Good with Words

TCFD Report information comes to life

2024-10-20T09:17:00.002-04:00

A recent news story about the U.S. being short on critical IV fluid surprised me. It turns out Baxter produces about 60% of the U.S. supply of IV products at a plant in North Carolina. That plant was damaged by Hurricane Helene a few weeks ago. (The FDA has authorized temporary import of Baxter fluids from other countries while Baxter works to restore production in North Carolina.) (Here’s a recent New York Times article about it.)

I know virtually nothing about Baxter, but I wondered whether they had published at TCFD report (Task Force on Climate-Related Financial Disclosure) and if so, how they describe the climate-related risk to their facilities. They published their first TCFD in Dec. 2023 (for 2022) and they don’t mince words. (You can find Baxter’s TCFD report here.) In Section 2 (Strategy) they note that they consider the physical risk to “increased severity of hurricanes/cyclones/typhoons” to be Acute. Bonus points to Baxter for its accuracy!

Given that TCFD reports are financial disclosure documents, institutional investors (really all investors), not to mention the medical community that relies on Baxter products, should not have been as surprised as I was of the news of the impact of Helene on the supply of IV bags. (One can hope…)

I’ve worked on a few TCFD reports from the writing/publication side and I believe they provide useful disclosure. But, sometimes in reading them, it’s hard to connect them to real life. So, I thought this real life example was worth highlighting.

On being … outlook influenced

2023-06-30T12:18:00.001-04:00

By Ingrid Sapona

Do you notice your moods? (I’m not asking if you think you’re moody – that’s a WHOLE different can of worms and I’m most definitely not going there!) I think I’m pretty average at identifying my moods. But, I’m definitely better at identifying bad moods and things that trigger them (traffic, politics, injustice, incompetence, etc.). Fortunately, I’ve found some things that are pretty reliable mood improvers, such as baking and turning on one of my favourite playlists.

What I hadn’t really been aware of until recently is how my outlook can have an impact on my mood. Last week I took the car in for an oil change and checkup. I hadn’t taken it in for about nine months (I’m not driving as much) and the car is old – not “officially” vintage, but close. I was quite nervous about what the bill might be, but I need to keep her running and I trust Gord, my mechanic.

When I handed him the keys, I gave him the usual marching orders: “Oil change and a check of whatever you feel you need to check Gord, but don’t find anything.” He laughed and went away. When he was done, he came back and said “$96.05”. I was so relieved I let out a little “Yeah, I can afford that” as I tapped my credit card. Later that day a friend who knew I was taking the car in phoned and asked how the checkup went. I enthused: “Great – $96!” adding, “It’s not too often I’m pleased to pay nearly $100 for something, but I sure was this morning!”

My friend chalked up my glee to having managed my expectations. That’s a topic he and I have talked about many times before. He believes that by consciously keeping expectations low, you’re less likely to be disappointed. I buy into that philosophy to some extent, as I’ve certainly noticed a correlation between high expectations and disappointment. But low expectations aren’t a recipe for actually elevating one’s mood. In any event, that’s not how I’d characterize why I was in such a good mood on learning that the car cost $96. The anxiety I felt about possibly facing a biggish maintenance bill for my car wasn’t an attempt at expectation setting; it was about expenses and cash flow. My happiness was a function of being pleasantly surprised about the cost and the car’s continued reliability.

The very next day I noticed my mood was also lifted by a letter I received. It was a pension statement from a place I worked at briefly a few years ago. I was only in the pension plan for about 15 months, so the pension is very small. It’s been a few years since I last got a pension statement and I was surprised to see the amount I’ll get on retirement is a bit more than I thought. (The slight increase is because it’s indexed to inflation, which I hadn’t included in my estimates.)

Mind you, I admit that for a minute I felt a pang of regret when I considered what the payments might be if I’d been at that company for, say, 15 years instead of 15 months. But, I let go of that thought pretty quickly as I remembered how unhappy I was working there. So, as I filed the statement in my retirement folder, I realized I was smiling because it kind of felt like found money. Though I know the amount wouldn’t even count as pocket change to the majority of the pensioners from that company, I was still tickled.

These two incidents – minor as they were – helped me realize the role my outlook plays in my mood. In a way, these incidents can be characterized as “looking at the up side, rather than the down”. In other words: yes, the car cost me nearly $100 – but it’s better than what it could have been had it needed other repairs. And though I’ll be getting a minuscule amount from that pension – especially by comparison to my former colleagues – “every penny counts” and anything is better than nothing.

So, since we’re at the mid-point of the year, I’ve decided that for the rest of 2023 I’m going to make a concerted effort to focus on the up side of things. And, as the year progresses, I’m going to monitor whether doing so yields a shift in outlook that produces an overall lighter, brighter, more consistently positive mood. I’m betting it will…

Care to join me in this challenge??

Choices you have when writing

2023-05-29T14:11:00.001-04:00

I subscribe to a variety of newsletters and blogs, including Dr. Nancy Tuten’s Get It Write blog.

I enjoy Nancy’s blog and always learn something. Her most recent post was called: Bi and Semi as Prefixes. Having scratched my head about whether bimonthly means two times a month or every two months, I was keen to read Nancy’s take on it. I was kind of relieved to see that I’m not the only person confused and that, in fact, there's good reason to be confused.

Nancy explains the differences and concludes with this advice:

“When we mean twice (“as in “twice a week” or “twice a month”), we can avoid ambiguity by using the prefix semi (as in semiweekly for “twice a week” and semimonthly for “twice a month”)."

Simple, right?

Well, I smiled when I read Nancy's suggestion because she's a specialist in English grammar, mechanics, and usage and her advice reflects that. But, as a plain language practitioner, I’d argue that for the sake of a few extra words, the best way to avoid confusing the reader is to avoid the prefixes “bi” and “semi” altogether and simply write “two times a month” or “every two months”, depending on what you really mean.

Better Writing Boot Camp – Session 12: Finishing Touches on Long Documents

2019-08-01T10:30:00.000-04:00

Welcome to the LAST session in this boot camp! In this session we’re going to cover what I think of as finishing touches. These are things not all documents necessarily need, but that are especially useful for long documents: Opening (or Executive) Summaries and Tables of Contents.

Opening Summaries

When you have a long document and you know some readers are mainly interested in the conclusions, consider including an opening or “executive” summary. (Executive summaries were originally meant to provide executives with essential information and specific recommendations about business decisions they’d be making.) Executive summaries aren’t just for execs, however. They’re for everyone who wants to understand the issues and conclusions without necessarily reading the entire document.

