To help our web visitors find what they’re looking for, we can create webpages that are easy to scan.
Here are 10 “how-to” tips.

1. Include a table of contents
2. State the most important information in the first two paragraphs
3. Chunk content in short paragraphs
4. Put only one main idea in a paragraph
5. Bold headings and subheadings
6. Front load headings with significant words
7. Use bullets, numbered lists, and numerals
8. Don’t center text on the page
9. Make your links meaningful
10. Test your site with a few users

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1 | Include a Table of Contents

You can start webpages (especially longer ones) with a table of contents. This gives readers a quick snapshot of the content they’re going to find on that page. The items in the table of contents should match the major headings or sections of the page and be linked to those sections, so that users can “rappel like rock climbers down the text.” (2)

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2 | State the Most Important Information in the First Two Paragraphs

We have to state the essential message of the page first, right off the bat. Immediately. In the first two paragraphs. Why? Because web visitors give 80% of their attention to what’s “above the fold” on the webpage. (3) “Above the fold” means the content they initially see when they land on the page (without scrolling).

Putting the most important information first means that web users will actually see it. Of course, doing so violates the rules of writing we learned in high school. We’re supposed to start with a nice intro, lay the foundation, give some background and context, and kind of ease into our topic.

But writing for the web is very different from writing for print. Giving a quick overview of the content in the first two paragraphs of a webpage “helps the reader get the point and purpose of a page instantly, letting the user make a quick judgement whether to read on for a bit more detail.” (4)

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3 | Chunk Content in Short Paragraphs

Short and concise paragraphs are easier to scan—and they get twice as many eye fixations as long paragraphs. (5) Web users also pay more attention to the first words in a sentence and to the first and last sentences in a paragraph. So put keywords or information-carrying words first, where they’ll catch the eye.

How short is short? Less than 100 words seems to be the conventional wisdom. Cut out what’s unnecessary. Start a new paragraph when you veer away from the single point of the paragraph. (6)

Want more info on how to chunk? Try our companion page Chunking Your Content

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4 | Put Only One Main Idea in a Paragraph

Rule of thumb: Limit each paragraph to one main idea. Front load your message at the beginning of the paragraph. “While a meandering introductory clause may seem like a good idea to you, the reader might stop reading–before [getting] to the heart of your sentence.” (7)

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5 | Bold Headings and Subheadings

Headings and subheadings are one of the main ways that web readers skim the page. They act as “landmarks.” (8)

To write strong headings:

• Make headers into questions your visitors ask.
• Write headers as action statements.
• Make headings stand out visually.
• Keep headings short. Readers see the first two words most clearly. (9)

In sum: “the more efficiently you tell them what it is you’ve got, the better your heading will work.” (10)

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6 | Front Load Headings with Significant Words

Start your headings with content-significant words. Users scan down the left margin and notice the first two words. It also helps search engines. (11)

Examples:

• Purposes of evaluation
• IDEA’s definition of “child with a disability”
• Identifying children for evaluation
• Giving parents notice
• Parent consent
• Timeframe for initial evaluation

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7 | Use Bullets, Numbered Lists, and Numerals

Bullets break up walls of text and are easy to scan. (12)

Numbered lists help with step-by-step tasks.

Use numerals instead of spelling out numbers. (13)

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8 | Don’t Center Headings or Text on the Page

Centering text doesn’t work well on the web. Users focus on the left margin. Only 30% of attention goes to the right side. (14)

Keep headings:

• Left aligned
• Styled using HTML heading tags

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9 | Make Your Links Meaningful

Key findings:

• Users do pay attention to links.
• Links on the left margin get more attention.
• Users want to predict what they’ll find if they click.

Use content words in links. (16)
First two words matter most. (17)
Use action phrases for action links. (18)

Avoid “click here.” (19)

Example:

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10 | Test Your Site with a Few Users

User testing helps you create pages that work for most visitors. Nielsen suggests you can test with as few as 5 users. (21)

If you want to know more:

• Why You Only Need to Test with 5 Users
• Recruiting Test Participants

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Want to read another section of Writing for the Web?

• How people read on the web
• Helping readers skim and scan (you’re here)
• Putting your essential message first
• Chunking your information
• Using headings and subheadings
• Writing in plain language

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References

5. If the Review System Access window does not appear

Go to System Settings > General > Login Items & Extensions  and ensure ConnectWise, Inc is enabled

Writing in plain language is key to helping readers understand and use your information.

Hard writing makes easy reading.

~An old adage.

Plain language writing is reader-focused writing. But what makes something plain language?

