The panelists discussed successfully integrating plain language. Kate discussed communication and co-founding plain language organizations. Cindy discussed using plain language to skill workers and addressed objections to using plain language. Terri discussed challenges and successes in implementing plain language in non-profits and large organizations. Diana discussed why plain language works by modeling effective reading habits and providing immediate, tangible results from using clear communications. The panel encouraged connecting on social media to continue discussions on plain language.

1. Successfully Integrating
Plain Language
Kate Harrison Whiteside, KEY ADVICE
Cindy Messaros, AWES
Terri Peters, tlp training
Diana Twiss, Decoda Literacy Solutions

2. Integrating with…
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Kate - Communication
Cindy – Essential Skills
Terri – Training
Diana – Literacy

3. Meet Kate
• Key Advice and Services
owner
• Co-founder of Int‟l PLC
Network (now PLAIN), Cofounder of Int‟l PL Day
• Co-author PL Wizardry

4. Inspiration to integrate
• Amanda Lang, CBC
• Sir Richard Branson, Virgin
• Social Media, Everyone

5. Amanda Lang
• „Innovation is about making
small, but important
changes…‟
• Pro: common sense
CBC Correspondent, TV Host, Author ‘The Power of Why:
Simple Questions that Lead to Success’

6. Sir Richard Branson
Mission Statement:
“ Be different by
being better”
Pro: brevity
Sir Richard Branson, Virgin Entrepreneur ( 56
companies, 55k employees, 34 countries)

7. Social connections
• Plugged in
• Plain speak
• Powerful

8. 3 Keys to Success
1. Always work with a cross-organizational
team
2. Include a training
3. Encourage investment in user-testing

9. Meet the panel

10. Meet Cindy
• AWES Executive
Director
• Enthusiastic Trainer
• ESL Teacher at
Heart

12. Plain Language
Skilling up the workforce with plain language and
essential skills –
higher productivity, retention and career growth
International Plain Language Conference
Cindy Messaros, panelist

13. WES and Plain Language
Workplace Essential Skills (WES)
WES Needs Assessment
Typical Scenario

14. Common Objections
•We want it to sound scary! Legalese
•We don’t want to patronize! Waivers
•But it is simple! Forms

15. Legalese
Student Behaviour, Responsibilities and Rights
Examples of inappropriate or unacceptable student
behaviour:
 Intentionally defacing, damaging, destroying or moving
without authority or permitting to be
defaced, damaged, destroyed or moved without authority
the property of XXX institute
 or of any student or staff member.

16. Waivers
… for myself and on behalf of my heirs, assigns, personal
representatives and next-of-kin, HEREBY RELEASE,
ABSOLVE, AND HOLD HARMLESS XXX, its Directors,
officers, employees, volunteers and agents (the “Releasees”)
and agree to INDEMNIFY the Releasees from and against any
and all liabilities incidental to my involvement or participation
in the programs stated above, including without limitation, any
and all claims for damages or loss, WITH RESPECT TO ANY
AND ALL INJURY, DISABILITY, DEATH, or loss or damage to
person or property.

17. Waivers
I take responsibility for all risks. If I get hurt
during participation in any XXX activity, I
understand and agree that XXX is not
responsible.
I have read this form and I understand it.
______________________________
Signature

18. Waivers
I have read this release of liability and
assumption of risk agreement, fully understand
its terms, without understand that I have given
up substantial rights by signing it, and sign it
freely and voluntarily inducement.
_______________________________

19. Forms
Date: April 27, 2012
Dear Company ABC:
Re: Charity Bed Program
This is a referral letter for ________________________
Number and size of beds needed:
Twin/Single __Double/Full __Queen __King __
Pick Up Times:
Monday, Wednesday, Friday, Saturday and Sunday at 10:00am only. Client is
also aware that it‟s their own responsibility to arrange for transportation. Max 2
beds per visit. You are not guaranteed a bed the first time you go. Expiry date:
6 months from date of letter.

20. Why Plain Language in WES?
It allows management to strengthen
bottom up training, to give it a hook.
It gives management a concrete
starting point.
It accelerates training results.

