader’s needs and wants determine
what information gets the most emphasis. This information
should go at the beginning or get the most attention in your
document.

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How Will Your Reader Use the
Information in This Document?
Will your document be a quick reference tool that your reader
will use on the job? Will your reader find your document in a
display, skim it to see if there is anything of particular interest
and then read only one or two sections? Will your reader want
or need to read it through to get a thorough understanding of
the subject? How people use your document will help you
decide how to organize the information in it.

How Should You Organize the

Information?
What does your reader most want to know? What is your main
message or theme? Decide what information must be included
and what can be left out. Then divide your information into
main and secondary points.

Develop a structure for your document that will make it easy

and enjoyable to use. Chronological order might be the most
logical approach for describing procedures — step-by-step
instructions, for example — or a sequence of events.

If people already know something about the subject and you are
sharing new information, start with the old information, then
introduce the new. If it’s a new way of doing something familiar,
describe the old procedure briefly before explaining the new steps.

If you are describing something completely new, start with

general information about the program objectives or the
reason for the policy, then deal with the specifics, such as the
application procedures or rules.

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How Should You Present the
Information?
To decide on your document’s format, ask yourself if
your reading audience has any special needs. Should your
document be multilingual? Should it use large print, drawings
or photographs? Should it be a pamphlet, booklet or book?
Should it be portable or will it stay on a bookshelf for quick
reference in an office?

Your answers to these questions will help you keep on track

as you write and will ensure that your finished document
meets your needs and those of your reader.

BEFORE YOU START WRITING, ask yourself:

• Who is your audience?

• Why are you writing this document?

• What do you want to say?

• How will your reader use your document?

• How should you organize the information?

• How should you present the information?

9
 3. Make Your
Writing Effective
After you’ve answered the questions about your readers and
your document, summarize your findings in a few notes that
you can refer to as you write. Keep in mind these key points:

• what the document is meant to do

• what your reader wants and needs to know
• what you need to say
• how you can organize the information

Organize Your Ideas

Since your reader’s needs are your main concern in organizing
your text, ask yourself what your reader already knows and
would most like to know. Put yourself in your reader’s place.
If you were he or she, what is the most important thing you
would want to know? If you are not sure, find out before you
start writing.

Put the most important ideas first in your document and in

each paragraph. For example, you may have to list the dates
when the five committees met to work on the research report
over the past two years. But don’t put this information at the
beginning if your reader isn’t likely to want to know it. Your
reader may be more interested in knowing the dates when
people will be invited to comment on the discussion paper.
By putting that information in early, you will encourage your
reader to read on.

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Help Your Reader Find Important
Information
Use your introduction to tell your reader what your document
is about and how it is organized. For longer documents, you
may also need a table of contents. In the text, use headings to
break up the information into manageable bits. Headings are
easy for your reader to remember and use for quick reference
later. By breaking up the text in this way, you make your
document look less intimidating to the reader.

You may use working headings in your first draft and revise
them later. Don’t be surprised if you find it easier to decide on
headings and write the introduction after you’ve drafted most of
your document. Review your introduction when everything else
is written, so that you can include changes in format or content.

Write the Way You Speak

Use a conversational tone in your writing, address your reader
personally and use examples that are meaningful to your
reader’s background and experience.

Written English is often much more formal than conversational

English. While writing, imagine your reader is listening to you
as you read your document aloud. You might find it difficult to
actually say this sentence:

This senior-level committee would be mandated to

provide support to the Directorate in the establishment
of a clear mandate of its role throughout the
Department, with due consideration given to available
person-years and financial resources.

11
The following version is closer to conversational English:

This committee would help the Directorate develop

a mandate that can be carried out with available staff
and money.

Address Your Readers Directly

Talk directly to your reader. Use the words you, I, we, us and
our to make your document more personal. Don’t refer to
your reading audience in the third person, as people, citizens,
clients, patients, consumers or customers.

Instead of:

The client can make application to the Department of

Motor Vehicles for licensing before June 1.

Use:

You can apply to the Department of Motor Vehicles

for your licence before June 1.

Instead of addressing employers and students directly, one

government pamphlet talks indirectly about them:

…the program challenges employers from all sectors

to create meaningful summer jobs that can give young
people real learning opportunities. By responding
to the challenge, employers in all sectors stand to
strengthen the calibre of Canada’s future workforce.

12
If rewritten, the pamphlet could speak to employers and use
examples that are relevant to them. For example:

Whether you run a car repair shop or manage a large

financial company, you can give a young person
a meaningful summer job. By giving a student an
opportunity to learn about your business, you are
helping to train Canada’s future workforce.

The next example talks directly to students and uses examples

that are relevant and meaningful to them.

You can get a loan of up to $7,500 interest free for the

first year of the five-year loan term....

You must contribute some of your own assets to the

operations, either cash or some equipment useful to
the business: a car, tools, garage space, etc.

When you include examples to illustrate your point, you help

your reader understand how the ideas might apply in real life.