The Center for Plain Language defines “plain” in terms of people’s behaviour. Can the audience for the material quickly and easily:

• find what they need
• understand what they find
• act appropriately on that understanding? (1)

In 1998, President Clinton made plain language a major government initiative. He wrote:

By using plain language, we send a clear message about what the government is doing, what it requires, and what services it offers…. Plain language documents have logical organization; common, everyday words, except for necessary technical terms; ‘you’ and other pronouns; the active voice; and short sentences. (2)

Today, all of us who write can find immediate guidance on the principles of plain language at the government’s website plainlanguage.gov. The info in this tip sheet comes directly from its how-to’s, tools, checklists, and examples, sometimes even verbatim.

Of course, we’ve only tapped the surface of what you can find with a visit to plainlanguage.gov. You’ll also find info and guidance on writing in plain language for the sake of your readers by visiting the resources we’ve listed at the end of this page. Enjoy!

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10 Tips for Writing in Plain Language

#1 | Write for the average reader.

Know the expertise and interest of your average reader, and write to that person. Don’t write to the experts, the lawyers, or doctoral candidates, unless they’re your intended audience. (3)

To communicate with the average reader, we need to write at the 6th to the 8th grade reading level. (4)

#2 | Organize to serve the reader’s needs.

The two most useful principles:

• Put the most important material first and the exceptions last
• Organize material chronologically

#3 | Use helpful headings.

Headings help the reader find their way. Use more headings on the web, with less info under each. People skim and scan.
(Read more about crafting your headings and subheadings.)

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#4 | Use “you” to speak to your reader.

Using pronouns pulls the reader in. Use “you” for the reader, “we” for your agency.

#5 | Use active voice.

Active voice makes it clear who is doing what. It is shorter and clearer.

Examples
Passive: The tray of food was dropped by the waiter.
Active: The waiter dropped the tray of food.

Passive: Your request for funding has been denied by the review committee.
Active: The review committee denied your request for funding. (5)

Occasions to use passive voice:

• when you don’t know the actor (“John was murdered.”)
• when the actor is unimportant (“The senator was re-elected.”)
• when the emphasis is on the acted-upon (“The little girl was rescued.”) (6)

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#6 | Use short sentences and short sections.

Short sentences, paragraphs, and sections help readers get through material. Chunking adds white space.

Example
Before: Long, dense paragraph…
After: Do at least 30 minutes of exercise, like brisk walking, most days of the week.

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#7 | Use concrete, familiar words.

Avoid jargon, foreign terms, legal terms. Replace complex words with simple ones.

Examples
Instead of: a and/or b → a or b or both
Instead of: accomplish → do
Instead of: accorded → given

Want the full list?
plainlanguage.gov

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#8 | Omit excess words.

Challenge every word. Remove unnecessary modifiers.

Examples
Instead of: as a means of → to
Instead of: at the present time → now

Before: Long bureaucratic sentence…
After: If you make a hole while freeing a stuck vehicle, you must fill it before you drive away.

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#9 | Place words carefully.

Keep subject, verb, and object close. Put exceptions at the end. Place modifiers correctly.

#10 | Use no more than 2 or 3 subordinate levels.

More than 3 levels confuses readers. Subdivide instead.

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Resources of More Information

plainlanguage.gov is not the only source. Here are others:

NIH Plain Language Online Training
plainlanguage.nih.gov

Plain Language Wizardry
plainlanguage.com

Plain English Campaign
plainenglishtraining.com

Plain Language Association International
plainlanguagenetwork.org

Center for Plain Language
centerforplainlanguage.org

Readability Formulas
readabilityformulas.com

Style Writer’s Readability Calculations
stylewriter-usa.com

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Want to read another section of Writing for the Web?

• How people read on the web
• Helping readers skim and scan
• Putting your essential message first
• Chunking your information
• Using headings and subheadings
• Writing in plain language (you’re here)

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References

The National Dissemination Center thanks plainlanguage.gov for its excellent materials, freely used here unless noted below.

1 | Center for Plain Language. (n.d.). About plain language. centerforplainlanguage.org

2 | Locke, J. (2004). A history of plain language in the United States government. plainlanguage.gov

3 | plainlanguage.gov. (n.d.). Document checklist for plain language. plainlanguage.gov

4 | The Informatics Review. (n.d.). Comprehension and reading level. informatics-review.com

As an alternative: DuBay, W.H. (2004). The principles of readability. impact-information.com

5 | The Quality Writing Center. (n.d.). Choosing between active and passive voice. uark.edu

6 | Bailey, E.P. (1996). Plain English at work. Oxford.

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O–kay. Sounds important, even critical. Let’s get down to it, then:

• Elements of a good heading
• Tips and examples

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Elements of a Good Heading

Good headings help search engines find your webpages, and they help readers scan webpages efficiently for content of interest. Among other things, good headings (and subheadings):

• divide your content into different sections
• include keywords that your visitors use
• start with the keywords of visitors
• are concise, yet give a clear preview of the content to follow
• may be written as questions that your visitors typically ask
• are distinct from the other text on the page (either by color or by size)
• are formatted using HTML heading tags (<H1>, <H2>, etc.)

