Wayne RESA Brand and Style Guide

AP Style Writing Tips

Wayne RESA recommends staff follow the principles of high-quality writing according to the Associated Press Stylebook (AP Style). AP Style is easy to read, concise, and bias free. Most U.S. newspapers, magazines, and public relations firms write in AP Style.

The following is a quick reference for common writing across our work.

Abbreviations and acronyms

• In general, avoid alphabet soup.
• Do not use abbreviations or acronyms that the reader would not quickly recognize, and always first spell out the full word before using its acronym.
• Abbreviations and most acronyms should be avoided in headlines.
• Apostrophes usually show possession and are not needed to make acronyms and numbers plural, except for individual letters in grading (1990s, ABCs, 45, they earned all A's). 

Academic degrees and titles

• Use the abbreviations B.A., M.A., LL.D., and Ph.D. when needed.
• After someone's full name, an academic abbreviation follows a comma (Daveda Colbert, Ph.D.).
• Use an apostrophe in bachelor's degree, a master's, etc.
• There is no possessive in Bachelor of Arts, Master of Science, or Associate Degree.
• Only capitalize formal titles when they appear immediately before a name, this does not apply to a job description or grade year (Superintendent Daveda Colbert, teacher Candice Jackson, sophomore Joe Jones).

Ages

• Always use numbers to write an age (the girl, 8, has a brother, 11).
• If the age is used a substitute for a noun or as an adjective, hyphenate it (A 21-year-old student. The student is 21).
• Don't use apostrophes when describing an age range (20s).

Dates

• Capitalize months.
• When a month is used with a specific date, abbreviate only Jan., Feb., Aug., Sept., Oct., Nov., and Dec. (Aug. 14 is her birthday).
• When listing a month and year, don't use a comma (October 1984 was historic for the Detroit Tigers).
• When writing a month, day, and year, use a comma before the year (Oct. 14, 1984). Numbers.
• Spell out numbers one through nine, for 10 and up, write the number.
• Spell out numbers that start a sentence, except for a calendar year (2021).
• Use a hyphen to connect a number ending in "y" to another word (twenty-one). 

School names

• School names should always be spelled out on first reference (Oak Harbor High School)
• On second reference "our school,""the school," or "we" are acceptable (you may also use Oak Harbor High)

Seasons

• The first letter of a season should be lower case, unless part of a formal name (summer, springtime, Fall Showcase, Winter Olympics).

Titles (books, movies, presentations)

• Capitalize titles of almost all compositions, like books, movies, plays, poems, songs, and presentations, and write them in quotation marks ("Les Miserables,""Lovely Day").
• The exception is newspaper or magazine names (Detroit Free Press, The New York Times).

Time

• Use the abbreviations A.D., B.C., a.m., and p.m.
• Write noon and midnight.

Tricky word examples

• cooperative education (co-op)
• cyberspace
• e-book, e-reader
• email
• fundraising, fundraiser
• hashtag
• hyperlink, hypertext
• login, logon, logoff
• online
• smartphone
• website, webpage 

ADA Compliance Overview

The Americans with Disabilities Act (ADA) is one of the most comprehensive civil rights legislation nationwide that prohibits discrimination and guarantees that people with disabilities have equal access to all public facilities and resources (ada.gov). Any content shared and created by Wayne RESA online must be formatted for universal accessibility, including using: legible fonts, colors with appropriate contrast to the background, describing any visual content, and applying logical efficient navigation to all content. Wayne RESA has software that can check the accessibility of PDF files through Adobe Acrobat.

Files

Convert Word and other document types to a PDF file before sharing online. A PDF document preserves the formatting and layout of the original document and is widely used for sharing documents that need to be printed or published. All attachments shared online must be accessible directly within the user's browser. Files created in cloud applications, like Google Docs, can also be viewed via browser window and do not need to be converted.

Color

When you choose colors for print or online materials, all content must meet accessibility standards. That includes avoiding dark type on a dark background or light type on a light background. You can check your color combinations for accessibility online at WebAIM (webaim.org) or AccessibleWeb (accessibleweb.com). Simply input the hex codes of the foreground and background colors you are using. Best practice is to have a contrast ratio of at least 4.5:1 for normal text and 3:1 for larger text, according to the Web Content Accessibility Guidelines.

Images

Do not rely primarily on images to share information. Graphics, like flyers and diagrams, exclude users with vision impairments, as the text on the image cannot be read to them with assistive technology. For every graphic that you share online, you must provide a description.

