Understand the nsw.gov.au voice, tone, writing style and user-centred approach – including our plain English, inclusive language and topic-based structure.
Writing style
Our content is:
- specific
- informative
- purposeful.
Our content appears at the right time in the right place for the user to do the thing they came to do. We include only as much information as the user will need to finish a task or move onto the next step. We don’t add any background or historical information unless it’s helpful straight away.
Voice
Clear and engaging
We use friendly, supportive language without jargon. We use active voice to make it clear who is doing what. Lead with positive language, rather than negative. Tell customers what you can do for them, rather than what you can’t.
Transparent
We are reliable and informative, using open, honest language.
Inclusive
We are unbiased and apolitical, drawing our audience into the conversation by using active voice and the first and second person (‘we’ and ‘you’).
Authoritative
We take an evidence-based approach, using facts to back up our decisions.
Actionable
We make it clear how users can take action, with simple and direct step by step instructions.
Tone
For most content on nsw.gov.au we use the everyday tone.
For policies and procedures we use the official tone.
Everyday tone
- Keep language simple. Be vivid but not too detailed.
- Use informative and inclusive language.
- Establish an emotional connection with the audience by being supportive and knowledgeable.
- Use a mix of short, sharp sentences and slightly longer sentences to give your writing rhythm and flow. Aim for an average of 20 words per sentence.
- Use a combination of first person plural (‘we’ and ‘our’) and second person singular (‘you’).
- Use personal pronouns ‘we’ and ‘you’ to support a direct and inclusive tone.
- Use active voice. (‘We will assess your application within 30 days.’ not ‘Your application will be assessed within 30 days.’)
- Use contractions (‘you're’ instead of ‘you are’).
- Avoid uncommon acronyms, buzzwords and cliches.
- Apply correct grammar and punctuation.
Official tone
- Provide the essential details using simple, straightforward language.
- Use authoritative, realistic language without being condescending or pompous.
- Take an evidence-based approach – concentrate on conveying factual information.
- Focus on one idea or concept per sentence and keep it as brief as possible without compromising meaning.
- Use a combination of first person plural (‘we’ and ‘our’) and second person singular (‘you’) when your audience is clear and you need to convey a call to action. Use third person (‘the department’, ‘students’, ‘staff’, ‘teachers’) in policies.
- Use passive voice sparingly, and only when it provides greater clarity to the sentence.
- Avoid using contractions (‘won’t’).
- Don’t use colloquial expressions, not commonly known acronyms, buzzwords or cliches.
- Don’t use humour as it will undermine the message and could land the wrong way.
- Apply correct grammar and punctuation.
Writing in plain English
We want everyone to understand us, so we use plain English. We keep it conversational, but not too casual.
We avoid formal or technical words when easy or short words will do.
Examples:
- buy, not purchase
- help, not assist
- about, not approximately.
Reading age
We write to a reading age of 14 years (grade 9) or lower. There are several free checkers you can use to check the readability of your content.
While helpful, a readability score is only a rough indicator – on its own, it won’t make your content more readable. Avoid editing your content just to improve the readability score.
Instead, focus on the basics of clear language and writing style. Structure your content for logical flow.
Use readability software as a final step to help you identify problems with your writing or patterns that you may have overlooked.
Inclusive language
Write with intention.
Use discrimination-neutral, gender-neutral, age-neutral and device-neutral language.
Avoid language that assumes all personal relationships are heterosexual.
Examples:
- ‘fire fighter’ not ‘fireman’
- ‘people’ or ‘everyone’ not ‘mankind’
- ‘staffing’ not ‘manning’
- ‘person with disability’ not ‘disabled person’ (the person comes before the disability), or ‘handicapped’.
Remember language has baggage. Understand and respect the preferences of your audience.
For example, in some contexts ‘carers’ may be a more inclusive term than ‘parents’ but for an audience with disability it can have different meanings and associations.
For comprehensive guidance on inclusive language, see the Australian Government Style Manual.
Site structure (information architecture)
Most people looking for government services and information don't understand the structure of government.
To address this, we use topics as the primary navigation path on nsw.gov.au.
Our topic pillars help structure, organise and label information in ways that make sense to our audiences.
All content on nsw.gov.au sits within the topic area that fits best with users’ expectations based on user research.
Most content on the site is also cross-linked with other relevant topics and agency pages. This gives users multiple entry points into the information, supporting different user journeys.
Learn more about nsw.gov.au topic pillars and how they fit with your content.
Need any more help?
If you have any questions, or require assistance with anything mentioned on this article, submit a request via the webform.