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Tips for Writing Good Headings, with Examples

Let’s take a closer look at each of the bullets in the list above.

Divide your content with headings
Headings (and subheadings) are a great way to divide up your content and make it easy to scan at a glance. Headings also signal to readers how information on the page is organized—what’s subordinate to what. So be consistent with the color and size of headings at different levels of importance. (3)

How you divide up the actual content is discussed in the separate webpage Chunking Your Content.

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Include keywords in your headings
Keywords are an important part of how readers scan webpages for info of interest to them. (4) They’re looking for a word or phrase that tips them off that the page holds content that’s relevant to them. If they see a keyword in a heading or subheading, they know just where to go on the page and start reading in earnest.

Use the keywords that your readers use rather than generic headings such as “Introduction” or “Overview.” For example, NICHCY uses the heading “Is There Help Available?” in many of our disability fact sheets, because “help” is what so many of our visitors are looking for.

Example
From CADRE, the Center for Appropriate Dispute Resolution in Special Education

CADRE’s Resolution Meetings: A Guide for Parents
Rather than use headings such as “Benefits”, “Concerns”, and “Frequently Asked Questions”, CADRE uses:

• Benefits of Participating in a Resolution Meeting
• Concerns about the Resolution Meeting
• Frequently Asked Questions about Resolution Meetings

The inclusion of “resolution meeting” in each heading makes it very easy for search engines to find and share the brochure.

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Start headings with keywords
Even better than including keywords is starting the heading with them. Web readers skim the first two words of headings, sentences, and paragraphs. (5)

Example
From NICHCY’s Effective Practices in Early Intervention page:

• Organizations with Serious Expertise
• Addressing Behavior Challenges in Young Children
• Assistive Technology for the Little Ones

A heading to rewrite: “Let the Child Play (to Learn)!” — too vague, not front‑loaded with meaningful words.

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Be concise but give a clear preview of the content to follow
Headings should be short and descriptive—4 to 8 words. (6) They help readers decide instantly whether the section is relevant.

Jakob Nielsen praises BBC News headlines for packing meaning into very few words. (7)

Examples
Iran accuses journalist of spying | Villagers hurt in West Bank clash

Examples
From Reading Rockets’s Top 10 Things You Should Know About Reading:

• Too many American children don’t read well
• Learning to read is complex
• Kids who struggle usually have problems sounding out words

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Pose questions
Questions make excellent headings, especially when they mirror user questions.

Example
From NICHCY’s Placement, Short-and-Sweet:

• What does IDEA require?
• Who makes the placement decision?
• On what is the decision based?

You can also pose questions in the user’s voice and answer in yours, creating a conversational structure. (8)

Example
Who decides if my child is eligible for special education?
Your child’s eligibility is decided by a team that includes you…

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Make headings look different from the other text
This seems obvious, but it matters. Headings must visually stand out.

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Format headings with HTML heading tags
HTML heading tags (<H1>–<H6>) communicate hierarchy to:

• search engines
• screen readers
• human readers

(9)

Using proper heading tags is different from simply bolding text.

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Want to read another section of Writing for the Web?

• How people read on the web
• Helping readers skim and scan
• Putting your essential message first
• Chunking your information
• Using headings and subheadings (you’re here)
• Writing in plain language

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References

1 | McGovern, G., Norton, R., & O’Dowd, C. (2001). Web style content guide. Online at: http://www.gerrymcgovern.com/web_content_style_guide.htm

2 | McGovern, G., Norton, R., & O’Dowd, C. (2001). Web headings that work. Web Style Content Guide (Part 4). Available at: http://www.gerrymcgovern.com/books/web-content-style-guide

3 | Krug, S. (2006). Don’t make me think. Berkeley,

Breaking your info into chunks helps readers scan the page for content of interest.

Chunking your web content into small paragraphs helps your web visitors scan for the information they’re looking for. Well-written paragraphs on the web:

• have only 1 main point
• start with that main point
• are less than 100 words long

Why Small Chunks of Info Suit Web Readers

Web visitors don’t really read much of what’s on a webpage—not much more than 20% on average (1). They also skip straight over large blocks of text unless the first two words grab their attention. (2) They do read:

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10 Suggestions for Chunking Your Content

Breaking up content into readable, scannable pieces is actually a fairly straightforward task. Start with these 10 strategies.

1 | Create Sections Topped by Headings
Break your content out into sections that address one or two main points each. Mark each section with a bolded heading that puts keywords first and succinctly describes the message or content of the section.

2 | Put One Main Idea Per Paragraph
Limit each paragraph to 1 main point. The lead sentence in the paragraph should state that point. This helps make your message clear, helps readers scan for info, and keeps the paragraph short. If you start wandering into a different point, start a new paragraph.

