Sabu Help International Style Guide Updated: May 31, 2017 Sabu Help International (http://www.sabuhelp.org/) is a non-profit organization based in Salt Lake City, Utah. Its goal is to help impoverished individuals and families around the world achieve selfsufficiency and an increased standard of living. This organization’s efforts are founded on the belief that anyone can achieve a better life if only given the opportunity. Sabu Help International provides these life-changing opportunities through small loans, skill training, and educational aid. This organization seeks donations in order to make this assistance possible. This style guide will provide Sabu Help International with guidelines that will increase with clarity and consistency in its writing, while applying the principles given in and rules of The Chicago
Manual of Style (16th edition). This guide will detail places wWhere variance from Chicago is necessary for the purposes of the organization, it will be detailed here in this style guide. It is also important to recognize that this is an international organization catering to a global audience. Therefore, the principles of global English found in The Elements of International English Style by E. Weiss will be applied so in order that the organization may reach a wider global audience. A special emphasis on semantics and syntax will be provided in order to achieve the maximum clarity for non-native English speakers.
Commented [NT1]: I wouldn’t use the word writing here, but I would suggest something along those lines that says where the style guide will be helpful to them. On their website? Brochures? Whatever it may be. Formatted: Font: Italic Commented [NT2]: This sentence just sounded a bit off to me—I think it was just because of the structure, so I would suggest flipping it around. I changed it here to demonstrate this, but there are other ways it can be worded as well. Commented [NT3]: Becca! This is a great intro. It basically already sounds to me like it could be in an actual style guide for an organization like this one. It's very clear and you concisely state everything that is necessary.
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Contents 1 Punctuation ..............................................................................................................................3 1.1 Commas ........................................................................................................................................ 3 1.1.1 Serial Comma .................................................................................................................................... 3 1.1.2 Commas after Introductory Phrases ................................................................................................. 3 1.2 Sentence Fragments and Terminal Punctuation .............................................................................. 3 1.3 Ellipses and Suspension Points ....................................................................................................... 4 1.4 Parentheses .................................................................................................................................... 4 1.5 Semicolons .................................................................................................................................... 4 1.6 Quotation Marks............................................................................................................................ 4
2 Numbers ..................................................................................................................................5 2.1 Small Numbers .............................................................................................................................. 5 2.2 Money ........................................................................................................................................... 5
3 Grammar and Usage .................................................................................................................5 3.1 Subject-Verb Agreement ................................................................................................................ 5 3.2 Pronoun Agreement (Number) ...................................................................................................... 6 3.3 Parallel Structure............................................................................................................................ 6 3.4 Unbiased Language and They ........................................................................................................ 6 3.5 Articles .......................................................................................................................................... 6 3.6 Phrasal verbs .................................................................................................................................. 6
4 Lists..........................................................................................................................................6 4.1 When to use .................................................................................................................................. 6 4.2 Run-in ........................................................................................................................................... 6 4.3 Vertical .......................................................................................................................................... 7
5 Spelling, Distinctive Treatment of Words, and Compounds ......................................................7 5.1 Compound Words......................................................................................................................... 7 5.2 Bold .............................................................................................................................................. 7 5.3 Emphasis ....................................................................................................................................... 8 5.4 Capitalization ................................................................................................................................. 8 5.4.1 Titles ................................................................................................................................................... 8 5.4.2 Subtitles .............................................................................................................................................. 8 5.5 Captions ........................................................................................................................................ 8
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1 Punctuation 1.1 Commas Weiss states that “in international English, it is always helpful to set off introductory phrases and to put a comma before the and, or, or nor in a series� (72).
1.1.1 Serial Comma The serial comma should be used in order to lend more clarity to non-native English speakers. (See also Chicago 6.28.) We provide financial resources, tools, and educational opportunities to empower people.
Commented [NT4]: Although I totally understand why you chose to number your guide this way, I think it would be even clearer if you just made this one 1.1 and left out the little intro to the comma section. You could include that intro in the serial comma section, though. Commented [NT5]: I would suggest being a little more specific here. Tell us exactly what a serial comma is and how/why it is used.
