Source: https://www.scribd.com/document/55799916/Fed-Plain-Language-Guidelines
Timestamp: 2016-09-29 14:29:16
Document Index: 596251199

Matched Legal Cases: ['art 745', '§1', '§ 2653', '§ 2653', '§ 2653', '§ 2653', 'art 1']

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Introduction .................................................................................................................................. ii Table of Contents ......................................................................................................................... ii I. Think about your audience ..................................................................................................... 1 a. Identify and write for your audience ............................................................................... 2 b. Address separate audiences separately ........................................................................... 3 II. Organize ................................................................................................................................... 5 a. Organize to meet your readers’ needs ............................................................................. 6 b. Address one person, not a group ................................................................................... 10 c. Use lots of useful headings .............................................................................................. 11 d. Write short sections .......................................................................................................... 15 III. Write your document .......................................................................................................... 17 a. Words .................................................................................................................................. 18 1. Verbs ............................................................................................................................ 19 i. Use active voice ...................................................................................................... 20 ii. Use the simplest form of a verb .......................................................................... 22 iii. Avoid hidden verbs ............................................................................................. 23 iv. Use “must” to indicate requirements ............................................................... 25 v. Use contractions when appropriate ................................................................... 27 2. Nouns and pronouns ................................................................................................. 28 i. Don’t turn verbs into nouns ................................................................................. 29 ii. Use pronouns to speak directly to readers ........................................................ 30 iii. Minimize abbreviations ...................................................................................... 33 3. Other word issues ...................................................................................................... 35 i. Use short, simple words ........................................................................................ 36 ii. Omit unnecessary words ..................................................................................... 38
iii. Dealing with definitions ..................................................................................... 41 iv. Use the same term consistently for a specific thought or object ................... 45 v. Avoid legal, foreign, and technical jargon ........................................................ 46 vi. Don’t use slashes .................................................................................................. 48 b. Sentences ............................................................................................................................ 49 1. Write short sentences................................................................................................. 50 2. Keep subject, verb, and object close together ......................................................... 52 3. Avoid double negatives and exceptions to exceptions ........................................ 54 4. Place the main idea before exceptions and conditions ......................................... 56 5. Place words carefully ................................................................................................ 60 c. Paragraphs .......................................................................................................................... 62 1. Have a topic sentence ................................................................................................ 63 2. Use transition words.................................................................................................. 64 3. Write short paragraphs ............................................................................................. 66 4. Cover only one topic in each paragraph................................................................. 68 d. Other aids to clarity .......................................................................................................... 69 1. Use examples .............................................................................................................. 70 2. Use lists ........................................................................................................................ 71 3. Use tables to make complex material easier to understand ................................ 74 4. Consider using illustrations ..................................................................................... 77 5. Use emphasis to highlight important concepts ..................................................... 82 6. Minimize cross-references ........................................................................................ 83 7. Design your document for easy reading ................................................................ 88 IV. Write for the web ................................................................................................................. 89 a. How do people use the web? .......................................................................................... 90 b. Write for your users .......................................................................................................... 92 c. Identify your users and their top tasks .......................................................................... 93 d. Write web content ............................................................................................................. 94 e. Repurpose print material for the web ............................................................................ 95 f. Avoid PDF overload .......................................................................................................... 96
g. Use plain-language techniques on the web .................................................................. 97 h. Avoid meaningless formal language ............................................................................. 98 i. Write effective links ........................................................................................................... 99 V. Test ........................................................................................................................................ 100 a. Paraphrase Testing .......................................................................................................... 102 b. Usability Testing ............................................................................................................ 104 c. Controlled Comparative Studies ................................................................................... 107 d. Testing Successes ............................................................................................................ 109 1. Paraphrase Testing from the Veterans Benefits Administration ...................... 110 2. Usability Testing from the National Cancer Institute......................................... 112
Federal Plain Language Guidelines – December 2010
An important part of writing for your audience is addressing separate audiences separately. Many documents address more than one audience. Documents that mix material intended for different audiences may confuse readers. By addressing different audiences in the same place, you make it harder for each audience to find the material that applies to them. In regulations, this may make it difficult for each audience to comply with your agency’s requirements. The following example shows a regulation that treats each regulated group separately in its own subpart, rather than mixing all the groups together in the same subpart. For an example of a rule that does not address separate groups separately, see 5 CFR 1320 (http://ecfr.gpoaccess.gov/cgi/t/text/textidx?c=ecfr&rgn=div5&view=text&node=5:3.0.2.3.9&idno=5 this link takes a long time to load). Title 40 — Protection of Environment Chapter I — Environmental Protection Agency Part 745 — Lead-Based Paint Poisoning Prevention In Certain Residential Structures *** Subpart E — Residential Property Renovation (Firms renovating structures) *** 745.84 745.85 745.86 *** Subpart F — Disclosure Of Known Lead-Based Paint And/Or Lead-Based Paint Hazards Upon Sale Or Lease Of Residential Property Information distribution requirements. Work practice standards. Recordkeeping and reporting requirements.