3 | Short Paragraphs Rule!
Limit your paragraphs to no more than 3 or 4 short sentences. Readers pay the most attention to the first and last sentences in a paragraph. What’s in between is likely to be skipped. (3)

4 | Short Sentences Rule, Too!
Shorter sentences are easier to read and understand. If your sentences are averaging 15 or more words, try to break them into two simpler sentences. (4)

5 | Try the One-Sentence Paragraph
It’s okay to have only 1 sentence in a paragraph.

6 | Read the Content Aloud
Let the nature of your content suggest how it might best be subdivided and organized. (5) Sometimes it helps to read the content aloud, to hear how the ideas flow and where natural breaking points occur or the topic shifts, suggesting it’s time for a new paragraph or section.

7 | Present Content as Bullet Points
Bullets are very easy to scan. When you can break up a wall of text into bullet points, readers can skim quickly and still get the point. That’s even easier if each bullet contains just a few words. Webwriters and researchers advise: No more than 7 bullet points in a list. Any more and readers may lose the connection between the items. (6)

8 | Use Numbered Lists, Too
When giving instructions, numbered lists are the way to go, walking the reader through the steps to be followed in order. Numbered lists also work for content that you’d like visitors to read in a certain order. (7)

9 | Add Links to Content Chunks
When your webpage is suddenly getting longer than expected, include “Back to top” links between chunks of content. This works especially well if you’ve included a table of contents at the top, which lets readers jump to content of interest.

Another type of link you can add at the end of content chunks is “Read more.” If users want to learn more about the topic, they can—on a separate page where you can elaborate in greater depth and detail. These webpages on Writing for the Web are designed in this way. (8)

10 | Break Longer Documents into Separate Pages
Longer documents may need to be broken into several interlinked pages, each with its own purpose or message. Taken together, the webpages tell the full story, but readers can pick and choose which pages are relevant to their needs or concerns. Offer the complete document as a PDF file for download and printing.

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Want to read another section of Writing for the Web?
Want to read another of the “chunks” in our Writing for the Web discussion? Use the links below to jump there quickly.

• How people read on the web
• Helping readers skim and scan
• Putting your essential message first
• Chunking your information (you’re here)
• Using headings and subheadings
• Writing in plain language

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References

1 | Nielsen, J. (2008, May 6). How little do users read? Online at: http://www.useit.com/alertbox/percent-text-read.html

2 | Nielsen, J. (2009, April 6). First 2 words: A signal for the scanning eye. Online at: http://www.useit.com/alertbox/nanocontent.html

3 | Kilian, C. (2007). Writing for the web 3.0. Bellingham, WA: Self-Counsel Press.

4 | Mayor’s Office of Adult Education. (). Easy-to-read NYC: Guidelines for clear and effective communication. Online at: http://home2.nyc.gov/html/oath/pdf/Easy-to-Read%20NYC.pdf

5 | Lynch, P.J., & Horton, S. (2008). Organizing your information (Chapter 3). Web style guide (3rd ed.). Online at: http://webstyleguide.com/wsg3/3-information-architecture/2-organizing-information.html

6 | French, L. (n.d.). How to write for the web. Online at: http://www.lancefrench.com/Web_Design/file/write-for-the-web.php

7 | Price, J., and Price, L. (). 2d. Turn any list into a bulleted or numbered list. Online at: http://www.webwritingthatworks.com/DGuideScan2d.htm

8 | Anthony. (2011, June 12). Content chunking: Designing clear, memorable web pages. Online at: http://uxmovement.com/content/content-chunking-designing-clear-memorable-web-pages/

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The web is action-packed, and people are in a hurry. Eye-tracking studies have shown that users pay the most attention to the content they see first—which would be our opening paragraphs.

• Use the inverted pyramid approach
• Suggestions for long pages

Use the Inverted Pyramid Approach

This style of “essential message first” is called the inverted pyramid. The approach comes from journalism, where you lead strong with the five Ws in the first paragraph (who? what? when? where? why?). (1) This flips the content upside down from an academic writing style. Remember all those writing lessons from grammar school to college? Forget them when you’re writing for the web!

Here’s a graphic depiction of the inverted pyramid that shows what content goes into each section. (2)

The inverted pyramid approach to writing fits the way people read on the web.

The Lead | The top part of the pyramid is called the lead (another newsroom term). It’s the most important point of your webpage. If visitors take away only 1 point from your page, what point do you want that to be? That’s your lead.

