Writing for the Web. Creating useful, usable content. 1.0 Introduction. Who should read this guide?

Writing for the Web Creating useful, usable content 1.0 Introduction 1.1 Who should read this guide? Many of us publish content online as a small p...
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Writing for the Web Creating useful, usable content

1.0 Introduction 1.1

Who should read this guide?

Many of us publish content online as a small part of our wider roles. Yet whilst it may only represent a fragment of what we do, the words we choose have the power to provide both a better student experience and enhance the overall reputation of Oxford Brookes.

This guide is intended as a non-technical reference tool for all University staff, external suppliers, and freelance copyeditors with responsibility for creating and adding content to the Web.

Based on the latest usability research findings, these guidelines will help you create content that is easy to find, easy to read and easy for site visitors to act on. Discover: •

How to ensure visitors find the information they need quickly



Web-specific composition strategies



How to guide prospects, students and other key audiences smoothly to the next step in their journey

Of course, our audiences’ needs and online behaviour will continue to evolve. To keep pace with these changes, we plan to develop a ‘living’ style guide – including sample re-writes and tools for measuring the impact of your improvements – in the form of a blog. To receive an alert when the blog goes live, or if you have any questions or suggestions for inclusion, please email the Web Team.

1.1

Why tailor content for the Web?

Writing for online audiences requires a different approach to print. We know this because insights from usability research over the last decade have clearly demonstrated that people interact differently with content which is published on the Web. This is because: •

Websites are non-linear – Visitors arrive from various routes and rely on ‘cues’ to quickly judge the credibility of information and to orientate themselves.



People read differently on-screen – People don’t read pages word-for-word as they would a printed page, instead they scan.



Websites are interactive – Websites aren’t just about information sharing but also about creating two-way interactions with the audience.

In this guide you’ll find tips on how to accommodate these different behaviours and user expectations so that you can convey your information efficiently and consistently. 1.3

Covered in the guide

This guide is focussed on Web-specific composition and usability issues. The first part of this guide deals with how best to structure content to meet the needs of an online audience, and in the second half you’ll find advice on aspects such as URLs, hyperlinks and improving search engine results. Topics: •

Website goals



How people behave online



Structure and style – how to adapt for an online audience



Emphasis – devices which work and those that don’t



Providing context – page titles, URLs and links



Keeping online content fresh



Improving search results

For guidance on punctuation, grammar and consistency, please see the Oxford Brookes editorial style guide.

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1.4

Website goals

Before looking at what we can learn about how people behave online, it is worth explicitly stating the goals we aim to achieve with our online content.

Our central goal is to give our audiences the content they need, at the moment they need it, so that they feel more confident, better understood, and more connected to Oxford Brookes University.

To support this goal all Brookes’ website communications, should: •

Be easy to navigate with a logical flow – allowing visitors to quickly access information and complete tasks.



Build trust and pride in Brookes as a quality university – by making it easy to share Brookes’ success stories.



Build conversion rates – move a greater percentage of the audience from information gathering to measureable actions.

Of course for your individual area you will have much more specific “business goals”. 1.4.1

Identifying editorial goals for your section

A useful exercise to undertake with your landing pages is to list out the main business goals (eg ‘encourage email sign up’) and what you believe the main ‘user goals’ to be for the page (eg ‘register to attend an event’). At the same time, making a note of the inward, and outward paths to your landing page.

Taking a step back in this way, to look at the editorial strategy for your pages, will help inform decisions about key ‘calls to action’ – the next step you’d like to encourage visitors to take – and may trigger ideas for improving usability (ie how easy it is to find, and digest information) for your pages.

Contact the Web Team, if you would like help with this evaluation (see 5.0).

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2.0 Key lessons from usability research 2.1

How people behave online

Often copy from print documents is reproduced on the Web word-for-word. The fact is however, there are distinct differences between online and print media reading behaviour. Understanding these differences will help us to communicate more effectively online. 2.2

The influence of context

Visitors arrive at our pages from a number of different routes: •

using an external search, such as Google



a QR code



typing in an address given in printed material



a link from another website



a link from elsewhere on the University website



using our own search engine

Because of this, each individual web page should be seen as separate content in its own right and treated accordingly. Each page should have a distinct purpose, clear message and make sense independently of other pages in the website.