People often ask me how long an executive summary should be. There’s no definitive answer. Instead of worrying about the ideal length, focus on providing information the reader needs in a clear, concise manner. If you do, you’ll always end up with summaries that are the right length.

Treat Summaries as Stand-Alone Documents

Though executive summaries are usually included as part of the document, you should treat them as stand-alone documents. In other words, you should give the reader enough information to understand the issues without having to read the underlying document. So, for example, if you use jargon or any acronyms in the summary, you must define them in the summary. (You cannot rely on the fact that you defined them in the main document because not all readers will read the full document.) Also, if your summary is longish, the summary should include headings and sub-headings.

At a minimum, the summary should contain a description of the issues and your conclusions related to the issues. As well, the summary should include information that helps the reader decide if they agree with the conclusions you’ve come to.

It’s customary to present the arguments and ideas in the summary in the same order you presented them in the underlying document. Doing so makes it easier for readers to find details in the main document. Similarly, if you included headings in the summary, they should parallel those in the main document so that readers can cross-reference them.

Tables of Contents

A Table of Contents is basically a list of the document’s main headings and sub-headings, along with page numbers showing where to find them. Tables of Content (ToCs for short) are especially important in longer documents because they help readers find specific information quickly. But that’s not the only reason they’re useful.

If you crafted meaningful headings and sub-headings, the Table of Contents will provide a quick overview of the topics and arguments in the document. As the author, review the ToC carefully – considering both whether the headings are helpful AND whether the topics are in a logical order. A critical review of the ToC may also help you spot weaknesses or information that’s missing and that you should further revise.

Closing Thoughts About the Boot Camp…

We covered a lot of ground in the 12 sessions. I imagine you found some topics easy – probably more of a refresher – and others that were more challenging for you. Regardless, just keep at it, consciously focusing on all the things we covered. If you do, I’m sure your writing will continue to improve.

And finally, always remember that the true key to better writing is to write with the reader in mind.

Better Writing Boot Camp – Session 11: Revising, Copy Editing, and Proofreading

2019-07-22T10:30:00.000-04:00

Welcome to Session 11 of the Better Writing Boot Camp. This is the second-last session, so we’re in the home stretch. But, don’t let your energy or focus relax just yet – the remaining couple of topics are also important.

Today we’re looking at the differences between revising, copy editing, and proofreading. I find that when writers understand the differences – and approach each as a separate task – their writing is much clearer.

Many writers talk about “editing” their work. Usually they’re talking about basically the second last step they take before giving the document to the end reader. In other words, it’s a step that can include everything from revising, to clarifying, to tidying up the document. Because the skills, techniques, and attention involved in revising, copy editing, and proofreading are different, you should treat them as separate steps.

Revising

Revising involves reading the document from the perspective of the reader. In other words, when revising, you should ask yourself whether:

· you’ve included all the information the reader needs – if not, now’s the time to fill in the gaps in the analysis

· all the information is clear to the reader

· the information is in an order that makes sense to the reader – if not, take time to rearrange the information

· the information is sufficiently detailed but concise – if not, focus the information by trimming out anything that is unimportant

Writers sometimes gloss over this important step. They may do so because they feel they’ve been paying attention to these things as they were writing. Or, if they took time to create an outline before they started, they feel they considered these things at that point. But, regardless of how careful and thoughtful you were when writing, of necessity, your focus was from the storyteller’s perspective. Revising is about analysing the information from the reader’s perspective so you must approach revising as a distinct task.

Sometimes writers are not able to objectively review their writing from the reader’s perspective. This can happen, for example, if you’ve been working on a document for some time or have written many preliminary drafts. If this is the case, you should find someone who can read it and provide honest, objective feedback. (In the world of professional editing, what you’d be looking for is someone skilled at “substantive” or “content” editing.)

After you’ve finished revising the document and have a more-or-less final draft, it’s time for copy editing.

Copy Editing versus Proofreading

Many folks use copy editing and proof reading interchangeably. Strictly speaking, they are not the same. Copy editing is editing for grammar, spelling, punctuation, and checking for formatting inconsistencies, repetition, and so on. Copy editing also includes fact checking and verifying references and citations.

Proofreading is a separate step that’s done after you’ve revised the document and after it’s been copy edited. Strictly speaking, proofreading happens after a manuscript is printed but before it is distributed. It is basically a final read to catch typos, inconsistent spellings, bad line or page breaks, missing pages, and so on.

That said, a skilled copy editor will often be sufficient to catch proofreading-type errors in standard business documents.

Closing thoughts…

Revising and copy editing are important steps in creating a document. Don’t skip either of them. Revising helps ensure your writing is clear, with all the sentences, paragraphs, and ideas working together to make the reader’s trip toward understanding effortless. Copy editing helps uphold your reputation as a skilled, knowledgeable professional.

Better Writing Boot Camp – Session 10: How to Craft Bullet Lists

2019-07-05T10:30:00.000-04:00

In the last Boot Camp session we looked at why you should use bullet lists in your business writing. In this session, we’ll focus on how to craft a good bullet list. I’ll also give you my quick-and-dirty “rules of thumb” related to bullet lists – including my suggestions for punctuating them.

Structuring a Vertical List

There are two parts to a bullet list: the preamble and the bullet points themselves. As I mentioned in the last Boot Camp session, the preamble introduces each item on the list. The preamble can be a single word, a phrase, or a full sentence. Here’s a bullet list from the beginning of Session 9:

I’m a big fan of vertical lists. A well-crafted list is a terrific way to:

provide visual appeal
draw attention to particular information
reinforce relationships among ideas/items
limit repetitious wording

“A well-crafted list is a terrific way to:” is the preamble of that list.

Crafting the Preamble

The most important thing to remember about the preamble is that it must work for EVERY item on the list. So, when you read the preamble’s words together with the words in an item on the list, you have a grammatically correct, complete idea. When crafting a list, it’s important to test each bullet with the preamble. By doing this, you will be able to tell right away if an item doesn’t work. And, if an item doesn’t work, it’s up to you to:

omit the item from the list, or
modify the preamble.

Here’s what the preamble test for the two-item bullet list above looks like:

… it’s up to you to omit the item

… it’s up to you to modify the preamble

Whew, both items work with the preamble.

Crafting the Items in the List

Regarding the bulleted items themselves, every item must be:

structured the same grammatically, and
related to the other items listed (in terms of content).

