style guide

STyle guide

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Regent College | Style Guide |

regent college style guide introduction purpose of this guide

This style guide is a reference for the Regent College community, prepared by the External Relations Department.

Its purpose is to ensure consistency for all writing on behalf of the College for external audiences.

The success of this guide is entirely dependent upon adherence to it, and we rely upon all those who write on behalf of Regent College to consult it regularly, and come to trust and rely upon its authority.

We welcome comments or suggestions for the next edition of the Regent College Style Guide. If you have any questions or comments about this style guide, please email Patti Towler, Vice President of External Relations: ptowler@regent-college.edu.

A copy of this guide can be downloaded at http://sites.regent-college.edu/er/publications. chief sources

This style guide is based on the following chief sources: Dictionary: The Canadian Oxford Dictionary (CanOD) Style guides: Chicago Manual of Style (CMOS) Canadian Press Caps and Spelling (CPCS) Editing Canadian English (ECE) The Society of Biblical Literature Handbook of Style (SBL)

The Elements of Style (Strunk and White) The Regent College Style Guide is limited in the scope and examples it gives for its recommendations. For unanswered questions, see the sources listed above. Above all, be consistent throughout your document. general principles for regent college communications

We strive to reflect Regent College’s stature as an institution of higher learning in our external communications, often preferring a more formal to a more casual style. Yet, just as we attempt to make complex theology and biblical texts accessible to learners, we desire that our written communications be accessible and understandable by a wide audience. To that end, we embrace the principles of plain English, to which many in academia and the professions are moving: 1. Avoid using a long word where a short one will do.

2. If it is possible to cut out a word, cut it out.

3. Avoid using the passive tense when you can use the active, except for good reason.

4. Avoid using a metaphor, simile, or other figure of speech that you are used to seeing in print (avoid clichés).

5. Avoid using a foreign phrase, a scientific word, or a jargon word if you can think of an everyday English equivalent, unless you have good reason.

6. Give preference to short paragraphs because they help break up blocks of text. Long sentences, like long paragraphs, should be used with care.

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Regent College | Style Guide  |

table of contents

Chapter 1 Style Guidelines for Text Section 1 Abbreviations 1.1.1 General Guidelines . . .

1.1.2 Punctuation . . . . . .

1.1.3 Scholarly Abbreviations .

1.1.4. Degree Abbreviations . .

1.1.5 Biblical Abbreviations . .

Section 2

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Section 3 Capitalization and Titles 1.3.1 General Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . 4 1.3.2 Academic Subjects . . . . . . . . . . . . . . . . . . . . . . . . . . 5 1.3.3 Theological Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 1.3.4 Departments of the College . . . . . . . . . . . . . . . . . . . . . . 7 1.3.5 Titles (of Works of Art, Course Names, etc.). . . . . . . . . . . . . . . . 7 1.3.6 Titles (Personal and Professional). . . . . . . . . . . . . . . . . . . . 7 Section 4 Dates and Times 1.4.1 Dates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 1.4.2 Times . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Section 5

Internet Addresses and Terms

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Section 6 1.6.1 1.6.2 1.6.3

Italics Titles of Works of Art . . . . . . . . . . . . . . . . . . . . . . . . . 10 Foreign Words and Phrases. . . . . . . . . . . . . . . . . . . . . . 10 Emphasis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Section 7 1.7.1 1.7.2 1.7.3 1.7.4 1.7.5 1.7.6

Numbers Words or Numerals: General Rules . . . . . . . . . . . . . . . . . . . 11 Plurals and Punctuation of Numbers . . . . . . . . . . . . . . . . . . 11 Inclusive Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Units of Measurement. . . . . . . . . . . . . . . . . . . . . . . . 11 Fractions and Percentages . . . . . . . . . . . . . . . . . . . . . . 12 Money . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Section 8 Punctuation 1.8.1 Accents (Foreign) . . . . . . . . . . . . . . . . . . . . . . . . . . 13 1.8.2 Apostrophes . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 1.8.3 Colons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 1.8.4 Commas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 1.8.5 Ellipses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 1.8.6 Hyphens and Dashes . . . . . . . . . . . . . . . . . . . . . . . . . 16 1.8.7 Parentheses and Brackets . . . . . . . . . . . . . . . . . . . . . . . 18 1.8.8 Quotations and Quotation Marks. . . . . . . . . . . . . . . . . . . . 18 1.8.9 Semicolons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 1.8.10 Spacing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

