Difference between revisions of "Help:Author Guidelines for Readability"
| Line 1: | Line 1: | ||
==Author Guidelines for Readability== | ==Author Guidelines for Readability== | ||
| − | Contributors to Remediapedia are afforded a degree of latitude to create content according to | + | Contributors to Remediapedia 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. | ||
Please consider these guidelines when writing: | 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 | #Spell out acronyms the first time used | ||
#Be concise | #Be concise | ||
| Line 13: | Line 13: | ||
#Explain obscure terms | #Explain obscure terms | ||
#Avoid descriptors that don't enhance the meaning (e.g. substantial, significant etc.) | #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 | ||
==See Also== | ==See Also== | ||
Revision as of 16:29, 27 October 2015
Author Guidelines for Readability
Contributors to Remediapedia 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