Alt text

Alt text is an important element for web accessibility and ADA compliance, as it provides a description of the content of an image for users who cannot see the image. Here are some of the most important aspects of alt text for ADA compliance:

• Be Descriptive. Alt text should be descriptive and convey the purpose and content of the image for someone who cannot see the image.
• Be Specific. Alt text should be specific to the image it describes, and not be a generic description or placeholder.
• Be Accurate. Alt text should accurately describe the image, and not be misleading or provide false information.
• Avoid Redundancy. Alt text should not repeat information that is already present in the surrounding text, such as the caption or surrounding paragraph.
• Keep it Short. Alt text should be concise and to the point, ideally no more than 125 characters.

When thinking about alt text, it can be helpful to consider the purpose of the image and what information it is conveying. Ask yourself what someone who cannot see the image would miss out on, and what information they would need to understand the content of the image. Additionally, if the image contains text, the alt text should include that text.

Overall, the goal of alt text is to provide an accurate and useful description of the content of an image, and to ensure that users with visual impairments can access the same information as sighted users.

Sizing

Large, high-resolution images should not be used in their original size: they take longer to upload, use more storage, and use more of your reader's data to load. Always resize your photos before adding them online to the appropriate size. In general, keep the largest dimension at or under 1,000 pixels and file size should be kept small and under 1MB whenever possible.

Text

Headings

All documents and webpages should have at least one heading. Headings should be used to identify the structure of a table of contents in larger documents, and to clarify hierarchy of information on individual pages. Use headings in hierarchical, not chronological order. Applying this formatting makes it faster and easier for people of all abilities to find the information they are searching for:

Heading 1 Title - only one H1 per document or webpage)

Heading 2 (Titles of subsections)

Heading 3 (Titles of subsection segments) Paragraph (Regular body text)

Standardize styles in your document. For example, all headings, subheadings, etc. should use the same font, size, and color. This makes it easier for readers to identify sections of a document. To emphasize words, bold, italicize, or enlarge the font. Be sure not to emphasize a word with a different font color. It is helpful to use different styles for your different headings and paragraphs. You will want to make sure a sight reader can differentiate between the headings visually.

Font Choice

Good use of typography makes a document look professional and increases your audience's understanding, while building Wayne RESA's brand identity. Best practices include:

• Avoid overly ornate fonts; 
• Use a maximum of two to three fonts per document;
• Use fonts in the way they were designed to be used (for example, use a font designed for signage for signage only, not a formal report).

To review the default fonts for Wayne RESA documents, please see page 11. For online content editors, the "Normal" style should be applied to paragraphs written on the webpage. Use a minimum of 12 pt. font size for all documents to ensure that the text won't be too small to read on paper if it's printed

Text should always be a color that highly contrasts its background-for example, dark blue or black on white paper. Use color text with restraint. Do not, for example, apply a different color to every paragraph or highlight. Remember: if everything is emphasized, nothing is.

Serif vs. Sans Serif Font

In general, sans serif fonts look more modern and work well for signs and flyers. However, serif fonts can be less tiring to read in longer reports and documents.

Legibility

Legibility refers to the design of a font and measures how easy it is to distinguish one letter or symbol from another.

Readability

Readability refers to the arrangement of fonts and words to make them flow well and be easy to read, especially over lengthier reports or presentations. Align text flush left (and "ragged right") for comfortable word spacing and increased readability. Avoid hyphenation when possible: it can decrease readability for readers who are not yet proficient.

Spacing

Make sure you have sufficient spacing and rely on margins, indents, and paragraph spacing tools to control spacing. Using the Enter or Tab keys many times in a row creates a frustrating experience for those using screen readers: rather than just seeing blank space, they have to hear each keystroke dictated. If you hit Enter 20 times, that person will have to hear the word Enter repeated 20 times before they can continue to the next section. Use page breaks and paragraph styling to achieve the desired look.

Links

If you are including a hyperlink in a digital document, direct your audience to the link by describing what you are linking ("This can be found on the Wayne RESA website.") Do not include the entire website address (www.resa.net). If you are printing a document, you should include the link in parentheses. For example, your text should read, "Wayne RESA's website (www. resa.net)"This will allow a reader to best read and find the web address.

Ask, Listen First Language: Writing For Inclusivity

Wayne RESA Definitions

Diversity: Includes all the ways in which people differ, encompassing the different characteristics that make one individual or group different from another. While diversity is often used in reference to race, ethnicity, and gender, we embrace a broader definition of diversity that also includes, but is not limited to age, national origin, religion, disability, sexual orientation, gender identity and expression, socioeconomic status, education, marital status, language, and physical appearance. Our definition also includes diversity of thought: ideas, perspectives, and values. We also recognize that individuals affiliate with multiple identities.

