Writing for Different Audiences
SAIT communicates with many different audiences, reaching people and groups with different levels of engagement, familiarity and interests.
To capture the broad interests and engagement levels of SAIT’s audiences, we suggest finding alternatives to the word “stakeholder.” By being as specific as we can, we are minimizing confusion while showing respect to each individual and group.
When referring to individuals or groups in writing and communication, it’s important to use precise, inclusive and contextually appropriate language. The following principles are intended to help demonstrate clarity and respect.
Referring to individuals or groups
When referring to one specific person, a role, an organization, a group of people, multiple individuals or multiple groups, use words like “person,” “employee/s,” “student/s,” “department/s,” “institution/s,” “party/parties,” “community member/s” or “group/s.”
When referring to individuals, use their preferred pronouns. Use “they/them” when a person’s pronouns are unknown instead of “he/him” or “she/her.”
Referring to a relationship dynamic
Ask yourself questions to help determine other appropriate identifiers for individuals, people or groups. For example, are they a collaborator? You may consider words like “partners,” “advisors” or “contributors.” Are they providing funding? They could be “sponsors,” “facilitators” or “donors.”
Consider the level of engagement the person, people or groups will have in the policy, project or practice. You may choose to include words like “interested,” “relevant,” “affected,” “advocating,” “participating” or “invested” to further clarify their involvement.
Referring to Indigenous communities or partners
Be specific when referring to First Nations or groups of Indigenous Peoples. Furthermore, Indigenous communities or individuals may have preferred ways of being referenced — always check with those you’re working with for the appropriate way to refer to them.
Though SAIT prefers not use “stakeholder” to refer to any audiences, we never use this word to refer to Indigenous Peoples groups or individuals, for whom this term holds especially negative connotations. When Canada was colonized, “stakeholder” was a word used in bad faith agreements. It was also used to refer to colonial people who claimed ownership of Indigenous territories.
Language is constantly evolving, and we do our best to evolve with it.
The unique experiences, perspectives and identities — both visible and invisible — that we all bring to campus as human beings.
Ensuring everyone has a fair chance to access, participate and succeed in all that SAIT has to offer.
This does not necessarily mean treating everyone equally or the same. The principle of equity acknowledges that systemic barriers exist and that action is needed to address historical imbalances in order to ensure that everyone has the opportunity to realize their full potential.
The intentional process of creating a campus culture where all people are welcomed, respected and feel as though they belong. An inclusive culture is one in which people feel comfortable being their authentic selves openly and that their unique contributions are valued.
A space wherein instructors practice equity-focused teaching and in which students feel comfortable being their authentic selves openly, and their unique contributions are valued.
Communities that experience barriers to participation at SAIT, including women, Indigenous peoples, people with disabilities and/or disabled people, racialized people, 2SLGBTQ+ people, English as additional language learners/speakers and people of diverse faiths.
A tool which ensures equity-deserving student groups have equal access to learning, feel valued and supported in their learning, experience parity in achieving positive course outcomes and share responsibility for the equitable engagement and treatment of all in the learning community.
It recognizes that systemic inequities shape all students’ individual and group-based experiences of social identity and produce vastly different relationships of power in and outside of the classroom, which impact students’ learning and success.
An umbrella term to describe people of colour who experience barriers based on their race (who are not Indigenous) in a Canadian context.
When referring to Black people, always capitalize Black. When referring to Indigenous people, always capitalize Indigenous. Never capitalize white when referring to white people.
Capitalize names of races and ethnic groups if they are derived from proper nouns, such as languages, specific regions or nations: Mohawk, African, Indian, Indigenous, Caucasian, Asian.
Refers to all inhabitants indigenous to North America before contact with Euro-Canadians, and their descendants. Indigenous Peoples is a collective noun for First Nations, Inuit and Métis.
Indigenous Peoples are not a homogeneous group. When possible, identify individuals by their specific affiliation. For example, the Blackfoot are comprised of four nations: Kainai, Piikani (north and south) and Siksika. Whenever possible, use the preference of the group or individual.
Language learners who speak more than one language and are now learning English as an additional language. Use this term instead of English as a second language learners (ESL).