Matching search engine teaser descriptions with page titles (set up using Metadata), and page titles with the labels you use for menus and other navigational devices is another way to achieve this sense of context. Details of how to quickly orientate readers, using ‘Metadata’ are covered in full in section 4.0 of this guide. 2.3

Onscreen reading habits

Studies have shown most people read content on a Web page in an entirely different manner to the way you’d expect. Eye-tracking studies, which map how users eyes move across Web pages, have revealed: •

79% of users scan pages for information instead of reading word-for-word.



People read only 28% of the words on a page before they perform their next navigational action, such as clicking on a link.

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Web pages are viewed in an F-shaped pattern: users eyes first look at two horizontal stripes in the upper part of the page, followed by a vertical stripe down the left-hand side.



Users tend to have a specific goal in mind and expect results quickly.

Bearing in mind these online habits, usability experts state three key factors for content which is easily consumed, these are that it should be: 1. Concise 2. Credible 3. Scannable In addition to this – because we aim to use Brookes’ people and their stories to get our messages across – we are also aiming for content which is: 4. Emotionally engaging, and 5. Easy to share People enjoy having interesting things to spread. Stories help make this easier because they offer a way of tapping into peoples’ emotions and succinctly encapsulating and embedding information. By weaving stories throughout the site – that demonstrate how and where Brookes makes a difference – we aim to create opportunities for people to take pride in the University and become informal ‘advocates’ for Oxford Brookes. This in turn will help build and enhance the University’s reputation.

In the following section we look at how to address each of the above factors in more detail.

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3.0 Creating easy to read content There are two keys to Web-specific composition, which we’ll look at in this section: •

reverse the structure – instead of building up to a conclusion, bring the main message to the beginning, and



3.1

write for clarity – never assume a shared vocabulary or knowledge base.

Readers understand more, when reading less

When we ‘throw’ as much detail as possible on a particular topic at a reader, the risk is that important information will become buried. So: Recognise that some content shouldn’t be online – Tough as it is to trim down copy you’ve slaved over for a print publication, it’s important to recognise that some content simply shouldn't be online. Ask the question “Is this information key, or a nice to have?” and be ruthless with your red pen – removing extraneous text. Bring the main message to the beginning – Comprehension is improved when you structure items on the page in an order that reflects their relative importance. The journalists ‘inverted pyramid’ format offers an easy to follow blueprint: conclusion/most important aspects first, followed by supporting details, and concluding with related information as the article goes on.

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Focus on presenting only content relevant to each audience segment – For example, prospective students may need a brief overview of the facilities in your department, while current students may need details of room numbers, opening hours, booking procedures, etc. Audience segmentation can be brought to life by creating ‘thumbnail sketches’ (short written profiles) of archetypical users and then creating scenario’s to describe the tasks they undertake.

3.2

Write for clarity

Content that is well written, free from errors, and consistent in tone conveys a message of credibility. It shows the outside world that quality sits at the heart of everything we do. To assist in creating consistent language across all Brookes’ communications there is a Brookes editorial style guide available to download from the Brookes intranet. It gives details of our house style for specific points like abbreviations, dates and phone numbers. For convenience, some general points to bear in mind are outlined below.

3.2.1

Style

It’s easy to assume knowledge and a shared vocabulary. Evidence shows, however, that even when you are writing for an informed audience, using plain English improves the speed at which readers can digest (and therefore act on) information. Using plain English doesn’t mean being patronising or over simplifying it’s just a style which works more effectively online.

Use every day, plain English. Avoid jargon and explain any technical terms you have to use (this is also very important for search engine optimisation). Remember that what you write may be read by someone whose first language is not English so avoid acronyms and colloquialisms. Straightforward, punchy text will make your reader take notice. Keep your sentence length down to an average of 15 to 20 words. Stick to one main idea in a sentence. Address the reader directly – use the 1st and 2nd person (“we” instead of “the University”, and “you” instead of “the student”). This also helps to shorten sentences. Use active verbs as much as possible. Say 'we will do it' rather than 'it will be done by us'.

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3.2.2

Tone of voice

When we communicate in facts and figures, we engage with our readers’ logical, rationale side. To build rapport and truly engage with an audience we also need to try and connect with them on an emotional level. Drawing on stories to illustrate how and where Brookes makes a difference is one side of this – the other, is retaining an authentic tone of voice, congruent with our values, and avoiding marketing hyperbole.

