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Policy and Implementation Guide for Communications Product Development and Approval
Version: February 5, 2008 (revision history)
Appendix 3: Writing Style Standards
With the exceptions described below, EPA follows the widely available Associated Press Stylebook. Other style guidance is presented here. Please note that many of these points apply to both print and Web content. Key Web content style is addressed in Appendix 4.
- Abbreviations
- Acronyms
- Ampersands
- Bylines and Staff Credits
- Capitalization
- Commonly Misused Words
- Disclaimers
- Diversity
- Gender Bias
- Numbers
- Passive/Active Voice
- Plain Language
- Regions
- SpellingP; One Word or Two?
- Titles
- Writing for Kids
- Always spell out "United States" when it appears as a noun.
- "Southwest" is one word; it is abbreviated "SW". Ditto for all compass points.
- As an adjective, "U.S." is acceptable.
- State abbreviations:
- Abbreviation is only appropriate in long lists, addresses, and when used in conjunction with the name of a city, town, village or military base in that state.
- Use non-Postal Service abbreviations like "Ala.", "Ariz.", "Ga." and "N.M." in conjunction with the name of a city, town, village or military base.
- Note that there are eight states that are not abbreviated in text: Alaska, Hawaii, Idaho, Iowa, Maine, Ohio, Texas and Utah.
- Use the two-letter Postal Service abbreviations only with full addresses, including zip code.
Acronyms
Avoid acronyms except for those widely understood by the general public.
For example, EPA is acceptable, and so are other common acronyms like
PCBs and CFCs. Acronyms such as ARARA, DNAPLES, RI/FS, NPDES and ROD are
not. Avoid these even if they have been previously referenced. It is annoying
(and difficult on the Web) to flip back five or six pages in a document
to check what an acronym means. Using an acronym is acceptable if it has been
defined the first time it appears on a page.
In addition, "EPA" is a proper noun; it should be used by itself without "the" in front. For example, a sentence should begin "EPA will ..." instead of "The EPA will ..."
Ampersands (&)
Use ampersands only when they are part of a formal name (e.g., C&O
Railroad) or when space is at a premium (e.g., in the left sidebar).
Bylines and Staff Credits
GPO printing and binding regulations state:
"The printing of Government employees' bylines in Government publications shall be confined to the authors of articles appearing therein, and to the photographers who have originated the pictures contained therein."
When applying this regulation, consider:
- The term "byline" refers to any name listed for credits
as opposed to employee names integral to the text itself.
- The term "author" applies to an individual who has conceived
of, created, or is responsible for a text or section thereof. The term
"author" cannot be extended to cover supervisors, managers,
advisors, staff committee or workgroup members and other such contributors,
who may, however, be listed as a group or staff (but not by name), under
"acknowledgments."
- It is appropriate to acknowledge other non-contractor organizations
or individuals representing them (although acknowledging an organization
alone typically suffices).
- Contract numbers can be listed, but not contractor or contractor staff names.
Don't capitalize terms like waste management, disposal, pollution prevention, non-governmental organization, legislation, project, offices, endnote, and sector, and don't capitalize chemical names like lead, mercury, or dioxins.
In headlines, press releases, titles, link lists, etc., capitalize only the first word, proper nouns, and other words that would normally be capitalized in a sentence. Do not capitalize the first letter of each word or all letters.
| agency | capitalized when the Agency refers specifically to EPA, as opposed to a generic organization. |
| federal, local, native, natives, state, states, tribal, tribes |
lowercase unless they begin a sentence or form part of an official title: State of California, Cherokee Indian Tribe. Lowercase when used alone and in plural form: U.S. states, the Sioux and Navajo tribes. Lowercase the adjectives tribal and native unless they are parts of a proper name: tribal art, Hopi tribal leaders, Ojibway Tribal Council, Virginia native. Note that Native Americans, American Indians, Indian Country and Alaskan Native Villages should be capitalized. |
| Internet | a proper noun; capitalize it. |
| region, regional | Capitalize it when referring to a specific EPA Regional office: "EPA Region 10 is responsible for..." or "EPA Regions are responsible for...". Don't capitalize it if you are referring to a geographic region: "The New England region has been hit with heavy snow..." |
| section, article |
not capitalized, even when referring to one part of a law or regulation: "OGC interprets section 1502(b) to mean..." |
| title | capitalized when referring to a part of a law or regulation; not capitalized otherwise: "OGC interprets Title 41 to include...", but "The brochure's title should be revised." |
| web | according to the AP Style Guide, capitalize web when it refers to the World Wide Web, as in "Web site" and "Web page". But note that per the AP Style Guide, webcam, webcast, and webmaster are single, lowercase words. |
affect/effect
"Affect" is normally a verb. "Effect" is normally
a noun. For example:
"Acid rain affects trees"
"Acid rain's damaging effects include weakening trees."
