Copywriting Guidelines

for external publications

External RelationsCreative Media2014 edition

P a g e |

At a glance

Provoking a reaction Our key valuesAvoid offending

Don’t say you’re funny: tell a jokeDemonstrating the pointCopy that ticks all the boxes

Be clear and direct Clear, concise and Confident

Write short, simple sentences Complicated sentences and Plain English

Hyperbole – avoid over-exaggerationAdjectives and superlatives

Cut! – remove those very unnecessary words Avoid stating the obvious Keep active

The active and passive voice explained Avoiding clichés

Cliches explainedCliches in use

Be specific Prove what you say

Substantiate your claims Our glorious heritage

Bring the past into the present Tone of voice

Jargon and acronymsPolite and personalTips

Structure Breaking up the text Duty and responsibility University house style

House Syle GuideNote about the word marque

What makes Birmingham different? Further information and resources Feedback notice

2

P a g e |

Provoking a reactionThe key idea for the University image is provoke: provoking thought and action,

provoking debate and change. This is expressed through our four key values:

1. Encouraging inquiry 2. Shaping thoughts and opinions through debate3. Challenging convention 4. Making an impact

In keeping with this, our communications should provoke a reaction. We can use the

four values to assess their effectiveness. How well do they:

Excite curiosity and encourage people to look into the subject in more detail?

Stimulate discussion and debate?

Challenge conventional thinking or approaches?

Spur people to do something in response?

Avoid offendingThere is a difference between ‘provoking’ a reaction and causing offense. Always

check that your text is inclusive and equal to all; that it does not use inappropriate

and disrespectful language in relation to gender, race or ethnicity, sexuality, religion

or faith, age, social class or disability.

Don’t say you’re funny: tell a jokeRather than telling people that the University of Birmingham ‘provokes’– provide an

example that demonstrates the point; such as –

‘Forget comfortable structures…your competitor today will be your partner tomorrow. Business will be more like an amoeba – sticking together when it works, breaking up when it doesn’t.’ Professor Leslie de Chernatony, Professor of Brand Marketing

The opening statement of your copy can have the same effect by being:

Contentious – something controversial will provoke thought and debate

Unconventional – something out of the ordinary will add the element of surprise

Intriguing – something new or fascinating will inspire curiosity

Here is a piece of University text that ticks all the boxes:

3

P a g e |

‘Why are you sitting comfortably? The main component of you and your chair is

empty space. With only one part in 1015 containing matter, it is remarkable that the

chair and your body are distinguishable’.

Undergraduate Prospectus 2009 – Physics degrees

This immediately opens a debate with and challenges the reader. The tone of voice

is demonstrated rather than stated.

Be clear and direct Your text should be:

Clear – your meaning is unmistakable and easily understood by the reader

Concise – you only need a few words to get your point across

Confident – you are certain that what you are saying is true

Write short, simple sentences Long and complicated sentences can be difficult to understand in printed documents

and this effect is increased on the web. Here are three examples from the Plain

English Campaign (www.plainenglish.co.uk), the organisation who champion the use

of crystal-clear communication:

‘Seasonal forecasts indicate how slowly-varying large-scale climate influences make particular seasonal conditions more likely than others. Random, unpredictable factors (‘chaos’) also partly determine year-to-year variations, and these will sometimes override large-scale influences. Such uncertainties make a probabilistic format, as used here, advisable for seasonal forecasts.'In other words: We can’t predict what the weather will be like.

‘High-quality learning environments are a necessary precondition for facilitation and enhancement of the ongoing learning process.’In other words: Children need good schools if they are to learn properly.

‘If there are any points on which you require explanation or further particulars we shall be glad to furnish such additional details as may be required by telephone.’In other words: If you have any questions, please phone.