13
 TO MAKE YOUR WRITING EFFECTIVE:
• organize your ideas

• put the most important ideas first

• help your reader find important information

• write the way you speak

• address your readers directly

14
 4. Clear and Simple—
Paragraphs and
Sentences
Plain language writing emphasizes clarity. With plain
language techniques you can get your reader interested,
highlight your most important information and make sure that
your message is delivered in the most effective way possible.
Clear and simple are the goals for paragraphs and sentences to
make sure you say what you really mean.

Limit Each Paragraph to One Idea

Limit each paragraph to one idea unless you are linking
related points. If you are comparing the old and the new,
for example, it makes sense to bring them together in one
paragraph. But make sure that the ideas are easily understood.
Complicated information, or a discussion of several
different ideas, generally needs to be broken up into separate
paragraphs to be easily understood.

The following summary on tariffs was meant to explain a

complicated issue in a simple way:

The tariff has been an important but

waning import policy instrument in
Canada for many decades. More than
75 per cent of Canada–United States
trade now moves free of duty. This
figure, however, fails to take account

15
 of the trade which could take place but
for tariffs. High U.S. tariffs... continue
to pose serious barriers to the U.S.
market and prevent Canadian firms
from achieving the economies of scale
on which increased competitiveness
and employment in Canadian industry
depend...

This paragraph continues, including a sample listing of tariffs

and still more information! It is very difficult for most readers
to make the link quickly from a general statement about
tariffs, to the current use of tariffs, to the secondary market
effects of tariffs, to the effect of tariffs on competitiveness and
employment, to...

The information can be re-organized and explained more fully

using separate paragraphs. For example:

The tariff, a tax on imported goods,

has been an important element of
Canada’s import policy for many
decades. Its use has declined over the
years, however, so that today more
than three-quarters of Canada–U.S.
trade moves free of duty.

It may be in Canada’s best interest

to eliminate more tariffs. High U.S.
tariffs are barriers to Canadian firms
entering the U.S. market. If these
barriers did not exist, Canadian trade
with the United States would probably
increase.

16
 With access to the U.S. market,
Canadian firms could achieve
economies of scale in their production.
This is critical to our competitiveness
and to employment in Canadian
industry.

Don’t Overload Sentences

Don’t place a new idea in the middle of a sentence. If you
have a related point you want to make, use another sentence.
If you want to give some details, use another paragraph. Don’t
cram information into one sentence. For example:

However, by virtue of subsection 32(3)

of the PSEA, an employee may apply
to the Department for leave of absence
(without pay) to seek political office
(in a federal, provincial or territorial
election) and the employee may be
granted leave if the Department is of
the opinion that the usefulness to the
Public Service of the employee in the
position he then occupies would not be
impaired by reason of his having been
a candidate for election...

The above example could be improved in a number of ways:

• the ideas it contains can be broken up into separate

sentences
• the writer could have addressed “you” directly

17
For example:

However, under section 32(3) of

the PSEA, you can apply to the
Department for a leave of absence
without pay to run for office in a
federal, provincial or territorial
election. The Department may grant
you leave if it finds that your ability
to work in your current job will not be
impaired because of your candidacy.

Active Sentences
Your sentences should use a conversational tone. They
should be:

• simply constructed
• limited to one idea
• positive in tone

In the active voice, the subject of a sentence is the doer of

the action. Follow the usual word order in your sentences —
subject, verb, object. This helps make sure you use the active
voice. Your sentences will be easier to understand.

Many government documents use the passive voice, which

can sound very impersonal.

Instead of:
In early April, all applications will be reviewed by the
committee.

18
Use:
The committee will review all applications in early
April.

Since it is the committee that is doing the action, why not

mention it first?

There are times when the passive voice is useful, usually

when the subject is not important or you don’t know the
subject.

For example:
A number of programming options were tried
throughout the ’80s.

Put the subject and verb close to the beginning of the

sentence. Too much information between the subject and
the verb makes it difficult for the reader to find out what the
subject of the sentence is doing.

Instead of:
The committee, which was assembled at the request of
the Cabinet on the recommendation of the coalition of
citizens’ groups, will consider alternative approaches.

Use:
The coalition of citizens’ groups recommended that
Cabinet assemble the committee. At the Cabinet’s
request, the committee will consider alternative
approaches to...

19
Don’t change well-known phrases or expressions because they
seem to go against a grammar rule or some other convention.
You can end a sentence with a preposition if the phrasing
sounds natural. Sir Winston Churchill once commented on
writing which he felt was bureaucratic by saying:

“This is the sort of English up with which I will not

put.”

Don’t be afraid to start sentences with and, or, but, for, so or

yet. It is an easy way to shorten long sentences.

Instead of:
We had expected to meet our participation targets,
but increased workloads because of the introduction
of new programs kept us from travelling to northern
locations as frequently as we had planned.

Use:
We had expected to meet our participation targets.
But, with new programs, our workload increased and
we couldn’t travel to northern locations as frequently
as we had planned.