Good leads:

• are 1-2 sentences long
• use short sentences (30-35 words max)
• include information-carrying keywords
• help readers see whether the webpage has info relevant to their need or concern (3)

The Body | The center slice of the pyramid is the body. What you say here supports your lead and presents information in descending order of importance. (4)

Write the body of your webpage using the principles discussed in this series of articles on Writing for the Web. Specifically:

• Divide the content into distinct sections (especially if there’s a lot of info to communicate)
• Use headings (in bold) to mark the sections
• Use headings rich with content words
• Keep individual paragraphs short
• Front-load important information at the start of sentences and paragraphs
• Make it easy for visitors to scan the content
• Give bulleted lists
• Include a table of contents, so visitors can jump to content of interest
• Delete words and sentences that aren’t necessary to making your point

People will look very far down a page if (a) the layout encourages scanning, and (b) the initially viewable information makes them believe that it will be worth their time to scroll. (5)

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Suggestions for Long Pages

Sometimes it’s not possible—or desirable—to be brief. In the TA&D network, we have important information to share. Many people need the details of our content, including clear explanations of processes, legal requirements, and next steps. And, as Nielsen observes, when people really need a solution to a problem or concern, they will read comprehensive coverage of the topic. (7) For many of our visitors, then, long pages make sense.

Nielsen suggests a solution that works well for both types of web users:

• Start with overviews and short pages, and then
• Link to long pages or white papers with indepth coverage. (8)

It’s still important to make long pages as scannable as possible:

• Use headings to divide the content up into short, easy-to-read paragraphs or sections
• Allow white space on the page
• Narrow the focus of the content or split the content into stand-alone pages
• Cut text every way you can

Shoot for half the word count you’d use for a document in print.

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Want to read another section of Writing for the Web?
Want to read another of the “chunks” in our Writing for the Web discussion? Use the links below to jump there quickly.

• How people read on the web
• Helping readers skim and scan
• Putting your essential message first (you’re here)
• Chunking your information
• Using headings and subheadings
• Writing in plain language

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References

1 | Michael. (2007). The inverted pyramid. Online at: http://www.dailywritingtips.com/the-inverted-pyramid/

2 | Howard, M. (2009, July 20). Inverted pyramid: Writing detail pages/information pages. Online at: http://www.s8080blog.com/tag/inverted-pyramid/

3 | Stovall, J.G. (n.d.). Inverted pyramid checklist. Online at: http://www.jprof.com/writing/invertedpyramidchecklist.html

4 | SNN Newsroom. (). The inverted pyramid. Online at: http://www.snn-rdr.ca/snn/nr_reporterstoolbox/invertedpyramid.html

5 | Nielsen, J. (2010, March 22). Scrolling and attention. Online at: http://www.useit.com/alertbox/scrolling-attention.html

6 | Ibid.

7 | Nielsen, J. (2007, November 12). Long vs. short articles as content strategy. Online at: http://www.useit.com/alertbox/content-strategy.html

8 | Nielsen, J. (1997, October 1). How users read on the web. Online at: http://www.useit.com/alertbox/9710a.html

To help our web visitors find what they’re looking for, we can create webpages that are easy to scan.
Here are 10 “how-to” tips.

1. Include a table of contents
2. State the most important information in the first two paragraphs
3. Chunk content in short paragraphs
4. Put only one main idea in a paragraph
5. Bold headings and subheadings
6. Front load headings with significant words
7. Use bullets, numbered lists, and numerals
8. Don’t center text on the page
9. Make your links meaningful
10. Test your site with a few users

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1 | Include a Table of Contents

You can start webpages (especially longer ones) with a table of contents. This gives readers a quick snapshot of the content they’re going to find on that page. The items in the table of contents should match the major headings or sections of the page and be linked to those sections, so that users can “rappel like rock climbers down the text.” (2)

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2 | State the Most Important Information in the First Two Paragraphs

We have to state the essential message of the page first, right off the bat. Immediately. In the first two paragraphs. Why? Because web visitors give 80% of their attention to what’s “above the fold” on the webpage. (3)

Putting the most important information first means that web users will actually see it. Of course, doing so violates the rules of writing we learned in high school.

But writing for the web is very different from writing for print. Giving a quick overview in the first two paragraphs “helps the reader get the point and purpose of a page instantly.” (4)

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3 | Chunk Content in Short Paragraphs

Short and concise paragraphs are easier to scan—and they get twice as many eye fixations as long paragraphs. (5)

How short is short? Less than 100 words. Cut what’s unnecessary. Start a new paragraph when you drift from the main idea. (6)

Want more info? See Chunking Your Content.