Here is another mouthful of nonsense with a more palatable translation:

4

P a g e |

‘I utilised a multitined tool to process a starch resource’In other words: I used my fork to eat a potatoSource: Scott Adams, creator of The Dilbert Principle (http://www.dilbert.com) a satirical take on the corporate world

By way of further example, here, are alternative ways of introducing the University’s

Ironbridge Institute:

Introduction 1: Whilst the Ironbridge Institute, set in the famous Ironbridge Gorge, which is a world heritage site, may only be 30 miles from the University’s Edgbaston campus, through attractive countryside, it feels a world away from cosmopolitan Birmingham.

Introduction 2: Ironbridge is a world heritage site and the location of the University’s Ironbridge Institute. Only 30 miles from the University and the city, this is a tranquil area of great natural beauty.

Too many clauses or sub-clauses (introduction 1) obscure the meaning of the

sentence. If the sentence structure is limited to two or three clauses (introduction 2),

the reader will move through the text more swiftly. They will also retain more

information.

The average sentence length should be between 15 and 20 words. For variety you

will want to include sentences that are longer and shorter than this, but we

recommend this as an average.

Simple sentences aid clarity and will appeal to more groups within your target

audience than over-elaborate sentence structures. Avoid using the double negative:

for example, say a welcome addition to the University rather than a not unwelcome

addition to the University. While such structures can be very effective in creative

writing, they can be confusing in a publication such as an undergraduate

prospectus, especially for readers whose first language may not be English.

Long paragraphs can similarly confuse the reader and obscure meaning. When

aiming to communicate messages clearly and simply, paragraphs should not exceed

more than four sentences.

5

P a g e |

Hyperbole – avoid over-exaggerationNaturally, you are very proud of the University and want to tell everyone how

wonderful we are. This is when you are vulnerable to attacks of hyperbole, or

runaway enthusiasm and over-exaggeration – ‘the University of Birmingham is the

best place to be in the entire Universe!’. Well, perhaps you wouldn’t go that far, but

you might go this far:

‘This world-leading university offers excellent teaching from well-renowned staff who are global experts in their field, carrying out cutting-edge research within a beautiful campus.’

On its own, this sentence does not contain any meaningful information and raises a

number of additional questions in the reader’s mind;

In what way is Birmingham a world leading university?

In what way is the teaching excellent and is it ‘more excellent’ than at competitor

institutions?

Who are these global experts and what have they done?

What is the nature of this cutting-edge research?

Is the campus more beautiful than any other?

Hopefully you know the answers to these questions – but if we make these claims

then we must be able to support them (see Prove what you say on page XX).

Over-use of adjectives (a word that describes or qualifies a noun or pronoun) and

superlatives (a word expressing the highest degree of comparison), reduces the

credibility of the sentence. If adjectives are restricted to only one or two per

sentence (maximum) the text becomes more informative and credible, inspiring trust

and confidence.

Cut! – remove those very unnecessary wordsReaders need to grasp your message as quickly and effectively as possible. Words

that do not increase their understanding or add to the meaning of the text should be

6

P a g e |

deleted. Take the heading of this section, for example: ‘Cut! – remove those very

unnecessary words’; we could do just that until it becomes Cut unnecessary words.

More examplesThere is no significant difference in meaning between the longer versions (a) and

cut versions (b) of these sentences:

(a) It is usually the case that the University closes during the Christmas period (b) The University usually closes during the Christmas period

(a) The University always extends a very warm welcome to international students from across the globe(b) The University extends a warm welcome to international students or evenThe University welcomes international students

(a) Sport contributes to academic life and this is very much the case at Birmingham(b) Sport is central to life at Birmingham.

Over-use of words such as ‘more’, ‘most’, ‘more and more’, ‘very’, ‘very much’ to

create emphasis reduces the confidence of the tone of voice. Question whether they

are needed at all. Read and re-read text to ensure that every word and every

sentence are needed.

Avoid stating the obviousThe front cover of your leaflet is emboldened with ‘University of Birmingham: College

of Enlightenment and Metaphysics: School of Paracryptozoology: MSc programmes’

and your first paragraph inside the leaflet begins ‘This leaflet has been designed to

provide you with information about MSc programmes of study in the School of

Paracryptozoology in the College of Enlightenment and Metaphysics at the

University of Birmingham’. Why? None of this information needs to appear in a

recruitment leaflet; it’s obvious. If the words add nothing new, delete them.