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table of contents continued

Chapter 2 Spelling, Grammar, and Usage Section 1 Spelling 2.1.1 Spelling Dictionary . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Section 2 Grammar 2.2.1 Examples of Common Grammatical Errors . . . . . . . . . . . . . . . 29 Section 3 2.3.1 2.3.2 2.3.3 2.3.4

Preferred Language Disability. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Race, Religion, and Ethnicity. . . . . . . . . . . . . . . . . . . . . 30 Gender. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Commonly Used Words to Avoid and Suggested Alternatives. . . . . . . 32

Chapter 3 Writing for Different Formats:

Letters, Email, Web Section 1 Letters, Emails, and Memoranda 3.1.1 Letters. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 3.1.2 Emails . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 3.1.3 Memoranda . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Section 2

Web and Interactive Media Writing Guidelines

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Section 3

Lists—Bullets and Numbering

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Chapter 4 Regent College Corporate Identity Section 1 4.1.1 4.1.2 4.1.3 4.1.4 4.1.5 4.1.6 4.1.7 4.1.8

Regent College Logo, Corporate Colours, and Fonts Logo Design. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Corporate Colours. . . . . . . . . . . . . . . . . . . . . . . . . . 39 Corporate Fonts . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 White Space Requirements. . . . . . . . . . . . . . . . . . . . . . 40 Logo Usage. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 Wordmark Usage Violations. . . . . . . . . . . . . . . . . . . . . . 40 Policy on Alternative Logos. . . . . . . . . . . . . . . . . . . . . . 41 The Logo in Still or Moving Images . . . . . . . . . . . . . . . . . . . 41

Section 2 Letterhead and Business Cards 2.2.1 Letterhead. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 2.2.2 Business Cards . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Section 3

Guidelines for Print Collateral

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Section 4

Publishing Terms

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Section 5

Printing Process

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Appendices Appendix A

Proofreading Marks

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Appendix B

Works Referenced and Cited

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Appendix C

Quick Reference: Style Guidelines for Text

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Regent College | Style Guide |

Style Guidelines for Text abbreviations

Section 1

1.1.1 general guidelines Abbreviations or acronyms are useful for saving space, but should only be introduced if they recur throughout the text. Avoid introducing unfamiliar abbreviations if they are to be used only once or twice. The full name should be given on first reference with the abbreviation in parentheses. Then use the abbreviation or a short form of the full name in all subsequent references.

•

The Master of Christian Studies (MCS) program requires 60 credits. Students in the MCS program choose a particular discipline to focus on, called a concentration.

For ease of reading or variety, a general term is often preferable to an abbreviation.

•

Those earning their master’s degree have the option of purchasing an academic hood upon graduation.

To avoid confusion, no more than one or two abbreviations or acronyms should be used within the same text.

Otherwise you might get a sentence that reads like this: •

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MCS students from the US need to ensure they register for MSP immediately upon arrival in BC.

For abbreviations of dates and times, see Section 1.4; degrees, Section 1.1.4; units of measurement, Section 1.7.4; personal or professional titles, Section 1.3.6.

1.1.2 punctuation All-capital abbreviations are written without periods (YMCA, RIP, PEI, UK).

Exceptions: when the abbreviation refers to a person (C.S. Lewis) or is a single letter (N. for north, but NW for northwest).

Most lowercase and mixed abbreviations take periods (Jr., Ont., No.), unless they begin and end with a capital letter (PhD, PoW, U of T).

Most abbreviations are written without spaces (W.Va. [West Virginia]), but those that include whole words are spaced (U of T).

Plurals of abbreviations (or of single letters) are formed by adding an s. Only include an apostrophe before the s if it is needed to prevent misreading (i.e., if a word could be read rather than an abbreviation).

• four VIPs • several MPs • Oakland A’s A space should not appear in abbreviations of names (J.R.R. Tolkien).

Metric symbols are not abbreviations and do not take periods (m, L, km). (See Section 1.7.4.)

Ms., now widely used as the female parallel to Mr., is not an abbreviation, and yet invites similar treatment (include a period). (See also Titles and Salutations under Section 2.3.3.)

