Grades for content quality from federal agencies

Since 2010, the Center for Plain Language annually judges the quality of content produced by US government agencies. The results for 2017 are shown below.

2017-Federal-Report-Card

I love these report cards for several reasons but chief among them is that they use an evidence-based approach. On a shoestring budget. Most complaints about content quality are vague. But the Center describes the methods used to evaluate quality. You can read the details in their white paper.

In the past, I’ve used their white papers to introduce the field of technical communication to college students. I encourage others to do the same. Thanks to the volunteers at the Center, who share their work with the world and keep our public servants accountable.

Feds make better grades in 2015

2015plainreportcardThe Center for Plain Language recently released final grades for US federal agencies. After completing a rigorous evaluation process, they concluded that

  • Participation by agencies in the Center for Plain Language Federal Plain Language Report Card reached an all-time high: 23 agencies submitted materials for review, including all 15 Cabinet-level departments.
  • Compliance scores increased overall: Eight agencies improved while four others dropped. All 23 agencies fulfilled the requirements of the Act…though some are doing so better than others.
  • In Writing & Information Design, 13 agencies improved while the grades of only five dropped.
  • We saw no Ds or Fs in either Compliance or Writing & Information Design, and overall, a record number of agencies scored B or higher.

It’s nice to see some progress. Read more details in the Center’s white paper. You might thank the volunteers who keep our public servants accountable, too!

Readers label you based on your style

I’m in Seattle at the Association for Business Communication conference. Erin Kane and I will present “Reader Perception of Workplace-Writer Attributes” this afternoon. (Our fellow researchers, Nicole Amare and Alan Manning couldn’t make the trip.)

We had more than 600 working adults in the US tell us

  1. whether they preferred the more plain or less plain version of 21 written passages
  2. what two labels described the writer of their preferred written passage
  3. what two labels described the writer of the written passage they did not prefer

Good news for those who promote a plain style in their teaching or consulting. People do think plain style is more appropriate in a routine workplace email. The plain passages were preferred 80% of the time (±3.17 at a 95% confidence level). While you might think this is obvious, we have found little research that clearly establishes the style we recommend is actually valued by workplace readers. Most existing evidence is anecdotal.

Good news for those who write in a plain style, too. For example, results for one pair of passages testing nominal usage are shown in the bar chart: 70% of our participants preferred the plainer style without nominals (“defines” over “definition”).Nominal

The writer of the plain passage was most commonly described as clear and straightforward. The writer of the passage that was NOT plain as inefficient. Telling writers that, based on empirical research, they will be labeled as “inefficient” by most workplace readers when they use nominals is qualitatively different that telling them they shouldn’t use nominals.

We have lots of interesting results to share. Some today. Some in future publications. Thanks to the ABC’s C.R. Anderson Research Fund for supporting our work.

Plain language requires attention to the process


The first three parts of my series on defining plain language focused on the three aspects of the rhetorical triangle: (1) textual elements like style and organization, (2) reader outcomes like comprehension and usability, and (3) writer outcomes like organizational costs and benefits. To overcome the limitations of any one of those aspects when considered alone, several experts talk about plain language as the process by which successful workplace documents are created — a process in which all three aspects are integrated.  That’s my focus here in Part Four.

Minimally, creating a document requires drafting: putting words on paper (literally or figuratively). Sadly, amateurs operate as if this single step or activity = writing. To enhance the quality of documents and move amateurs toward expert status, writing teachers regularly add two additional steps to the process: intentional planning before you draft and revising after you have drafted. The wisest of these folks also promote some form of document testing in order to determine what and how to revise.

testing

Let’s talk about the phases of the process shown in red using examples from the proposed mortgage loan estimate document created for the US Consumer Financial Protection Bureau (CFPB) project called Know Before You Owe by Kleimann Communication Group. I mentioned their exemplary work in an earlier post.