Keep It Short
Readers can only take in so much new information at one
time. So some people recommend that sentences should
average about 15 words in length and that no sentence should
be more than 25 words long. This rule is not hard-and-fast,
however. A variety of sentence lengths can add interest to
your writing. Readers can understand longer sentences if they
are well-constructed and use familiar terms. Clear is best.

20
Instead of:
This policy does not appear to be well understood by
line management in the Region, even though this group
has a primary responsibility for implementing the
policy.

Use:
The regional managers who are most responsible for
carrying out this policy do not seem to understand it
well.

Shorter is better.

Keep It Simple
The following sentence, on the other hand, could use some
additional explanation.

Instead of:
Plateauing or career blockage refers to structural
barriers to career advancement arising due to a
combination of age imbalances and a static or
contracting workforce.

Use:
“Plateauing” or “career blockage” refers to the lack of
opportunities for public servants to be promoted to the
executive level. This problem arises because there is a
large number of public servants who may have many
years to work before they retire and because the size of
the public service is being reduced. For these reasons,
there are fewer openings available at higher levels.

21
As you can see, the sentence on plateauing needed a lot more
explanation to be understood by most readers.

It took a paragraph of 63 words to better explain the terms

clearly. Shorter isn’t always best. Which of the two paragraphs
would you rather read?

When you have a lot of information on one subject, break up

long sentences by using point form to list important elements.
But keep the lists short and group similar points together. For
example, instead of making one list of a meeting’s objectives,
divide the list into objectives on information-sharing,
decisions needed, follow-up action and so on.

Another way to break up blocks of information and draw the

reader’s attention to important elements is to use a question-
and-answer format. In a government publication written for
teenagers, the following sequence of section headings was
used to help young people find the information important to
them:

• What happens when you are arrested?

• What happens in court if you are between twelve and
seventeen?
• What happens in court if you are eighteen and over?

Be careful using charts and graphics to explain information.

People with poor math skills can find charts hard to
understand. When using graphics, you must be sure that the
images mean the same thing to your reader as they do to
you. Test the graphics with people who would be likely to
read your document. Make sure graphics work for you, not
against you.

22
Link Your Ideas
Don’t shorten sentences by leaving out words such as that,
which and who. Use these words to link the ideas in a
sentence and make the meaning clearer for your reader.

The following sentence, without its connecting words, is far

from clear.

The driver of the truck passing by told the officer

in the cruiser the car he saw hit the little girl in the
intersection was red.

What or who was red? The car? The girl? The light? How
many vehicles were involved in the accident?

The sentence could be rewritten as follows:

The driver of the truck told the officer in the cruiser

that, as he was passing by, he saw a red car hit the
little girl in the intersection.

Avoid Ambiguity

Proper words in proper places make the true

definition of style.

Swift

23
When a pronoun is used, there should be no doubt as to which
noun it represents.

Instead of:
Michelle researched and wrote the speech herself,
which everyone thought was impressive.

Use:
Everyone was impressed with the speech that
Michelle researched and wrote herself.

Adverbs and adverbial phrases also need to be placed properly

to avoid confusion. If improperly placed, the adverbs only,
even, both, merely, just, also, mainly, in particular and at
least can cause confusion.

Instead of:
Supervisors and staff are required to both participate
in orientation sessions and department seminars.

Use:
Supervisors and staff are required to participate both
in orientation sessions and in departmental seminars.

Emphasize the Positive

Positive sentences are inviting and encourage people to read
on. Negative sentences can seem bossy or hostile. They don’t
encourage people to read on. People are generally more
receptive to positive messages.

24
Instead of:
If you fail to pass the examination, you will not
qualify for admission.

Use:
You must pass the examination to qualify for
admission.

Use negative phrasing to emphasize danger, legal pitfalls or

other warnings. It is also appropriate to use negative phrasing
to allay fears or dispel myths. For example, a federal AIDS
brochure first asks:

How does HIV spread?

After that has been explained, the writers answer the question:

How is HIV not spread?

The virus is not spread through casual everyday

contact. In the workplace this includes shaking hands,
sharing work equipment, cutlery, coffee mugs or
glasses. Washrooms and water fountains can also be
shared without risk of HIV infection.

Avoid Double Negatives

It isn’t quite enough to remember that a double negative
makes a positive. We avoid writing “I don’t know nothing
about it” if we mean that we know nothing about it. But watch
out for two or more negative constructions in a sentence.

25
Instead of:
• He was not absent.
• The procedure will not be ineffective.
• It was never illegitimate.

Use:
• He was present.
• The procedure will be effective.
• It was always legitimate.

THINK ABOUT YOUR CHOICE OF PARAGRAPHS

AND SENTENCES:
• limit each paragraph to one idea
• don’t overload sentences
• use active sentences
• keep sentences and paragraphs short
• keep sentences simple
• link your ideas
• avoid ambiguity in your sentences
• emphasize the positive
• avoid double negatives

26
 5. Think about Your
Choice of Words
Plain language writing emphasizes the use of the clearest
words possible to describe actions, objects and people.
That often means choosing a two-syllable word over a
three-syllable one, an old, familiar term instead of the latest
bureaucratic expression, and sometimes, several clear words
instead of one complicated word.