1.1.3 scholarly abbreviations The following scholarly abbreviations or symbols rarely appear in running text, but rather are confined to parenthetical material, notes, or bibliographic references. Latin abbreviations are not italicized. For an extended list, see CMOS 15.45. c. or ca. circa, about, approximately cf. confer, compare (“see by way of comparison”—should not be used when “see” alone is meant) ed. edition (2nd ed.)

editor (pl. eds.—use eds. only after, never before, the names of two or more editors)

edited by (never add by after the abbreviation ed.: either “ed. Jane Doe” or “edited by Jane Doe”) e.g. exempli gratia, means “for example” (not to be confused with i.e.)—use with comma following et al. et alii (or et alia), and others (normally used of persons)—no period after et and no intervening comma etc. et cetera, and so forth (normally used for things) ff. and following (avoid unless no final number can usefully be given) ibid. ibidem, in the same place as (refers to a single work cited in the previous note or earlier in the

same note, taking the place of as much of the preceding material that is identical—see CMOS 16.47)

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MS no. p. pl. pub.

repr. rev.

trans.

v.

viz. vol. vs. #

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id est, that is (not to be confused with e.g.)—use with comma following literally manuscriptum, manuscript (pl. manuscript or MSS) number (pl. nos.) page (pl. pp.) plural publication publisher published by reprint review revised revised by (never add by after abbreviation rev.: either “rev. Jane Doe” or “revised by Jane Doe”) revision translator(s) translated by (never add by after abbreviation trans.: either “trans. Jane Doe” or “translated by Jane Doe”) verse (pl. vv.) verso versus vide, see videlicet, namely volume versus number pound (weight) and (an MD/PhD student) per (e.g., $450/week) signifying alternatives (he/she) in place of a period, as in “c/o” (in care of) for other uses see CMOS 6.111–6.119 and, used only when part of a corporate name (A&W) or in expressions such as R&B—used without spaces in all-capital abbreviations, otherwise with spaces (Barnes & Noble)

1.1.4 degree abbreviations It is acceptable to spell out the degree or to abbreviate it, depending on the context.

When describing and spelling out a degree, use lowercase and apostrophes.

• There are many baccalaureate degrees.

• He earned a bachelor’s degree in physics. She is working toward a master’s degree.

• She has a bachelor of arts degree in English.

• We conferred 197 master’s degrees at convocation.

When abbreviating a degree, omit periods and punctuation marks.

• BA; MA; PhD; LLB; LLD; LLM; DJur; DLitt; BJ; BSc; MES; MSW Within the body of a text, details of a degree may be written out as follows.

• Dale Smith earned her BA (Honours) in history.

• Judy Schultz graduated with a master’s degree last year.

Within a biographical profile, shorten as much as possible, including the year of graduation.

• Dale Smith (BA Hons. ’79) now works in Guam as a consultant.

• Judy Schultz (BA, UBC; MCS, Regent College) is now pursuing doctoral work at Harvard University.

When using articles with degrees, use the article appropriate when pronouncing the abbreviation.

• an MA in political science (not a MA) • an MCS in church history (not a MCS) • a BA in philosophy When representing an honorary degree, capitalize and abbreviate “honorary” after the degree, and place within parentheses.

Do not confuse with Honours (abbreviated as Hons). No periods with Hons or Hon, and no space between degree and bracket.

• Maxine Hancock, PhD (Alberta), DHum (Hon, Trinity Western); Dale Smith, BA(Hons)

Regent College | Style Guide |

1.1.5 biblical abbreviations

The general rules of abbreviation apply when making biblical citations: full names and words are used in running text, abbreviations are used in parenthetical material, notes, and reference material. When citing more than one translation of the Bible, the particular translation should be noted. Following are some examples of biblical citation. Note that numerals never begin a sentence (as in the third example).

• In Ephesians 2:11–22, Paul describes God’s reconciliation between Jews and Gentiles. In verse 14, he states that Christ has “destroyed … the dividing wall of hostility” (NIV).

• Paul describes God’s reconciliation between Jews and Gentiles and states that Christ has “destroyed … the dividing wall of hostility” (Eph. 2:14, NIV).

• First Corinthians 13 describes the importance and meaning of love.

Books of the Bible can be abbreviated as follows, with or without the period (depending on space and audience). Just make sure consistency occurs within the document (don’t use Gen. in one instance and Hos in another, within the same document).

Old Testament Am (Amos) 1/2 Chr (Chron.)

Dn (Dan.) Dt (Deut.)

Eccl (Eccles.)

Est (Esther) Ex (Exod.)

Ez (Ezek.)