In terms of grammatical structure, the two items in the number list above are similarly structured (for example, both initial adjectives end in “ed”). In the numbered list under the heading: Crafting the Preamble, on the other hand, both items started with an infinitive form of the verbs.

Both items on the numbered list are contextually related because both are criteria that each bulleted item must satisfy. Of course, when the list is short, there’s less of a chance you’ll include something that doesn’t relate to the other item(s). If you find items that don’t belong, don’t include them in the list. (If many items don’t work with the preamble or don’t seem to relate to the other items, consider ditching the list.)

Exercise

Here’s an example of a poorly crafted bullet list from a bank’s Human Resources manual. Can you tell what’s wrong with it? How would you fix it?

A personal banking officer (PBO):

Provides customers with one-stop shopping for all retail product sales;
Responsible for identifying, understanding and meeting customers’ financial needs;
Follows a disciplined approach to proactive sales activities;
Generally located in a private cubical.

The Problems

The list has two problems:

The structure of the items is not the same.
The last item isn’t directly related to the others – three are responsibilities of a PBO but the last is about where the PBO sits!

Solution

Here’s how I would fix the list:

A personal banking officer’s (PBO’s) responsibilities include:

providing customers with one-stop shopping for all retail product sales;
identifying, understanding, and meeting customers’ financial needs; and
following a disciplined approach to proactive sales activities.

PBOs are generally located in a private cubical.

Rules of Thumb

Since bullet lists aren’t grammatical constructs, there are no strict rules related to punctuating them. But, there are some “best practices” that I can share with you. These rules of thumb fall into two categories: some I believe you must follow and some that are strong suggestions.

When creating a Bullet List, you must follow these rules:

The preamble must make sense for every item in the list.
The end punctuation of the preamble must be a colon.
The items in the list must be structured the same.
The items must be contextually related.

When creating a Bullet List, I recommend you also follow these rules:

If every item in the list is short (fewer than three words), you don’t need any punctuation. Alternatively, if you want to, you can use a comma at the end of each item and a period on the last item.
If the items are long but none are complete sentences, use a semicolon at the end of each and a period on the last item.
If any of the items contain punctuation within them, use semicolons at the end of each and a period on the last item.
If the items are full sentences, begin each with initial caps and end each with a period.
If items are not complete sentences, you can use initial lower case letters.
Don’t use numbers or letters (instead of bullets) unless you have a reason to. For example, if you want to draw the reader’s attention to the fact that there are four rules, by all means, number them.

A last word on formatting

Many word processing programs indent bullets. Such formatting is terrific because it adds to the visual appeal and so on. If your program isn’t set up to automatically indent bullets, see if you can change the default settings.

Better Writing Boot Camp – Session 9: Using Bullet Lists to Your Advantage

2019-07-02T10:30:00.000-04:00

Bullet lists – also called vertical lists – are a useful, popular writing tool. Indeed, wide-spread adoption of PowerPoint in the business world is probably one of the reasons bullet lists are so widely used. (The default setting for many PowerPoint templates is a title and then a bullet list.)

I’m a big fan of vertical lists. A well-crafted list is a terrific way to:

provide visual appeal
draw attention to particular information
reinforce relationships among ideas/items
limit repetitious wording

I’ll talk a bit about each of these pluses in a minute. But, before I do, did you notice that I specifically said a “well-crafted” list? I draw your attention to this because a poorly crafted bullet lists can be confusing and frustrating for readers. (They also make the writer seem lazy or careless.) Here’s an example of a poorly crafted bullet list:

Here are some of the actions developers use that can be beneficial to the developer and community members:

Showing a commitment to two-way communication
Straightforward, timely, accurate information about the proposed project
Public information meetings to explain proposed projects

Visual Appeal

The visual appeal I’m talking about isn’t because you’ve chosen nice looking symbols to mark the list items. The visual appeal comes from the fact that with a vertical list there is more white space on the page. More white space makes the document look more welcoming to readers, which is very important.

Drawing Attention to Information

The added white space provided by a vertical list also helps draw the reader’s attention to the information contained in the list. Bullet lists are a visual cue that readers remember – even if they don’t remember the specific information provided in a vertical list. So, if they go back and look for information, it’s more likely they’ll find it by looking for a list.

Think about a list of items you’re enclosing or attaching. By listing them vertically – instead of in a sentence with a commas between items – readers immediately sense how many (or few) items there are. As well, readers can quickly scan the list for an idea of what’s included. And, if they go back to find the list, it’ll jump out at them because of the vertical formatting.

Reinforcing Relationships

When a reader sees a bullet list, they automatically assume the items are related. This helps increase their understanding and can help them make connections and remember the points listed.

Limiting repetition

Because the items in a vertical list are related, they have something in common. So, the list’s introduction – the “preamble” – should contain the words/ideas each item has in common. As a result, the preamble replaces words you’d otherwise write with respect to each item. The result: no repetition.

Why Folks Struggle with Crafting Bullet Lists

Many business writers have trouble crafting bullet lists. This is probably because they were never taught how to. One reason no one taught you how to structure – or punctuate – a bullet list is because such lists aren’t – strictly speaking – a grammatical construct. As a result, there are no universal rules about how to craft them. (Unlike, for example, the rule about ending sentences with something that demonstrates a full stop, like a period, question mark, or exclamation mark.)

In the next Boot Camp session – which I’ll post later this week – we’ll talk about how to craft a good bullet list.

2019-06-29T20:03:00.001-04:00

Better Writing Boot Camp – Stretch Break

2019-06-11T11:30:00.000-04:00

We’re over half way through the boot camp – good job! How are you feeling about your progress so far?

While you’re taking a bit of a stretch break, I thought I’d make a couple general comments. These might be obvious, but I think they’re worth specifically pointing out.

It’s all about the reader

First and foremost, I’m hoping you’ve realized that the real secret to being a better writer is to focus on your reader’s needs. What we’re doing with each session is focusing on one thing that – if done well – will help your readers. In each Session I try explaining how or why improving in that one way will help make the reader’s job easier. For example, using transitions (Session 3) is a way to help guide the reader through your argument or idea. They help ensure the reader doesn’t veer off course – or miss any important points. Using active voice (Session 5) isn’t just about making things livelier – it makes clear to readers who’s responsible for actions or decisions.

Indeed, helping readers get through your document and understand the points you’re making is good for business. At a minimum, it shows you care and respect your readers. It also empowers them to make reasoned decisions and to take action. And, it makes you look smart – smart enough to share your knowledge and expertise in a way that they understand.

