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Usable Writing Guidelines

"Usable writing" is language designed to help people accomplish their goals quickly and easily. This includes writing for instructional text, error messages, button text, and other types of interface copy for digital products.

These guidelines are not intended to be a style guide or promote a specific Norton editorial style. Instead, they are designed to help you write in a way that will feel accessible and enjoyable to your users.

Principles​

  1. Write for all users

    Our writing is accessible and inclusive. We respect the cognitive capacity of our users by being direct and using simple words. Accessible writing helps users feel smart and effective, whereas inaccessible writing slows down and discourages users.

  2. Put users' needs first

    We help our users accomplish what they need to do quickly and easily. We are mindful of our users' goals and reasons for using our products.

  3. Prioritize trust and respect

    We earn our users' trust with accurate, clear, concise writing. We are straightforward and transparent with our communication.

  4. Less is more

    We value conciseness. We make sure our writing is accurate, clear, and brief, in that order. We choose to phrase things in the shortest, simplest way possible while preserving meaning and understanding.

Dos & Don'ts​

Do​

  • Write for all users. Everyone has a limited ability to process information called cognitive capacity. Be direct and clear to keep cognitive capacity high.

    • Cognitive capacity can be lower when we are tired, overwhelmed, experiencing disability that affects cognitive functioning, or aren't fluent in a domain or language.
    • Cognitive capacity is depleted more quickly by abstract concepts, difficult words, and tasks that require us to hold a lot of information in our heads.

  • Put users' needs first. Help them accomplish their goals. Try to make people's lives easier. Respect their time.

  • Be accurate, clear, and brief (in that order). Conciseness is important, but don't sacrifice accuracy or clarity for it.

  • Aim for just enough copy. Use fewer words if possible. Understand that people scan more than they read. Trust people to figure some things out.

  • Write how you speak. Use plain, direct language and say it out loud. Aim for an 8th grade reading level. Be consistent and clear.

  • Communicate hierarchy. Use headings to show what's important. Chunk longer pieces of content into meaningful units.

  • Keep your own expertise in mind. Ask other (non-Norton) people to read your copy. You have insider knowledge that your users don't.

  • Know when to violate traditional writing and grammar rules. Good usable writing isn't always grammatically correct, like colloquial speech. For usability, it's best to default to the way most people speak even if it's “incorrect.”

Don't​

  • Don't assume what your users' needs are. Back up your assumptions with data or qualitative research wherever possible.

  • Don't expect people to trust you automatically. We need to create that trust through accurate and understandable writing.

  • Don't over-explain. This diminishes trust.

  • Don't use jargon, internal terms, or unnecessarily big or fancy words. If there's a simpler and less formal way of saying something, do it.

  • Don't create obstacles. Requiring them to read too much text is an obstacle.

  • Don't forget that you're not the only kind of user. This narrows your perspective. The goal is to broaden it.

Accurate, Clear, Brief (in that order)​

Good usable writing is:

  • Accurate Accurate copy is true, precise and specific. Above all else, copy should be accurate to maintain people's trust.

  • Clear Clear copy is easily understandable, uses simple words and phrases, and makes logical sense.

  • Brief Brief copy is short and sweet. Use as few words as possible to get the point across in an accurate and clear way.

[Credit: The 10% Solution by Ken Rand via Writing for Designers by Scott Kubie]

Chunking​

Chunking is breaking content up into meaningful, distinct units. This helps people understand and remember content and helps communicate hierarchy. “Chunks” should still make sense in the context of the larger whole.

Chunk with a purpose​

  • Don't chunk content randomly. Chunk content into meaningful groups of information.
  • Think about chunking like an outline.

Use short paragraphs​

  • Use short paragraphs with white space between them instead of long paragraphs that become walls of text.

Use lists​

  • Use a list when you have three or more related items.
  • Don't include more than seven items in your list if users need to remember each item.

Format data​

  • Don't use long strings of numbers or data, like 2123545500 or CCTACAGGAT.
  • Chunk data with standard formatting and expected symbols, like (212) 354-5500.
  • Add white space for long strings of letters or numbers, like CCT ACA GGAT.