Equity: The fair treatment, access, opportunity, and advancement for all people, while at the same time striving to identify and eliminate barriers that have prevented the full participation of some groups. Improving equity involves increasing justice and fairness within the procedures and processes of institutions or systems, as well as in their distribution of resources.

Inclusion: The act of creating environments in which any individual or group can be and feel welcomed, respected, supported, and valued to fully participate. An inclusive and welcoming climate embraces differences and offers respect in words and actions for all people. It's important to note that while an inclusive group is by definition diverse, a diverse group isn't always inclusive.

Writing About Different Abilities

To write inclusively, it is important to first ask a person how they identify and to listen to their preference. There is not a consensus in the disability community on whether person-first language, identity first, or identity-proud language is the best practice. In general, do not define a person by their disability, whether it be physical, developmental, or emotional. A person's disability should only be mentioned if it is relevant to your work. Avoid using ableist language, which excludes and marginalizes people with disabilities. For example, write "we believe this" instead of "we stand by this."

If someone prefers people first language, instead of writing or referring to someone as a "disabled person," thus describing them as a person second to their disability, write "a person with a disability." You should describe someone as a "person with/who has/who is (name the specific disability)." Again, this is only if it is relevant to the story being told and the person you are writing about prefers to be identified this way. Always remember, a disability is not always visible. Never make assumptions about a person and what their disability may or may not be.

If you are referring to someone who does not have a disability, do not use terms like "normal" or "healthy." You may choose to use "non-disabled" or "person without disabilities" if needed to tell your story. Be careful not to make a person who has a disability seem "less than" or different.

Writing About Race

It is important to first consider why you would mention a person's race and ethnicity in your writing, and whether it strengthens, or takes away from, your work or writing. A person's race should only be used as an identifying characteristic if it adds value and importance to your work. No person should be simply defined by their race and ethnicity, or be subject to any stereotypes. For example, if a school hires its first Black teacher, race is important. If a student is caught vandalizing a school, the race of the student is not important. As always, ask someone how they identify and use their preference. 

Important Terms

Race is the idea that the human species is divided into distinct groups on the basis of inherited physical and behavioral differences (Britannica).

Ethnicity:  a social construct that divides people into smaller social groups based on characteristics such as shared sense of group membership, values, behavioral patterns, language, political and economic interests, history and ancestral geographical base ("Teaching for Diversity and Social Justice: A Sourcebook," Maurianne Adams, Lee Anne Bell, and Pat Griffin, editors Routledge, 1997).

Implicit bias: also known as unconscious or hidden bias, implicit biases are negative associations that people unknowingly hold. They are expressed automatically, without conscious awareness. Many studies have indicated that implicit biases affect individuals' attitudes and actions, thus creating real-world implications, even though individuals may not even be aware that those biases exist within themselves (State of the Science Implicit Bias Review 2013, Cheryl Staats, Kirwan Institute, The Ohio State University).

Antiracism: An antiracist is someone who supports antiracist policy through their actions or by expressing antiracist ideas. This includes the expression or ideas that racial groups are equals and none needs developing, and supports policy that reduces racial inequity ("How to be an Antiracist," Ibram X Kendi, 2019).

Using Proper Terms and Grammar

Black should always be capitalized when written in a racial, ethnic, or cultural sense, conveying an essential and shared sense of history, identity, and community among people who identify as Black, including those in the African diaspora and within Africa (Associated Press, 2020).

Asian American or Pacific Islander can be used when someone identifies as an American of Asian descent or Pacific Islander descent (Associated Press, 2020). Indigenous is used when referring to people who identify as the original inhabitants of a place (Associated Press, 2020).

Latino, Latina, Latine, or Latinx can be used when referring to a person of a Spanish-speaking country from Latin American. Latino is the masculine term, Latina is the feminine term, and then Latine and Latinx are the gender-neutral terms. When describing a group of people, specify the group's country of origin using the correct term, for example, Puerto Rican or Cuban (Associated Press, 2020).

Middle Eastern and North African (MENA) or Southwest Asian and North African (SWANA) are terms that can be used when referring to a person of a country from the regions of the Middle East, Southwest Asia, and/or North Africa.

Native American or American Indian can be used when describing someone who identifies as an Indigenous person of the mainland of the United States. Be specific when writing about a particular Indian Nation by naming the tribe, nation, band, village or native community (National Congress of American Indians).

White should be written in lowercase when used in a racial, ethnic, or cultural sense. White people in general do not share the same history and culture, or experience of being discriminated against because of skin color (Associated Press, 2020).

