My practice of Clear and Effective Communication
My practice encompasses many aspects of what is known as ‘plain language’, but so much more.
I look at content not from a grade reading level but from an overall perspective of cognitive processing. Included in this are factors related to content, language, structure and design. Of key importance is the relevance and appropriateness of all these factors to the topic and the target audience.
The whole process starts with clarifying the target audience and their reading task.
(See Understand Your Target Audience below.)Throughout the process, I apply my 9 Principles of Clear and Effective Communication (see section below for brief descriptions).
The principles apply to any form of information, and to all levels of readers, including academics and content specialists.
My framework (see diagram) shows the connections between my 9 principles, key tasks/stages and key roles.
Key benefits of Clear and Effective Communication
Efficient process — If applied from the beginning, it is easier and more efficient to edit, translate and update your content. This also reduces costs overall (↓ word count so ↓ time for editing, translation etc. ) To achieve maximum efficiency, all roles must use CEC principles at all stages of the information lifecycle.
Branding — Optimize your brand with more contemporary practices for knowledge transfer. This will help better achieve your communication objectives.
Better reach & uptake — Your content will have much better reach and knowledge transfer/translation.
Readers find it easier to read, understand and use information.
The ultimate goal is a great user experience.
Eliminate the F-factor!
The dreaded frown!
Understand your target audience
Aim for maximum reach.
Who is your target audience?
What is their reading task?
What barriers may they face?
My 9 Principles of Clear and Effective Communication
Ensure maximum impact.
FAQs for CEC
More about CEC, target audience, literacy, plain language, etc.
For me, this expression covers a broad set of features used to communicate, either verbally or with text and other media. It includes factors related to language, structure and design, and the relevance and appropriateness of all these to the subject and the target reader.
- It is clear in that the widest audience possible in the target group can easily find and understand the information.
- It is effective in that the reader can find enough information to be able perform a task in the way intended and with confidence.
It assumes all information is accurate and complete.
Target audience refers to all groups or individuals who may be expected to access the content and act on it.
- It includes those that may not be content authorities/experts but may push the content to a role with authority and/or budget to help achieve solutions.
- It does not refer to population groups who will benefit from actions taken. Include these groups only if they are likely to play a role in the solution, including pushing content to an appropriate role.
Yes, keeping in mind that what that looks like will vary widely depending on various factors: genre (from ads to research reports); audience (from children to policy makers); purpose (from a brochure to a manual).
The reading task refers to why a target user would access the content and how they would use the knowledge gained.
Consider the following:
- What do they want to know? What does the author want them to know?
- What action on their part could be influenced by reading the content?
Most projects include the following tasks: writing, substantive/structural editing, stylistic editing, copyediting, proofreading, translation and design. At each of these phases it is important to apply some or all of the 9 principles.
Yes, keeping in mind that what that looks like will vary widely depending on various factors: genre (from ads to research reports); audience (from children to policy makers); purpose (from a brochure to a manual).
Plain language is a term that has been in use for many years now but that has many interpretations depending on the user. Some think it means speaking to the weakest reader, calling it ‘dumbing down’. However, I believe this is a gross misconception of the term and practice.
PLAIN defines it as follows: “A communication is in plain language if its wording, structure, and design are so clear that the intended audience can easily find what they need, understand what they find, and use that information.”
We typically think of literacy in terms of whether someone can read or not, and how well. However, it is good to have a more nuanced understanding of literacy.
According to the OECD, “Literacy is understanding, evaluating, using and engaging with written texts to participate in society, to achieve one’s goals, and to develop one’s knowledge and potential.
— from Skilled for life? Key Findings from the Survey of Adult Skills (p. .4). 2013
For some French writers, editors and translators, some practices of clear and effective communication seem to contradict traditions relating to what is considered a high level of writing.
However, more and more people accept the value of such practices.
Various international organizations have performed a series of adult literacy surveys over the years.
1992 — NALS (National Adult Literacy Survey)
1994, 1996, 1998 IALS (International Adult Literacy Survey)
2003–2008 — ALLS (Adult Literacy and Life Skills Survey)
2011 PIAAC (Program for the International Assessment of Adult Competencies).
Extra focus on digital and mixed formats.
Data from these studies can be linked. On a scale from 1 to 5, they reveal the % of population that falls within each level. Looking at the results, it becomes clear that many of your target readers have more challenges that you might assume.
My practice encompasses many aspects of what is known as ‘plain language’, but so much more.
For example, I look at content not from a grade reading level but from an overall perspective of cognitive processing.
Bias-free language is language about people that is appropriately neutral. It therefore does not introduce a bias based on sex, race, age, ability, disease, sexual orientation, etc. To avoid bias, you should use terms denoting these categories only if they are absolutely relevant.
Below are just a few examples of best practices:
- Use equivalent terms (e.g., man, woman and NOT man, lady; the doctor, NOT the female doctor)
- Use gender-free terms (e.g., staff the booth, NOT man the booth)
- Each director has met with their (NOT his or her) staff.
- Refer to a person rather than their condition. (e.g., We interviewed 3 people with cardiac disease and NOT we interviewed 3 cardiacs.)
- Always avoid derogatory terms.
Language that contains bias does not reflect the full potential of people.
It leads to thinking that is biased and may lead to people being excluded, either on a one-time basis or as a cultural norm.
View some examples of my work
See how Clear and Effective Communication can improve a variety of content.
A note about the examples provided.
These examples are screen shots of excepts showing before and after versions of content.
They are designed to be viewed on screen so that the viewer can zoom in as required.
Please note that they are not in an accessible format.
For researchers, and policy and decision makers
Ensure all roles know exactly what to do, and when.
A series of research reports on the nursing labour marketFor multidisciplinary professionals
Make the data jump off the page. Establish the context.
Guidelines for a complex national programFor employees
Use graphics to guide reader. Structure information for ease of use.
Fact Sheet Vendor FormFor the general public
Ensure resources are inclusive and relevant to all contexts, and easy to follow.
Manual for a community program: How to Organize a Walking/Cycling School Bus Manual for a program for teen girls: Move Your Bones, Teen ProgramFor general users
Help users find useful information quickly.
Guide for using Skype and the Surface Hub