This is Part III of a summary of the Federal Plain Language Guidelines (May 2011). Objective of this article is to provide a quick overview of the topics discussed in the Guidelines handbook. The handbook is available for download for free at plainlanguage.gov in PDF and Word formats. See Part I and Part II.

Write for the web

How do people use the web?

People do not read entire web pages. They scan through it.

Some facts to consider when writing web content: 

• In a 2008 study, based on analysis of 45,237 page views, Nielsen found that web users only read about 18% of what’s one page. 
• As the number of words on a page goes up, the percentage read goes down. 
• To get people to read half your words, you must limit your page to 110 words or fewer.

Users often scan pages in an F pattern focusing on the top left side of the page, headings, and the first few words of a sentence or bulleted list. On average, users only read the first two words on each line. Also, users can decide in as little as five seconds whether your site is useful to them.

People come to your website with a specific task in mind. If your website doesn’t help them complete that task, they’ll leave.

Identify your users and write for them

You need to identify the mission or the purpose of your website, to help you clarify the top task your website should help people accomplish.

You can identify your users and their top tasks using the following techniques: 

• Listen to user questions. What do your visitors ask when they send you an email or call your office? 
• Talk to users and ask them what they want. 
• Analyze your web metrics to figure out what people are looking for on your website:
  • What are your most-visited pages and where do people spend the most time?
  • What top search phrases do people use?

For more techniques, visit www.usability.gov. 

Write web content

Do not duplicate information written for print documents for the web. 

Modify your print documents to suit the web format:

• Use the inverted pyramid style: Begin with the shortest and clearest statement you can make about your topic. Put the most important information at the top and the background at the bottom. 
• Chunk the content: Split topics up into logical sections separated by informative headings. 
• Omit unnecessary information: Use only the information your users need to achieve their top tasks.

Repurpose print material for the web

Make your print material “action-oriented” so that users can quickly find what they are looking for and accomplish their goal.

Pick out necessary information in your print document that will help your web users and create a new web page. 

Techniques for writing an effective web page:

• Keep the most important and clear message at the top of the web page
• Chunk your content into logical sections
• Use headings to help users navigate the content
• Highlight key facts in a bulleted list
• Explain complex instructions in a visually appealing If/Then table

Avoid PDF overload

Do not overuse PDFs on your website. PDF files are slow to open and can sometimes crash a computer if they are too large. They are not readable on some screens. The user can lose their place on the website if the file opens in the same window.

If you need to post a PDF, use a gateway page, that is a web page that includes information about the PDF, such as what it’s about, how large the file is, and who might find the information helpful.

Also refer to www.section508.gov for more information on making PDFs accessible.

Use plain-language techniques on the web

When writing for the web, use: 

• Logical organization
• Informative headings
• Active voice
• Pronouns 
• Common words
• Lists and tables

And avoid:

• Jargon and legalese 
• Hidden verbs
• Passive voice
• Long sentences or paragraphs
• Abbreviations
• Unnecessary words
• Information the user doesn’t want

Avoid meaningless formal language

Do not use filler, fluffy, or flowery language. Directly get to the point. 

Write effective links

Links should be written clearly so that the user understands exactly where the link will take them. Use the following techniques for writing effective links:

• Link names should be the same as the page name linked to. 
• Don’t use the full name of a document or program as a link name. 
• Be as explicit as you can. 
• Make the link meaningful. Don’t use “click here” or “more.” 
• Don’t embed links in text.
• Add a short description when needed to clarify the link.

Test

When should I start testing?

Whether you’re creating something new or making revisions, start as soon as you have enough material to test. Don’t wait until your website has been coded or your document is complete. Test, make corrections based on feedback, and test again. Plan to test at least twice.

Some testing techniques:

• Paraphrase testing: This includes individual interviews. It is best for short documents, short web pages, and to test the questions on a survey.
• Usability testing: This also includes individual interviews but this testing is best for longer documents and websites where finding the right information is important. It is also best for forms.
• Controlled comparative studies: These are large scale studies where you don’t meet the people but you collect statistics on responses. Use paraphrase testing and usability testing on a smaller scale first before doing a comparative study.
• Focus groups: These are discussions in which you learn about users’ attitudes and expectations. They are not as effective in determining whether the user can find and understand information. Therefore, focus groups are more relevant to understanding your audience before you start writing.

Paraphrase Testing

One-on-one paraphrase testing will tell you what a reader thinks a document means and will help you know if the reader is interpreting your message as you intended.

Conduct 6 to 9 interviews on each document

Ask the participant to read to a specific stopping point, a cue. Once the participant reaches a cue, ask them to tell you in their own words what that section means. Write it down. Take notes. Do not correct the participant. Review your notes. Wherever participants misunderstood the message is a problem that you should fix.

Ask additional, open-ended questions 

• What would you do if you got this document? 
• What do you think the writer was trying to do with this document? 
• Thinking of other people you know who might get this document:
  • What about the document might work well for them?
  • What about the document might cause them problems?
• Don’t ask yes/no questions. They won’t generate that much information.

For longer documents where finding information is also important do usability testing. For example, booklets, websites, and regulations.

Usability testing

One-on-one usability testing sessions with users work best when the participant actually uses the document to find and understand information.

When should I test?

You can conduct usability testing at any time that you have a draft. After you make changes based on the first round of usability testing, you can conduct a second round to see if your changes solved the problems you found without introducing new problems.

Who should I test?

Identify your intended readers. Develop simple criteria to define these readers. Find three people (outside your team) who match the criteria. Spend an hour with each of them in testing.

What happens in a typical session?

A typical usability test session lasts about one hour with these parts:

1. Introduction: You make the participant comfortable, explain what will happen, and ask a few questions about the person to understand their relevant experience. 
2. Scenarios: You give the participant very short stories suggesting they have a need for specific information. Then you watch and listen as they find that information and tell you what they understand from what they found. Typically, you ask people to “think aloud” as they work so you hear their words for what they are looking for and you hear how they understand what they find. 
3. Debriefing: Ask neutral questions about the experience and follow up about any specific words or phrases.

Variations on the one-on-one usability test: 

• Two people working together
  • Also called co-discovery.
  • Users’ discussion is an easy form of thinking aloud. 
• Several people working independently at the same time followed by a group discussion
  • For faster usability testing. 
  • But it only works if you have several usability test note-takers to ensure each participant is monitored when they are performing tasks. 
• Comparative usability test
  • You can include different versions of your document. 
  • Because you have a small number of people, it is best to have each person work with both versions. 
  • You have to alternate which version people start with. 
• Remote moderated usability testing
  • Conducting usability testing remotely using web-based tools.
  • These tools allow you to draw participants from a wide geographic range without travel costs.
• Remote unmoderated usability testing 
  • You can have large numbers of people participate through remote testing tools.
  • For federal agencies, this may require clearance through OMB.

Controlled Comparative Studies

Collect quantitative data on how well the general public uses your final document. 

Before you do a controlled study, you should know what results you will consider a success. For example, do you want more calls regarding a certain program? or do you want fewer calls asking for clarification? 

Controlled comparative studies are often called A/B testing. You test two versions of a website or document to determine which one is effective.

Before you do a controlled comparative study, you should do paraphrase testing or usability testing and change your document based on what you learn in these smaller scale studies. 

Controlled comparative studies (especially for paper documents) are best near the end of the process. This is because controlled testing will tell you whether or not the new document is a success, but it won’t tell you why.