Writing about Gender and Sex

As we know, everyone we reference is a person beyond any other characteristics. A person's gender identity, or sexual orientation, should be referenced only if it is relevant to the respective work.

When writing generally about all people, it is important to write inclusively and use gender neutral language. For example, write "if they should need" instead of "if he should need." Write "humankind" instead of "mankind." Instead of using typical heterosexual terms, like "husband" and "wife," use language like "spouse" or "partner."

A person's correct personal pronouns (they, he, she, etc.) should always be respected and used at all times, using the personal pronouns that a person identifies with. Never assume you know how someone identifies and ask for a person's pronouns when writing about them.

Important terms

It is important to understand the difference between gender and sex. One way to differentiate the two is to think of sex as the biology of a person, and gender as a social construct. GLAAD, the largest Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ) media advocacy organization, was used as a resource for the following definitions (GLAAD Media Reference Guide, 2023).

Gender: the social construct of norms, behaviors, roles, and cultural or psychological traits typically associated with a sex that varies between societies and over time.

Sex: a person's biological status that is typically assigned at birth, usually on the basis of their external anatomy. Sex is typically categorized as male, female, or intersex.

Gender identity: a person's internal sense of self and their gender, whether that is man, woman, neither or both. Gender identity is not outwardly visible to others.

Gender expression: how a person presents their gender outwardly, through their behavior, clothing, voice, or other perceived characteristics.

Sexual orientation: a person's physical, romantic, and/or emotional attraction to people of the same and/or other gender.

Intersex: people who have differences in reproductive anatomy, chromosomes, or hormones that don't fit typical definitions of male or female.

LGBTQ+: acronym for lesbian, gay, bisexual transgender, queer and all other non-straight, non-cisgender identities.

Transgender: an adjective to describe a person whose gender identity differs from the sex they were assigned at birth. A person can call themself transgender the moment they realize that their gender identity is different than the sex they were assigned at birth. In writing, first write transgender and then you can write trans.

Nonbinary: an adjective to describe a person who experiences their gender identity and/ or gender expression as outside of the binary gender categories of man and woman. Nonbinary is an umbrella term that encompasses many ways to understand one's gender.

Writing About Age

People of all ages are an integral part of the education world. To be respectful and inclusive of all ages, we must choose our words wisely in writing and in conversation. Ultimately, do not belittle anyone's knowledge, abilities, or intelligence simply because of their age. And again, always think of people first. Their age does not need to be their identity.

Unless a person's age is relevant to the work or story, it does not need to be included. With our student population, we serve specific age ranges, which is a completely acceptable reason to list age. In all instances it is best to list the number, as opposed to any phrasing that might put a negative connotation on someone's age. Don't use descriptions that might make children not seem as valued and as smart as an adult, simply because they are younger. Don't make an older adult seem not as smart as a younger adult simply because they are older.

Be consistent. If you are including one person's age because it is relevant to your work, then consider including the ages of the other people in the writing so that one person is not singled out. This will depend on the story you are telling.

Important terms

A few terms to consider using include youth, people over (an age), people under (an age), teenager, older person, and senior. Best practices are to ask someone what they prefer to be called when describing their age.

Writing About Religion

Religion is a personal and sensitive topic for many people, and it is important to be neutral and respectful to everyone's beliefs in both the workplace and in education. Each of us has our own belief system and values but that is not all that defines us, just as our race, socioeconomic status, or gender do not completely define who we are. Only include or discuss someone's religion if it is important to the work or story being told.

Religion is something you cannot see and something you should never make assumptions about. Always use people first language. For example, if someone is a person of Jewish faith, refer to them as such or as a member of the Jewish community. Always avoid religious terms that could be viewed as culturally insensitive or terms that reinforce stereotypes.

The Wayne RESA cultural observances calendar is an excellent resource that honors various religious holidays, days of importance and remembrance, as well as heritage months throughout the year.

Writing About Socioeconomic Status

A person's socioeconomic status is a sensitive and often private matter that must be respected and dealt with in a way that provides empowerment to all. Socioeconomic status can also refer to a person's level of education. Avoid terms like "dropout" or "poorly educated." When discussing socioeconomic status, write in a way that tells what people have, not what they lack.

Everyone is far more than their income bracket or socioeconomic status. Avoid writing about people who may not have financial stability in a way that perpetuates stereotypes and creates a "less than" attitude. Do not refer to people as "poor people" or "homeless." They are a "person of low-income" or a "person experiencing poverty." They are not "homeless," they are a "person experiencing homelessness." When we put people into categories first and take away their humanity, we are reinforcing classism.