As with all the other elements of plain language writing, your

choice of words should be based on what will be clearer for
your reader. If you’re not sure, ask. Test out your document
with some of the people who are likely to use it. To help you
draft easy-to-understand documents, here are some guidelines
on your choice of words.

Use Simple, Everyday Words

Get to the point as directly as you can; never

use a big word if a little one will do.

Emily Carr

Use simple, familiar words instead of unfamiliar words.

Plain language writing involves expressing yourself the way

you speak. When you talk to someone, you make an effort to
be understood. So when you write, imagine that someone is

27
asking you what you mean. Explain your idea using clear and
familiar words. Here are a few examples of simple words and
phrases you might substitute for less familiar or multi-syllable
words:

Instead of: Use:

accomplish do
ascertain find out
disseminate send out, distribute
endeavour try
expedite hasten, speed up
facilitate make easier, help
formulate work out, devise, form
in lieu of instead of
locality place
optimum best, greatest, most
strategize plan
utilize use

Cut Out Unnecessary Words

Cut out unnecessary words or replace a group of words with
one word to make your writing clearer. Here is a sample list of
some alternative words for common, wordy expressions:

28
 Instead of: Use:
with regard to about
by means of by
in the event that if
until such time until
during such time while
in respect of for
in view of the fact because
on the part of by
subsequent to after
under the provisions of under
with a view to to
it would appear that apparently
it is probable that probably
notwithstanding the fact that although
adequate number of enough
excessive number of too many

Avoid Using Jargon

If language is not correct, then what is said is

not what is meant; if what is said is not what
is meant, then what ought to be done remains
undone.
Confucius

29
Government workers are familiar with many forms of
government jargon. However, using jargon can create
problems because the public may not understand it. Don’t
use a term such as “vertical federalism” in a paper that may
be distributed to the public unless you explain it clearly in
the text. But if you have to explain a term, why not use an
alternate expression from the start?

Instead of:
The perceived acceptability of disparities caused
by differences in preferences is based on allocative
efficiency.

Use:
People see unequal service as fair if they are getting
what they want.

Trendy, fashionable expressions, such as “level playing field”,

“downtime”, “leading edge”, “streamline”, “interface with”
and “rationalization of resources” are used far too often.
They can undermine the impact of what you’re trying to say
because they are not well understood by the public. The fact
that they are trendy will also mean that they will soon date
your writing. Avoid them.

Instead of:
You will receive reactivation and assistance consistent
with your requirements.

Use:
You will get the amount of help you need.

30
Avoid or Explain Technical Words
Avoid technical words or explain them on the same page
where they appear in the text.

Instead of:
These factors have contributed to a more bimodal
distribution of earnings.

Use:
These factors help make the rich richer and the poor
poorer.

Instead of:
If you see a crime committed, you may receive a
subpoena.

Use:
If you see a crime committed, you may receive a
“subpoena.” A subpoena is an order of the court
telling you when and where you must appear to testify
as a witness in a trial.

Glossaries (list and explanation of terms) are more difficult to

use if they are placed at the end of a book or booklet. If you
prefer to define technical terms outside the text, try placing a
box defining the words on the same page.

31
Don’t Change Verbs into Nouns
Nouns created from verbs usually give a sentence an
impersonal tone. They are harder for the reader to understand.

Instead of:
The requirement of the Department is that employees
work seven and one-half hours a day.

Use:
The Department requires employees to work seven
and one-half hours a day.

Instead of:
The implementation of the rule necessitated a
reassessment of policy.

Use:
When the Directorate put the rule into practice, the
Department had to reassess its policy.

32
Avoid Chains of Nouns
Chains of nouns are strings of two or more nouns used
to name one thing. They are often difficult for a reader to
understand, and give a bureaucratic tone to documents. You
may have encountered such burdensome expressions as:

• resource allocation procedures

• transport facility development programming
• consumer information-seeking behaviour
• product extension mergers

Noun chains take some effort to untangle. They lack

connecting words, such as of, for, about, in and the
possessive marker, ’s, that would clarify how the nouns relate
to each other.

Instead of:
World population is increasing faster than world food
production.

Use:
The world’s population is increasing faster than its
food production.

33
Explain Complex Ideas
If you are talking about research, policies or programs, don’t
dwell on the theory at the expense of practical descriptions.
It may be important to tell people what your research goals
were and how your findings have validated your working
hypothesis. But you should be careful to define all the
technical terms and give concrete examples of what you
mean.

Complicated ideas need special attention. For example, you

may believe that your reader understands what you mean by
“bona fide occupational requirement.” But it is important to
explain complex terms anyway. Help your reader out. The
following text contains a number of complex ideas:

Expansion of existing services beyond the initial

capitalization would be based on demonstrated market
need and a record of cost-effective delivery. Funding
of expansion up to a level sufficient to sustain the
integrity of the capital base with good management
will be by non-repayable contribution.