Keep activeIt is better to use the active voice when writing for University publications rather than

the passive voice. Here is a choice explanation of the difference between the two

styles of writing:

7

P a g e |

‘A sentence written in the active voice is the straight-shooting sheriff who faces the gunslinger proudly and fearlessly. It is honest, straightforward; you know where you stand. A sentence written in the passive voice is the shifty desperado who tries to win the gunfight by shooting the sheriff in the back, stealing his horse, and sneaking out of town.’ (Source: Sherry Roberts: The Roberts Group, 1992, http://www.editorialservice.com/11ways.html)

Readers understand the meaning of active sentences more quickly than passive

ones because the agent (that is ‘the doer’ or subject of the sentence) comes before

the verb (the action).

ExamplesActive: I read the booklet on Original Thinking

Passive: The booklet on Original Thinking was read by me

Active: The Vice-Chancellor welcomed the students

Passive: The students were welcomed by the Vice-Chancellor

Active: The Careers Centre provides a drop-in service

Passive: A drop-in service is provided by the Career’s Centre

Active: The main campus is located in Edgbaston

Passive: Edgbaston is the location of the main campus

We recommend that you use the active rather than passive voice unless there is a

good reason not to do so, as in the following hypothetical case where the more

apologetic tone of the passive voice reduces the impact of what is being said:

Passive: A mistake was made by the University in charging the wrong fees for its

MSc in Paracryptozoology.

Here, passive writing helps the writer avoid responsibility and remain anonymous,

whereas the stronger active alternative leaves no room for doubt .

Active: The University made a mistake in charging the wrong fees for its MSc in

Paracryptozoology .

8

P a g e |

Use your judgment.

Avoiding clichésClichés were originally intended to provide us with ready-made, memorable words

and phrases to save the bother (the perspiration) of having to come up with

something original (the inspiration) every time we need to produce engaging text.

Over the years, these words and phrases have been overused to the extent that

most people know them well and can predict what is coming next.

‘Many a shining phrase became dull through over-exposure and instead of slotting into place with a crisp click landed with the dull and stultifying thump of inevitability.’(Source: Munro: Clichés and How to Avoid Them; Chambers, 2005, p.3)

Cliché-ridden text suggests that the writer is indolent and lacking in original thought

and ideas; surely the antithesis of what the University stands for.

Here are some examples of clichés you might be tempted to use:

acid testaddress the issueall things consideredballpark figurebehind the sceneschain reactiondeliver best practiceeach and everyexperts agreefrom start to finishgolden opportunity

hidden agendain the final analysisjewel in the crownkeep you postedleading lightmagnum opusneedless to sayon a daily basisput on the back burnerquantum leaprun of the mill

safe and soundsecond to nonestate-of-the-arttake on boardterra firmatoo numerous to mentionup and runningvast majoritywell and trulywhen all is said and doneyear-in, year-out

Here are a dozen of them in use:

Now that our magnum opus programme is up and running, the School of Paracryptozoology has state-of-the-art facilities that are second to none. Each and every student has access to these on a daily basis. Needless to say, the benefits of joining one of our research teams are too numerous to mention, but you can be assured that from start to finish, we will deliver best practice, so that you can make the most of your golden opportunity. You will be well and truly looked after on a campus that is the jewel in our crown, where you will be safe and sound. Don’t put your decision to join us on the back burner; take that quantum leap now and prove that you are not just a run of the mill student.

9

P a g e |

Whenever you are tempted to use a stock phrase, question what it means. Consider

re-working your text, either to explain the idea more clearly or use more interesting

language.

Be specificTry to be specific, as provable examples are preferable to general statements (Refer

back to Hyperbole and see the following section).