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4 | Put Only One Main Idea in a Paragraph

Limit each paragraph to one idea. Front load your message at the beginning. “A meandering introductory clause may seem like a good idea…but the reader might stop reading.” (7)

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5 | Bold Headings and Subheadings

Headings act as “landmarks.” (8)

To write strong headings:

• Make them questions users ask.
• Use action statements.
• Make them stand out visually.
• Keep them short. Readers see the first two words most clearly. (9)

“In sum…the more efficiently you tell them what you’ve got, the better your heading will work.” (10)

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6 | Front Load Headings with Significant Words

Start headings with content-significant words. Users scan down the left margin. Search engines also benefit. (11)

Examples:

• Purposes of evaluation
• IDEA’s definition of “child with a disability”
• Identifying children for evaluation
• Giving parents notice
• Parent consent
• Timeframe for initial evaluation

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7 | Use Bullets, Numbered Lists, and Numerals

Bullets break up walls of text. (12)
Numbered lists help with step-by-step tasks.
Use numerals instead of words. (13)

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8 | Don’t Center Headings or Text on the Page

Users focus on the left margin. Only 30% of attention goes to the right. (14)

Keep headings:

• Left aligned
• Styled with HTML heading tags

Back to top

9 | Make Your Links Meaningful

Key findings:

• Users do pay attention to links.
• Left-aligned links get more attention.
• Users want to predict what they’ll find.

Use content words in links. (16)
First two words matter most. (17)
Use action phrases for action links. (18)

Avoid “click here.” (19)

Example:

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10 | Test Your Site with a Few Users

User testing helps you create pages that work. Nielsen suggests testing with as few as 5 users. (21)

More info:

• Why You Only Need to Test with 5 Users
• Recruiting Test Participants

Back to top

Want to read another section of Writing for the Web?

• How people read on the web
• Helping readers skim and scan (you’re here)
• Putting your essential message first
• Chunking your information
• Using headings and subheadings
• Writing in plain language

Back to top

References

1 | Hunt, B. (n.d.). Introduction to writing copy for the web. Online at: http://www.webdesignfromscratch.com/copywriting/writing-for-the-web/

2 | Kilian, C. (2007). Writing for the web 3.0.  Bellingham, WA: Self-Counsel Press. Quote from page 17.

3 | Nielsen, J. (2010, March 22). Scrolling and attention. Online at: http://www.useit.com/alertbox/scrolling-attention.html

4 | Hunt, B. (n.d.). Introduction to writing copy for the web. Online at: http://www.webdesignfromscratch.com/copywriting/writing-for-the-web/

5 | Kilian, C. (2007). Writing for the web 3.0.  Bellingham, WA: Self-Counsel Press.

6 | McAdams, M.J. (2005). Chunks: Writing for the web. Online at: http://www.macloo.com/webwriting/chunks.htm

7 | McAdams, M.J. (2006). Tips for writing for the web. Online at: http://www.macloo.com/webwriting/

8 | Kilian, C. (2007). Writing for the web 3.0.  Bellingham, WA: Self-Counsel Press.  Quote from page 32.

9 | Nielsen, J. (2009, April 6). First 2 words: A signal for the scanning eye. Online at: http://www.useit.com/alertbox/nanocontent.html

10 | McGovern, G. (2001). Web headings that work (Part 4 of the Web Style Content Guide). Available for purchase at: http://www.gerrymcgovern.com/books/web-content-style-guide

11 | Nielsen, J. (2007, October 22). Passive voice is redeemed. Online at: http://www.useit.com/alertbox/passive-voice.html

12 | Redish, J. (2007). Letting go of the words: Writing web content that works. San Francisco, CA: Elsevier.

13 | Nielsen, J. (2007, April 16). Show numbers as numerals when writing for online readers. Online at:http://www.useit.com/alertbox/writing-numbers.html

14 | Nielsen, J.  (2010, April 6). Horizontal attention leans left. Online at: http://www.useit.com/alertbox/horizontal-attention.html

15 | Nielsen, J. (2009, April 6). First 2 words: A signal for the scanning eye. Online at: http://www.useit.com/alertbox/nanocontent.html

16 | Ibid.

17 | Ibid.

18 | Redish, J. (2007). Letting go of the words: Writing web content that works. San Francisco, CA: Elsevier.

19 | Ibid.

20 | Nielsen, J. (2005, October 3). Top ten web design mistakes of 2005.  Online at: http://www.useit.com/alertbox/designmistakes.html

21 |  Spooner, C. (2009). 10 usability crimes you really shouldn’t commit.  Online at: http://line25.com/articles/10-usability-crimes-you-really-shouldnt-commit

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To help our web visitors find what they’re looking for, we can create webpages that are easy to scan.
Here are 10 “how-to” tips.

1. Include a table of contents
2. State the most important information in the first two paragraphs
3. Chunk content in short paragraphs
4. Put only one main idea in a paragraph
5. Bold headings and subheadings
6. Front load headings with significant words
7. Use bullets, numbered lists, and numerals
8. Don’t center text on the page
9. Make your links meaningful
10. Test your site with a few users

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1 | Include a Table of Contents

You can start webpages (especially longer ones) with a table of contents. This gives readers a quick snapshot of the content they’re going to find on that page. The items in the table of contents should match the major headings or sections of the page and be linked to those sections, so that users can “rappel like rock climbers down the text.” (2)

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2 | State the Most Important Information in the First Two Paragraphs

We have to state the essential message of the page first, right off the bat. Immediately. In the first two paragraphs. Why? Because web visitors give 80% of their attention to what’s “above the fold” on the webpage. (3) “Above the fold” means the content they initially see when they land on the page (without scrolling).