Ezr (Ezra) New Testament Acts Col (Col.) 1/2 Cor (Cor.) Eph (Eph.) Gal (Gal.) Heb (Heb.)

Gn (Gen.) Hb (Hab) Hg (Hag.) Hos (Hosea) Is (Isa.) Jer (Jer.) Jb (Job) Jl (Joel) Jon (Jon.) Jas (James) Jn (John) 1/2/3 Jn (John) Jude Lk (Luke)

Jo (Josh.)

Jgs (Judg.)

1/2 Kgs (Kings) Lam (Lam.) Lv (Lev.) Mal (Mal.) Mi (Mic.) Na (Nah.) Neh (Neh.)

Nm (Num.) Ob (Obad.)

Prv (Prov.)

Ps/Pss (Ps./Pss.) Ru (Ruth) 1/2 Sm (Sam.) Sg (Song of Sol.) Zec (Zech.)

Zep (Zeph.)

Mk (Mark) Mt (Matt.)

1/2 Pt (Pet.) Phlm (Philem.)

Phil (Phil.)

Rv (Rev.) Rom (Rom.) 1/2 Thes (Thess.)

1/2 Tm (Tim.) Ti (Titus)

Versions and sections of the Bible can be abbreviated as follows: NIV New International Version Apoc. Apocrapha NJB New Jerusalem Bible ASV American Standard Version NKJV New King James Version ESV English Standard Version NRSV New Revised Standard Version GNB Good News Bible NT New Testament HB Hebrew Bible JB Jerusalem Bible RSV Revised Standard Version KJV King James Version RV Revised Version LB Living Bible Syr. Syriac LXX Septuagint TEV Today’s English Version (= Good News Bible) MLB Modern Language Bible TNIV Today’s New International Version MT Masoretic Text Vulg. Vulgate NAB New American Bible For a more complete list, see SBL 8.2.

NASB New American Standard Bible

bylines The byline follows the headline. (See CPCS for general rules on when to use bylines.)

If the article or column is written by a staff writer or regular contributor to a publication whose name is already listed somewhere in the publication, one needs to include only the name.

• By James Dennis If the item is submitted by a freelancer, student, faculty member, or staff member whose name does not appear elsewhere in the publication, some additional identification should be included at the end of the article.

• Under the headline: By Tamara Phillips • At end of article: Tamara Phillips is a third-year MDiv student at Regent College.

Section 2

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Section 3

capitalization and titles 1.3.1 general guidelines Regent College follows a modified lowercase style. In general, this means that lower case is favoured where a reasonable option exists. Upper case slows down the readability and comprehensibility of a sentence.

The basic rule is to capitalize all proper names, trade names, government departments and agencies of government, names of centres, departments, universities, associations, and companies when in their full, proper, and official forms. These full forms should be given at least at first reference. Subsequent references that are partial, inverted, or colloquial versions of the full form, which retain the essential specifying elements of a name, may also be capitalized; but use lower case in partial references that eliminate the specifying element, leaving only the generic terms.

• Agriculture and Food Ministry • Ministry of Agriculture • Agriculture (where “Ministry of” is understood) but • the ministry Religions, languages, nations, and races are capitalized.

• Judaism, Hebrew, Israel, Jew/Jewish To avoid ambiguity, some words should always be capitalized in contexts where their meaning would otherwise be unclear. Compare the following sentences: • A new Chair of the department was installed.

• She chaired the meeting.

• He is a Fellow of the college.

• Bob is a good fellow.

Similar words that require capitalization for determining their meaning: • Act (statute, legislation) • Conservative (party member) • Father (religious title) • Reformed (Christian Reformed) Common nouns—church, league—are capitalized when part of a proper name.

• Anglican Church • National Hockey League But they are not capitalized when standing alone: • the church’s stand • a league spokesperson The common-noun elements of proper nouns are not capitalized in plural uses.

• the United and Anglican churches • the National and American leagues Historical periods, historic events, holy days, and other special times are capitalized.

• Middle Ages • First World War • Prohibition • Ramadan • Earth Day • October Crisis Specific geographical regions are capitalized.

• Western Canada • Far North • the South (US) But northern, southern, eastern, and western in terms derived from regions are not capitalized (except for Northerner/ Southerner in American Civil War contexts), as are regions not generally known as specific geographical areas: • a western Canadian • an easterner • northern customs • southern Ontario

Regent College | Style Guide |

Colon and Capitalization Do not capitalize the first word after a colon unless the elements that follow consist of more than one sentence.