Prove what you sayWhenever claims are made to promote the University, evidence needs to be

provided that will validate the claim. ‘Provoke’ is not an excuse to make unfounded,

sensational statements. However strong our statements may be, they must always

be proven; either within the sentence, in the text that follows, pictorially, with data or

through a quotation.

Example – ‘The University was founded on a most radical vision.’

We need to substantiate this claim with further evidence:

‘The University grew out of the radical vision of our first Chancellor, Joseph Chamberlain, to create a new model for higher education. Founded in 1900, Birmingham broke away from the Oxford and Cambridge collegiate system to become England’s first modern university.’

Each claim need not be substantiated in the same way. But unless we can prove

that ‘We provide a teaching experience unparalleled in the UK’, we cannot claim it.

Note: Any claim we make can be challenged by students, the general public, HE councils and other bodies, other HE institutions, and the Education Media. If it appears in print or on our website, it had better be accurate, true and provable. If there is any doubt, don’t say it.

Our glorious heritage

10

P a g e |

The University is proud of its history, but the value of our heritage is measured by

how it benefits the institution today. Previously, our heritage was portrayed as a

benefit in itself. This often overshadowed our contemporary achievements, which

needed to be addressed.

We recommend that facts of history are not used in isolation, but only where they

provide context or validation for current or future activities.

ExampleRather than a statement such as: ‘The University was founded 104 years ago, and

boasts a long tradition of excellence’, we need to be more specific about what this

means and how it might be valuable to the reader, as follows:

‘With over 100 years of research activity and teaching experience, contemporary research activity ranks Birmingham in the top five institutions in the UK for research excellence. Our research into pioneering learning techniques benefits our students and staff and informs the development of University learning facilities.’

Tone of voiceYour tone of voice will change according to two elements:

1. the audience you are addressing

2. the purpose of the document

For the purposes of recruitment literature, the tone should be informal, but not

casual. The language should be intelligent but not arrogant or pompous.

Jargon and acronymsYou can sound unnecessarily arrogant and alienate your reader by using jargon,

suggesting that you expect them to know as much about the subject as you do. The

use of jargon (specialist language) is only appropriate if you are confident that your

reader will easily understand it.

Be cautious also of using phrases and acronyms such as ‘RAE’, that might be very

familiar to you but not necessarily to your reader. Question whether your reader will

11

P a g e |

understand them; or are they likely to google RAE where they discover that it can

mean Royal Academy of Engineering, Revolution Against Evolution, Real Academia

Española, or Research Assessment Exercise. If you make your reader feel inferior,

or make them struggle to fill in the gaps in information, they will stop reading.

This does not mean that you cannot use jargon and acronyms; just be aware of why

you are using them, and that they are entirely appropriate for your target audience.

If you do want to use acronyms to save space, make sure that you have written it in

full the first time of using, so your reader has a reference point.

Polite and personalThe terms you and we are the preferred form for addressing the reader. They

create a welcoming and engaging tone of voice without becoming patronising. There

may be certain formal publications where this is not appropriate, but these are likely

to be in the minority.

Tips Always write with your audience in mind

Communicate with them from one human being to another

Write for them and to them

Treat your reader with respect

Read what you have written from their point of view

StructureThe combination of ‘provoke and proven’ provides a starting point for structuring

your text. Ask yourself three questions before you start to write:

1. Have I got something provoking to say?

2. Have I got the facts to back it up?

3. Can I make it relevant to my reader and prompt them to act?

12

P a g e |

If you answer ‘yes’ to each question, you can begin.

Start your piece with something arresting – the challenging statement suggested in

point 1. This will need to be substantiated (point 3) and then expanded on in the

information that follows.

You close with a ‘call to action’. This is a final paragraph that lets the reader know

how they can continue the conversation – who do they call, where can they get

more information, is there something more specific you would like them to do?