Don’t be a slave to old rules

The other point you may have noticed is that it’s ok to break some of the “rules”. Indeed, after the very first Session I got an email from a reader chiding me for splitting an infinitive. (If you missed it, the last sentence of Session 1 had the split infinitive that didn’t sit right with the reader.) You probably noticed in Session 2 that I ended a sentence with a preposition – another alleged grammar no-no. (Here’s the sentence: “The key to clear paragraphs is making sure each sentence relates to the theme or thesis you’re writing about.”)

There’s evidence that these “rules” were created by folks who were trying to make English grammar conform to Latin grammar. But, we’re living in the 21^st century so there’s a strong argument these rules are irrelevant. Furthermore, applying them can result in awkward – or clumsy – sentences. For example, to ensure the correct emphasis, it’s often absolutely necessary to split an infinitive. Similarly, if it’s more natural to end a sentence with a preposition, feel free to.

Another rule I routinely break relates to starting sentences with conjunctions like “and” or “but”. Many folks learned it’s incorrect to do so. I’ll bet you learned this “rule” in elementary school. There’s no basis in English grammar for this supposed rule, however. Teachers made this rule up to prevent you from making another grammatical mistake. Teachers thought that that by starting with “and” or “but”, students were more likely to write a sentence fragment. To prevent that possibility, they created the “rule” about not starting with those words. As long as you’re careful about crafting a sentence that includes a full thought, feel free to disregard what your elementary school teacher said.

Don’t be shy about sending feedback

And finally, I want to thank the readers who have dropped me a line. The feedback is great. It helps me understand what you’re finding useful, and what you might appreciate my help with. So, keep the feedback coming!

Until next session, keep up the terrific work!

Better Writing Boot Camp – Session 7: Reducing Jargon

2019-05-28T10:30:00.000-04:00

Jargon is a word or phrase that has a special meaning when used in a particular technical field, industry, group, or situation. Jargon can be useful shorthand, so long as you’re sure everyone you’re talking to or writing knows and understands the precise meaning.

People often think jargon must sound technical or exotic. Legal maxims spouted in Latin are often what folks point to when asked to define jargon. The Latin phrase res ipsa loquitur, for example, is exotic-sounding jargon a lawyer might use when talking about evidence. (The phrase basically means something speaks for itself.)

But, what many folks don’t realize is that common words can be jargon too. Take a simple word like “sheet” – depending on the context, it can be jargon. How, you ask? If someone says, “pass me that sheet”, they might be referring to one of (at least) four different things:

a piece of paper
a bed covering
a piece of glass
a rope

The last example comes from the sailing world, where certain ropes are “sheets”. Indeed, learning to sail isn’t just about learning to handle a boat – it’s also about learning a new language. So long as everyone on board speaks sailing, using sailing jargon saves time and reduces the chance something might go wrong!

Why do people use jargon?

As noted, jargon can function as shorthand that can save time, which can be crucial in emergency situations. Some professionals use jargon specifically to differentiate themselves or to exclude others. And yes, that often means professionals judge peers and colleagues based on whether they’re fluent with the jargon of their field.

Problems with Jargon

Using jargon can create a variety of problems, however. The most obvious problem is when you use jargon and the person hearing it (or reading it) doesn’t understand it. (Using res ipsa loquitur in a non-legal document is an example.) Of course, by taking the time to define the jargon for your audience you can solve part of the communication problem. But, simply defining the term doesn’t address another problem: using jargon often alienates folks, which is never a good communication outcome.

Another problem with using jargon is that the same word or phrase can mean different things to different people. Of course, in many situations, there are other clues that help minimize the confusion. If you’re standing near a photocopy machine when someone says “pass me the sheet”, you’d realize they’re not talking about a rope. But making assumptions based on circumstances is always dangerous.

A separate, but related problem can occur with jargon when someone doesn’t appreciate the technical sense the speaker/writer intends. This is more likely to happen when the jargon you are using involves common words.

Another problem with jargon that many fail to appreciate is that jargon can be confusing even among members of the same profession. Take, for example, a situation where a tax attorney was making a presentation at a tax conference. One of her key arguments was that a particular transaction was favourable because of the capital gains treatment. She didn’t realize, however, that some lawyers in the audience were from countries where the capital gains treatment was very different. It never occurred to her to explain how she calculated the capital gain because she assumed all the lawyers were on the same page. The end result was that some considered her analysis flawed because they were mentally applying their country’s capital gains calculation.

Dealing with Jargon

Given the name of today’s boot camp session, I believe the best way to avoid confusion is to not use jargon. Of course, in certain situations and at certain times, you may decide using jargon is fine, or even preferred. In those situations, ask yourself the following:

Will everyone understand the term is jargon?
Will everyone understand the meaning I intend?

If the answer to either question is no – or even “maybe not” – then take the time to define for the audience what you mean. (If you don’t want to break up the flow, consider providing the definition in a footnote or glossary.) I promise you, no one will object to you setting out your meaning and you’ll enhance your reputation as a clear communicator.

Better Writing Boot Camp – Session 6: Passive Resistance

2019-05-09T11:00:00.000-04:00

Have you ever read a sentence in a business communication and thought to yourself: “Who says?” or “Who did that?” or “Who made that decision?”

Here are a few examples:

Sentence A: A mistake in processing your order was made.

Sentence B: Your application has been reviewed and it is denied.

Both these sentences are in passive voice and so they leave the reader not knowing who took the actions. In Sentence A we don’t know who made the mistake and in Sentence B we don’t know who reviewed the application or who denied it.

Why use active voice?

Sentences written in active voice are more interesting. Consider these sentences:

Sentence C: Gretzky scored the game winning goal.

Sentence D: The game winning goal was scored by Gretzky.

Both provide the same information. But, Sentence C, which is in active voice, is livelier. Why? The subject of the sentence – Gretzky – took the action – he scored the goal. With passive voice, the subject of the sentence is not the actor. In Sentence D, the subject is the goal.

Here’s another pair of sentences:

Sentence E: A pail of water from atop the hill was fetched by Jack and Jill.

Sentence F: Jack and Jill went up the hill to fetch a pail of water.

Sentence E is passive: the subject of the sentence is the pail – and a pail can’t take an action. Instead, the pail was acted on – it was fetched – by Jack and Jill. In Sentence F – the one in active voice – Jack and Jill are the subject and they took the action.