Putting the most important information first means that web users will actually see it. Of course, doing so violates the rules of writing we learned in high school. We’re supposed to start with a nice intro, lay the foundation, give some background and context, and kind of ease into our topic.

But writing for the web is very different from writing for print. Giving a quick overview of the content in the first two paragraphs of a webpage “helps the reader get the point and purpose of a page instantly, letting the user make a quick judgement whether to read on for a bit more detail.” (4)

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3 | Chunk Content in Short Paragraphs

Short and concise paragraphs are easier to scan—and they get twice as many eye fixations as long paragraphs. (5) Web users also pay more attention to the first words in a sentence and to the first and last sentences in a paragraph. So put keywords or information-carrying words first, where they’ll catch the eye.

How short is short? Less than 100 words seems to be the conventional wisdom. Cut out what’s unnecessary. Start a new paragraph when you veer away from the single point of the paragraph. (6)

Want more info on how to chunk? Try our companion page Chunking Your Content

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4 | Put Only One Main Idea in a Paragraph

Rule of thumb: Limit each paragraph to one main idea. Front load your message at the beginning of the paragraph. “While a meandering introductory clause may seem like a good idea to you, the reader might stop reading–before [getting] to the heart of your sentence.” (7)

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5 | Bold Headings and Subheadings

Headings and subheadings are one of the main ways that web readers skim the page. They act as “landmarks.” (8)

To write strong headings:

• Make headers into questions your visitors ask.
• Write headers as action statements.
• Make headings stand out visually.
• Keep headings short. Readers see the first two words most clearly. (9)

In sum: “the more efficiently you tell them what it is you’ve got, the better your heading will work.” (10)

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6 | Front Load Headings with Significant Words

Start your headings with content-significant words. Users scan down the left margin and notice the first two words. It also helps search engines. (11)

Examples:

• Purposes of evaluation
• IDEA’s definition of “child with a disability”
• Identifying children for evaluation
• Giving parents notice
• Parent consent
• Timeframe for initial evaluation

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7 | Use Bullets, Numbered Lists, and Numerals

Bullets break up walls of text and are easy to scan. (12)

Numbered lists help with step-by-step tasks.

Use numerals instead of spelling out numbers. (13)

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8 | Don’t Center Headings or Text on the Page

Centering text doesn’t work well on the web. Users focus on the left margin. Only 30% of attention goes to the right side. (14)

Keep headings:

• Left aligned
• Styled using HTML heading tags

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9 | Make Your Links Meaningful

Key findings:

• Users do pay attention to links.
• Links on the left margin get more attention.
• Users want to predict what they’ll find if they click.

Use content words in links. (16)
First two words matter most. (17)
Use action phrases for action links. (18)

Avoid “click here.” (19)

Example:

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10 | Test Your Site with a Few Users

User testing helps you create pages that work for most visitors. Nielsen suggests you can test with as few as 5 users. (21)

If you want to know more:

• Why You Only Need to Test with 5 Users
• Recruiting Test Participants

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Want to read another section of Writing for the Web?

• How people read on the web
• Helping readers skim and scan (you’re here)
• Putting your essential message first
• Chunking your information
• Using headings and subheadings
• Writing in plain language

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References

1 | Hunt, B. (n.d.). Introduction to writing copy for the web. Online at: http://www.webdesignfromscratch.com/copywriting/writing-for-the-web/

2 | Kilian, C. (2007). Writing for the web 3.0.  Bellingham, WA: Self-Counsel Press. Quote from page 17.

3 | Nielsen, J. (2010, March 22). Scrolling and attention. Online at: http://www.useit.com/alertbox/scrolling-attention.html

4 | Hunt, B. (n.d.). Introduction to writing copy for the web. Online at: http://www.webdesignfromscratch.com/copywriting/writing-for-the-web/

5 | Kilian, C. (2007). Writing for the web 3.0.  Bellingham, WA: Self-Counsel Press.

6 | McAdams, M.J. (2005). Chunks: Writing for the web. Online at: http://www.macloo.com/webwriting/chunks.htm

7 | McAdams, M.J. (2006). Tips for writing for the web. Online at: http://www.macloo.com/webwriting/

8 | Kilian, C. (2007). Writing for the web 3.0.  Bellingham, WA: Self-Counsel Press.  Quote from page 32.