NOT We provide financial resources, tools and education opportunities to empower people.
1.1.2 Commas after Introductory Phrases Like using the serial comma, placing a comma after an introductory phrase of any length is an important part of strengthening adding structural clarity for non-native English speakers. (See also Chicago 6.35–6.) Three years ago, Agangba could barely provide for their children. NOT Three years ago Agangba could barely provide for their children.
1.2 Sentence Fragments and Terminal Punctuation Complete sentences should end with the appropriate terminal punctuation. If a sentence fragment exists, it should be reworded to form become a complete sentence, even if stylistically done. Weiss states that fragments will likely be seen as an error by non-native English speakers (129). It is better to avoid them altogether. We provide financial resources, access, tools, and opportunities to empower people. NOT We provide financial resources, access, tools, opportunities to empower people
Commented [NT6]: I think this is stated very clearly. I like it. Maybe consider including whether commas should be used after EVERY introductory phrase. I made a change that shows how you could do this. But again, there are lots of ways you could.
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1.3 Ellipses and Suspension Points Eliminate the useusage of any series of points resembling the usage of ellipses or suspension points. Instead, reword sentences in order to create clearer and simpler structures, or simply delete the points. We believe education empowers the next generation and inspires lifelong success. NOT We believe education……empowers the next generation and inspires lifelong success.
1.4 Parentheses “By keeping sentences short-and-simple, they say, and using reliable syntax, you should not need dashes and parentheses to make a point. . . .….Most E2s would prefer that a parenthetical apposition . . . …appear in the next sentence, instead of being intruded into the flow of the first sentence” (Weise 71). We will accomplish this vision through formal and vocational education, financial assistance, and business skills training. The financial assistance provided is micro-lending.
Commented [NT7]: This is a good quote, but it does not really explain how or where parentheses should be used, so it is not clear enough to stand alone in a guide like this.
NOT We will accomplish this vision through education; both formal and vocational, financial assistance (micro-lending) and business skills (training).
1.5 Semicolons
Commented [NT8]: I really like the examples here. It is clear to see what you changed, and it’s nice to see an example that shows that some sentences will need more significant structural changes.
Semicolons should be avoided and replaced with clear, simple sentences. Non-native English “readers will generally prefer two independent sentences with full stops to a pair of independent clauses linked by a semicolon” (Weiss 71). We will accomplish this vision through education, both formal and vocational, financial assistance, and business skills training. NOT We will accomplish this vision through education; both formal and vocational, financial assistance, and business skills training.
1.6 Quotation Marks Quotation marks should only be used for direct quotations, and not for emphasizing words and phrases. Also, always give credit to the person, entity, or passage quoted. (See 5.2 for information on emphasis.)
Commented [NT9]: While these are good examples of how you can treat a semicolon, these do not reflect what you say in your guide. I would suggest choosing an example that you can make two separate sentences out of, just because you said that’s what is best for non-native English speakers.
5 “It is more blessed to give than to receive.” Acts 20:35 NOT “It is more blessed to give than to receive.”
2 Numbers 2.1 Small Numbers For the sake of clarity and understanding for non-native English speakers, spell out numbers less than 10 and use numerals for numbers above 10. (See Chicago 9.3.) However, never start a sentence with a numeral. First, with your gift US$75 we bought four goats for four families. NOT First, with your gift US$75 we bought 4 goats for 4 families.
2.2 Money All monetary references should be expressed numerically, with the appropriate monetary symbol and specific identification of currency. (See Chicago 9.22.) First, with your gift US$75 we bought four goats for four families. NOT First, with your gift $75 we bought four goats for four families.
3 Grammar and Usage 3.1 Subject-Verb Agreement The main verb of a sentence should agree with the subject of that sentence in person and number. The individual doesn’t lack ability. NOT The individual don’t lack ability.