Some business writers think that by writing in passive voice, a statement seems less personal or less pointed. That argument doesn’t necessarily hold up. If I were on the receiving end of a processing mistake, I would rather be told: “We made a mistake in processing your order.” Though I don’t know specifically who the “we” is – active voice at least tells me the company is claiming responsibility for the mistake.

Another plus with sentences written in active voice is they are shorter, which, as you remember from anther Boot Camp Session, is better.

Recognizing passives

To recognize passive voice, look for the following two things in the sentence:

Some form of “to be” – for example: “as”, “are”, “is”, “was”, “were”, and so on
A past participle – usually a verb ending in “ed” or “en”

In Sentence E, for example, “was” is the “to be” verb and “fetched” is the participle.

You can also enable Word’s grammar function to spot passives. Whenever Word flags a passive, I take a moment to review the sentence and figure out what makes it passive. Then, unless I have a good reason to leave it in passive voice, I re-cast it in active voice.

Fixing passive sentences

I’ll admit that writing in active voice doesn’t always come natural to me. As a result, I put a lot of effort into spotting my passive sentences and correcting them.

If you use active voice as much as possible, you’ll be a better writer. Your writing will be more concise and you’ll leave readers with fewer questions.

Better Writing Boot Camp – Session 5: Making Things Personal

2019-04-26T11:30:00.000-04:00

By now, I hope you’ve realized that the skills you’re honing each session are building on each other. With that in mind, in this session we’re focusing on making things personal. In other words, using pronouns like “I”, “we”, and “our” to refer to your business or the viewpoint you’re presenting in your documents. We’ll also look at why you should refer to the reader as “you”, or their proper name, if appropriate.

Many people were taught that business writing is “supposed to be more formal” than other kinds of writing. As a result, they think that using first person – referring to their business as “we” or “us” – is unacceptably informal. As we noted in Session 4, the argument that writing should be more formal than spoken language is no longer relevant. And, because there’s nothing sacred about business writing, there’s no reason it should be more formal than any other writing.

In fact, there are lots of reasons to use first person in business writing. First person is direct and more authentic because it reminds the reader someone is behind the information. In a business-to-business context, using first person signals to customers that there are people behind the goods or services the business offers. First person is also more authoritative, which is especially important when the document sets out your professional opinion, for example. Using first person reinforces the fact that you stand by your statement.

If you’ve noticed that others in your company or organization use the formal third person, find out why. Chances are people have assumed there was some corporate dictate about avoiding first person because everyone seems to avoid it. It’s also likely that no formal decision to refrain from first person was ever made. If your organization is one of the few that has an actual policy requiring third person, set to work trying to revise it. You can start by using first person and if someone tells you to change it, explain the benefits of first person. You may not win the argument in the short term, but keep at it – it’s a fight worth having.

Writers who are reluctant to use first person also often avoid referring to the reader as “you” – in other words, in the second person. Say, for example, you’re writing a letter offering someone employment. If the person you’re writing takes the job, the offer letter is, in effect, a contract. After the initial greeting (the salutation) – don’t do what many do, which is refer to the person as “the employee” rather than the familiar “you”. How impersonal can you get? Do you want to work for someone who thinks of you simply as “the employee”? I don’t….

Referring to the reader as “you” is more direct and it helps involve the reader. It’s especially important when the purpose for your document is to get the reader to take action

Gaining comfort – and confidence – using I, we, and you will help make your writing more conversational and easier for readers to understand. It will also help you avoid the passive voice, which we’ll discuss in an upcoming session.

Better Writing Boot Camp -- Session 4: Using Plain, Simple Words

2019-04-04T13:30:00.000-04:00

This session we look at using ordinary, simple words in business writing. Somewhere early in their career, many business folks get in the habit of using formal words when they write. When I ask why, the most common response is that they learned writing is supposed to be more formal than speaking. Interestingly, they don’t seem to think about where that idea may have originated. It probably goes back to times when folks wrote on parchment or papyrus – or when they literally carved words into stone. But in the twenty-first century, the expectation that people use more formal language in writing is no longer true.

I also think business people use non-ordinary words out of insecurity and a misplaced belief they sound professional or authoritative. Others use formal language because their colleagues do and they think they must do so to fit in. Laziness is also involved. If you’ve picked up work-related vocabulary, it’s easier to go with the flow. Also, translating concepts and ideas into ordinary words can be time consuming. Why bother when no one else in your office does? Mindless acceptance of MS Word’s Spelling & Grammar recommendations can also cause introduction of overly formal word choices. For example, my version always suggests using “therefore” instead of “so”. That’s ridiculous.

Wonder if I’m talking to you? I am if you’ve ever written a client or colleague something like: “the meeting will commence at 10”. Commence? Would you tell your spouse that you daughter’s play date commences at 10? No – you’d say it starts at 10. Or, have you ever written something like this: “When queried, Arlene said I need to furnish the information on or before noon.” Queried? Furnish? On or before? Why not: “I asked Arlene and she said I must give her the information by noon.”

Or maybe you’ve written something like this in a business letter: “Pursuant to our discussion, please furnish us with the aggregate amount per annum that your team spent on securing assistance with payroll.” Why not: “As we discussed, please give us the total amount per year that your team spent for help with payroll.

Here are some words and phrases you can practice making plainer: elect, ameliorate, in the event, subsequent, prior, aggregate, implement, necessitate, sufficient, exhaustive, pursuant to, consensus. If you have trouble coming up with a plain alternative for a word, look up synonyms of the word. (I turn to merriam-webster.com for this kind of help all the time. Just look up the word and click on the “synonyms and antonyms” link.)

Using ordinary words isn’t about dumbing down information. It’s about making information understandable to as wide an audience as possible. If that’s not a good enough reason to work at using plain language, there’s something in it for you too. You’ll find that translating concepts into ordinary words tests your understanding of what you’ve written.

In a future session we’ll focus on avoiding jargon – that’s an even trickier issue to deal with. But, you’ll be in better shape for that workout if you practice – and master – using plain words in your business writing.

Better Writing Boot Camp -- Session 3: Using Transitions

2019-03-19T13:30:00.000-04:00

Like a fitness boot camp, each week builds on the previous weeks’ work. So, by this point you’re probably good at spotting long sentences and shortening them. You should also be used to crafting solid paragraphs.