What type of expansion? What kind of services? What is

initial capitalization? How is demonstrated market need
assessed? The reader needs a solid background in several
subjects to wade through this text. Explain your terms from
the start or your reader may not read on.

In the following text, a complicated theoretical term is defined

in a concrete way:

The consumer price index measures monthly and

yearly changes in the cost of 300 goods and services

34
 commonly bought by Canadians. If the combined
cost of this “basket” of items goes up, then there has
been inflation. The greater the increase, the higher the
inflation rate has become.

Choose Your Words Carefully

Be consistent in what you call something. Avoid using two or
more names for the same thing. Variation for its own sake can
confuse the reader.

Do not be afraid to repeat the same word or the same idea if

it is important. For example, it may be important for a person
to keep a record of each step taken in applying for a grant. It
makes sense to repeat that idea several times in documents
about the application process.

Use Acronyms Carefully

Acronyms are formed from the first letter of the words which
they represent. Remember that not everyone will know the
organization or program that the letters refer to. Not everyone
knows that “SIN” refers to “Social Insurance Number.” Put
the acronym in brackets the first time you use the proper term.
Then you can use the acronym in the rest of your text.

Some acronyms, such as U.S.A. or R.C.M.P., may be so well-

known that they need no explanation and may be written with
or without periods after each letter. Ask yourself whether your
reader is likely to know the acronym you want to use. When
in doubt, spell it out.

35
 THINK ABOUT YOUR CHOICE OF WORDS:
• use simple, everyday words
• cut out unnecessary words
• avoid jargon
• avoid or explain technical words
• don’t change verbs into nouns
• avoid chains of nouns
• explain complex ideas
• choose your words carefully
• use acronyms carefully

36
 6. Appearances Are
Very Important
The way you present information on the page is just as
important as the words and sentences you use to present that
information. A well-written document is harder to read if it
is poorly laid-out. A good format helps highlight important
information, links related sections and separates others. How
your document looks can make the difference between your
message being understood or lost.

Spacing
Pages of long paragraphs without lists or summaries appear
harder to read than they need to.

• Keep your paragraphs short, generally no more than

four or five sentences.
• Leave space between paragraphs.
• Divide your document into sections of related
information.
• Don’t print on every inch of space on your page.
For example, if you are using a column format, use
only two columns for your text on a three-column
page. Part of the extra white space can be used to
draw attention to important information in boxes or
boldface type.
• Be generous with margin space.

37
Do not use right justification. Use unjustified or ragged
right-hand margins. When text is printed with a justified right
margin, the letters or words on longer lines are spaced closer
together, while letters or words on shorter lines are spread
further apart, to even out the lines. Constantly adjusting to
these changes is tiring to the eyes. Right justification can
produce a lot of hyphenated words, which present another
reading challenge.

Compare these texts:

RIGHT JUSTIFICATION RAGGED RIGHT MARGIN

Technology, like international Technology, like international

competition and the competition and the
emergence of an integrated emergence of an integrated
world economy, is changing world economy, is changing
the way Canadians work. the way Canadians work.
Computers are familiar pieces Computers are familiar
of equipment in offices and pieces of equipment in offices
factories, and Canadians and factories, and Canadians
working on the shop floor and working on the shop floor and
in the boardroom are having in the boardroom are having
to learn new tasks. The new to learn new tasks. The new
workplace skills require more workplace skills require more
education, more training, education, more training,
better communication, higher better communication,
levels of literacy. Skilled higher levels of literacy.
minds are taking over from the Skilled minds are taking over
skilled hands of yesteryear. from the skilled hands of
yesteryear.

38
Headings and Sub-Headings
If you use clear headings and sub-headings, the reader will
be able to find specific information in your document. Some
sample headings that can capture your reader’s attention are:

• How can I get help right away?

• What is a preliminary inquiry?
• What you can do
• Where to find answers and information on drugs

Highlighting
Use boxes to separate key information from the rest of your
text. The information will stand out more on the page.

Highlight headings, words or phrases with boldface type, but

don’t overuse it. If only a few words or phrases are highlighted,
the reader will notice them even when just glancing at the page.

Other types of highlighting are:

• Bullets — Use them for point-form lists and

summaries. They can be stylized as arrows or
miniature graphics.
• Italic print — Use it to emphasize a phrase or
word, as in, “I told him he could do the project, but
on his time!” Italics are also used for phrases in
other languages. Don’t overuse italic print. In large
amounts, it is difficult to read.
• Underlining — Use it under titles or to add emphasis.
• Colour — Use it to add interest to the page, if your
budget permits. Shaded areas can also be used to set
text apart.

39
Table of Contents
Make a table of contents for long documents. It tells readers
something about the organization of your document and
makes it easy to find information. Although this is useful to all
readers, it is especially important for people with low reading
skills, who cannot skim through your document quickly and
easily.

You can use questions, phrases, names or short descriptions as

section or chapter titles, such as:

• The New Job Market

• Self-Help — What Is It?
— Where Do I Find a Group?

Type Style and Size

Choose a solid, plain typeface which is easy to read.

