Plain language is writing that is clear, direct, and easy to understand the first time it is read. It is not about oversimplifying: it is about respecting your reader’s time and making sure your meaning reaches them without unnecessary effort.
Plain language benefits everyone: students managing heavy reading loads, non-native speakers, people with cognitive differences, and anyone reading quickly on a phone or between tasks. When your course communications and materials are written plainly, more people can engage with them more fully.
Why Plain Language Is an Inclusion Practice
Dense, jargon-heavy, or ambiguous writing creates barriers that are invisible to the writer but real to the reader. A student who cannot parse a complex assignment prompt may submit the wrong thing: not because they lack ability, but because the language got in the way. Plain language removes that barrier before it causes harm.
It also reduces the need for students to ask for clarification, which benefits students who are less comfortable approaching faculty, including first-generation students and those from underrepresented groups.
Core Principles
Put the main point first
State what you need the reader to know or do before explaining why. Readers scan for action items: burying them at the end of a paragraph means some readers will miss them.
- Less clear: Given the complexity of the topic and the need to demonstrate a range of analytical skills, your final paper should be submitted by Friday.
- More clear: Submit your final paper by Friday. It should demonstrate a range of analytical skills.
One idea per sentence
Long sentences with multiple clauses require the reader to hold several ideas in working memory at once. Break them up.
- Less clear: While it is important to engage with the secondary literature, you should also ensure that your argument is grounded in the primary sources, which we discussed in weeks three and four, and that your citations follow the format outlined in the syllabus.
- More clear: Ground your argument in the primary sources from weeks three and four. Engage with secondary literature as well. Use the citation format from the syllabus.
Use active voice
Active voice makes clear who is doing what. Passive voice often obscures responsibility and adds words.
- Passive: Late submissions will not be accepted.
- Active: I do not accept late submissions.
Be specific
Vague language forces readers to interpret your meaning. Specificity removes ambiguity and reduces follow-up questions.
- Vague: Please submit your work soon.
- Specific: Please submit your work by 11:59 PM on Friday, May 16.
Use everyday words
Choose the simpler word when both options mean the same thing. Academic writing often defaults to formal vocabulary that adds length without adding meaning.
- Use help instead of facilitate
- Use use instead of utilize
- Use show instead of demonstrate
- Use about instead of with regard to
Explain acronyms and jargon
Spell out acronyms on first use. If a technical term is necessary, define it when you introduce it. Never assume shared knowledge of discipline-specific language, especially early in a course.
Plain Language in Practice
Assignment prompts
Assignment prompts are one of the highest-stakes places to use plain language. A confusing prompt produces inconsistent work and increases your grading burden. Before publishing a prompt, ask: could a student who has not been to class for two weeks understand exactly what is expected?
Announcements and emails
State the purpose of the message in the first sentence. Use a bulleted list for multiple action items. Close with a clear next step or deadline. See Writing Inclusive Emails in Outlook for additional guidance.
Syllabi
Syllabi are often written in formal or legalistic language that creates distance rather than clarity. Aim for a tone that is direct and welcoming. Use headings to organize sections, and present policies as clear statements rather than complex conditional clauses.
A Quick Self-Check
Before sharing any written communication or course material, ask:
- What is the one thing I need the reader to know or do? Is it stated first?
- Are there sentences I had to reread to understand?
- Have I used any words that a new student might not recognize?
- Are deadlines, locations, and formats stated specifically?
- Could I say this in fewer words without losing meaning?
Resources
- Plain Language Guidelines (U.S. Government)
- Hemingway Editor: a free tool that highlights complex sentences and suggests simpler alternatives