Planning

Pro workplace writers work their way through heuristic questions about the rhetorical context, message content, and content organization before they draft a document. Last year, I wrote a series of posts about a letter soliciting sponsorships for an outdoor sign at The First Tee of Tuscaloosa:

I don’t want to repeat what I wrote in those pieces. So let me just highlight some examples of the planning process for the loan estimate document.

In general, written messages are preferred for complex content and for situations in which a record of message delivery is needed. In the case of the loan estimate, both conditions were met. The Dodd-Frank Act required lenders to disclose information about mortgage loans to their customers after they apply for a mortgage and shortly before they complete the process.  It also required combining the information from two separate forms. mortgage disclosure symposium

Given the widespread interest in banking and financial practices, the CFPB judged that the high cost of creating a quality loan estimate document was worth it. One way they corroborated this interest was by holding a symposium with consumers and industry representatives in December of 2010.

The writers of the loan estimate knew their readers were the heterogeneous group of US consumers. They also knew some general things about that group of readers: (a) their ability to understand message content was low because the level of quantitative and financial literacy is low for around 50% of US adults and (b) their willingness to attend to and use the message content to make decisions was low because that is a characteristic of all US consumers. The team of writers had to develop both informative content (like examples and definitions) to address the audience’s inability to understand mortgage loan details and persuasive content (like evidence) to address the audience’s unwillingness to pay attention to and use those details. mortgage disclosure planning

Before they began drafting, they read relevant documents and research, talked to CFPB staff and consumers, and brainstormed. After they began testing drafts, the writers also met with small business owners about using the new loan estimate.

Testing

Testing a draft document is the phase of the workplace writing process that most distinguishes you as a pro. I haven’t written much about the types of document testing. My goal is not to be exhaustive here. Instead, let me share how the writers of the loan estimate tested their document.

First, they posted drafts of the documents on the Know Before You Owe website and collected 27,000 comments.know before you owe

Second, they used parallel design tests by creating two significantly different designs for the loan estimate. They implemented those two designs in eight document versions based on four different loan details. In Round 1, they presented these document versions to seven English-speaking consumer participants, two Spanish-speaking consumer participants, and two mortgage lender participants in Baltimore. Using one-on-one interviews, they asked participants to read-and-think aloud and to answer comprehension questions; they also asked lenders to answer implementation questions.

Even when the benefit of a quality document doesn’t warrant the expensive testing done for the loan estimate, testing is still possible — and warranted. Editorial or expert review is certainly less costly. But even reader testing can be done on a shoestring budget. To learn more about testing documents, you can begin with the guidelines on usability testing from the federal government’s plain language site.

Revising

For the loan estimate, testing suggested numerous revisions to the textual elements in both designs. Among the most serious issues identified from Round 1 testing, the writers learned (a) consumer participants needed more clarity around the monthly loan payment and the total monthly payment; and (b) they needed to address how the design could encourage consumers to read the Cautions at the same time as they read the Loan Terms. So writers revised a number of textual elements in both designs. A few specifics for Design 1:

  • To make the loan amount more prominent, they added the heading Loan Amount.
  • To simplify cognitive processing and keep all cautions together, they combined the content of Key Loan Terms and Cautions.
  • To draw attention to cautions, they added more emphasis to this word in headings with shading and all caps.

Testing & Revising (Again)mortgage disclosure think-aloud

The writers used an iterative design process. That means they tested the revised versions of the loan estimate in Round 2 in Los Angeles. And then revised the content, organization, and style some more. And tested again in Round 3 in Chicago. And revised more. In all, there were ten rounds of testing in cities across the US followed by revisions.

So . . .  What is plain language?

After four rather lengthy posts, here — with a drumroll — is how I understand the concept of a plain language document.

  1. It can be described as a set of text elements, including content (e.g., examples), organization (e.g., headings), style (e.g., verb voice), and mechanics (e.g., punctuation).
  2. The outcome of delivering the document is that it achieves the writer’s purpose, while minimizing costs and maximizing benefits for the writer’s organization.
  3. Other outcomes of delivering the document are target reader interest, comprehension, and ability to use the writer’s message.
  4. The only way to produce a plain language document (one that achieves #2 and #3) is to use a process for choosing text elements that incorporates planning, testing, and revising.