This session we turn our attention to using transitions – words and phrases like: “as a result”, “in fact”, “but”, “even so”, and so on. Transitions help readers understand how the ideas set out in the paragraphs are connected. They express relationships between ideas and signal how the author’s ideas flow. Think of them as the mortar between the paragraph building blocks.

Business writers are sometimes reluctant to use transitions because they think the ideas they’re writing about are obvious. In other words, they believe the reader doesn’t need help making the mental connection. Writers who’ve been working on a document for some time are more likely to come to this mistaken conclusion. They forget the poor reader is new to the information and don’t realize readers appreciate it when connections are clear.

Another excuse writers sometimes give for not including transitions is they want to be concise. While striving to be concise is good, making things easy for readers by adding a few words is just as important.

Generic transitions are cues that keep readers on track. They signal contrast (“on the other hand”), comparison (“similarly”), emphasis (“in fact”), conclusions (“in short”), cause and effect (“therefore”), and so on. Choose transitions carefully because they carry subtly different meanings. For example, “earlier” and “since” both convey timing, but they mean very different things.

Substantive transitions provide connection and new content. With these, the author usually reiterates or refers to a point previously made and then adds to it. Here’s an example:

The trainer’s methods were complicated and involved a lot of equipment. Though the methods yielded results, no one signed up for the advanced camp.

The italicized transition refers back to an idea in the first sentence but the rest of the sentence then offers a contrast.

Because transitions are cues for readers, the best place to put them is at the point of connection. Here’s an example:

The participants were tired and frustrated. As a result, they all quit.

There’s no reason for not using transitions generously. After all, they help readers follow your line of thinking, which is the goal of all business writing.

Better Writing Boot Camp -- Session 2: Crafting Paragraphs

2019-02-27T13:30:00.000-05:00

In this session we turn our attention to paragraphs. They’re the building blocks writers use to present information. A paragraph is a grouping of sentences that relate to an idea, theory, or argument. (Of course, you can have single sentence paragraphs, but here we’re focusing on multi-sentence paragraphs.)

The key to clear paragraphs is making sure each sentence relates to the theme or thesis you’re writing about. If a sentence does not directly support the theme, it doesn’t belong in the paragraph.

To figure out if each sentence supports the theme, first identify the paragraph’s topic sentence. If none of your sentences set out your main thesis, you’ll need to craft one that does. Once you have a topic sentence, make sure each sentence clearly relates to it.

When you find a sentence that doesn’t directly support the topic sentence, remove it from the paragraph. If you take a sentence out of a paragraph that doesn’t mean you must delete it from the document. You may find the sentence includes an idea worthy of being the topic sentence of a new paragraph. Or perhaps the removed sentence supports some other paragraph. If so, move it there.

Though content drives paragraph length, paragraphs with many sentences require special attention. Besides making sure each sentence supports the paragraph’s thesis – ask yourself whether the order of the sentences makes sense. You can order the sentences in a variety of ways: chronologically, by cause/effect, by argument/counter-argument, and so on. When choosing the sentence order, be sure the ordering will make sense to the reader.

And finally, like long sentences, long paragraphs are difficult for readers. Paragraphs should present information in digestible chunks. Most long paragraphs can be easily broken into two paragraphs. Of course, you may have to craft a new topic sentence for the second paragraph. You can usually do this by simply paraphrasing the original topic sentence. Then review the two paragraphs, making sure the order of the sentences in each paragraph makes sense.

Invest the time in critically analyzing every paragraph you write. Your writing will be clearer and your readers will be grateful.

Better Writing Boot Camp -- Session 1: Keeping Sentences Short

2019-02-04T16:54:00.002-05:00

Have you ever taken a fitness boot camp? If so, you probably noticed that most of the activities are things you did in elementary school. (You probably also noticed those moves are a LOT harder on older knees than they were on 10-year-old knees!) By the end of boot camp you’re stronger because you’ve reconnected with muscles you hadn’t focused on for some time.

In coaching professionals interested in making their business-related writing better, I’ve noticed big payoffs come from focusing on a few basics. So, I’m launching a digital writing boot camp designed to help you whip your writing into better shape. The boot camp will be a series of short blog posts. Each post will cover one basic practice that will improve your writing – if you’re willing to really focus on it.

Ready? Ok, here goes …

Session 1: Keeping Sentences Short

An excellent first principle to focus on is keeping sentences short. Shorter sentences are easier for readers. Long sentences – even when grammatically flawless – require a lot from readers. Business writers seem to forget that readers don’t know the point you’re making until they finish reading the sentence. With long sentences, readers must hold a lot in their head before making sense of the idea you’re presenting.

Another problem with long sentences is that they’re more likely to be grammatically flawed. And, when you write a long sentence, you increase the chance of creating confusion and ambiguity.

How short? My rule of thumb is sentences should be under 25 words. I know, that seems like a lot of words – and it is. But, you’d be surprised at how many sentences in business documents are 30, 40, even 50 or more words long. Professionals often think that long sentences show off their expertise. Instead, it shows their laziness and lack of care about the reader.

So, any time your sentence spills beyond one line of type, take the time to check how many words it is. (It’s easy to check word counts in MS Word. All you do is highlight the sentence and in the lower left corner you’ll see the sentence’s word count.) It’s a bit time consuming to do for every sentence, but don’t skip this necessary step.

Any time you have a sentence that’s over 25 words – shorten it! Start by ruthlessly trimming unnecessary words. If that’s not enough, re-cast the sentence. Sometimes the easiest solution is to chop the sentence into two. Sure, you may have to repeat the subject of the sentence, but that’s a small price for clarity and ease of reading.

I challenge you to diligently focus on writing shorter sentences for a month. Do it for your readers – and for yourself.

Word Crimes?

2014-07-21T11:40:00.001-04:00

Being in the business, I’ve always found grammar inherently interesting and fun. Now, thanks to Weird Al Yankovic, I am sure others will find it fun too!

Here it is: Word Crimes – enjoy!

Reflecting on Reflexive Pronouns

2013-10-25T08:25:00.002-04:00

I’ll admit it up front: misusing reflexive pronouns (which are pronouns that end in –self or –selves) is a pet peeve of mine, so when I read this sentence from a letter written by Toronto’s mayor, I cringed:

“Mr. [X] has demonstrated to myself that he has a great work ethic and has always shown tact and diplomacy.”

As the name implies, reflexive pronouns reflect back on the subject of the sentence. Here’s a simple example: She bathes herself. I like this example because the mental image it presents makes it easy to envision the subject of the sentence doing something to herself.