Use clear hierarchies​

  • Don't group chunks of content randomly.
  • Create clear hierarchies with related content grouped together.

Hierarchy​

Hierarchy communicates meaning and structure through unique, brief headings. It helps people understand the importance of different pieces of content, and allows them to scan and find information that's relevant to them.

Hierarchy is important for everyone, especially people who use assistive technology, like screen readers. These users often navigate a page using headings to find the content they need.

Use headings​

A heading helps to define a specific section of content. You can:

  • Use more than one heading on a page.
  • Use headings 1 through 6 (without skipping numbers).
  • Nest headings.

Structure chunked content​

  • Don't use headings for something other than providing hierarchy.
  • Think about your headings as an outline. Ask: If you only read the headings, could you understand the main ideas?

Be concise​

  • Don't use long sentences as headings.
  • Use short phrases or a single word.

Be specific​

  • Don't be general, vague, or use words that don't relate to the content being structured.
  • Be specific, so the heading provides a clear outline of the content.

Be unique​

  • Always use unique headings.
  • Never use the same heading twice on the same page.

Convey rank​

  • Don't skip headings (don't jump from a heading 1 to a heading 3).
  • Use consecutive headings (heading 1 to heading 2, heading 2 to heading 3)

Resources​

Clear words​

Clear words refers to the practice of writing clearly and at an appropriate level for your users. Using clear words helps people understand and remember content and learning objectives.

Clear words are beneficial for people with cognitive and learning disabilities, language impairments, memory impairments, and autism. Clear words also benefit people who are tired, distracted, or stressed, people with low literacy, and people who are working outside their first language, such as those who speak English as a second language or use sign language.

Use common words​

  • Don't use complex words and phrases.
  • Use familiar, everyday words.
  • Define uncommon words if you need to use them.

Use active voice​

  • Don't use passive voice (a subject that is a recipient of a verb's action). Example:
  • Use active language (a subject that acts on a verb). Example:

Avoid technical or wordy language​

  • Use familiar words or vocabulary.
  • Define technical terms the first time you use them (if the subject matter requires them).

Avoid double negatives​

  • Don't use double negatives in your writing. This includes

    • No/not + negative adverb (hardly, scarcely)
    • No/not + negative prefix (un-, mis-, in-, non-)
    • No/not + word that has a negative meaning (absence, without, fail)
    • No/not in a prompt + an answer choice with a negative
    • Exceptions within an exception

  • Use positive language.

    • No fewer than → At least
    • Not unnecessary → Necessary
    • If you fail to respond you cannot continue → You can continue when you respond

Clear comprehension​

Clear comprehension looks at the purpose of your writing to make sure its intention is clear to people. Clear comprehension is especially important for people with cognitive and learning disabilities, autism, and dyslexia.

Ask: Can people easily understand the intended meaning and draw the correct conclusions or perform the necessary actions?

Use literal language​

  • Don't use idioms (a phrase or expression with a figurative, non-literal meaning).

  • Use literal language.

    • Idioms: Wrap my head around it → understand.

    Right under your nose → it was obvious.

    Missed the boat → missed the opportunity.

Check readability​

  • Aim to write text at an 8th grade reading level or lower.
  • Review your content with a readability checker, like the Hemingway Editor app.

Be concise​

  • Don't use long sentences.
  • Use short, direct sentences that get to the point quickly.

Expand acronyms on first use​

  • Avoid using acronyms whenever possible.
  • Spell out uncommon acronyms on first use, if you need to use them.
    • For example: Web Content Accessibility Guidelines (WCAG). Once you've defined the acronym you can use the acronym on its own.

Avoid abbreviations​

  • Avoid abbreviations, especially when they could be confusing or have multiple meanings.
    • For example, “Dr.” could mean “doctor” or “drive.”
  • Write out all words when possible, unless the abbreviation is important for the subject matter.

Write in sentence case​

  • Don't write in all caps or title case.
  • Write in sentence case: the first letter of a sentence is capitalized.