And, finally, describing plain language with fewer than all four of the items above is like describing only a portion of the elephant.

Beware of those who claim plain language is simpler than this. That would include those who make promises based on software tools or platitudes. And pay attention to those who include all four items. (See, for instance, the plain language checklist from the Center for Plain Language.)

No wonder becoming a pro who can produce plain language takes so much time and effort! But that’s what makes a pro so valuable.

Plain language requires attention to the audience

In Part One of my attempt to explain how I understand plain language, I focused on the elements of a text that must be managed to create a plain language document. Anyone who has known me for long, however, could have predicted that I would talk about the rhetorical context of a high quality document in Part Two.  Here come my two cents on understanding plain language as an outcome of an audience’s interaction with a text.

Allow me to give a little background first. Following Aristotle, I like to use the rhetorical triangle.

  • rhetorical triangle preziThe corner with text refers to the elements of content, organization, style, and mechanics that appear in writing and make up the document itself.
  • The corner with purpose refers to the goal or intent of the writer of the document
  • The corner with audience refers to the recipients of the document.

As I remind my students constantly, all three aspects of the rhetorical context must be considered in order to make judgments about communication quality. In other words, a document is successful only when it fulfills the writer’s purpose for the document’s readers. There’s no such thing as a successful document considered in isolation. Researchers interested in workplace document quality have recognized the limitations of text-focused definitions since at least 1989, when Karen Schriver published Evaluating text quality: The continuum from text-focused to reader-focused methods. (If you want to continue exploring research in this area, start with Dutch researchers like Leo Lentz, Henk Pander Maat, or Michael Steehouder.)

I used the revised email announcement shown below in Part One on defining plain language. And I claimed it was a move toward plain language compared with the original version.

However, the text is likely to fail for any of the following readers:

  • One who is not fluent in English.
  • One with visual impairment.
  • One who doesn’t care about pension plans.

Not surprisingly then, one way to define plain language is to focus on the effect or outcome a text has on its readers — rather than on the text itself.  As PLAIN (Plain Language Association InterNational) states, “Plain language is language understood by its audience.” And some folks prefer not to use the term “plain language” at all because of it implies the focus is on the language or text rather than on the reader.

So what are the desired outcomes of a plain language document on its audience? I suppose the most often mentioned is comprehension. It follows that a common prescription from those interested in better workplace writing is to address an audience as if they have less education than the writer or less expertise in the document topic.  Sometimes this is explained by referring to reading levels. In a 2004 report, William DuBay recommended writing to an general audience at the 7th grade level and lowering this to the 5th grade level when communicating about health, medicine, or safety.

Similarly, in the Securities and Exchange Commission’s A Plain English Handbook, Warren Buffett disclosed

When writing Berkshire Hathaway’s annual report, I pretend that I’m talking to my sisters. I have no trouble picturing them: Though highly intelligent, they are not experts in accounting or finance. They will understand plain English, but jargon may puzzle them.

By the way, that handbook is a terrific, concise guide for implementing plain language within the workplace.

While comprehension may be the king of audience outcomes, it is not the only desirable one. First off, the purpose of some documents requires more than understanding. This is true of any document that includes instructions. In my video tutorial based on Chapter 2: Analyzing Audience of Revising Professional Writing (RPW), I explain that the rhetorical context determines whether writers must address audience ability to understand a message or audience willingness to accept a message — or both. Audience outcomes related to willingness include:

  • usability: whether the audience can use the document to perform a task accurately
  • efficiency: whether the audience can get content quickly and easily
  • credibility: whether the audience believes the content of the document
  • selection: whether the audience selects the document to read

The bottom line: I understand plain language as the outcome of an audience’s interaction with a text, and the outcome includes but is not limited to comprehension. You may have noticed that I have said next to nothing about the third point of the rhetorical triangle. That means you can expect Part Three to address document writers and their purposes for writing.