The Brookes tone of voice can be summed up as: •

Lively



Caring



Purposeful

Avoid inserting unnecessary superlatives when describing services. But do try to be friendly, and emphasise the positive eg: “Please send your payment so we can renew your club membership.”

Rather than…

“If you don’t send payment, we won’t be able to renew your club membership.”

For detailed guidance on how to reflect the University’s ‘personality’, see “Making use of the Hub words” – which applies to both print and Web. 3.2.3

Optimise for scanning

When scanning content people look for keywords and headings relevant to their task; skipping over sentences and paragraphs if they don’t appear immediately relevant. Taking this behaviour into account, aim to: Break text up using descriptive headings and sub-headings – make it easy to see what each section of the page is about. Aim for one sub-heading every two to four paragraphs. Titles should be clear and simple and self-explanatory to the reader. Structure information into meaningful and digestible chunks – readers will quickly scan your page in search of information. Don‘t assume they will read your copy in a linear sequence. Keep to one idea per paragraph. Readers will often consider the opening sentence before deciding to move on, so this helps prevent content being overlooked.

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Bold text – use sparingly – a few words in each paragraph at most. Also consider that when read by screen-readers, bold text is emphasised either in a deeper or louder tone, so make sure you don’t embolden whole sentences or paragraphs. Bulleted/numbered lists are preferable to long paragraphs because they are easier to scan, less intimidating and are also usually more succinct. (However, bear in mind also that long lists can turn readers off. Between 5–9 items is optimal. Links scattered throughout a paragraph – referred to as 'in-line links' – can distract readers. Instead, aim to retain just one or two key links in the text and group the rest in a Related Links panel in the right-hand side column. (See page 4.5.1 for detailed advice on the use of hyperlinks.)

3.2.4

Devices to avoid

Certain devices used to structure content on printed pages, do not translate well online. Avoid: •

Italics – difficult to read on-screen.



Underlining – users expect underlined text to be links.



Upper case – slower to read.

3.2.5

Readability statistics

Microsoft Word has a 'readability statistics' feature which acts as a useful test for assessing the overall clarity of your copy. It analyses the number of sentences per paragraph, words per sentence and characters per word. It then calculates the 'Flesch Reading Ease' of your content.

The Flesch test rates text on a 100-point scale. The higher the score, the easier it is to understand the content. Ideally you want the score to be between 60 and 70. Adding 5 to the school 'grade level' will give you the average reading age (so if the level is shown as 12, the reading age is about 17). It is interesting to note the average reading age for publications we are familiar with: Financial Times - 17.5 years old Daily Telegraph - 15 Daily Mail - 13 NHS Direct - 10

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To use the Word 'Flesch Reading Ease Score': 1. >File >Options >Proofing 2. Select the 'Show readability statistics' 3. Under When correcting spelling and grammar in Word, make sure the Check grammar with spelling check box is selected. 4. Select Show readability statistics. 5. After you enable this feature, open a file that you want to check, highlight the paragraphs that you want to check, then select 6. >Review >Spelling and grammar 7. When Word finishes checking the spelling and grammar, it displays information about the reading level of the document in a dialogue box If you have used bulleted lists your score may be skewed due to lack of punctuation, in which case, add a fullstop at the end of each statement/item for the purpose of running the test.

(Please note: If you have an older version of Word, you may need to go through different steps use [F1] to open Word Help.)

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4.0 Easy to find content In the first part of this guide, we looked at how to tailor the style of your writing to make it easier to read onscreen. We’ll now focus on creating content which is easy to find with a strong ‘information trail’. Metadata, hyperlinks, and automated scheduling – can all help ensure content is kept fresh and attractive to both our readers and search engines. 4.1

Metadata – data about data

One way we can provide context and help orientate our visitors is through the use of metadata. Metadata is simply data describing other data in a way that doesn’t appear directly as copy on a page. For example, ‘Description’ meta tags are commonly used to describe the web page's content. Most search engines use this data when adding pages to their search index.

Whilst this data may not be immediately visible on a page, it is vital this data is added to content created in the CMS – not only to meet accessibility requirements but also to help keep visitors interested. If, for example, visitors have found you via a search engine, it is important that your teaser description matches the content on your page because without this you may find people 'bounce' straight back off your page (see 4.3.2 ‘Description metadata’).