• He loved teaching: after retirement he continued substitute teaching whenever he had the chance.

• The verdict was: not guilty.

• She had a busy day before her: At eight o’clock she had an appointment at the dentist. At ten, across town, a job interview. At one, a lunch date with a friend, and at four, she was getting on the train.

Always capitalize the first word after a colon in a subtitle.

• Eat This Book: A Conversation in the Art of Spiritual Reading Note: only one space follows a colon.

1.3.2 academic subjects In general usage, subjects should be listed in lowercase.

• Her concentration is in theology.

• He enjoys his history course.

Exceptions: when describing a subject that is also a language, culture, or religion, capitalize it.

• She is taking Greek and Hebrew this term.

• He studied English in university.

• The University of British Columbia offers classes in Jewish philosophy.

When describing a subject by its official or short form name, course, or program title, capitalize it.

• She taught in the Geography department at the university.

• He is taking a course called Systematic Theology.

• Church History is one of the concentrations within the MCS program.

Honours: when referring to a title or degree, always capitalize the “h.”

• He earned a BA (Honours) in philosophy.

When referring to someone being “honoured” with an award, use the lower case.

• Professor Watts was honoured by the Society of Biblical Literature.

Please note the correct spelling of “honorary” (not honourary) for degrees, titles, citizenship, and so on.

1.3.3 theological terms Sacred names are capitalized: Allah, Mother of God, Vishnu.

All titles for God are capitalized: Almighty, Bread of Life, Comforter, Creator, Crucified One, Father, Holy Spirit, King, Lord (but King of kings, Lord of lords), Messiah, Only Begotten, Redeemer, Son, Son of Man, Trinity, Wisdom, Word (when referring to Christ), Yahweh, and so on.

A combination of capitals and small caps are used for Lord and I Am when used in place of the Hebrew word Yahweh (the first letter is a large cap, the rest small caps); but when not replacing the Hebrew word Yahweh, Lord (capital and lower case) should be used. When quoting Scripture, reflect the capitalization of the translation used.

Adjectives modifying God are not capitalized: almighty God, eternal God, heavenly Father, incarnate Christ. If it is unclear whether a word or phrase is being used as a modifier or as a title, assume God is being described, and do not use capitalization.

Proper names and pseudonyms of the devil are capitalized: Beelzebub, Father of Lies, the Accuser; but devil is in lower case.

Pronouns for God appear in lower case: he, him; but One is capitalized in titles such as Holy One or Promised One (as they fall under the category of titles for God). Exception: The official Mission statement of the College, approved by the Board of Governors, capitalizes “His” (see example of email signature, Section 3.1.2).

Biblical designations: words or phrases used in place of a whole title or specific part of the Bible are capitalized, but when used in a general sense or as a genre, are not capitalized. (See SBL 4.4.5 for more detail.)

• the Fourth Gospel (for the Gospel of John), but the fourth gospel in the canon • the Lord’s Prayer, the Beatitudes, the Sermon on the Mount, but the parable of the prodigal son and the miracle of the feeding of the five thousand • the Pauline Letters, but Paul’s letters • the Pentateuch • the Psalms (or Psalm 23), but a psalm • Servant Songs, but servant passages • the Ten Commandments, but the first commandment • Wisdom literature, but wisdom tradition

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| Regent College | Style Guide Theological events, concepts, and doctrines are not capitalized, but holy seasons or holidays are capitalized.

• advent, but the Advent season • ascension, but Ascension Day • atonement, but Day of Atonement, Yom Kippur • covenant (old, new, of grace, etc.)

• creation • the crucifixion • the exodus • the fall • the incarnation • justification • original sin • passion, but Passion Sunday or Passion Week • Pentecost/Day of Pentecost • resurrection • transfiguration • the second coming • virgin birth References to the church are not capitalized.

• body of Christ • bride of Christ • church (local or universal) • church age • church in America • the early church • Eastern/Western church • church and state Names of theological positions or parties are not generally capitalized, unless they are derived from a proper noun.