Murawski, Thomas A., Writing Readable Regulations, 1999, Carolina Academic Press Durham, NC, p. 4. Redish, Janice C., How to Write Regulations and Other Legal Documents in Clear English, 1991, American Institutes for Research, Washington, DC, p. 17.
Kimble, Joseph, Lifting the Fog of Legalese, 2006, Carolina Academic Press, Durham, NC, p. 70 (C). Murawski, Thomas A., Writing Readable Regulations, 1999, Carolina Academic Press Durham, NC, pp. 3-5.
Office of the Federal Register, Document Drafting Handbook, 1998, §1-23, www.archives.gov/federal-register/write/handbook/ddh.pdf. Redish, Janice C., How to Write Regulations and Other Legal Documents in Clear English, 1991, American Institutes for Research, Washington, DC, pp. 12-21. Securities and Exchange Commission, Plain English Handbook, 1998, Washington, DC, p. 15.
Headings should not be so long that they overwhelm the material in the section itself. Avoid headings with one-word answers. With rare exceptions, headings should be shorter than the content that follows them. Heading overwhelms content Do I have to file a newspaper notice of my activities before I begin operations? Yes. Content should be longer than headings Must I publish a public notice? You must publish a notice of your operations in a local newspaper before you begin.
Short sections break up material so it appears easier to comprehend. Long, dense sections with no white space are visually unappealing, and give the impression your document is difficult to understand. Short sections appear easier to comprehend, and help you organize your document more effectively. Short sections also give you more opportunity to insert informative headings in your material. Remember that boldface section headings give your reader the best roadmap to your document. Long sections are impossible to summarize meaningfully in a heading. When you write short sections, each heading can give the reader information about the entire contents of the section. Long, dense paragraph § 2653.30 Native group selections. (a) Selections must not exceed the amount recommended by the regional corporation or 320 acres for each Native member of a group, or 7,680 acres for each Native group, whichever is less. Native groups must identify any acreage over that as alternate selections and rank their selections. Beyond the reservations in sections 2650.32 and 2650.46 of this Part, conveyances of lands in a National Wildlife Refuge are subject to the provisions of section 22(g) of ANCSA and section 2651.41 of this chapter as though they were conveyances to a village corporation. (b) Selections must be Shorter paragraphs, easier to follow § 2653.31 What are the selection criteria for Native group selections and what lands are available? You may select only the amount recommended by the regional corporation or 320 acres for each Native member of a group, or 7,680 acres for each Native group, whichever is less. You must identify any acreage over 7,680 as alternate selections and rank their selection. § 2653.32 What are the restrictions in conveyances to Native groups? Beyond the reservations described in this part conveyances of lands in a National Wildlife Refuge are subject to section 22(g) of ANSCA as though they were conveyances to a village. § 2653.33 Do Native group selections have to share a border? Yes, selections must share a border. The total
Long, dense paragraph contiguous and the total area selected must be compact except where separated by lands that are unavailable for selection. BLM will not consider the selection compact if it excludes lands available for selection within its exterior boundaries; or an isolated tract of public land of less than 640 acres remains after selection. The lands selected must be in quarter sections where they are available unless exhaustion of the group’s entitlement does not allow the selection of a quarter section. The selection must include all available lands in less than quarter sections. Lands selected must conform as nearly as practicable to the United States lands survey system.