Resources​

Clear names​

A clear name assigns a readable label to an important component. These components can include:

  • Buttons
  • Dropdowns
  • Text boxes
  • Link text
  • Lists

Clear names help people understand what they're supposed to do and what will happen when they take an action. While clear names are helpful to everyone, they're particularly important for people with cognitive, visual, and physical impairments.

Be concise​

  • Don't use long sentences or phrases.
  • Use short phrases or a single word.

Make the relationship between labels and components clear​

  • Don't separate labels from the components they're describing.
  • Place the label in or close to the component.

Use device-agnostic instructions​

  • Don't use verbs like tap, drag, type, press, or see.
  • Use verbs like select, choose, add, or click.

Use action verbs for buttons​

  • Don't use vague or generic button text (like “configure”).
  • Use precise, task-focused verbs (like “save”).

Use meaningful link text​

  • Don't use ambiguous link text, such as “click here” or “read more.”
  • Write link text so that it describes the content of the link target. Ask: If the link were stand-alone text, would you understand where the link would take you?

Resources​

Clear order​

Clear order makes sure that elements on a page are in a reasonable and understandable order, independent of screen size and assistive technology being used.

People expect to read content in a specific order. If we present content in an unexpected way, people could be confused and frustrated when they try to read it or complete an action. People who have cognitive and learning disabilities and people who use screen readers and screen magnifiers are impacted the most by incorrect content order.

Left to right, top to bottom​

  • Follow the typical English reading order: left to right and top to bottom.
  • Check your content on a phone so you can determine the content order when everything reflows.

Put instructions in context​

  • Don't place instructional text after the action or far away from where people take it.
  • Place the instructional text as close to the action as possible.
  • Avoid placing unnecessary information or elements between the prompt, instruction, and action.

Resources​

Avoid relying on visual cues​

Visual cues are anything on screen that communicates information based solely on someone's ability to see and interpret that cue.

We want to avoid relying on visual cues because we have users who don't rely on visual cues to understand our content and complete actions. These people use screen readers, screen magnifiers, are color blind, or have cognitive or learning disabilities.

Therefore, using visual-only cues can be confusing and frustrating for these people, or make an action impossible to complete.

Use text to communicate color-coded information​

  • Don't use color as the only way to communicate information.
  • Use a word or phrase to communicate the color-coded information.
    • Instead of just using the color green for correct, include the word “Correct” as well.
    • Instead of just using the color red for incorrect, include the word “Incorrect” as well.

Don't reference color or text style​

  • Don't reference color or text style, like “the blue button” or “the bold text.”
  • Repeat the content you want to reference or put it in quotes.

Don't use spatial directions​

  • Don't use spatial directions, like “on the left” or “above.”
  • You can use “before” and “after,” if needed.
  • Place content close together so spatial instructions aren't necessary.

Resources​

Set your words as text​

Your words should almost always be set as selectable text on the screen. “Selectable text” means that you can highlight (or select) the text with your mouse. Setting your words as selectable text means that:

  • People who use a screen reader can interact with the text.
  • People with low vision can enlarge the text for a zoomed-in reading experience.
  • People can change the text to their preferred font in their browser.
  • People can use text-to-speech to hear the content read aloud.
  • People who are non-native English speakers can translate the text if needed.
  • People on their phones will have an easier reading experience.

Selectable text​

  • Always set your words as selectable text.

  • It is acceptable to set your text as an image if doing so is the only way to present the information accurately. For example:

    • Complex equations
    • Words within music notation
    • Scansion marks

  • If you must set text as an image, make sure to write alt text for that image that includes the embedded text.

Meaningful alternative text​

Meaningful alternative text, or “alt text,” refers to the textual representation of an image.

The goal of good alt text is to create an equivalent experience for people who cannot see the image.

Decorative vs. meaningful images​

  • You don't need to add alt text to decorative images. A decorative image doesn't communicate something important or reveal information.
  • Add alt text to meaningful images. A meaningful image tries to explain, represent, or show information.
  • Review our alt text guidelines for more information on writing effective alt text. We also have specific alt text examples for 13 different image types (starting on page 3).

Icons​

  • Add a description to icons that represent important information. The description should be short. For example: if the icon is a warning sign, use “warning.”