Breaking up the textYou can take your reader on an easy journey through your text by employing a few

simple devices:

Paragraphs – start a new paragraph as often as possible to present your reader

with manageable chunks of text rather than weight blocks of it

Bullets and lists – bullets draw attention to a particular piece of text and are

great for lists (modules within a programme) and outlining the steps in a process

(how to apply for a course)

Headings and subheadings – an intriguing main heading will grab your reader’s

attention; then help them along by using mini-headings to break up the copy

Artwork – liven up your copy with photographs, drawings, inset quotes, tables

and anything else you can use by way of illustration

Duty and responsibilityWhen you write for University printed or online publications, you take on certain

duties and responsibilities to ensure that you comply with legal requirements

currently placed on higher education institutions. This will have an impact on your

tone of voice, style of writing, the information you are required to give and the visual

material you use to enhance your copy. Much of this falls under the heading of ‘good

practice’ anyway, and experienced copywriters will automatically pay attention to

such detail.

13

P a g e |

Material must be anti-discriminatoryEveryone at this university has a legal duty not to discriminate against students (or

fellow staff) on the grounds of race, gender, disability, age, religion, sexual

orientation or belief.

You can discriminate by not including, or not paying attention to the needs of all

categories of people within these groups. Be aware, for example, that if you refer to

‘the Christmas break’, that people of other faiths may have a different festive

calendar to adhere to. They may require days off (including exam days) that are not

part of the University’s usual closed days and holidays; you will need to make

provision for this and explain what that provision is.

Positive dutyAs a higher education institution in the public sector, we have an additional

responsibility which places a ‘positive duty’ on the University to promote race,

gender and disability equality. You do this in copywriting by including information

that shows an inherent understanding of the needs of all groups and by welcoming

diversity. You might, for example, say: ‘The School welcomes students from a

variety of backgrounds and with a range of abilities and disabilities’.

New inclusionsThe Equality Act (2010) extends this ‘positive duty’ to include age, sexuality, religion

or belief, and socio-economic status. You might, therefore, need to make explicit

that: ‘The School welcomes students of all ages from a variety of faith, cultural and

socio-economic backgrounds, and with a range of abilities and disabilities’.

You can find out more information about the Equality Act on the Government

Equalities Office website at: http://www.equalities.gov.uk/equality_bill.aspx

ImagesAny photographic or graphic images you use within your publications should also

pay ettention to equality and diversity issues by including representatives from as

many of the named groups as possible. At least make sure that not everyone in

your photographs is young, good-looking and able-bodied.

14

P a g e |

University house styleA separate University House Style Guide for printed material is available. The guide

is designed to complement other elements of the University’s brand, and to be used

in conjunction with these copywriting guidelines. It reflects modern practice and

ensures our external publications are accessible to a wide range of audiences. It

covers the key areas of grammar and usage where standardisation is desirable as

part of the University’s corporate identity.

Note about the word marqueThe definite article ‘The’ has been dropped from the word marque of the University,

which now reads University of Birmingham. However, in the general run of text the

definite article should still be used but with a lower case letter t. For example: For

2010, tuition fees at the University of Birmingham will be…

Within University of Birmingham publications or web pages, the shortened versions

the University or Birmingham can be used.

15

P a g e |

What makes Birmingham different?Always ask yourself this question. Why? Because every UK university, according to

its own publicity, has a safe and idyllic campus with wonderful facilities in a fantastic

location; conducts groundbreaking research (having the best staff in the country),

and does extremely well in the latest RAE and league tables. So, which of these six

statements belongs to us?

a) We are proud of our reputation for innovative, proactive relationships with industry and the public services that makes us not just a centre for academic excellence, but also a force for positive change in the real world.

b) Our work is groundbreaking and diverse. One of our key strengths is bringing together people from different backgrounds, adding fresh perspectives to problem solving. In order to achieve this, we build relationships with partner institutions across the world. To assist collaboration, we constantly invest in cutting-edge technologies.

c) We have always had a reputation for innovation and thinking differently. We were one of the first universities to understand the importance of links with business and industry. We have now built up a network of partnerships and collaborations that benefit all students...Our degrees prepare students for work in the 21st century by emphasising the development of those skills demanded by today’s employers.

d) Research combines creative thinking with practical application. Our partnerships with industry, government and the public sector ensure that our research contributes to developments on a regional, national and international level. Groundbreaking research also drives our teaching forward.

e) The University is a dynamic, twenty-first-century institution, founded on a tradition of academic excellence, which spans more than a century. Our postgraduate students pioneer new ways of thinking, and leave the University ideally equipped to make an invaluable impact in their future careers, research and daily life.

f) A research-active university, we have a distinguished reputation for providing outstanding education as well as a rich social experience for our students... A number of recent developments are helping to consolidate our worldwide academic reputation.