9 | Nielsen, J. (2009, April 6). First 2 words: A signal for the scanning eye. Online at: http://www.useit.com/alertbox/nanocontent.html

10 | McGovern, G. (2001). Web headings that work (Part 4 of the Web Style Content Guide). Available for purchase at: http://www.gerrymcgovern.com/books/web-content-style-guide

11 | Nielsen, J. (2007, October 22). Passive voice is redeemed. Online at: http://www.useit.com/alertbox/passive-voice.html

12 | Redish, J. (2007). Letting go of the words: Writing web content that works. San Francisco, CA: Elsevier.

13 | Nielsen, J. (2007, April 16). Show numbers as numerals when writing for online readers. Online at:http://www.useit.com/alertbox/writing-numbers.html

14 | Nielsen, J.  (2010, April 6). Horizontal attention leans left. Online at: http://www.useit.com/alertbox/horizontal-attention.html

15 | Nielsen, J. (2009, April 6). First 2 words: A signal for the scanning eye. Online at: http://www.useit.com/alertbox/nanocontent.html

16 | Ibid.

17 | Ibid.

18 | Redish, J. (2007). Letting go of the words: Writing web content that works. San Francisco, CA: Elsevier.

19 | Ibid.

20 | Nielsen, J. (2005, October 3). Top ten web design mistakes of 2005.  Online at: http://www.useit.com/alertbox/designmistakes.html

21 |  Spooner, C. (2009). 10 usability crimes you really shouldn’t commit.  Online at: http://line25.com/articles/10-usability-crimes-you-really-shouldnt-commit

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Is your website one of your project’s most valuable ways of disseminating information? If so, this page will give you 6 tips for writing content that engages and motivates your web visitors—and, most importantly, helps them find the information they’re looking for. The tips are:

• Understand how people read on the web
• Help readers skim and scan
• Put the essential message first
• Chunk your information
• Use headings and subheadings
• Write in plain language

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1 | Understand How People Read on the Web
People come to your webpage with a mission, a question they want to answer, a task they want to know how to do. They don’t really read your content—they scan and skim it until they hit the keyword, question, or heading that speaks to their mission. If they don’t see what they’re looking for, poof! they exit. Sometimes in a matter of seconds.

Here are three interesting findings from research to consider:

• Web users swipe what they see on their screen in a roughly F-shaped pattern (two horizontal swipes followed by a vertical swipe).
• Headings and subheadings catch their eye.
• So do headings posed as questions.

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2 | Help Readers Skim and Scan
Consider how users read—and don’t read—content. They’ve come on a mission, and you can help them accomplish that mission efficiently with the way you design and write for the web. Here are four ways you can help web users skim and scan:

• Use the tips discussed on this page, because all of them will help speed your web visitors to the content that’s relevant to them.
• Include a table of contents that makes it easy for readers to see what content the webpage includes and jump to sections of interest to them.
• Keep paragraphs short and use the keywords that readers themselves use.
• Don’t center text on the page. Visitors often don’t even see it!

|| Read more about how to help readers skim and scan

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3 | Put the Essential Message First
Because web users don’t read text thoroughly or for very long, make sure your webpages state your essential message first, right up front. In the first two paragraphs, in fact. Use keywords and an active voice to give a quick summary that orients readers to the page and what they’ll find there.

People also pay the most attention to the first and last words in a sentence—and to the first and last sentences in a paragraph. Strategically place keywords and important information there. If that information is what visitors are looking for, bull’s eye! They’ve found it—and efficiently.

|| Read more about putting the essential message first

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4 | Chunk Your Information
The average computer screen doesn’t display a lot of content at one time, and you can’t count on visitors scrolling down to see more. Make it easier for readers to scan your content by:

• delivering it in small paragraphs (maybe no more than 100 words)
• breaking up longer paragraphs into bulleted lists, which readers can quickly skim and, at the same time, absorb
• taking out the fluff and the unnecessary, paring the content down to an understandable minimum

You can always offer more detailed information on the subject in a separate page, for visitors who need and want the details.

|| Read more about chunking content

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5 | Use Headings and Subheadings
Web visitors definitely make use of a webpage’s headings and subheadings in their rapid eye scan for content of interest. Headings and subheadings are also a useful way to break up content and make it easier to read. To write good headings and subheadings:

• Use active, strong, information-carrying words, which also helps search engines find and share your page
• Pose questions, especially questions that mirror those that your web visitors have
• Code all headings and subheadings with HTML tags that mark them as an H1, H2, H3, or H4 heading (rather than just bolding the text). This enables visitors who use screen-readers to skim the page, jumping from one heading to another until they strike on the piece of information they were looking for.

|| Read more about using headings and subheadings

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6 | Write in Plain Language
It’s always a good idea to write in plain, understandable language, but never more than on the web. Plain language is friendly and easy-going, avoids jargon (or explains it), and is characterized by shorter sentences written in an active, engaging voice. It’s especially helpful to readers with limited reading skills or English skills.

|| Read more about writing in plain language

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