22. Meet Terri
•
Owner of tlp training
•
Consultant with Alberta
Workforce Essential
Skills (AWES)
•
In plain language since
2001 doing training,
audits, editing/writing
and consulting

23. 2 audiences for my PL work
Non-profits:
Business & municipal gov’t:
• Small to medium
organizations
• Usually few, if any,
professional writers on
staff
• Understand quickly how
PL serves their various
audiences
• Rarely invested in legal
and technical jargon
• Large organizations of
500 plus
• Many professional
writers on staff
• Slower recognition of
how PL serves their
various audiences
• Often invested in legal
and technical jargon

24. Challenges in implementing PL
Non-profits:
• Usually only 1 or 2 people
on staff who attend PL
training and understand its
worth
• Lots of turnover in staff –
often lose PL champions
• Because few or no
professional writers, can
take more coaching to
implement better writing
principles and PL at the
same time
Business & municipal gov’t:
• Slower turnaround in
applying plain language
principles
• Need levels of approval to
implement changes
• Convincing lawyers or other
decision-makers on staff
that PL is a good idea

25. Successes in implementing PL
Non-profits:
• Quick turnaround in
applying plain language
principles
• Usually only 1 level of
approval needed to
implement PL
• Organization-wide switch to
using PL can happen quickly
Business & municipal gov’t:
• Once approval for PL is
secured, organization-wide
change can happen
• Creates large impact, ex.
City of Calgary PL Policy
• Professional writers on staff
understand general writing
principles well, less
coaching required to move
them to PL

26. An example of PL:
Calgary Police Services (CPS)
Information Technology (IT) Policy document
An activity not expressly
prohibited in this policy
must not be interpreted
as permissible. Members
will consult with the
Inspector or refer to the IT
Security Procedure
Manual when in doubt of
any proposed action.
You may need to justify
your use of IT resources to
ICTS (Information
Communication
Technology Section).

27. Another example of PL:
Calgary Police Services (CPS)
Information Technology (IT) Policy document
While the CPS encourages
member involvement in
community or service-based
activities in their personal
time, members may not make
use of CPS resources for such
activities without the preapproval of their District or
Section Commander/Manager.
Community and service-based
activities include, but are not
limited to, involvement with
charitable, political,
community service and
professional organizations.
You must have your
Commander’s approval
to use IT resources for
community or servicebased activities.

28. Calgary Police Services IT Policy
Original:
• 12 pages
• Formal tone written in legal
style
• Large chunks of text with
embedded lists
• Warnings and prohibitions
on first page
Reworked document:
• 6 pages
• Mix of third person and
second person,
authoritative but no more
legal gobbledegook
• Shorter text with more
bulleted lists
• Purpose and scope of policy
at front; warnings and
prohibitions at end

29. Meet Diana
Director of Adult and Workplace
Learning
Adult literacy practitioner in BC
since 1995
Have worked with a variety of
organizations on clear language and
design initiatives
Taught over a dozen reading
strategies classes at Capilano
University

30. Successfully Integrating
Plain Language
October 11, 2013

31. Why does Plain Language work?
1. It works because it models the reading habits
of effective readers
2. It works because those developing clear
language and design communications see
immediate and tangible results.

32. Poor readers often
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Read from the start to the finish.
Lack decoding skills.
Have a limited vocabulary.
Read slowly and labour over every word.
Have trouble connecting the ideas.
Lack background knowledge to figure out
meaning or make predictions.
• Don’t reflect on what they have read.
• Don’t read as often or as widely as skilled readers
– they don’t practice reading.

33. Effective readers
• Are strategic readers.
• Set goals for their reading – they read with a
purpose.
• Have background knowledge.
• Monitor their comprehension and correct it in a
variety of ways.
• Make inferences.
• Are selective as they read.
• Reread.
• Summarize and reflect on what they’ve read.

34. Model the habits of effective readers
• Make clear what reader will learn from
reading
• Use headings to establish reason for reading
• Provide text boxes to explain specialized
language
• Provide background information if needed
• Summarize in key points.

35. Immediate and tangible results

41. Thank you…..
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