Production Package

Focus on what is important to your learners. Get to the point and make sure the point is clear. Will the learner get what you mean at first glance? If not, it is time to rewrite. Use a readability tool to help make your writing bold and clear. Try to keep your sentences short, simple and informal, with a maximum of 20 words. This will make your content more readable. Remember that you need to meet the MSeL guidelines for text length and number of bullets on each page. Keep it shorter if possible.

If you are producing a voice-over, don't simply repeat what is on the screen. Make sure that any text enhances the visuals and doesn't just repeat what has already been shown/stated.

Don't slip into an educational tone, because that can sound impersonal. Be informal and conversational. Address your learners directly as “you” and make them the focus of your content. Use words like “you” and “we” to engage the learner. The content you produce should mirror challenges that learners have faced or will face in their jobs. Similarly, don't create dialogue that is unrealistic or hyperbolic.

For example, you might want to use more formal language for a course directed at senior management. If your audience is primarily non-native speakers or people with lower levels of literacy, you will want to make sure it is extremely simple and easy to understand.

Make sure that your figures tally, your verbs agree with your subject and your punctuation is faultless. Click here[1] for examples.

You can't avoid using nouns, but you should be aware that English loves verbs whereas French (like many other languages) loves nouns. Try to avoid the wordier “noun + of” construction. Nouns ending in -ing are gerunds. Less is more when it comes to gerunds and participles. Verbs and adjectives ending in -ing are participles. Use them both sparingly. Click here[2] for examples.

Use the passive tense only when it is necessary. The active voice makes your sentences sound snappier and cuts down the word count. In the active voice, the subject of the sentence performs the verb, not the other way around. This will clearly communicate your ideas to your learners. Click here[3] for examples.

Of course, jargon has a place. It can be useful if it is a short-hand way of saying something that would need a lot of words otherwise, and if you're sure – absolutely sure – that everyone knows what it means. Jargon often distorts the meaning of words so that they mean something that no one outside the organization would understand.

There is no need to call the same thing by different names every time you mention it. Referring to the same thing by three or four different names is very often confusing. If you're trying to get a message across, just say it.

Go for the Anglo-Saxon word. Avoid Latinate and foreign words. Much good writing consists of lots of short, snappy, everyday Anglo-Saxon – not lots of long, pompous or rare foreign words. So write “send” not “transmit”, “help” not “contribute to”, “let” not “permit”, “take part” not “participate”, “buy” not “purchase”, “begin” not “commence”, “show” not “demonstrate”.

Stay on topic. If you want to cover different topics, make sure they have their own focused sections and are not all mashed together.

This works with dialogue and with language. Mix up your words with images and interactive resources. Reading endless lists is unlikely to inspire your learner.

Your learners are adults. Assume that they are intelligent adults, but that they aren't necessarily familiar with terms, abbreviations, jargon or learning technology and navigation. Your audience at the ICRC is likely to be international, so make sure you stick to clear and simple language and avoid English idioms and jargon. Remember that humour may not translate, so be careful about making jokes or word play.

Always reread and rewrite your work. If possible, get someone else to edit it too. Almost no text exists that cannot be improved. Ideally, you will test your content with both experts and potential users.