Non-Discriminatory Writing Guide
The 果冻传媒麻豆社 strives to be a welcoming environment for students and employees from all walks of life.
Writing for our archetype
At U of I, we are Explorers. That means we use down-to-earth, straightforward language to express our ideas. We treat everyone with equal respect regardless of rank and title. We don’t use a lot of buzzwords or industry lingo. We want all of our writing to be easily understood and approachable. We avoid unnecessary capitalization and punctuation, as well as limit the use of acronyms and abbreviations. See the Editorial Style Guide for guidelines on how to address titles, degrees and other language use examples.
Our writing follows a “show, don’t tell” style. Rather than using buzzwords or lingo, such as “cutting edge,” or “prestigious,” use examples that demonstrate those facts. Often, people will add these adjectives because they think it makes the institution or individual appear more important, but it can have the opposite effect and make the university seem out of touch, elitist or snooty.
Rather than … “The cutting-edge research …”
Try … “The research is the first of its kind in this field …”
Rather than … “The prestigious award …”
Try … “The award is given to only 30 people each year …”
Writing for a global audience
As a university that serves a global population, it is important to remember that our content may be read by people from across the world.
U of I community members should avoid using language that is insensitive to cultural differences or that excludes or offends any group of people, based on their ability/disability, age, ethnicity and race, gender and sexual identity, etc. When writing content, always consider whether a person’s or group’s identity is relevant to the content. Do not identify someone’s race, gender, orientation, ethnicity, disability status, etc., unless it adds value and context.
In all cases, emphasize the person first. Our focus should not be on the differences. By making simple, thoughtful adjustments, you can ensure that your content will be accessible to people from varying backgrounds and cultures.
Refer to a disability only when it鈥檚 relevant to the story. When referring to those with disabilities, generally emphasize the person first but be aware that some people view their disability as central to their identity and use identity-first language, such as 鈥渁n autistic woman鈥� or 鈥渄eaf students.鈥� Autistic people and deaf people often 鈥� but not always 鈥� use identity-first language. Ask for their preference.
When preferences of an individual or group can鈥檛 be determined, try to use a mix of person-first and identity-first language.
- Examples of person-first language: 鈥淎 person with a disability (not a disabled person or handicapped person), 鈥渁 woman with Down syndrome鈥� or 鈥渁 man with schizophrenia.鈥�
- A person who uses a wheelchair, not a wheelchair-bound person
- The terms disabilities and disabled are generally embraced by disabled people and are acceptable when relevant. Do not use handicap or handicapped, handicapable, differently abled or physically challenged.
- 鈥淎ccessible parking鈥� rather than 鈥渉andicapped parking.鈥�
- Do not use 鈥渟tricken鈥� or 鈥渧ictim.鈥� Avoid words with negative connotations. Phrases such as 鈥渟omeone living with 鈥︹�� are generally accepted: 鈥渟omeone living with depression鈥� or 鈥渟omeone who has cerebral palsy.鈥�
- Vision: People with complete or nearly complete vision loss are blind or legally blind. Those with partial sight may use the terms low-vision, limited vision or visually impaired. Ask for their preference.
- Hearing: People with total hearing loss are deaf; those with partial hearing loss are hard of hearing. Again, ask for a person鈥檚 preference.
- Do not use the word 鈥渘ormal鈥� or 鈥渢ypical鈥� to describe people without disabilities. Instead use 鈥渘ondisabled鈥� or 鈥減eople without disabilities.鈥�
Our content should reflect the experiences of all people, regardless of gender or sexual identity.
For detailed style tips and recommendations, see the .
- Rather than saying 鈥渕en and women,鈥� say 鈥渁ll people鈥� or 鈥渁ll students.鈥�
- You can ask a person for their name and pronouns during introductions: 鈥淗i I鈥檓 Joe Vandal, and I use he/him pronouns. What do you prefer?鈥� Someone鈥檚 preferred name may not be the same as what appears in the university system. Always use their preference.
- 鈥淭hey/their/them鈥� are acceptable as gender-neutral singular pronouns.
- Only include information about a person鈥檚 gender or sexual identity if it is relevant to the content.
- If you are unsure of how to address a person鈥檚 gender or sexual identity when writing content, such as a feature article, you can ask 鈥淎re there any aspects of your identity that you would like to share in this article?鈥� It is their choice to self-identify. Never identify an individual as a member of the LGBTQ+ community without their permission.
- LGBTQ+: An acceptable reference for lesbian, gay, bisexual, transgender and queer and/or questioning, plus other sexual and gender identities. Fewer or additional letters can be used in quotations and names of organizations and events.
- Avoid the term 鈥渉omosexual.鈥� Ask the individual how they identify.
- Use 鈥渨oman/women鈥� or 鈥渕an/men鈥� instead of 鈥渇emale鈥� or 鈥渕ale.鈥� Female and male refer to biological sex whereas woman/man refer to gender identity.
- Transgender: An adjective to describe people whose gender does not match the one usually associated with the sex they were assigned at birth. 鈥淭rans鈥� is acceptable on second reference. Identify people as transgender only when relevant. Ask for their pronouns. People who are transgender may also use additional terms to describe their gender more specifically. Avoid saying that transgender people 鈥渋dentify as鈥� their gender, instead say they are their gender. For example, 鈥淢arisol is a transgender woman鈥� or 鈥淭om is a transgender person.鈥�
U of I I serves students from countries worldwide. Many U of I employees and post-doctoral researchers come from international or diverse backgrounds. Many countries, cultures or religious affiliations have different customs and social protocols you should be aware of.
The International Programs Office offers intercultural programs and events to help U of I community members learn more about each other.
- Only identify a person鈥檚 race, ethnicity or national origin if it is relevant to your work.
- Always ask for a person鈥檚 preference and identify someone as specifically as possible.
- Rather than 鈥淪he is Native American,鈥� say 鈥淪he is a member of the Nez Perce Tribe.鈥�
- Rather than 鈥淗e is Asian,鈥� say, 鈥淗e is from Beijing, China.鈥�
果冻传媒麻豆社 has a Memorandum of Understanding (MOU) with 11 tribal governments. Members of these tribes make up the President’s Native American Advisory Council. The tribes are:
- Coeur d鈥橝lene Tribe
- Confederated Tribes and Bands of the Yakama Nation
- Confederated Tribes of the Colville Reservation
- Confederated Tribes of the Umatilla Reservation
- Confederated Tribes of Warm Springs
- Kalispel Tribe of Indians
- Kootenai Tribe of Idaho
- Nez Perce Tribe
- Shoshone-Bannock Tribes
- Shoshone-Paiute Tribal Business Council
- Spokane Tribe of Indians
Be wary of using culturally insensitive slang or appropriating cultural terminology. For example, do not say 鈥減owwow鈥� to mean 鈥渉old a meeting.鈥