The only use of "effect" as a verb is to mean "to cause" or "to bring about" as in "EPA will effect change through a new program." However, it is usually better to say accomplish, perform, produce, generate, make, etc.
cleanup
The noun and adjective forms are "cleanup," the verb form is
"clean up." Do not use "clean-up." For example:
"The cleanup will take six weeks"
"Workers will clean up the site in six weeks"
"The cleanup work will take six weeks."
dispose
To "dispose" means to arrange, incline, or set in readiness.
In contrast, "to dispose of" means to get rid of something.
For example:
"The on-scene-coordinator is disposed to clean up the site
now"
"The on-scene-coordinator will dispose of the hazardous material
at an approved landfill."
Improper use: "EPA will dispose the hazardous material."
environment
Use "environment" to mean what surrounds us on the Earth's
surface: air, water, trees, land, etc. In contrast,"earth's environment"
means planets, stars, asteroids, magnetic fields, etc.
impact
"Impact" as a verb is over-used. Use "affect" or "affected"
instead. For example:
"The contamination will affect a large area" instead
of "the contamination will impact a large area."
"The affected area ..." instead of "the impacted
area ..."
may
"May" means permission exists, despite the lenience of some
descriptive dictionaries. It may not be used as a synonym for can,
might, could, or would.
waste
The term "waste" is implicitly plural. Do not add an "s"
unless you mean different types. For instance:
"hospital waste comprises various dangerous items,"
but, "solid and liquid wastes must be treated differently."
which, that
Be careful of using "which" in place of "that." "Which"
tells something about the subject that is not absolutely necessary:
"The project, which is six weeks overdue, is still with
the contractor."
In contrast, "that" provides necessary definition or
restriction:
"Let's review the project that is six weeks overdue."
"Which" is always preceded by a comma; "that" never
is.
Disclaimers
Documents that include articles by non-EPA employees expressing their
own opinions require the following disclaimer:
The material in this document has been subject to Agency technical and policy review, and approved for publication as an EPA report. The views expressed by individual authors, however, are their own, and do not necessarily reflect those of the U.S. Environmental Protection Agency.
Draft documents require the following disclaimer:
This text is a draft that has not been reviewed for technical accuracy or adherence to EPA policy; do not quote or cite.
Documents that refer to particular companies, trade or service names, product names, or other commercial references require the following disclaimer:
Mention of trade names, products, or services does not convey official EPA approval, endorsement, or recommendation.
Diversity
Products should address diversity as appropriate for the target audience.
Gender Bias
Use gender-neutral words. Consult sources like the U.S. Labor Department's
Dictionary of Occupational Titles or Rosalie Maggio's book Nonsexist Word
Finder. Web-based guidance on plain language writing is available at:
http://www.plainlanguage.gov .
Numbers
Spell out whole numbers below 10, but use figures for 10 and above. Common
exceptions to this rule: a 5-year-old girl, 3 percent, 6 cents; another
common exception is that a number at the beginning of a sentence should
be spelled out: Twelve program offices and all 10 Regional offices think
OPA is a pain in the wazoo.
Passive/Active Voice
Avoid passive voice except where necessary. These are sentences in which
the object seems to be the subject and the true subject is hidden or missing.
For example, "mistakes were made." By whom? Passive sentences
are perfect if you are trying to hide something or escape responsibility.
By contrast, active sentences are strong, clear, simple and credible.
Passive: "A cleanup plan will be issued this summer."
Active: "EPA will issue a proposed cleanup plan this summer."
Plain Language
Along with all federal agencies and departments, EPA must use plain language
in its communications with the general public and those specialized groups
to which Agency communications are often directed.
