Difference between revisions of "Help:Author Guidelines for Readability"
| (3 intermediate revisions by 2 users not shown) | |||
| Line 1: | Line 1: | ||
==Author Guidelines for Readability== | ==Author Guidelines for Readability== | ||
| − | Contributors to | + | Contributors to ERWiki are afforded a degree of latitude to create content according to their expertise without compromising higher level technical concepts. |
Even so, a few ground rules are good to have in mind when writing articles so that the wiki appeals to the widest possible audience with a need to practice environmental remediation. | Even so, a few ground rules are good to have in mind when writing articles so that the wiki appeals to the widest possible audience with a need to practice environmental remediation. | ||
| Line 16: | Line 16: | ||
==See Also== | ==See Also== | ||
| − | [http://www.thewriter.com/what-we-think/readability-checker/ Readability Checker] | + | *[http://www.thewriter.com/what-we-think/readability-checker/ Readability Checker] |
| − | [http://www.ease.org.uk/publications/science-editors-handbook European Association of Science Editors Handbook] | + | *[http://www.ease.org.uk/publications/science-editors-handbook European Association of Science Editors (EASE) Handbook] |
| + | *[http://www.ease.org.uk/publications/author-guidelines EASE Guidelines] | ||
[[Category:Help]] | [[Category:Help]] | ||
Latest revision as of 17:08, 31 January 2017
Author Guidelines for Readability
Contributors to ERWiki are afforded a degree of latitude to create content according to their expertise without compromising higher level technical concepts. Even so, a few ground rules are good to have in mind when writing articles so that the wiki appeals to the widest possible audience with a need to practice environmental remediation.
Please consider these guidelines when writing:
- Avoid or minimize jargon (or at least explain it within the text)
- Spell out acronyms the first time used
- Be concise
- Use active voice
- Simplify for accessibility by readers other than your discipline
- Explain specialized terms
- Explain obscure terms
- Avoid descriptors that don't enhance the meaning (e.g. substantial, significant etc.)
- Speak to an audience level between High School Senior and undergraduate studies