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3.2 Pronoun Agreement (Number) 3.3 Parallel Structure 3.4 Unbiased Language and They
Formatted: Font: Italic
Rather than informally circumventing non-inclusive language by using the inclusionary pronoun they, pluralize the subject to form in order to use inclusive, plural pronouns.
Formatted: Font: Italic
Individuals don’t lack ability. They lack opportunities. NOT The individual doesn’t lack ability. They lack opportunities.
3.5 Articles Appropriate articles should be used before nouns.
3.6 Phrasal verbs
Commented [NT10]: I’m guessing you know you need more here, but just for the sake of editing, I suggest making sure that you list the different articles, sincere there aren’t many (a, an, the). Just to be as clear as possible. (:
4 Lists 4.1 When to use lists Weiss encourages the use of lists, rather than long sentences and paragraphs to be split into lists. He says, “Long sentences and paragraphs intimidate all readers, especially E2s. Even if a paragraph is logically cohesive, its length may discourage and frustrate the reader” (86). Use the following two rules for choosing and formatting lists.
4.2 Run-in lists If a list of items is brief, use Chicago’s run-in list format. Education (1) empowers the next generation for a lifetime, (2) inspires lifelong success, and (3) is the path to self-sufficiency. NOT Education 1. empowers the next generation for a lifetime, 2. Inspires long-life success, and 3. is the path to self-sufficiency.
Commented [NT11]: This might sound nit-picky, but Weiss doesn’t actually encourage the sentences and paragraphs, so this sounds a little strange to me. Commented [NT12]: I’m pretty sure we’re supposed to have an example for every number in our guide, so I would take out this last sentence and provide an example of a long sentence turned into a list. Commented [NT13]: I would explain what Chicago’s list format actually is, because nobody wants to open a style guide that has what they’re looking for listed, just to be directed to another style manual so that they can figure out what exactly they’re supposed to do in this situation. Your example shows it pretty clearly, but an explanation would still be nice.
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4.3 Vertical Following Chicago’s rules for vertical lists, introduce the list with a complete sentence followed by a colon, use bullet points for each item, and capitalize the initial letter of each item. Using bullet points makes each item clearer and easier to read. Our microloans help individuals and families do the following: • Start or expand their businesses • Send their children to school • Provide food for their families • Have health insurance • Build up savings NOT Our microloans....... Empower individuals to start or expand their business Enable families to send their children to school Enable people to provide food for their families Allow families to have health insurance Enable families to build wealth
5 Spelling, Distinctive Treatment of Words, and Compounds 5.1 Compound Words • • • • • •
Lifelong is an adjective and a closed compound. Self-reliant and self-reliance are hyphenated. Underprivileged is a closed compound. Bookkeeping is a closed compound. Handout is a closed compound Microloan is a closed compound
5.2 Bold Only use bold to set off headings and sub-headings from the running text. Do not use for emphasis or at the beginning of lists. Our microloans Empower individuals to start or expand their business Enable families to send their children to school Enable people to provide food for their families Allow families to have health insurance Enable families to build wealth
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5.3 Emphasis Do not use quotation marks for emphasis. Weiss recommends the elimination of quotation marks in international documents because they can be distracting to non-native English speakers (77). Instead, italicize the words or phrases that should be emphasized, but if no emphasis is necessary, leave as is. We believe educated members of a society have a greater chance to contribute to their community. NOT WE believe educated members of a society have a greater chance to contribute to their community.
5.4 Capitalization 5.4.1 Titles
Commented [NT14]: The description of this section is nice and clear, but these examples do not demonstrate what you explained in the description. I’d like to see an example with quotation marks as the bad example, and then the italicized sentence as the good example.
Titles will follow Chicago’s rules in capitalization and will be set to roman. Sabu Help International
5.4.2 Subtitles
5.5 Captions Commented [NT15]: This is overall really great! You’ve clearly put a lot of thought into it. You have a lot of sections that would really help the organization improve. Your examples are very clear and well chosen.