The word “must” is the clearest way to convey to your audience that they have to do something. “Shall” is one of those officious and obsolete words that has encumbered legal style writing for many years. The message that “shall” sends to the audience is, “this is deadly material.” “Shall” is also obsolete. When was the last time you heard it used in everyday speech? Besides being outdated, “shall” is imprecise. It can indicate either an obligation or a prediction. Dropping “shall” is a major step in making your document more userfriendly. Don’t be intimidated by the argument that using “must” will lead to a lawsuit. Many agencies already use the word “must” to convey obligations. The US Courts are eliminating “shall” in favor of “must” in their Rules of Procedure. One example of these rules is cited below. Instead of using “shall”, use: “must” for an obligation, “must not” for a prohibition, “may” for a discretionary action, and “should” for a recommendation. The following example demonstrates how much clearer language can be if you follow these suggestions. Don’t say Section 5511.1 Free Use of Timber on Oil and Gas Leases a. Any oil or gas lessee who wishes to use timber for fuel in drilling operations shall file an application therefore with the officer who issued the lease. b. The applicant shall be notified by registered mail in all cases where the permit applied for is not granted, and shall be given 30 days within which to appeal such
Say Section 5511.1 Free Use of Timber on Oil and Gas Leases a. You must file an application to use the timber on your oil or gas lease for fuel. File the application with our office where you got your lease. b. We will notify you by registered mail if we reject your application. You must file an appeal of that decision within 30 days. c. You must notify any settler, by registered mail, that you have
Don’t say decision. c. Where the land is occupied by a settler, the applicant shall serve notice on the settler by registered mail showing the amount and kind of timber he has applied for.
Say applied to use timber from your lease. Include in your notice the amount and the kind of timber you intend to use as fuel.
Writing for an individual forces you to analyze carefully what you want the reader to do. By writing to an individual, you will find it easier to: Put information in a logical order Answer questions and provide the information that your user wants to know Assign responsibilities and requirements clearly Be sure to define “you” clearly. Don’t say Facilities in regional and district offices are available to the public during normal business hours for requesting copies of agency records. Define “you” by any of the following methods: State in the beginning of the document who the user is — ”This regulation tells you, the loan applicant, how to secure a loan.” Define “you” in the Definitions section — ”You” means a loan applicant. Where you address different users in different parts of the document, define “you” in each context — “How do different types of borrowers apply for a Say If you are a private citizen, you can get copies of our records at any regional or district office <
Similarly, we often use excess modifiers such as absolutely, actually, completely, really, quite, totally, and very. But if you take a close look, you’ll find that they often aren’t necessary, and may even be nonsensical. Don’t say Their claim was totally unrealistic. It is particularly difficult to reconcile the somewhat differing views expressed by the management team. Total disclosure of all facts is very important to make sure we draw up a total and completely accurate picture of the Agency’s financial position. Say Their claim was absurd. It is difficult to reconcile the differing views expressed by the management team. Disclosing all facts is important to creating an accurate picture of the Agency’s financial position.
Other ways to omit unnecessary words include eliminating hidden verbs, using pronouns, and using active voice. See the guidance on those three topics (Avoid hidden verbs, Use pronouns to speak directly to readers, and Use active voice) for more information. Here’s an example that uses several of the techniques discussed above to cut a 54 word sentence down to 22 words, with no loss of meaning. Don’t say If the State Secretary finds that an individual has received a payment to which the individual was not entitled, whether or not the payment was due to the individual’s fault or misrepresentation, the individual shall
Don’t say be liable to repay to State the total sum of the payment to which the individual was not entitled.