The following guidance will help you make your content both more accessible and also easier to find online. 4.2

‘Title’ meta tags: Page titles and URLs

URLs and page titles for the Brookes website are constructed from Title meta tags given to Pagebuilder pages in the CMS. Page titles must be both unique and meaningful to users. Meaningless titles may result in users not clicking on search engine results.

The ‘Title’ meta tag appears in either the blue bar at the top of every web page, or in the tabs at the top of every web page (depending on which browser you are using).

In our CMS, the ‘Title’ meta tag also forms the page title.

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If you decide to use a banner to head up your page then ideally any title text contained in the banner should match the ‘Title’ meta tag. If you do decide to make this title different to the page title, then make sure the page title is similar enough so that the ‘information scent’ is clear and that it accurately describes the content of the page.

The ‘Title’ meta tag also serves as the clickable link to your web page in many search engine results.

It is an important piece of data because it influences the page‘s position in search rankings — the words highlighted in bold indicate the words that match the search enquiry.

Tips for creating strong title tags:

Choose clear not clever headings – which adequately describe all of the section's content – avoid puns or ambiguous terms. Familiar - use meaningful words to describe options which don’t require users to already be familiar with our offerings. Words which are the most ‘information-carrying’ should come first. Choose headings which sound inviting and friendly rather than officious. Be concise – 64 characters is a good estimate. (In Ektron the URL is taken from the page title, so you can end up with very long titles. Google has a 66 character limit

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and Yahoo has a 120 character limit. If these limits are exceeded the words won‘t show in the search results). See also 4.4 Bespoke URLs Avoid the use of punctuation marks, including: ?; !; , as these are not accepted within Ektron URLs. Please note: If you decide to re-name a page at a later date, this will also automatically change the page URL – be sure to update links to that page at the same time, and request a page re-direct from the Web Team if the URL has been promoted in printed literature. (See also 4.4.)

If your page title means that the automatically generated URL is unwieldy you can opt to set up a ‘short URL’. For example your automatically generated URL might be:

http://www.brookes.ac.uk/about-brookes/why-brookes/results-and-achievements/

but you want to promote it in a publication as simply:

www.brookes.ac.uk/facts

Then this can be set up by putting in a request to the Web Team. (See also 4.4 for tips on generating short URLs.)

4.3

‘Description’ meta tags

The ‘Description’ meta tag is the descriptive text below the title tag and URL in the search engine results. For certain types of content (such as events and news items) it also acts as the ‘teaser’ on the index pages on our site. It can be anything from one sentence to a paragraph. As with title tags, the words in bold match your search enquiry.

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Write a unique ‘Description’ meta tag for each page. Avoid using generic ones across a series of pages as this can harm search rankings. Ideally use the opening précis/standfirst the visitor will see when they land on your page as this helps to reinforce the ‘information trail’. Use keywords that relate to the page content and consider including keywords used in search queries.

4.4

Bespoke URLs

URLs provide visitors with information about the page they may want to visit. Cryptic, long or confusing URLs can be intimidating for users. Fortunately, within the Ektron CMS, we have the option to create specific ‘bespoke’ URLs. These are really useful for where we wish to promote an event or a specific course or micro-site.

The Web Team handle all bespoke URL requests. When submitting requests, consider: They are friendlier and easier to remember the shorter and more relevant they are. Search engines pick up on keywords in URLs, highlighting them in bold. If using acronyms, as part of a URL, look at how the string reads as a whole (this is to ensure we avoid acronyms which spell out unfortunate words or combinations of words).

4.5

Hyperlinks

Hyperlinks are an important way of helping readers find the information they need, and to progress through a task. However, when overused they can actually overwhelm and create barriers to comprehension. 4.5.1

Links within a page:

Make your ‘call to action’ the most prominent link on the page. Place it on the first screen of the central column and also at the top of the right-hand panel. Secondary calls to action should be placed at the bottom of the page, or underneath the primary link in the right-hand panel. Avoid overuse of links and overloading the user with choices. This can lead to cognitive strain (human computer interaction studies have shown that more than seven or eight choices begins to confuse the user). When a user is in ‘high cognitive strain mode’ they are less likely to complete an action and it can also lead to high ‘bounce rates’ (ie visitors arriving at a page only to bounce from it to another within a