Plain language requires attention to the text

To celebrate International Plain Language Day, I’m republishing a four-part series in which I defined “plain language” a couple of years ago. Part three was accidentally published last night. [sigh] Here’s part one.

Perhaps the most obvious way to define plain language is to focus on the words a writer chooses. For instance, a common proscription from those interested in better workplace writing is for writers to avoid jargon. Jargon is a word with a highly specialized or technical meaning. Like 401(k), an investment plan established by employers to which eligible employees may make salary contributions on a pre- or post-tax basis. (Read more on investopedia.) There are other aspects of style that might be implicated in plain language as described in my five video tutorials based on chapters in Part IV of Revising Professional Writing (RPW):

But style alone cannot explain why the email announcement about employees’ pension plan I’ve included below fails as a plain language document.

Software tools can identify many aspects of style that might be revised to achieve more plain language in a document. However, revising to achieve more conciseness in the first sentence and to eliminate unneeded passive verb voice in the second sentence won’t be enough to convert the email announcement into plain language.  (I don’t think the original includes any jargon.)

Other textual elements like organization have to be considered in creating plain language documents.  For many documents, the bottom line message may be presented in effective style but be placed in the middle or at the end of the document, which means it’s buried. I’m not going to categorize any document with a buried bottom line as achieving plain language no matter how plain the style is!  The areas of organization that contribute most to the lack of plain language in the original email announcement are paragraph unity and format. The initial paragraph is quite long and is not tightly constrained to a single, manageable topic identified with a topic sentence at the beginning. In addition, the format of that initial paragraph in one big block of text does nothing to make it easy for readers to get the document’s message.

All of the aspects of organization that might be implicated in plain language appear in my five video tutorials based on chapters in Part III of RPW:

While I haven’t reviewed StyleWriter yet, in general, editing software tools are more effective at identifying style issues (which operate at the word- and sentence-level of text) than organization problems (which operate beyond the level of individual sentences).

Consider the revised email announcement, which exemplifies a move toward plain language.

One of the primary differences between this revised and the original versions of the document relate to content development, specifically to the use of a table to display the  example of how the new pension plan works. All of the aspects of content development that might be implicated in plain language appear in my three video tutorials based on chapters in Part II of RPW:

I could continue by talking about the influence of mechanics (e.g., Part V of RPW on punctuation, pronoun reference, etc.) on how plain the meaning of a document is. But the point is that a pro manages all elements of text, including organization and content, to achieve plain language — not just style. Many experts on plain language understand it as the result of all elements of the text: Joseph Kimble does so in his most recent book; Cheryl Stephens does on her website; and Beth Mazur did in her STC article more than a decade ago. Beware of those who understand plain language as writing style. They make pronouncements based on only a fraction of the elephant!

Remember. This is only part one of my definition. More on the importance of the rhetorical context beyond the text when defining plain language . . .

Plain language requires attention to the writer’s organization

[This post should have appeared on October 13 to acknowledge International Plain Language Day.  More important, it should have appeared AFTER parts one and two.]

In the first two posts defining what I mean by “plain language,” I have focused on two points of the rhetorical triangle: textual elements like style and organization (Part One) and reader outcomes like comprehension and usability (Part Two). Now it’s time to tackle the third, the writer’s purpose.

rhetorical triangle preziThis is arguably the aspect of rhetorical context that gets the least attention when it comes to workplace documents. This is logical. For academic writing — you know, the kind of writing done throughout nearly all formal education — the writer has often been promoted as the most important aspect of the rhetorical context.  Take, for instance, the concept of “writing to discover” from Peter Elbow. (Here’s a 2007 interview which will help you understand this perspective on writing.) I’ve written several posts about the unhappy consequences of students learning to write only for teachers (see this early one or this more recent one or my About page). One of the things teachers have in common as an audience of student documents is that they must support this writer-centered view. At least to some extent. I mean the student writer is the focus of a teacher’s professional responsibility.

