Plain English Policy

A Plain English policy for UTS

The Australian Government has recognised the importance of clear communication in English in its Green Paper, The Language of Australia, which is proposed to be the basis of Government policy on language and literacy for the 1990s. Language policy is an issue not only at the 'macro' levels of state or nation, but also at the level of individual institutions. Ability to process and use language is a key factor in gaining access to education. Therefore, The University of Technology Sydney should address the language-related access and equity issues across the range of its activities, functions and purposes. The promotion of Plain or 'user-friendly' language is a significant step towards a comprehensive policy on language assess and equity at UTS.

In addition to equity base arguments, there is clear evidence that improved communications in institutions can save money and time and thus contribute to the economic performance of the institution (Eagleson, 1990).

The need for Plain English

Australia is a multi-cultural society where increasingly large numbers of the population are not native speakers of English. There has also been growing recognition of the need to develop literacy in the general population. The University through its Equity Plan aims to attract students and staff which are representative of the population as a whole.

One of the main barriers to performance in education and employment is the use of unnecessarily complex or obscure language in the documents people have to read and act upon. This can lower the output of all members of society, but for those whose first language is not English or who have low literacy, such language raises barriers even higher. Around the world, areas such as the legal profession and government departments, which have traditionally used such language have begun to change documents into more accessible language, known as Plain English and have realised that improved comprehension brings benefits such as savings in time and money (Eagleson, 1990).

Plain English is now used in many familiar contexts, such as insurance policies, but there are still some misunderstandings about what it means.

A generally accepted definition of Plain English is:

Clear straightforward expression, using only as many words as are necessary. It is language that avoids obscurity, inflated vocabulary and convoluted sentence construction. It is not baby talk, nor is it a simplified version of the English language. (Eagleson, 1990)

Guide to the use of Plain English

• Plain English is used mainly in functional communication which aims to give or get information.
• Plain English takes into account the intended reader or listener and the purpose of the communication.
• Plain English avoids jargon, but it does include technical terms where they are appropriate for the audience.
• Plain English does not leave out important details or express content imprecisely.
• Using Plain English does not necessarily limit writing options or limit the resources of the language.
• Plain English documents have a clear layout which assists understanding of the text.

The scope of Plain English at UTS

As a major educational institution, UTS has many roles. The application of Plain or 'user friendly' English at UTS will vary in different contexts:

1. Curriculum design and provision of courses.
2. Internal procedures for communication with and between staff.
3. Procedures for communication with students.
4. The University's relationship with the wider community.

In all of these areas effective modes of communication are necessary. If they are not in place, there are potential barriers to access, either to Information, employment or educational opportunity.

Objectives

While the main focus of Plain English is on written documents, it is expected that the principles would also be applied in spoken-English wherever possible, particularly in communication with members of target groups mentioned below.

The Plain English Policy aims to encourage:

1. all members of the University community: students, support staff and academics, to communicate in English with one another as clearly as possible in language which seeks to avoid gender bias and cultural and linguistic ambiguity.
2. the University to communicate in English as clearly as possible with the wider community.

Target groups

The issue of Plain English affects all members of the University community, both students and staff, including particular target groups: Aboriginal and Torres Strait Islanders, women, people of non-English speaking background and those with disabilities. At the same time it is acknowledged that members of these groups have other equity needs which go beyond the scope of this document.

The strategies outlined below cover these groups in a general way, Complementary strategies in the Ethnic Affairs Policy, the UTS Equity Plan and the proposed Language Access Policy are intended to cater to additional needs of these special groups, for example the avoidance of gender bias, sexist and racist language, and recognition of Aboriginal and Torres Strait Islander English as a variety of English, provision of audio-tapes and large script handouts for people with visual impairment; scribes for people with physical handicaps; signs at a suitable height for people in wheelchairs; interpreters and notetakers, captioned video programs and loop systems in lecture rooms for people with hearing impairment.

People from Non-English Speaking Backgrounds should receive additional direct assistance to that provided under strategies 1–4, for example, extra academic support and English language assistance to improve skills (e.g. English for Special Purposes, English for Nurses, bridging courses).

Strategies

1. Curriculum design and course delivery

In curriculum design, course delivery and assessment, Plain English should be implemented wherever possible.

1.1 Curriculum design

Curricula should enable the development of students' abilities to communicate in clear English. For example:

• Courses in all disciplines should aim to develop awareness and skill in the clear use of English in those fields as an integral part of subjects.
• All first year students should have access to subjects which focus on achieving effective communication within a specific discipline and which also enhance the student's ability to use English clearly for everyday purposes.

Target date: ongoing
Responsibility: Heads of Schools

1.2 Course delivery

Courses should be delivered in such a way that students can learn without excessive linguistic and cultural barriers to comprehension. For example:

• Plain English should be adopted for all course and subject outlines.
• Specific teaching techniques should be used to assist non-native speakers of English. e.g. greater use of visual aids and handouts, use of more specific models for assignments.

Target date: Autumn 1993
Responsibility: Heads of Schools

1.3 Assessment

Assessment procedures should seek to avoid gender bias and cultural and linguistic ambiguity. For example:

• Written instructions for assignments, examinations and tests should be complete, unambiguous and direct.
• The meaning of comments on students' assignments should be clear and expressed so that students are guided in what practical steps they can take to improve their work.

Target date: Autumn semester 1993
Responsibility: Heads of Schools

2. Staff Communication

2.1 Staff awareness programs

Staff should have the opportunity to develop awareness of the benefits of Plain English and develop their ability to use it effectively in their day to day communication. For example:

• Programs (e.g. workshops) should be provided for academic staff to develop awareness of language implications of university curricula, course delivery and assessment.
• Programs (e.g workshops) should be provided for staff to develop the use of Plain English in the documents they write or supervise.
• Language support (e.g. workshops) for employees of non-English speaking background where inadequate language skills in English are creating barriers to communication or professional advancement.

Target date: Autumn 1993
Responsibility: CLT: Staff Development and Training

2.2 Communication between and among staff

All administrative documents should be worded clearly and designed to be used without undue time and effort. Examples of these include:

• contracts
• forms
• correspondence
• legal documents
• manuals and guides
• meeting documents
• signage
• proposals and submissions
• questionnaires.

Use of a standardised guide such as the Australian Government Style Manual could be adopted for official documentation so that standard spelling, punctuation and grammar is used.

Target date: Autumn 1993
Responsibility: University Secretary; Executive Director, University Administration.

3. Communication with students

All official communication with students should be clearly worded and unambiguous. Examples include:

• all correspondence
• forms and procedures
• applications
• appeal procedures
• assessment and examination procedures
• course requirements
• questionnaires
• rules and regulations.

Target date: Autumn 1993
Responsibility: Academic Registrar

4. External communication

4.1 The University should ensure that all official literature and documents to be read by members of the general public will be clearly worded and easy to follow. Examples of these include:

• public relations publications, e.g. open day literature
• brochures
• posters for courses and special schemes, e.g. InpUTS
• advertising for staff appointments.

Target date: Autumn 1993
Responsibility: University Secretary; Executive Director, University Administration.

Recommendations

1. Adoption of a 'Plain English' program at UTS to implement the four strategies outlined above.
2. The Language Policy Committee of Academic Board be requested to oversee the implementation of the strategies of the Plain English Policy.

References

Australian Government Publishing Service. Style Manual. AGPS. Canberra.

Eagleson, Robert D. 1990 Writing in Plain English. AGPS. Canberra.

Last administrative update: November 1988