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few seconds) damaging search engine results and, if the link is external, causing visitors to ‘leak’ away from the Brookes site. In addition, ‘in-line’ links (links that appear in the middle of a sentence) can make text difficult to read as the links standout on the page. Where links within the body of the text are required, make sure that they emphasise the key concepts of the content so that these re-inforce, rather than detract from, a readers confidence that they are in the right area. Links should be explicit, and should tell readers where they will end up if they click on the link. Links should be as short as possible, and descriptive. Avoid hyperlinking the phrase: ‘click here’. Not only is this phrase device-dependent (it implies a pointing device) it says nothing about what is to be found if the link is followed. Visually impaired users often use screen readers, which can read links out of context, so the link should also convey where it goes. For example: Complete the application form online

REPLACES

Click here for a form

Read our case studies.

REPLACES

Click here to download

Links which wrap on to the next line, or appear at the same point as a link on the line above are more difficult to take in. Minimize the disruptive quality of links by managing their placement on the page. Use wording that tells the user where they are being taken, so ‘student halls of residence’, rather than just the web address link. Buttons and banners – perhaps somewhat counter-intuitively, the latest eyetracking data also informs us that links which are given greater visual prominence due to the way they are treated graphically (eg a large banner with an image), which appear on an otherwise text-based page, can suffer from ‘banner blindness’. Guilt by association means that users skip over such items. 4.5.2

External links

Links to third-party website should be descriptive and give the website title not just the web address. This provides valuable information for screen readers and search engines and makes more sense to users when the description pops up as the cursor hovers over the link.

For example:

Visit the UK Border Agency (UKBA) website for more information

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REPLACES

Visit www.ukvisas.gov.uk for more information Website addresses/URLs:

Make sure website addresses are clear and neatly presented and never include the final forward slash at the end of the address. Exclude ‘http://’ unless the URL doesn’t have a ‘www’. Avoid very long URLs. To reduce the length of an address, you can use Bespoke URLs (the Web Team can set these up for you). When URLs are created via the Ektron CMS from page titles, spaces are automatically replaced with hyphens, and capital letters with lower case. If you’re publishing someone else’s website address, and it can’t be changed, then you need to be mindful of the fact that you can’t just replace a capital letter with a lower-case letter, as the URL might not work. Omit full stops at the end of a sentence that finishes with a URL or an email address. Also, when you are publishing a website address, email or phone number always test to make sure these are correct.

4.5.3

Email addresses

Wherever possible, generic email addresses should be used as the main contact address for a group, team or department to avoid using individual employees’ names online.

For example:

Contact the Web Team

REPLACES

Contact [email protected]

Contact OBIS service desk, to set up a generic email addresses which can be accessed by groups of people.

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4.6

Keeping content up-to-date

Your content will benefit from regularly being reviewed. Regular up-dates also help improve search engine results. Help ensure your area of the website is up-to-date: Establish a review cycle – timetable a regular review of what you have published online. Use the scheduling facility in the CMS to flag time-sensitive content. Check links to external sites – links can break, pages can be moved and web addresses can change. The Web Team utilises an automated service called ‘Siteimprove’ – which flags broken links within groups of pages. If you’d like information on how to access this service for your area, contact the Web Team. Avoid duplication – try not to offer the same information in a variety of places. It will make more work for you and there is a risk of conflicting information if you forget to apply updates in both places. It is better to have one page of information, which is linked to from a number of pages. Check facts – the Ektron CMS has the functionality to set up an automated workflow so that before content goes live, one person needs to ‘authorise’ publication. In addition people from other teams that might be affected by your changes can be automatically alerted to your updates. If you’d like to discuss this further, please contact the Web Team.

4.7

Improve search rankings

In 2011 there was a silent revolution in search engine technology, moving beyond algorithm's checking for keywords to artificial intelligence that scans a website checking for usability. Much of the advice already given on style and structure will therefore not only improve the usability of your pages, but will also help improve your search engine rankings.

You can further improve your search engine visibility by aiming for:

1. The right keywords – Make sure everyday terms as well as technical terms are included in your content. One feature of the Ektron CMS used at Brookes, is that the frequency of words within your content can now be visually represented (similar to a tag cloud) in the ‘Text’ tab. This allows you to review your content and consider which words you’d like a search engine to index your page by. (This functionality will be available shortly after Ektron full launch, contact the Web Team for further details.)