The emphasis on the audience in workplace writing is critical for helping workplace amateurs focus on the rest of the rhetorical context and become pros. However, as a representative of his or her organization, the workplace writer and his or her purpose for a document is also critical.  Unlike academic writers, whose writing is self-centered, workplace writers must focus on both their audience and the organization they represent.

In my video-tutorial on purpose based on Chapter 1 in Revising Professional Writing (RPW), I categorize a professional’s reasons for writing based on the intended effect on the audience:

  • informing emphasizes tasks and the status quo
  • directing emphasizes tasks and action
  • consulting emphasizes relationships and action
  • valuing emphasizes relationships and the status quo

While these do a good job of describing the immediate aims of the writer’s document, they don’t adequately connect to the overarching organizational goals to which the document contributes.  I’m talking about THE bottom line — money. Whether for-profit or not, every successful organization seeks to maximize revenue and minimize costs. When workplace writers create documents, they affect their organization’s bottom line.

Not long ago, I wrote about selling plain language to your manager. (In fact, a comment on that post is why I started this series on defining plain language.) I argued that a business case for creating quality documents might be the key. Making a business case includes analysis of costs, including risks, and benefits.  Let’s consider a simple, hypothetical business case for creating the email announcement to employees about changes in pension plan contributions — the one referred to in Part One and Part Two. In the table below, I’ve calculated costs for creating both a lower quality and higher quality announcement based on the salary of those involved.

 

Low Quality Document

High Quality Document

1.       Reading time (100 employees’ 50K salary)

$4,200

(10 minutes)

$2,100

(5 minutes)

2.       Writing time (HR writer’s 50K salary)

$12

(30 minutes)

$50

(120 minutes)

3.       Reviewing time before delivery (HR manager salary 90K) (5 employees’ 50K salary)

$0

(0 minutes)

$0

(0 minutes)

$22

(30 minutes)

$60

(30 minutes)

4.       Answering questions after delivery (HR employees’ 50K salary)

$600

(1440 minutes)

$200

(480 minutes)

TOTAL COST

$4,812

$2,432

The lower quality announcement costs less before delivery but results in higher overall cost to the organization due to the greater time required for employees to read the email and for HR employees to answer questions about the email content after delivery. Note that I haven’t tried to calculate benefits related to things like employee satisfaction or compliance with federal requirements. Risk assessment is not my specialty. Nevertheless, those benefits could be converted into dollars for the writer’s organization.

My point with this simple example is that plain language is not only about the text and the audience. Or even the about the writer’s purpose for writing. It’s also about the organization’s goals. While I’ve talked about all three corners of the rhetorical context, there’s one more post coming on understanding plain language. I need to deal with the process involved in creating plain language documents.

Choose active vs. passive voice strategically

schoolmarmNo grammatical construction raises the ire of writing “experts” like the passive. Geoff Pullum (a regular contributor to Lingua Franca at the Chronicle of Higher Education) provided two marvelous examples in a research paper titled “Fear and loathing of the English passive.”

The passive voice liquidates and buries the active individual, along with most of the awful truth. Our massed, scientific, and bureaucratic society is so addicted to it that you must constantly alert yourself against its drowsy, impersonal pomp.

and

A sentence written in passive voice is the shifty desperado who tries to win the gunfight by shooting the sheriff in the back, stealing his horse, and sneaking out of town.

Take a second to let those sink in. We are talking about sentence structure, aren’t we?

Pullum’s research article concluded by noting that advice to avoid passives is “bogus” and often provided by people who are “commonly hopeless at distinguishing passives from actives.” As I’ve written here before, any “expert” who focuses on limiting your stylistic choices should be ignored.  Real experts have many tools to accomplish their goals. It’s the same with expert writers. Language allows us multiple ways of saying the same thing for a reason. Every style is appropriate in some context–otherwise it wouldn’t exist.

