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Most documents will benefit from simplified language. The focus of this criterion is to use simple language for effective communication, organize content for better understanding, include lists, and use links appropriately. This is a quick overview, but there is extensive research and guidance available.

One quality resource is the , which provides resources for federal government entities. The information provided is helpful for all communicators regardless of audience.

Use Simple Language

Simple, direct language is often the easiest to understand. In the United States, the median reading level is around 6th grade. Approximately one-third of ���ϳԹ� students are first-generation college students, and many more grew up with English as a second language. The average reading level of ���ϳԹ� incoming freshmen is near 9th grade. Therefore:

• For Parents or the Public: When developing content such as financial aid information, public events of general interest, or marketing content, aim for a 7th grade reading level.
• For Students: When developing content for students in general, aim for a 9th grade reading level.

Organize Content

It is critical that your content is organized in a meaningful way. Outlining what you want to say using headings, then filling in content is one method for ensuring your content is organized and meaningful. Consider using topic sentences to simplify scanning the document for meaningful information and avoid long paragraphs.

Aim for Shorter Documents 

Most authors try to fit all content onto a single page. However, overloading a page with text can be daunting for some readers. If the content can be broken up effectively, consider using multiple shorter pages rather than overloading one. Developing your content with headings can help identify where documents can be split.

Use Lists

Using lists simplifies tasks into steps, and groups like concepts which can reduce cognitive load. Lists stand out from surrounding content and provide “chunking” allowing users to proceed at their own pace, which can help any visitor. 

When using lists, ensure you are using appropriate list structures. Different types of lists are used in different ways:

• Bulleted lists imply that the list items are related but order doesn’t matter.
• Numbered lists imply that the order matters, such as steps in a process.
• Alphabetic lists imply that there will be a reason to select from different options, for instance a multiple-choice test.

Nested lists should be kept to a minimum to support easy understanding, however assistive technology communicates nested lists appropriately, so they can be used as necessary.

Provide Definitions for Uncommon Terms

When possible, provide definitions for uncommon words and acronyms the first time you use them. Many first-generation students may not have the context necessary for even common educational terms. Additionally, acronyms may not be familiar in specific contexts. Simplify your content by providing meaningful definitions of uncommon words and acronyms in-line or in the sidebar. If there are many terms that may be important within your content, consider creating a Definitions and Acronyms page.

Make Link Text Actionable

Link text should be meaningful when read by itself. People generally scan a page looking for content that stands out. Assistive Technology allows users to access link text separate from the text of the page in the same way that underlining or changing the visual presentation of the link allows it to stand out from other text. 

The best practice for links is to explain what content you will access when clicking the link. Avoid using generic phrases like “Click here” or “Read more.” Experienced web users will assume links provide further information, so these phrases are unhelpful and do not inform them what to expect. Additionally, assistive technology users cannot use browsing tools to determine if the linked information aligns with their needs.

Avoid using URLs as links. URLs are organized to help computers find information and are not meant to be human-readable. Even if the URL is related to the content, the additional characters and domain information can create barriers for some people.

For more information, see .