Don’t combine many different typefaces on the same page,

because it will give a very busy, confusing appearance.
Different typefaces should be used consistently, but only
occasionally, for emphasis or to set some information apart.

Make sure the type size is big enough for your readers. People
will often skip over text which is too small. Small type makes
a document look crammed and uninviting. A ten point type
size is a good minimum size to use. Be sure to consider that
seniors, people with visual impairment and others prefer a
larger type size.

40
• Don’t use capital letters to emphasize large blocks of
text. In ALL CAPS, all word shapes are rectangular
and less familiar to the reader. In upper and lower
case, words have distinct shapes that are more easily
recognized. Text in ALL CAPS is harder to read,
especially for more than a few words, as this example
shows:

TEXT SET IN ALL-CAPITALS IS

HARDER TO READ THAN TEXT
SET IN UPPER AND LOWER
CASE. RESEARCHERS HAVE
FOUND THAT PEOPLE READ
CONTINUOUS CAPITAL LETTERS
AT A SLOWER RATE THAN
SMALL LETTERS.

• ALL CAPS can be useful to draw attention to

headings or a brief statement, such as:

PLEASE PRINT

• The type size of headings should be noticeably larger

than the text.

• A serif typeface, with hooks on each letter, makes text

easier to read because it leads your eye from letter
to letter. A sans serif typeface, which has no hooks
on letters, can be good for titles. It leads your eye
down into the body of the text. This guide uses a serif
typeface for the text, and a sans serif typeface for the
headings.

41
Colour of Ink and Paper
• Use a dark ink, such as navy blue or black, on light
paper — white or cream, for example.

• Avoid colour combinations with low contrast, such as

blue with green, or pink or yellow on white.

• Avoid large passages of light print on black

background.

Graphics and Illustrations

You can add interest to your document with illustrations,
photographs, diagrams, lines and symbols. However, use
graphics with caution. Make sure that they mean the same
thing to your reader as they do to you. Ask people who would
be using your document to look over your choice of graphics
and illustrations. Are the symbols easily recognizable? Do the
lines help guide the reader? Don’t overuse graphics.

Tables, charts and graphs can be useful for anyone familiar

with them. However, these visual aids are generally more
difficult to use and understand and you cannot assume that
people will understand them. So make sure you are using
graphics and illustrations that are appropriate for your reading
audience.

The right kind of visual aids can help your reader understand
your message and remember what you have written. Place all
graphics and illustrations as close as possible to the text they
refer to.

42
THINK ABOUT THE APPEARANCE OF YOUR
DOCUMENT:
• spacing
• headings and sub-headings
• highlighting
• table of contents
• type style and size
• colour of ink and paper
• graphics and illustrations

43
 7. Check with the
Experts—Your
Readers
It is important to get feedback from people who are likely to
use your document. We often write documents which are more
suitable for ourselves than for our readers.

Try field testing your document. Ask several of the people

whom you expect to read the document to assess its value.
Ask them if it is something they would enjoy reading, if they
would indeed read it and if it all makes sense to them. Once
you have incorporated their comments, test your document
with a larger group. The time and effort spent field testing
is worth the effort. Only your readers can tell you if your
writing is useful, relevant and readable. Chapter 9, For More
Information, provides a list of resources which may assist
you with field testing and focus group testing.

If you use a personal computer to write, you may wish to

use available grammar and style software packages to ensure
that you have followed grammar rules. These grammar check
programs can help you spot writing errors such as

• incomplete sentences
• passive voice
• jargon
• long sentences
• negative sentences

44
They can suggest changes to correct these problems. The
programs can also provide you with an approximate reading
level for your writing. They can tell you, for example, if your
text is accessible to people at the grade eight or grade eighteen
level. A high score usually means that a document is not easily
understandable.

However, use readability indexes and computer programs

as guides and handy tools. Don’t use them as the final
assessment of your writing. Ultimately, the reader is the best
judge of whether or not your document is easily understood.
Only people can give you truly expert views.

TO BE SURE YOU’RE WRITING PLAIN LANGUAGE:

• check with the experts — your readers

• field test

• ask someone else to read your draft

• use available grammar and style software packages

as guides only

45
 8. A Check List
This list provides you with a guide to help you gauge your
success in writing plainly. It summarizes the key concepts
presented in the guide.

1. Reading Audience

• Who is likely to read this document?

• What is the best format for this message to this
audience?

2. Purpose

• Why are you writing it?

• What do you want to say?
• Have you included the most important information?

3. Organization

• Have you based the order of your material on the

reader’s needs?
• Does the important information come first?
• Have you said what you have to say, and no more?

4. Tone

• Have you considered your reader’s needs and written

to the reader directly?
• Do you sound helpful, appropriately personal?
• Does your text read like informal conversation?

46
5. Style

• Have you limited the length of your paragraphs?

• Are your sentences short and clear?
• Have you used familiar words, consistent terms and
concrete examples?

6. Design

• Is your design attractive and easy to read, with lots of

white space and breaks in the text?
• Have you helped people find the information they
need? Are the book’s contents described in your
introduction? Have you included a table of contents?
• Can the reader understand your graphics and
illustrations?
• Do the graphics and illustrations help your text?

