Define jargon or spell out acronyms the first time they appear on any page. Prior knowledge may not exist, memory may fail, or even the context by which a user arrives on the page may cause confusion.
Acronyms may be presented with or without periods between each letter; the decision should be based on consistency and clarity.
Is the acronym possible to be read as a word? (e.g. US could be read as "U.S." or "us")
If it can be interpreted like a word, use periods between the letters to ensure they are read out individually.
Does the acronym have strongly established branding where a deviation would make it less clear? (e.g. YMCA versus Y.M.C.A. or MN versus M.N.)
For well established acronyms, present it has it is normally written.
Is it better known by its acronym or is the expanded form fairly known as well? (e.g. JAWS versus Job Access With Speech)
Then lead with the acronym and put the expanded form inside parentheses (e.g. I.T. (information technology)).
Avoid idioms, metaphors, clichés, and colloquialisms
Idioms and cutesy or abstract turns of phrase can be difficult for English as a second language (ESL) and low literacy readers. They can be difficult or distracting to readers with cognitive impairments. And they can be inappropriate or hurtful to a person in emotional distress or crisis.
Clichés and colloquialisms are culturally oriented and often lack meaning to people outside the intended culture. They also lack the professional tone the University Libraries strive for. Particular phrases must be avoided because of underlying oppressions.
Consider reserving "cute" for noncritical social media content or non task-based contexts like print materials or newsletters.
Examples
“A good rule of thumb is...” (no.)
vs.
“A good rule is...” (yes.) The phrase “rule of thumb” is associated with domestic violence, and adds needless complexity.
“That one is looking long in the tooth.” (no.)
vs.
“That one is looking older.” (yes.) The phrase “long in the tooth” means different things in different languages, and absolutely nothing in others, in addition to adding needless complexity.
Remove exaggerated and informal parts of speech
Clean up messages and content by striking out unnecessary adjectives and replacing the following words below.
Word and phrase replacements
Avoid
Example
Alternative
A bit
The books are a bit difficult to read
The books are [difficult/somewhat difficult] to read
A lot of; a couple of
A lot of studies
[Many/several/a great number of/eight] studies
America
A researcher in America
A research in [the United States/the U.S.]
Isn’t, can’t, doesn’t, would’ve (any contraction)
The library isn’t
The library is not
Kind of; sort of
The results were kind of significant
The results were [somewhat significant/significant to some degree]
Til, till
From 2008 till 2012
From 2008 [until/to] 2012
You; your
You can clearly see the results
The results clearly
Bad
A bad result
A [poor/negative] result
Big/humongous
A big sample
A [large/sizable] result
Get
This database gets attention
This database receives attention
Give
This chapter gives an overview
This chapter [provides/offers/presents] an overview
Good
A good example
A [useful/prime] example
Show
The figure below shows
The figure below [illustrates/demonstrates/reveals]
Always; never
Researchers always use
Researchers use; Researchers [frequently/commonly/typically] use
Perfect, best, worst, most, always, never (any superlative)
The perfect solution to the
[An ideal solution/a preferred solution] to the problem
Very, extremely, really, too, so (any intensifier)