Effortless Earnings Handbook: Canadian Style

Effortless Earnings Handbook: Canadian Style – These are the principles of creating web content that is easy to find, understand and use. They are based on writing principles and techniques that help make web content clear and relevant to everyone’s needs. Use content and information architecture definitions when accessing and organizing content on the Internet.

This guide outlines the principles you should use to design and edit English web content for publication on Government of Canada websites. The rules differ from the printed system to support rules related to accessibility, readability, and ease of use.

Effortless Earnings Handbook: Canadian Style

The purpose of these rules is to make the content of the website easy to see, easy to understand and easy to use for everyone, including those with physical or mental disabilities.

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As internet and language trends evolve, we will update this guide to meet the needs of our audience.

All departments and other parts of government governed by the Communications Management Directive must use the Canada.ca Style Guide. These entities must adhere to the requirements of this style guide for all public websites and digital services, regardless of the technology used, domain name or publishing platform. This provision is set out in Annex D: Mandatory rules for social media and internet communications in the Communications Management Directive.

Organizations outside the Communications Management Directive are not required to follow this guidance. However, all organizations encourage its use for both internal and external products. Following the rules and techniques in this guide will make it easier for everyone to find, access, and use common digital content.

Most people come to public websites to complete a task and we hope to provide information that will help them. Jobs can be:

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People trying to complete tasks online often don’t read every word. They quickly look for words and links related to what they want to do.

When planning web content, consider people’s needs. Make sure your content is accessible, clear and relevant to the widest possible audience.

Making content accessible means that it can be used by a wide range of people, including those with physical and mental disabilities (eg, dyslexia, cognitive impairment, memory).

To make your content accessible, consider how assistive technology works and how certain writing styles can affect people’s ability to read or understand a text. Don’t forget to point

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Literacy is a person’s ability to read and understand a text. Readable content means better work done and more satisfied customers.

To make your content readable, consider the reading level and needs of your audience. Not everyone reads at the same level or understands content the same way. Although the content is clearly and simply presented, it can be difficult for people with low literacy levels and other disabilities.

According to Statistics Canada (2012) and the Canadian Literacy Association, approximately 50% of Canadians have problems with reading and writing. Research shows that people with reading and writing problems:

When writing for a specific audience, you can use words that are familiar to the general audience even if those words are unfamiliar. Provide a plain language summary for:

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People will see your content on different screen sizes. Mobile and tablet screens display less content than desktop and laptop screens. Small Screen Readers:

The person responsible for the official language in your organization can help you answer questions about your obligations and exemptions.

Your communications team can determine whether it is appropriate to communicate with the public in languages ​​other than Canada’s official languages.

Writing in plain text does not mean simplifying or omitting critical information. Using clear language makes important information accessible and readable by everyone.

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Start your content with the most important information and speak directly. When people search web pages, they start from the top left corner and work their way to the right. As they scroll down the page, they move to the right.

An inverted pyramid is divided into four parts from top to bottom. The diagram shows the sequence of information on a web page.

Allow basic information and messages to attract people to your program or website. These types of messages get in people’s way when they are trying to complete a task.

Where to go: Canadian law requires you to present your passport to the operator who welcomes you into the country.

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Instead of long words, use short, simple, everyday words that most people understand and use. Simple words have two or fewer letters. They are easier to look up than long and complex words.

Whenever possible, tell people what they can or should do, not what they can’t or shouldn’t do. Avoid negatives, double negatives and omissions.

Positive: You can claim a child born in 1972 or earlier as a dependent if he has a mental or physical disability.

Double negative: You cannot claim anything for a dependent child born in 1972 or earlier unless the child has a mental or physical disability.

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You can use the negative form to explain that something cannot or should not be done if it will have serious consequences.

Note: Do not attempt to locate the source of the carbon monoxide. Get out of the house immediately and move to fresh air.

Avoid using nouns formed from verbs. They can be vague. Only verbs clearly indicate the desired action.

People who do not know English or French can use online tools to translate text. These tools do not translate well to languages ​​and dialects.

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Terminology: bench warrant (a judge’s order to arrest someone who fails to appear in court or comply with certain conditions)

Alternatively: Learn about different types of savings plans that can help you build a retirement nest egg.

Simplify sentence structure by placing the subject and verb at the beginning of the sentence and using the subject + verb + object construction. This structure helps the reader understand what the subject of the sentence is doing by putting the subject first, followed by the verb.

Avoid complex and complicated sentences. Generally, people have too much information to take in when scanning.

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Write: Learn about Canada’s transportation system. Find information about the use of footpaths, cycle paths, airports and ports across the country.

Instead: Canada’s extensive transportation system allows millions of people to travel to and from work across the country and around the world each year. From this page you can access transportation related travel information and passenger information.

According to: April 30 is the last date for filing taxes.

Take heart. Use as few words as possible to express an idea. In short, you will help everyone, including experts, complete the work they set out to do.

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Keep sentences and paragraphs short for easy scanning on all screen sizes. People with learning disabilities can have difficulty reading and understanding long sentences and paragraphs.

Instead: We received your funding request, which we reviewed and approved in a timely manner.

When explaining a condition of an action or rule, do not forget to mention the name or command. Give people the information they need to complete the task.

If you must include the name of the rule or regulation, always provide a plain language description. First, explain what the audience needs to know and why they need to know more about the event or policy. Then you can add the reference to the action or rule.

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Register: Your child can apply to become a Canadian citizen after coming to Canada as a permanent resident.

Instead: When your child arrives in Canada as an immigrant, you can apply for citizenship on your child’s behalf under section 5.1.

Check the readability of your article. Make sure it meets your target reading level based on the needs of your audience. Do this often when writing content. To do this, you can use various tools.

The readability tool helps you check whether the content is wordy or complex. Writing content at a reading level above eighth grade is difficult for many to understand or complete.

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You can use a readability tool like Flesch-Kincaid to check the readability of English content. This tool is available in Microsoft Word. Generally, it reflects the years of education required to understand the text.

You can check the reading status of an entire page or a part of a page. To check your reading status:

If your text contains long and wordy technical words that you need to use for your specific audience, remove those words before checking the content to see if the surrounding text can be simplified. Retype technical terms after simplifying the surrounding text.

A screenshot of Microsoft Word’s Readability Statistics dialog box shows that the text sample received a Flesch-Kincaid readability level of 5.8.

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Reading tools tell you how readable your content is, but they can’t tell you if it makes sense.

If your content is high quality

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