Additional guidance is available from the General Services Administration's Language Network on the Internet at www.plainlanguage.gov.
Regions
Most readers don't know what "Region 1," "Region 2,"
etc. mean, so explicitly list states or use regional descriptions if appropriate
(e.g., "EPA New England").. For example, "Region 5 (IL,
IN, MI, MN, OH, WI)". Also, use "EPA regional offices"
instead of "EPA regions."
e-mail
The AP Style Guide specifies e-mail rather than email.
Also correct are e-book, e-business, e-commerce,
etc.
ground water
Ground water is preferred over groundwater as both an adjective
and a noun. Do not use the hyphenated ground-water.
listserv
Again per the AP Style Guide, it's listserv, not listserve
or list serve.
online
One word; not hyphenated.
stormwater
One word; not hyphenated.
Words that include "web"
One word or two? It's "Web site" and "Web page", but per
the AP Style Guide, it's webcam, webcast, and webmaster (Also note which
words should be capitalized.)
Titles
The configuration of the words and lines of titles is a dominant design
element on any cover. Variations in copy, however, make specific rules
difficult. For clarity, consistency, and in view of the needs of bibliographical
databases, titles should be restricted to two levels: one main title followed,
if required, by one sub-title. In references, the division between main
and subtitle is signified by a colon; on covers it is indicated by spacing
down one-half line and shifting to a lighter weight (and sometimes a smaller
size) of the same typeface. Also for purposes of clarity and easy reference,
one of the key words in the title should appear at the beginning or as
near it as feasible. Therefore, use vague phrases like "Report To
Congress" and "Guide To Federal Activities" in subtitles,
not the main title.
Writing for Kids
Anyone developing a site for kids, students and/or educators should contact the
Environmental Education Web Workgroup (EEWW)
to arrange for involving the EEWW in the development of the site. Call either Drew Burnett at
202-564-0448 or Megan Gavin at (312) 353-5282.
Anyone preparing environmental education materials (Web, print or multi-media) should obtain a copy of Environmental Education Materials: Guidelines for Excellence, published by the North American Association for Environmental Education (NAAEE). NAAEE is a network of professionals and students from more than 50 countries around the world.
The executive summary of this NAAEE publication stresses the following points:
Fairness and Accuracy - Materials should be fair and accurate in describing environmental problems, issues and conditions and reflect the diversity of perspectives on them. The material should reflect sound theories and well-documented facts and present a balance of differing views. Diversity should be emphasized and learners encouraged to explore different perspectives.
Depth - Materials should foster awareness of the natural and built environments, an understanding of environmental concepts, conditions and issues, and an awareness of the feelings, values, attitudes and perceptions at the heart of environmental issues, as appropriate for different developmental levels.
Emphasis on Skills Building - The materials should build lifelong skills that enable learners to prevent and address environmental problems.
Action Orientation - The materials should promote civic responsibility, encouraging learners to use their knowledge, personal skills, and assessments of environmental issues as a basis for environmental problem solving and action.
Instructional Soundness - Rely on instructional techniques that create an effective learning environment. Offer different ways of learning, including interdisciplinary techniques, and create activities that allow learners to build from previous knowledge. Connect the learners to their own everyday life experiences.
Usability - The materials should be well designed and easy to use, clearly and engagingly written, adaptable for a range of situations, have life spans extending beyond one use or year, and should be accompanied by support information for the instructor.
Hard copies of education guidelines can be ordered free through EPA's Environmental Education Web site at www.epa.gov/enviroed/eepubsEPA.htm and can be purchased, viewed, or downloaded from the North American Association for Environmental Education's Web site at www.naaee.org/npeee/npeee.html . Available materials are:
- EE Materials: Guidelines for Excellence;
- EE Materials: Guidelines for Excellence: The Workbook;
- Excellence in EE: Guidelines for Learning (K-12);
- Excellence in EE: Guidelines for Learning (K-12) Executive Summary and Self Assessment Tool; and,
- Guidelines for Excellence: The Initial Preparation of Environmental Educators.
Next Section: Appendix 4: Guidance for Web Products
Previous Section: Appendix 2: Policy/specifications for Agency Seal and Logo