Another way of describing when it’s ok to use a reflexive pronoun is when the subject and object are the same entity. In the mayor’s sentence, the subject (Mr. X) and the object (the author of the sentence – in this case, the mayor) are not the same entity, so “myself” is clearly wrong. The proper pronoun in that sentence is “me”: “Mr. X demonstrated to me that he has a great work ethic…”

If these explanations don’t make use of reflexive pronouns clear enough, here’s how MS Word’s grammar help explains why “myself” is incorrect in a sentence like the one the mayor wrote:

Reflexive Pronoun Use: It is incorrect to use "myself" alone as a subject, as in "Jake and myself went to town," or alone as an object, as in "You will talk only to myself."

Pronouns ending in –self (or –selves) can also be used to emphasize something, in which case grammarians call them intensive pronouns (rather than reflexive pronouns). As the name “intensive pronouns” implies, such pronouns are inserted for emphasis – to make you take notice of the noun or pronoun they go with. Here’s an example: Tom himself did the laundry.

Given how simple the rules for using reflexive pronouns are (or, looked at it another way, the relatively few situations when using reflexive pronouns makes sense), I wonder why they are so often misused. In Grammatically Correct: The Writer’s Essential Guide to punctuation, spelling, style, usage and grammar, Anne Stilman suggested that one reason writers might insert reflexive pronouns where they don’t belong is because they may think that “it sounds more important or genteel to say myself than plain I or me would do”. That may be the case, but it certainly backfires because doing so only makes the writer seem illiterate.

So, next time you’re tempted to tack a “–self” or “–selves” onto a pronoun, stop and be sure to consider whether doing so is correct.

PLAIN Language International’s Upcoming Conference

2013-10-07T20:11:00.000-04:00

I’m a member of PLAIN, the international association for plain language professionals. PLAIN’s 20thAnniversary Conference is coming up in Vancouver from Oct. 10-13, 2013. In the lead-up to the conference there have been many interesting discussions in the Member’s message forum.

In one of the discussions, William DuBay, of Impact Information Plain Language Services, offered up a great description of our profession. I thought I’d share it with readers as we mark International Plain Language Day (October 11). Here’s what Bill said:

“We are indeed a unique profession. We are not about writing; we are not about reading. We are at the point where these two activities intersect, at the point where comprehension takes place, where the rubber hits the road.”

I often describe plain language as reader-focused writing, which is what I think Bill is getting at when he talks about plain language practitioners being concerned with making sure the reader understands what’s written.

If you’d like to learn more about plain language – or better yet, if you’d like to join the conversation – I encourage you to join PLAIN.

The Benefits of Hearing Your Text Read Aloud

2013-08-28T22:18:00.001-04:00

Today I was doing some on-line research on a grammar issue and I happened on a terrific writing web site: DailyWritingTips. There’s lots of very useful information on the site on a wide range of topics. I clicked on a few topics that were of general interest to me and then I noticed an item titled: 34 Writing Tips that Will Make You a Better Writer. Curious, I clicked on it.

The 2007 article was based on tips from readers. While all the tips were good advice – most are conventional wisdom. But Tip #30, apparently submitted by E.I. Sanchez, offered a fantastic idea that I’ll certainly put into practice – and so I wanted to share it.

Here’s Tip 30:

“30. E. I. Sanchez
For large documents, I use Word’s Speech feature to have the computer read the article back. This allows me to catch errors I have missed – especially missing words or words that ’sort of sound the same’ but are spelled differently (e.g. Front me instead of ‘From me’).”

I had never heard of Microsoft Word’s Speech feature and I didn’t know if Word 2010 – the version I’m running – had the feature. With a bit more on-line research I found a simple description of how to enable it – and I did. I’m thrilled to say that the text-to-speech feature works really well.

Reading your writing aloud has always been a terrific way of catching clumsy writing and even some typos. Indeed, it is a practice I employ often. But, I’ve found that when I read my own writing aloud, I don’t always catch typos because I read too quickly and because my mind knows what I meant to write and so that’s what I “read” – even though that might not be exactly what’s on the page.

Word’s Speech function reads at a more reasonable pace than I read my own stuff, and it read exactly what’s written. I’ve found that by reading the document on-screen as the document is read aloud to you, there’s a darned good chance you’ll catch things you wouldn’t catch if you simply read it aloud yourself.

Give it a try – I think you’ll find it as helpful as I do. Thank you E.I. Sanchez!

Speaking my language

2013-07-23T11:16:00.001-04:00

I was reading the latest Ontario Power Authority’s NewsOn-line newsletter and it had a terrific example of plain language principles that I thought I must share with you. It was a story about the recent rain storm that hit Toronto, dumping the most one-day rainfall ever recorded in Toronto.

The paragraph in the story that made me cheer was this:

About 100 millimetres (four inches) of rain fell during the storm that struck during the evening commute on July 8. It is the heaviest one-day rainfall recorded in Toronto.

Why do I love that simple two-sentence paragraph? Because it helped me understand what 100 millimetres of water is – it’s about 4 inches. I can’t tell you how many articles I’ve read recently about flooding in Alberta, for example, that have only provided the rainfall in millimeters – a concept I simply can’t wrap my mind around. (I know I should be able to comprehend what a millimeter is, since Canada uses the metric system. But, I grew up in the non-metric world and so a millimetre of water simply doesn’t mean much to me.)

By including that additional information in simple parentheses the writer helped me – and I suspect many other readers – immeasurably. And, as you can see – the additional parenthetical information didn’t disrupt the flow of the story or add much to the length.

That’s good business writing!

Plain Language writing is all about expressing information in ways so that different readers can understand it.

The different meanings of shall

2013-05-28T09:34:00.002-04:00

A client and I were discussing the edits of a document the other day and I suggested replacing the word “shall” with a different word. The client hesitated and said that that morning he and others on the management team were working on firm policy statements and the issue of the mandatory nature of “shall” came up. He said that his understanding is that you should use “shall” when you want to ensure there is no wiggle room.

I then explained, in fact, there’s a push to eliminate use of “shall” because using it does not necessarily imply something is mandatory. The client clearly was sceptical about my comment. I then went on to explain that this isn’t just limited to a few writing consultants recommend – it’s something folks who draft legislation and contracts are also behind. (Folks like Brian Garner, for example.)

That discussion reminded me that my clients don’t read or follow all the language news that I do. (They’re too busy keeping up-to-date with their own industry, of course.) So, after the meeting I sent my client a copy of a Writer’s Edge article I recently wrote about ambiguity. In that article I provided some examples of the different ways “shall” can be interpreted.