7. Checking with Your Reading Audience

• Have you asked a sample group of readers to check

your draft document?

47
 9. For More
Information
Plain Language — General
Bailey, Edward, P. Jr. Writing Clearly: A Contemporary
Approach. Columbus: Charles E. Merrill Publishing
Company, 1984.

Baldwin, Ruth. Clear Writing and Literacy. Prepared for the

Ontario Literacy Coalition. Toronto: 1990.

Bates, Jefferson D. Writing with Precision: How to Write

So That You Cannot Possibly Be Misunderstood; Zero Base
Gobbledygook. Washington: Acropolis Books, 1980.

Birchfield, Martha J. The Plain Language Movement: Away

from Legalese and Federalese: A Bibliography. Monticello,
Illinois: Vance Bibliographies, 1986.

Canadian Bar Association and the Canadian Bankers’

Association. The Decline and Fall of Gobbledygook: Report
on Plain Language Documentation. Toronto: 1990.

Collins, C. Edward and Hugh Read. Plain English: A Guide

to Standard Usage and Clear Writing. Scarborough: Prentice-
Hall, 1989.

Cutts, Martin, and Chrissie Maher. Gobbledygook. London,

England: George Allen & Unwin, 1984.

48
Cutts, Martin, and Chrissie Maher. The Plain English Story.
Stockport, England: Plain English Campaign, 1986.

Dorney, Jacqueline M. The Plain English Movement. ERIC

Clearinghouse on Reading and Communication Skills.
Washington: Office of Education Research and Improvement
(ERIC), 1987.

Dowis, Richard. How to Make Your Writing Reader-Friendly.

White Hall, Virginia: Betterway Publications, 1990.

Eagleson, Robert D. The Case for Plain Language. Toronto: Plain

Language Centre, Canadian Legal Information Centre, 1989.

Einstein, Charles. How to Communicate: The Manning,

Selvage and Lee Guide to Clear Writing and Speech. New
York: McGraw-Hill, 1985.

Flesch, Rudolf. How to Write Plain English: A Book for

Lawyers and Consumers. New York: Harper & Row, 1979.

Gowers, Sir Ernest. The Complete Plain Words.

Harmondsworth: Penguin Books, 1987.

Gray, Lee L. Journal of Studies in Technical Careers. V. 9,

no. 1, pp 17–19, Wisconsin, 1987.

Health and Welfare Canada, Seniors Secretariat.

Communicating in Print With/About Seniors. Ottawa: Supply
and Services Canada, 1991.

Lutz, William. Doublespeak: From “Revenue Enhancement” to

“Terminal Living” — How Government, Business, Advertisers,
and Others Use Language to Deceive You. New York: Harper
& Row, 1989.

49
Nore, Gordon W.E. Clear Lines. Toronto: Frontier College,
1991.

Redish, Janice C. The Language of Bureaucracy. Paper

presented at the Conference on Literacy in the 1980’s, Ann
Arbor, Michigan, June 24–27, 1981. Washington: American
Institute for Research in the Behavioral Sciences, 1981.

Saskatchewan Consumer and Commercial Affairs. Plain

Language for the Saskatchewan Government — Policy and
Guidelines. 1991.

Steinberg, Erwin Ray (ed.). Plain Language: Principles and

Practice. Detroit: Wayne State University Press, 1991.

Vernon, Tom. Gobbledegook. London: National Consumer

Council Pamphlet Series, no. 756, 1980.

Design
Felker, D.B. (ed.). Guidelines for Document Designers.
Washington, D.C.: American Institute for Research, 1981.

Newsletters
Clarity. The Plain Language Centre Newsletter. Canadian
Legal Information Centre, 600 Eglinton Avenue East, Suite
205, Toronto, Ontario M4P 1P3

PROSEBUST! Prosebusters! a division of B&B Editorial

Consulting Ltd., 563 Gladstone Avenue, Ottawa, Ontario
K1R 5P2

50
Workshops
Baldwin, Ruth. Plain Writing Services, P.O. Box 6086,
Station J, Ottawa, Ontario K2A 1T1 (613-726-0553)
• workshops on plain writing

Breen, Mary J. Clear Language Consultant, 309 Engleburn

Avenue, Peterborough, Ontario K9H 1S8 (705-745-3891)
• workshops in clear writing for community groups and
health care workers

Davies, Gwen. Davies Communications Consulting,

6152 Duncan Street, Halifax, Nova Scotia B3L lK2
(902-423-7707)
• workshops for community groups, public servants,
health care professionals and members of the legal
community

Frontier College, Learning in the Workplace, 35 Jackes

Avenue, Toronto, Ontario M4T lE2 (416-923-3591)
• workshops on clear language writing and document
design

Grotsky, Rose. Learning Communications Inc., 561 Markham

Street, Toronto, Ontario M6G 2L6 (416-588-4646)
• workshops on plain writing and document design for
government (federal/provincial/municipal levels) and
the private sector