Now that I’ve acknowledged the vitriol surrounding passive voice, let’s move on to some guidance backed by research. Here are two versions of the same fictional news story from the Stroppy Editor:

  1. Scientists at the University of Birmingham have discovered a drug that cures AIDS. Clinical trials involving 900 people with AIDS have shown it to work. Just three injections completely cured all 900 of them. The healthcare regulator is likely to approve the drug for clinical use within months.
  2. A drug that cures AIDS has been discovered by scientists at the University of Birmingham. It has been shown to work by clinical trials involving 900 people with AIDS. All 900 of them were completely cured by just three injections. The drug is likely to be approved by the healthcare regulator for clinical use within months.

Version 2 is superior if the writer’s goal is to convey a message to readers clearly and efficiently. Yet each of its four sentences is constructed in passive voice (i.e., …been discovered…been shown…were…cured…be approved…). Readers of Version 2 can’t miss the focus of the passage: a new drug.  Not so in Version 1, where all four sentences use active voice but focus on different things.

It turns out that passive voice is useful in some situations–like maintaining thematic flow. Active voice is useful in others–like establishing a personal style or tone. Your choice should be strategic. That means based on the rhetorical context: your purpose, your reader’s needs, and the content of your message.

Active/passive voice is explained in Chapter 13 of Revising Professional Writing in Science and Technology, Business, and the Social Sciences (3rd edition). If you’re using that book in an academic setting, you’ll find many exercises in that chapter, requiring you to distinguish between active and passive voice and then choose between them for strategic reasons. Here are some additional resources to help you master the choice:

  • a sample document, including both an original and revised version
  • a brief video tutorial
  • a list of research articles supporting my guidance

Enter feedback in the comments below if I can provide you with other resources.

Sample Document

Review the document below. It is based on one from Susan M. Heathfield for About.com on Human Resources, but it has been adapted specifically to show how pros use active and passive voice in workplace documents.

  • Writer: a hiring manager at a publishing company
  • Readers: an applicant for a sales manager position
  • Bottom line message: while the applicant was rejected for the management position, the company would like to interview her for a different position

Here’s a revised version of the letter, with strategically chosen active/passive voice.

Video Tutorial

The letter is included in this ~13-minute video about voice in workplace documents.

Related Readings

There are several posts here at Pros Write that deal with passive vs. active voice. Just enter “passive” in the search field near the top of this page. If you want to see the research supporting my guidance, you might begin with the following sources.

Kies, D. (1985). Some stylistic features of business and technical writing: The functions of passive voice, nominalization, and agency. Journal of Technical Writing and Communication, 15, 299-308.

Millar, N., Budgell, B. & Fuller, K. (2013) ‘Use the active voice whenever possible’: The impact of style guidelines in medical journals. Applied Linguistics, 34(4), 393–414.

Pullum, G.K. (2014). Fear and loathing of the English passive. Language and Communication, 37, 60-74.

Riley, K. (1991). Passive voice and the rhetorical role in scientific writing. Journal of Technical Writing and Communication, 21, 239-257.

Learn to analyze a workplace audience to deliver an effective message

Know your audience. This would count as a platitude for good writing without some specifics. So this post provides a specific system for analyzing a workplace audience. That system requires writers to assess two aspects of their situation–the context of their message:  (1) their relationship with the audience and (2) their audience’s readiness to accept the message.

An earlier post used the example of writing a letter soliciting sponsorships for First Tee of Tuscaloosa from local businesses. Here’s what I wrote about audience readiness in that situation.

  1. How much expertise do readers have about the message? For the entire group of readers, the writer guessed there was moderately low knowledge of First Tee, especially of its goals (which focus on life skills rather than golf). This meant the letter has to educate or inform the audience.
  2. How sensitive are readers to the message? Overall, the writer predicted moderately low sensitivity because the sponsorships were cheap and included advertising at the First Tee site and events. But the writer still had to persuade them to act.