Refers to Two-Spirit, Lesbian, Gay, Bisexual, Trans and Queer people, but is not limited to the groups listed. 2SLGBTQ+ is only one nomenclature for the community, and there is a rainbow of definitions used in today’s culture.
For the purpose of writing for and about SAIT, use 2SLGBTQ+ to refer to the community.
Confirm pronouns when interviewing someone for content.
Where possible, avoid references that are gender-specific: chair or chairperson rather than chairman or chairwoman. Choose occupational descriptions that are gender neutral, such as firefighter, police officer and mail carrier. Use journeyperson. Journeyman should only be used in official program titles or certifications from the province, including Alberta Journeyman Certificate.
Refers to someone who has a long-term or recurring physical, mental, sensory, psychiatric or learning condition, activity limitation or participation restriction. Describing the disability community involves both person-first language and identity-first language. Person-first emphasizes the person, not the individual’s condition (e.g. person who is blind). Identity-first focuses on the disability, allowing the individual to self-identify as they choose (e.g. Blind).
Writing for web
Web visitors tend to scan for information that is relevant or of interest to them, so making important information easy to find is essential.
Here are some general tips on effective writing for the web:
- Keep it short and to the point. Make every word count.
- One idea per paragraph.
- Begin with the most important information, followed by supporting material.
- Write for your target audience. You should know who you're talking to for each page and write accordingly.
- Consider what users would type into search engines to find that information and use keywords strategically.
- Language and tone should be clear, simple and accessible. Complex ideas should be simplified. Avoid jargon.
- Use an active voice. Web visitors can read and scan an active voice more quickly. Aim for a conversational tone.
Using headers correctly
The use of headings will make it easier for users to quickly identify different information within your copy. There are six levels of headers: H1 (your page title), H2, H3, H4, H5 and H6.
Headers must follow a logical order to comply with web accessibility requirements. Your page title will be your H1 and should only be used once. All other headers should be used in descending order. For example, the first header you'll use within the body content of your page will be an H2. If you wish to include a subhead, use an H3. If you're introducing a new topic, return to H2. Never skip a header level. An H3 should never follow an H1, and so on.
When creating headings, ensure they are:
- informative and direct - the information following the subhead should be exactly what the user would expect
- a maximum of one line long, preferably one to five words
- in sentence case - only the first word should be capitalized.
Web addresses, URLS and linking
When linking to another webpage, link the descriptive copy. Give the user a good idea of what they'll find when they follow the link. Do not paste the entire URL, and never use the words "click here."
All applicants should be familiar with the admission process.
All applicants should be familiar with the admission process: https://www.sait.ca/admissions/how-to-apply Click here to see the admission process.
Avoid linking entire sentences. Instead, link the copy describing the link location.
SAIT offers many dining options.
Use lowercase for web addresses unless capitalization is part of the proper address. Do not include http:// or www. within the copy.
Link emails, but include the address written out as well.
For more information, contact site.feedback@sait.ca. For more information, email us.
A few more tips:
- Do not link punctuation marks.
- Links to documents and external websites should always open in a new browser window or tab.
- When including external links, check that the content is acceptable and regularly monitor that it remains so.
- Never link a heading or subheading.
Bold, italics and underline
Bold font should only be used to highlight important information within paragraph text. You do not need to bold a heading.
Italics should only be used for proper titles of books, periodicals, including newspapers, journals and magazines, plays, movies, long musical works, songs, albums, television and radio shows, works of visual art, and names of ships and aircraft. See font styles for more details.
Underlined text should never be used online unless the text is a link. When creating links in your text, the copy will be underlined automatically or styled as per that website's CSS.
Oki, Âba wathtech, Danit'ada, Tawnshi, Hello.
SAIT is located on the traditional territories of the Niitsitapi (Blackfoot) and the people of Treaty 7 which includes the Siksika, the Piikani, the Kainai, the Tsuut’ina and the Îyârhe Nakoda of Bearspaw, Chiniki and Goodstoney.
We are situated in an area the Blackfoot tribes traditionally called Moh’kinsstis, where the Bow River meets the Elbow River. We now call it the city of Calgary, which is also home to the Métis Nation of Alberta.