• charismatic • evangelical • liberation theology • (pre)/(post)millennialism • orthodox(y) • trinitarian but • Arminianism • Calvinism • Lutheran • Pentecostal • Protestant • Reformed • Unitarian Other Terms: • ancient Near East(ern) • Bible (biblical) • Christ (Christian, Christology but christological, christocentric) • church fathers, early church fathers, the Greek fathers, but the Fathers (to avoid ambiguity) • the Eucharist • the good news of the gospel; the gospel • the Lord’s Supper • Saint (capitalized); abbreviate as St. • Scripture, Scriptures, but scriptural • the tabernacle, the temple • the Trinity, but trinitarian • the Word (in reference to Christ) • the word (in reference to the word of Christ, or the written word) • Word of God (in reference to Scripture)

Regent College | Style Guide |

1.3.4 departments of the college

In accord with the guiding principles above, upper case should be used for all official names, but lower case should be used when the context is general, or in the second and subsequent references to a department or body whose full name has already been given.

• The External Relations Department includes Publications, Alumni Relations, Conferences, and Development. The department has some real characters in it.

• All departments must submit their budget projections next week.

• The Regent College Board of Governors held its first spring meeting. The board meeting ended at 7 pm. The Board of Governors meets every four months.

Exception: College When referring to Regent College, or when Regent College is implied, the “c” is always capitalized, in all subsequent references.

• The College is located in Vancouver, BC. However, the c is in lower case when referring to another college, colleges in general, or when more than one college is mentioned, including Regent College.

• Pacific Life Bible College hosted the event. The college was well equipped to do so, as it has the largest meeting hall of all the colleges in the Lower Mainland.

1.3.5 titles (of works of art, course names, etc.)

Capitalize the first and last words and all nouns, pronouns, verbs, adverbs, and adjectives. Avoid capitalizing articles, conjunctions, and prepositions, unless they are the first or last word of the title or subtitle. Watch for long prepositions such as around, between, and the like.

• The Merchant of Venice • Cat on a Hot Tin Roof • Academic Catalogue • Regent World • Faith through the Ages: A History of the Saints • In His Name: Evangelization in the Twenty-First Century • Foundations for Spiritual Life For the italicizing of titles, see Section 1.6.1.

1.3.6 titles (personal and professional) In general, Regent uses titles in our external publications. When referring to faculty members, the title of Prof. is preferred, as it can be seen to be more personal than that of Dr. Job titles should be capitalized whether they appear before or after a name.

• Regent College President Rod Wilson • Paul Williams, Academic Dean of Regent College • Eugene Peterson, Professor Emeritus • J.I. Packer Professor of Theology Hans Boersma • Prime Minister Stephen Harper • Archbishop Gregory Venables After the full name and title have been given once, the surname alone can be used in subsequent references.

• Regent College President Rod Wilson addressed the Canadian Club last week. In his speech, Wilson described his university sector experience, both as an administrator and as a professor.

• Professor Fred Massey is teaching a spiritual direction course. Massey is a visiting lecturer from Australia.

Titles preceding a full name may be spelled out or abbreviated.

• Prof. Maxine Hancock • Professor Maxine Hancock Titles preceding only a surname should always be spelled out.

• Professor Hancock (not Prof. Hancock) When abbreviating the title, use the full name.

• Prof. Maxine Hancock (again, not Prof. Hancock) When the title stands alone or is used in the plural, it should be in lower case (with the exception of ambiguous words, such as “Chair” in the third example).

• The dean spoke to the new students for the first time.

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Accused were premiers Jean Charest and Ralph Klein.

The Chair made a speech.

However, positions of high rank, such as titles of nobility, political authority, and religion are always capitalized, even when standing alone.

• Canada’s reigning monarch, the Queen • the Governor General • the Pope The titles Reverend and Honorable should be abbreviated Rev. and Hon. when no “the” precedes the title; otherwise they should be spelled out.

• Rev. David Short; the Reverend David Short • Rt. Rev. Richard Proctor; the Right Reverend Richard Proctor These titles are omitted if only the surname appears.

• Rev. David Short; Short (not Rev. Short) Abbreviations for titles of some professions, religious orders, and other designations (ex: SJ for Society of Jesus, JP for Justice of Peace), are set off by commas: • Fr. John McCarthy, SJ, is the chaplain at St. Mark’s College.

• Fred Myers, JP, will oversee the proceedings.

Job descriptions are in lower case.

• soprano Maria Stratas • managing editor Anne Davies • faculty member Loren Wilkinson Social titles such as Mr., Mrs., Miss, and Ms. may be omitted with no loss of respect, and in cases when an academic degree or professional designation follows a name, they should be avoided altogether. If a social title is required, they are always abbreviated when preceding a full name or surname only. They are spelled out when used alone. See also Titles and Salutations under Section 2.2.3.