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2. Tempting teaser copy on search result pages should drive traffic. If people see the teaser text within the search results but don’t click, then cumulatively, this could downgrade Brookes’ page rankings. The ‘Description’ Metadata field is where search results take this teaser copy from (see also 4.3.2). 3. Content that is sticky – content that holds users’ interest and makes them want to find out more and visit other pages within the website. 4. Content that is easy to act on – What do you want the user to do? Order a prospectus? Join a mailing list? Get in touch? Make sure that the next action is clear to the reader and easy for them. Avoid leaving them at a dead end. 5. Content that people want to share – the more that people share your content via their social networks the stronger the ‘score’ for that piece of content will be and the better your rankings. Having a link to your social networks, will facilitate sharing. 6. Well formatted - avoid large ‘walls’ of text which are both ineffective for readers – who prefer to scan – and in terms of modern search engine approaches to page rankings, you may be penalised and downgraded if your copy is made up of solid text. Instead opt for short-paragraphs and bulleted lists. 7. View Google usage metrics ‘in page’ – usage statistics can tell you who is looking at your pages, how they found it and how long they spent looking at it – in the Ektron CMS we can look up traffic related to specific pages (this functionality will be available shortly after Ektron full launch, contact the Web Team for further details.) 8. Publicise your pages – Make sure there are links to your pages, elsewhere on the Brookes website, and also from other relevant websites. Search engines index pages by following links they find on other pages, so if there aren’t any links to your content, search engines won’t be able to find it. Your page ranking in Google is also influenced by how many links point to it. Remember also to include your website address in any printed materials and in your email signature.

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5.0 Further training and support If you're keen to review and refresh your digital content, and would like to bounce around some ideas before getting started, please contact the Web Team to book a Content Review Workshop.

These workshops offer an opportunity to look at: •

Idea generation and editorial strategy



Mapping the key tasks you are aiming to guide your users through



Copy tactics for immediately improving the usability of your pages

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Appendix A: Checklist Structure Conclusion/most important aspects appear first. Text opens with a précis/‘stand-first’ – One or two sentences at the start of your page which surmise the page and ‘give away the ending’. Supporting details are moved towards the end of the page. Text broken into digestible chunks using subheads and bullet points. Aim for one sub-heading every 2-4 paragraphs. And a maximum of 9 items in a bullet-point list. Start subheads, paragraphs, and bullet points with information-carrying words that users will notice when scanning down the left side of your content. One main idea per paragraph (guideline: 15-20 words per sentence). Style Written with specific target reader in mind. Using every day plain English - Technical terms/acronyms have been sufficiently explained. In a style which is friendly, and positive and addresses the reader directly (without being over-familiar/resorting to colloquialisms) and in the active voice. Spelling and grammar check has been run. Consider running a readability check too (see 3.2.5). Links ‘Next actions’ for the reader are clear (guideline: 2-3 links in main body of text). Secondary links grouped in a ‘Related links’ panel and/or end of page. Meaningful keywords and phrases used for link text – don’t assume readers are already familiar with our offerings. Metadata Page titles (set up in using the Title tag) are clear, concise (guideline: 64-120 characters) and specific. Initial cap only (apart for proper names). Précis/‘stand-first’ are used to populate the Description tag. URLs Make sure the address/URL for a page (created by the ‘Title’ meta tag) does not include punctuation marks. Short URLs – visitors may be intimidated by cryptic, long or confusing URLs, consider if a bespoke URL is needed.

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References ‘Popular readability formulas’, Available: http://en.wikipedia.org/wiki/Readability#The_popular_readability_formulas [May 2013].

Daniel Kahneman (2011) ‘Thinking, Fast and Slow’, Farrar, Straus and Giroux; 1 edition.

Laura Ruel (2007) ‘Eyetracking points the way to effective news article design’, [Online], Available: http://www.ojr.org/070312ruel/ [May 2013].

Jakob Nielsen (2006) ‘F-Shaped Pattern For Reading Web Content’, Available: http://www.nngroup.com/articles/f-shaped-pattern-reading-web-content/ [May 2013].

Ziming Liu (2005) ‘Reading behaviour in the digital environment: Changes in reading behavior over the past ten years’, Journal of Documentation, Vol. 61 Iss: 6, pp.700 – 712.

Jakob Nielsen (1997) ‘How Users Read on the Web’, [Online], Available: http://www.nngroup.com/articles/how-users-read-on-the-web/ [May 2013].

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