The answer is d); the others belong to a) Manchester, b) Sheffield, c) Warwick, e) Nottingham, and f) Hull.

It is almost tempting to coin the phrase ‘Unispeak’ because the phrases appear so

similar in style, tone and word choice. If we really want to stand out from the crowd,

we need to say something new, or find new ways of saying it. As a copywriter, it is

your job to do just that.

16

P a g e |

Useful information and resources

Dictionary and thesaurusEvery copywriter needs a good dictionary and thesaurus. Using them on a regular

basis will improve your copywriting skills. Which publisher you choose is up to you,

but we recommend using the Oxford English Dictionary (OUP) and Roget’s

Thesaurus (Longman).

Online dictionary and thesaurusWhile we recommend that you have hard copies of these available to you, you can

also use an online dictionary (www.oxforddictionaries.com) and thesaurus

(www.roget.org); make sure that it is UK English usage and not American.

Copy-editing guideWe recommend the following book: Butcher’s copy-editing: The Cambridge

Handbook for Editors, Copy-editors and Proofreaders, Fourth Edition; Butcher,

Drake and Leach, Cambridge University Press, 2006. Please note, however, that

this does not take precedence over the University’s own house style and copywriting

guidelines.

SpellcheckersThese will not find all the errors in your copy, so try not to rely on them. If you want

proof, key in the boxed text and then do a spell check on it:

They’re know miss steaks in this peace off righting cause we used special soft wear witch checks your spelling. It is mower or lass a weigh too verify. However is can knot correct arrows inn punctuation ore usage: it will not fine words witch are miss used butt spelled rite.

Check out the competitionIt is a good idea from time-to-time to take a look at other universy websites to get a

feel for how they write to promote themselves. You can always learn from other

people’s examples of good practice – and from their mistakes.

Visit the following websites for live A–Z listings of all UK HE institutions linking

directly to their web pages:

UK Universities and University Colleges

17

P a g e |

http://web.bham.ac.uk/info/ukuwww.html

Colleges and Universities – United Kingdom

http://web.mit.edu/cdemello/www/uk.html

Plain English CampaignWe recommend that you have a look at the Plain English Campaign website and

take advantage of their free guides on writing, special subjects and grammar. This

is the organisation that specialises in clear communication and campaigns against

gobbledygook, jargon and misleading public information. They produce a Plain

English magazine, also accessible online, and provide training courses.

http://www.plainenglish.co.uk

Equlaity and diversity issuesVisit the following pages on our website:

Main Equality and Diversity website

https://intranet.birmingham.ac.uk/collaboration/equality/index.aspx

Human Resources

https://intranet.birmingham.ac.uk/hr/index.aspx

You may also like to visit the Equality Challenge Unit website at:

http://www.ecu.ac.uk where you will find information relating to the promotion of

equality and diversity in higher education.

18

P a g e |

We are always in the process of reviewing our copywriting and house style guidance

with a view to incorporating further advice about writing for University printed and

online pubications.

If you have any comments about this or any other guidance notes we have

produced, or have suggestions for other writing issues we might cover, please

contact us by telephone or email.

We would also be interested to hear how you think we might make this document

more user friendly.

Editorial Office

Creative Media

External Relations

University of Birmingham

Tel: 0121 414 2582/6683

Email: editorial@contacts.bham.ac.uk

University of Birmingham

External Relations

Creative Media

Aston Webb Building

Edgbaston, Birmingham

B15 2TT

19