See CPCS and ECE for more information on the use of titles.

Section 4

dates and times 1.4.1 dates When writing out dates, the order should appear as month/day/year, whether the month is spelled out or abbreviated. When including the day, the year must be enclosed with commas.

• December 14, 2004, was the coldest day of the year.

If only the month and year or term and year appear, use no commas and spell out the month or term.

• December 2004 was the coldest month of the year.

• Classes begin for the Fall 2008 term on September 8.

When writing approximate dates, or if only the month appears, spell out the month in full.

• In December we will send out the summer school brochures.

When writing a specific date that includes the day of the week, put a comma between the weekday and the month.

• Friday, Aug. 5 If abbreviating the weekday, remove the comma.

• Fri. Aug. 5 Write specific dates within the body of a text as follows, abbreviating the month.

• Saturday, Sept. 19, 1998 • Wednesday, Nov. 25 Do not change the order of construction, that is, do not use “Saturday, 19 Sept.”

For dates that are distant, omit the weekday.

• Feb. 20, 2006 When abbreviating dates numerically, use the order of day/month/year. However, as Canadian usage varies on this and confusion could arise, ensure that within the context the sequence is clear; otherwise do not abbreviate.

• August 31, 1917, is represented as 31/8/1917.

Months can be abbreviated in the following two ways, depending on space requirements (with periods is preferred): Jan. (Jan) Apr. (Apr) July (Jul) Oct. (Oct) Feb. (Feb) May (May) Aug. (Aug) Nov. (Nov) Mar. (Mar) June (Jun) Sept. (Sep) Dec. (Dec)

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Days of the week can be abbreviated in the following two ways, depending on space requirements (with periods is preferred): Sun. (Su) Tues. (Tu) Thurs. (Th) Sat. (Sa) Mon. (M) Wed. (W) Fri. (F) When writing about decades, use numbers.

• The 1920s, the 1980s, the ’80s, the mid-1960s.

Note: no apostrophe is necessary when making numbers plural. See Section 1.7.2.

When writing about periods of time over years, write the numbers out in full using an en dash, not a hyphen or slash.

• 1985–1990 (not ’85–’90) • 2000–2001 (not 2000–’01 or 2000/2001) Centuries are in lower case and spelled out.

• the fifth century • the nineteenth century (but nineteenth-century feminism—see Section 1.8.6) Hyphenate centuries as adjectival phrases before the subject, but not after or as nouns.

• early seventeenth-century poems; but her clothes were seventeenth century • twenty-first-century literature; but literature of the twenty-first century • mid-eighteenth-century politician; but late twentieth-century and early twenty-first century philosophy Note: “mid-” is hyphenated because it is a prefix, not a full word. To hyphenate the “early-” or “late-” is not wrong, but it is not prescribed here, as misreading is unlikely.

For more on hyphens, see Section 1.8.6. For more on adjectival phrases, see CMOS 5.92–5.93 and 7.82–7.90.

Eras: the abbreviations for the traditional Christian year designations are set in small caps (note the difference in where the abbreviation appears in relation to the year).

• ad 1000 Anno Domini (in the year of our Lord) • 1000 bc before Christ At this point Regent does not use abbreviations that de-emphasize the Christian origin of these terms, such as the following: • bp before the present • bce before the common era • ce of the common era 1.4.2 times Hours are written numerically with no zeros. Use a space before, and do not capitalize or use periods with “am” and “pm.”

• 9 am (not 9:00 am or 9 a.m.) 11 pm, but 11:45 pm • noon (not 12 noon. The 12 is redundant.)

Use the abbreviations “am” and “pm” only with numerals. Otherwise spell out the time.

• eleven o’clock at night • ten thirty in the morning A range of times is written using the word “to” in text, but with an en dash in tables.

• The reception is scheduled from 8 to 11 pm • Reception, 8–11 pm For use of the en dash, see Section 1.8.6.

internet addresses and terms addresses

In the main text, no special punctuation is needed to signify an email address (such as </>) or Internet address (such as underlining); simply fit it into the running text.

• Please send any questions you may have to jmcleod@regent-college.edu.

• One of the best grammar websites is grammar.ccc.commnet.edu/grammar.