Mindach, Chuck. Business Forms Management Association,

Inc. (BFMA), 103 du Geai-Bleu, Hull, Quebec J9A 1W4
(819-956-3145)
• Drafting documents in plain language
• Plain language forms analysis and design

51
Mowat, Christine. Wordsmith Associates, 436 Silver Valley
Drive NW, Calgary, Alberta T3B 4C2 (403-286-6865)
• business writing for professionals, tailored to a
specific organization

Prosebusters! a division of B&B Editorial Consulting Ltd.,

563 Gladstone Avenue, Ottawa, Ontario K1R 5P2
• seminar on effective writing

Straight Talk Institute, 2975–700 W. Georgia, P.O. Box 10074,

Vancouver, B.C. V7Y 1B6 (604-681-1062)
• workshops for government agencies and industry

Vale, Mark. The Plain Language Centre, Canadian Legal

Information Centre (CLIC), 600 Eglinton Ave. E., Suite 205,
Toronto, Ontario M4P 1P3 (416-483-3802)
• workshops in use of plain language
• workshops for people who do in-house training in
plain language
• workshops in public testing of documents

Resources
Baldwin, Ruth. Plain Writing Services, P.O. Box 6086, Station
J., Ottawa, Ontario, K2A 1T1 (613-726-0553)

Breen, Mary J. Clear Language Consultant, 309 Engleburn

Avenue, Peterborough, Ontario K9H 1S8 (705-745-3891)

Catano, Janice. Plain Language and Health Consultant,

6246 Shirley Street, Halifax, Nova Scotia B3H 2N6 (902-422-
6123)

52
Davies, Gwen. Davies Communications Consulting,
6152 Duncan Street, Halifax, Nova Scotia B3L 1K2 (902-
423-7707)

Frontier College, Learning in the Workplace, 35 Jackes

Avenue, Toronto, Ontario M4T 1E2 (416-923-3591)

Godin, Joanne. Consulting Writer, 918 Alenmede Crescent,

Ottawa, Ontario K2B 8K5 (613-237-4097)

Grotsky, Rose. Learning Communications Inc., 561 Markham

Street, Toronto, Ontario M6G 2L6 (416-588-4646)

Horwood, Lorne. Plain Language Resource Centre, NGL

Consulting Ltd., 280 Albert Street, Ottawa, Ontario K1P 5G8
(613-236-5850)

James, Margaret. Plain Language Project, Continuing Legal

Education Society of B.C., 150–900 Howe Street, Vancouver,
B.C. V6Z 2M4 (604-669-3546)

Knight, Phil. Plain Language Institute of B.C., 1500–555 W.

Hastings, Vancouver, B.C. V6B 4N6 (604-687-8895)

Lipsett, Lori. Clear Language Committee, Saskatchewan

Public Service Commission, Room 401, 2103–11th Avenue,
Regina, Saskatchewan S4P 3V7 (306-787-7555)

Lloyd, Betty-Ann. Kaleidoscope Communications, 5533 Black

Street, Halifax, Nova Scotia B3K 1P7 (902-455-0185)

Mowat, Christine. Wordsmith Associates, 436 Silver Valley

Drive NW, Calgary, Alberta T3B 4C2 (403-286-6865)

53
Ontario Literacy Coalition, Clear Language Committee,
365 Bloor Street East, Suite 1003, Toronto, Ontario M4W 3L4
(416-963-5787)

Prosebusters! a division of B&B Editorial Consulting Ltd.,

563 Gladstone Ave., Ottawa, Ontario K1R 5P2
(613-594-5555)

Straight Talk Institute, 2975–700 W. Georgia, P.O. Box 10074,

Vancouver, B.C. V7Y 1B6 (604-681-1062)

Vale Mark. The Plain Language Centre, Canadian Legal

Information Centre (CLIC), 600 Eglinton Ave. E., Suite 205,
Toronto, Ontario M4P 1P3 (416-483-3802)

Note: This chapter “For More Information” is not intended

to be an endorsement of specific individuals or
companies. It contains the best information on
resources available at the time of printing.

54
 THANKS
We want to thank a number of individuals and organizations
whose work inspired ours:

• Ruth Baldwin, Plain Writing Services

• Jacqueline Bossé-Andrieu, University of Ottawa
• Mary J. Breen, Clear Language Consultant
• Canadian Bar Association and Canadian Bankers’
Association, The Decline and Fall of Gobbledygook:
Report on Plain Language Documentation
• Marie-Luce Constant, Littris
• Bernard Deschênes, Trans-Script
• Joanne Godin, Consulting Writer
• Stan Jones, Carleton University
• Phil Knight, B.C. Plain Language Institute
• Penny Lawler and Barbara Shields, Literacy Branch,
Ontario Ministry of Education
• Gillian McCreary, Government of Saskatchewan
• Gordon Nore, Frontier College
• Prosebusters! a division of B&B Editorial Consulting Ltd.
• Ceta Ramkhalawansing, City of Toronto
• Mark Vale, The Plain Language Centre, Canadian Legal
Information Centre (CLIC)

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