As another illustration of the importance of readiness, check out these examples used by Victor Yucco in Framing effective messages to motivate your users.

Today’s mortgage APR: 3.75% for a 30-year fixed mortgage. Save today!

Many, although not all, North American readers are able to understand the message. For those who don’t, additional informative content is needed like a definition for the abbreviation or a comparison of fixed versus variable mortgages.

But even for those who comprehend the message, they may not be willing to accept it. That’s why Yucco presents the following version as an improvement.

Today’s mortgage APR is at an all time low of 3.75%. Complete our pre-qualification form now to lock in this rate. This rate would save you enough money on a $250,000 loan over 20 years to send your child to college when compared to an increase of just 1%, which could happen at any time.

To address audience willingness, the writer created persuasive content, such as emphasizing the need to act now and describing the financial gain from doing so with an example of significance to the target audience.  (Yucco summarizes research on framing based on health research–see below.)

My point here is that an audience must be ready–both able and willing–to accept a message. If you haven’t analyzed your audience’s readiness, your message is likely to be ineffective. The same is true for your need to reflect on your relationship with the audience before you write.

Audience analysis in a workplace setting is explained in Chapter 2 of Revising Professional Writing in Science and Technology, Business, and the Social Sciences (3rd edition). If you’re using that book in an academic setting, you’ll find many exercises that require you to analyze a workplace audience and consider the implications for creating a written message. But here are some additional resources to help anyone master this critical skill:

  • a sample document
  • two brief video tutorials
  • a list of research articles supporting my guidance

Enter feedback in the comments below if I can provide you with helpful resources.

Sample Document

Review the abatement notice created by me for instructional purposes based on information available from Occupational Safety & Health Administration (OSHA).

  • Writer: the owner of a construction company
  • Readers: the company’s employees and OSHA officials
  • Bottom Line Message: three hazards identified during an OSHA inspection have been addressed

Video Tutorials

I’ve split the video tutorial on audience into two, shorter ones. The abatement notice is included in both.

Related Readings

There aren’t many posts here at Pros Write that don’t deal with audience. If you enter “audience” in the search field near the top of this page, you’ll get about 10 results. If you want to see the research supporting my guidance, there are countless possibilities. You might begin with the following sources.

Austin et al. (2009). Using framing theory to unite the field of injury and violence prevention and response: “Adding Power to Our Voices.” Social Marketing Quarterly,
15(S1), 35-54.

Hersey & Blanchard (1988). Management of Organizational Behavior: Utilizing Human Resources. Prentice Hall.

Hofstede (2001). Culture’s Consequences: Comparing Values, Behaviors, Institutions, and Organizations Across Nations. Sage.

Which federal agencies made the grade?

The Center for Plain Language just released their 2014 Federal Plain Language Report Card. Highest grades went to Homeland Security, Securities and Exchange Commission, and Social Security Administration.

Print

In their white paper, they note that the quality of writing within the US federal government is improving.

• 16 out of 22 departments improved over last year’s grades.

• In 2014, compliance with the Plain Writing Act increased. 19 departments fulfilled the requirements of the Plain Writing Act, earning A’s for Compliance, compared with only 12 in 2013. Only 3 Departments— Education, Interior, and State—failed to fulfill the requirements of the Act.

• Many agencies also improved their Writing and Information Design scores, demonstrating commitment to the spirit of the Act, as well.

Perhaps the best sign of changing culture within these federal agencies is that many now test their documents.

Social Security, HUD and several other departments reported that they evaluate comprehension by observing and interviewing readers while they read and use plain language content. Other departments, such as VA, used remote methods, including comprehension surveys, to evaluate the documents they submitted. Still others described evaluated success by statistically contrasting peoples’ likelihood to respond appropriately before and after communications were written in plain language.

When writing is treated as a genuine attempt to communicate, we all win. Thanks to those at the Center for Plain Language who do the research required to complete these report cards.