Since I suspect many readers of this blog may also think that using “shall” helps bullet-proof their writing, I thought I’d share examples of the different meanings for “shall” here:

· Father said we shall go see Grandma on Sunday. Here it means we will go see Grandma on Sunday.

· The provinces shall have the power to amend the law. Here it means the provinces may amend the law.

The Comma that Opened Airspace?

2013-04-12T10:39:00.000-04:00

An interesting March blog about the consequences of a poorly placed comma came to my attention recently and I thought I’d share it. The post, which was by Tony Tharakan, editor of Reuters’ India Online, tells about India’s approval of a controversial proposal by a Malaysian airline (AirAsia) for a new airline to operate in India. The proposed airline will be a joint venture (JV) between AirAsia and India’s Tata group and other Indian investors.

The controversy arose when some wondered whether the proposal complied with a September 2012 government press note outlining the rules for foreign direct investment in aviation in India. Here’s a portion of the sentence in the September press note with the whose interpretation was open to debate:

“The government of India has reviewed the position in this regard and decided to permit foreign airlines also to invest, in the capital of Indian companies, operating scheduled and non-scheduled air transport services, up to the limit of 49% of their paid-up capital…”

AirAsia will only own 49% of the JV, so the issue wasn’t about the amount of foreign investment. Instead, officials from the aviation authority argued that the policy referred to in the press note allowed foreign airlines to invest in existing carriers, not start new ones up. But, India’s Department of Industrial Policy & Promotion (DIPP) interpreted the sentence to mean that foreign airlines were allowed to take up to a 49% stake in existing Indian carriers and new airlines being set up.

Tharakan commented that the problematic comma in the quoted sentence was the one after the word “companies”. He said: “Had there been no comma after “companies”, things would have been clear. It would have meant foreign airlines could only invest in existing carriers….”

Personally, I think the confusion is attributable to the comma after “invest’ and the comma after “companies”. In any event, I think much of the confusion could have been avoided by application of the plain language principle of using short, clear sentences rather than long, comma-filled passages. What do you think?

One set of eyes just isn't enough!

2012-02-29T13:14:00.005-05:00

Talk about life's lessons...

I sent out an announcement to clients this morning about some seminars I'm launching and -- wouldn't you know it -- the announcement had a typo. Instead of Plain Language, I typed: Plan Language. Of course the spell checker didn't flag that because "plan" is a perfectly fine word, as far as the spell check program is concerned!

Well, nothing I can do about it now other than use this as a "teachable moment" and a chance to remind everyone that if it's something important you're putting out -- it's always best to ask someone else to proofread it before you send it. I know, finding someone to proof something isn't always easy, especially if you fly solo, like I do. But, live and learn... (and try to find someone next time!)

Supreme Court of Canada Rules on Hyperlinks and Defamation

2011-10-21T19:49:00.003-04:00

If you’ve ever blogged or created content and inserted a hyperlink to information on the Web, a recent Supreme Court of Canada (SCC) case should help you sleep better, knowing it’s unlikely you’ll be liable for defamation. In Crookes v. Newton the SCC considered whether a hyperlink to allegedly defamatory material amounted to “publishing” the defamatory material.

In Canada, for someone to succeed in bringing a defamation action they must prove that the defamatory words were “published”. To be published the words must be communicated to at least one person other than the person claiming defamation.

The SCC concluded that hyperlinking is not, in and of itself, publication of the content to which the link refers.

The Facts of the Case
Crookes brought a series of law suits against people he claimed were responsible for allegedly defamatory articles published on various websites. Newton, who owns and operates a website containing commentary on various issues, posted an article on his web site that had hyperlinks to other web sites, which in turn contained information about Crookes.

Crookes sued Newton on the basis that two hyperlinks Newton inserted linked to defamatory material and that by using those hyperlinks, Newton was publishing the defamatory information. One of the hyperlink was a “shallow” hyperlink, which means it simply took the reader to web page where the articles were posted. The other was a “deep” hyperlink, which took readers directly to a specific article. In essence, Crookes argued that a person who includes a hyperlink on a webpage publishes any defamatory remarks found on the linked page because the person inserting the link has done something that has the effect of transferring the defamatory information to anyone who clicks on the link.

The Majority’s Decision
Justice Abella, writing for the six-justice majority, concluded that hyperlinks are like references and a reference to other content is fundamentally different from other acts involved in publication. According to Abella, it is the actual creator or poster of the defamatory words in the linked material who is publishing the libel when a person follows a hyperlink to that content

Abella concluded, “Making reference to the existence and/or location of content by hyperlink or otherwise, without more, is not publication of that content. Only when a hyperlinker presents content from the hyperlinked material in a way that actually repeats the defamatory content, would that content be considered to be “published” by the hyperlinker.” [Paragraph 42 of the judgement]

The Concurring Opinions
In a concurring opinion, Justices McLachlin and Fish were not willing to absolve all hyperlinkers from possible liability for defamation. Instead, McLachlin and Fish concluded that there could be some cases where the combined text and the hyperlink may amount to publication of defamatory material contained in the hyperlinked text. “If the text communicates agreement with the content linked to, then the hyperlinker should be liable for the defamatory content.” [Paragraph 48]

In a lengthy separate opinion, Justice Deschamps disagreed with the approach taken by the other justices. Instead, Deschamps favoured a “more nuanced approach” under which a reference to defamatory content could satisfy the first component of publication if it makes defamatory information readily available to a third party, if the act was deliberate. [Paragraphs 106 and 107] And, if the first component is met, the court should then turn to the second component, which is whether a third party received and understood the defamatory information. Deschamps then set out some of the factors a court could consider in determining whether to infer that a third party clicked on the hyperlink and read and understood the linked information. [Paragraph 110] Applying her approach to the facts of the case, however, Deschamps concluded that Crookes did not establish facts supporting the second component and so she too found in favour of Newton.

Conclusion: Hyperlinks are Crucial to the Flow of Information Over the Web
The SCC’s decision is obviously comforting to bloggers and others who use hyperlinks. It should also be welcome by all who use the Internet as it reflects the reality that hyperlinks are crucial to the flow of information. As Justice Abella put it, “The Internet cannot, in short, provide access to information without hyperlinks. Limiting their usefulness by subjecting them to the traditional publication rule would have the effect of seriously restricting the flow of information and, as a result, freedom of expression.” [Paragraph 36]