Cohen, Morris, Reason and Law, 1950, The Free Press, Glencoe, IL, p.77. Dickerson, Reed, Fundamentals of Legal Drafting, 1986, 2nd edition, Little, Brown and Company, Boston and Toronto, pp. 137, 144. Flesch, Rudolf, How to Write in Plain English, A Book for Lawyers and Consumers, 1979, Harper and Rowe, New York, pp. 58-69, 79. Garner, Bryan A., A Dictionary of Modern Legal Usage, 2nd edition, 1995, Oxford University Press, Oxford and New York, p. 257-258.
Charrow, Veda R., Erhardt, Myra K. and Charrow, Robert P. Clear & Effective Legal Writing, 4th edition, 2007, Aspen Publishers, New York, NY, pp. 163-165. Garner, Bryan A., Legal Writing in Plain English, 2001, University of Chicago Press, Chicago, pp. 19-21. Kimble, Joseph, Guiding Principles for Restyling the Federal Rules of Civil Procedure (Part 1), Michigan Bar Journal, September 2005, pp. 56-57. www.michbar.org/journal/pdf/pdf4article909.pdf. Kimble, Joseph, Lifting the Fog of Legalese, 2006, Carolina Academic Press, Durham, NC, p. 96. Murawski, Thomas A., Writing Readable Regulations, 1999, Carolina Academic Press Durham, NC, p. 77. Office of the Federal Register, Document Drafting Handbook, 1998, MMR-5. www.archives.gov/federal-register/write/handbook/ddh.pdf. Redish, Janice C., How to Write Regulations and Other Legal Documents in Clear English, 1991, American Institutes for Research, Washington, DC, pp. 29-32 Securities and Exchange Commission, Plain English Handbook, 1998, Washington, DC, p. 28.
Garner, Bryan A., Legal Writing in Plain English, 2001, University of Chicago Press, Chicago, pp. 72-73. Murawski, Thomas A., Writing Readable Regulations, 1999, Carolina Academic Press Durham, NC, pp. 24-25. Federal Plain Language Guidelines, December 2010
One-on-one interviews with users work best for short documents, short web pages, and when testing the questions on a survey. Paraphrase testing will tell you what a reader thinks a document means and will help you know if the reader is interpreting your message as you intended. (See VBA testing success)
One-on-one interviews work best when the participant actually uses the document to find and understand information. Usability testing is the best technique for documents where people have to find the information before understanding it. (See National Cancer Institute testing success)
Almost anyone can conduct a simple usability test and fix problems that you see the volunteers encounter. Use these resources to help learn how. Books Chisnell, Dana, and Rubin, Jeff. The Handbook of Usability Testing, 2nd edition (http://www.wiley.com/WileyCDA/WileyTitle/productCd-0470185481,descCdDOWNLOAD.html) Krug, Steve. Rocket Surgery Made Easy (http://www.sensible.com/rocketsurgery/index.html) Courses Web Manager University (WMU) offers webinars, seminars, and one- and two-day courses in usability topics. “Conducting Usability Testing in the Wild” presented by Dana Chisnell (free archived WMU webinar) Conferences Usability Professionals Association Annual Conference Nielsen Norman Group conferences User Interface Engineering holds an annual conference and training events Additional resources: Webcontent.gov Usability.gov Usability Professionals Association has local chapters which offer training and networking events
Fed Plain Language Guidelines by online44281.5K viewsEmbedDownloadDescriptionObama signed the Plain Writing Act last fall after decades of effort by a cadre of passionate grammarians in the civil service to jettison the jargon. This PDF shows the new guidelines which take e...Obama signed the Plain Writing Act last fall after decades of effort by a cadre of passionate grammarians in the civil service to jettison the jargon. This PDF shows the new guidelines which take effect Oct. 2011. Interests: Types, Government & PoliticsRead on Scribd mobile: iPhone, iPad and Android.Copyright: Attribution Non-Commercial (BY-NC)Download as PDF, TXT or read online from ScribdFlag for inappropriate contentShow moreShow less
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