Avoid breaking internet addresses if at all possible. However, if a break has to occur, it should be made between elements, after a colon, a slash, a double slash, or the symbol @ but before a period or any other punctuation or symbol. To avoid confusion, do not break internet addresses at the hyphen.

Section 5

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10 | Regent College | Style Guide terms

• • • • • • • • •

Section 6

email (but use “e” + hyphen construction with all other e-compounds, such as e-book, e-file, e-money, e-commerce, e-zine) Internet, the Net online onscreen URL (pl: URLs) webmaster webpage website World Wide Web, the Web

italics In the past, some typewriter keyboards did not offer a way to type italics, so underlining was a signal from the writer to the typesetter that the text should be italicized. Italics are now available on all keyboards; therefore avoid using the underline function in lieu of italics.

1.6.1 titles of works of art Italicize the titles of books, journals, periodicals, newspapers, pamphlets, proceedings, collections, plays, movies, television programs, operas, oratorios, paintings, drawings, sculptures, CDs, and other works of art.

• Margaret Atwood’s novel Alias Grace • The Toronto Star, The Globe & Mail, The Edmonton Journal, The Vancouver Sun • Frank Capra’s movie It’s a Wonderful Life, starring James Stewart • Handel’s Messiah • Rodin’s sculpture The Thinker • Voice of Fire, a painting by Barnett Newman • Sesame Street When it comes to poetry, only epic poems are italicized. Regular short poems are set in quotation marks in roman type.

• Milton’s Paradise Lost was written well after “On His Blindness.”

Lines of poetry, Scripture, or hymns should never be italicized, but rather in quotation marks or in a block quote.

Do not italicize titles of articles, chapters in books, short stories, poems (unless epic or free-standing), single television episodes, lectures or speeches, songs, or unpublished printed works (theses, dissertations, manuscripts in collections, etc.). Instead, set them in roman type inside quotation marks and capitalize initial letters.

• Walter Emerson’s article, “Have We Lost Our Minds?”

• “My Son at the Seashore, Age Two” in the collection Forests of the Medieval World by Don Coles • Hindmarsh’s convocation address, “Like Trees Walking” • Otis Redding’s “(Sittin’ On) The Dock of the Bay” Terms within titles that are normally italicized require the use of “reverse italics” or roman type. If a title occurs within a title, however, the inner title remains in italics and is marked by quotation marks.

• From Tyrannosaurus rex to King Kong: Large Creatures in Fact and Fiction • A Key to Shakespeare’s “King Lear” For capitalization in titles, see Section 1.3.5.

1.6.2 foreign words and phrases Italicize foreign words and phrases, including those in Latin. Exceptions include foreign proper nouns, familiar foreign words (follow CanOD), foreign words after first appearance (if repeated throughout a work), and scholarly words and abbreviations (passim, ibid., i.e.—see Section 1.1.3).

For accents on foreign words, see Section 1.8.1.

1.6.3 emphasis Italics can be used for emphasis, though only sparingly, as they quickly lose their force if overused in this way.

• We are not interested in how, but why.

Italics can be used to mark key terms or specialty terms upon their first appearance; thereafter, they are best left in roman type.

• The idea of incarnation requires careful analysis.

Note: while boldface can be used for emphasis as well, it is not usually appropriate in academic or general text.

In publicity material, such as a brochure or webpage, or in reference material, such as the present document, boldface can be helpful to highlight key words (as opposed to emphasizing ideas).

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numbers

1.7.1 words or numerals: general rules The following are spelled out (for both cardinal numbers—one, two, three—and ordinal numbers—first, second, third): • whole numbers from one through one hundred • round numbers (hundreds, thousands, etc.)

• any number beginning a sentence For other numbers, numerals are used. However, there are some exceptions and special cases.

• In graphs or tables, numerals may be used to conserve space.

• For large numbers, it is better to use words or a combination of words and numbers. Write 1.2 million rather than 1,200,000.

• Be flexible and yet consistent when many numbers occur within a paragraph or series of paragraphs.

If, according to the rule above, you must use numerals for one of the numbers in a given category, use them for all in that category. In the same sentence or paragraph, however, items in one category may be given as numerals and items in another spelled out. o The students that attended represented various stages in the completion of their studies— one had completed 108 credits, twenty-two had completed between 50 and 60 credits, and twelve had completed under 10 credits. (Notice the number of students is spelled out, the number of credits is not.) o Between 350 and 400 people attended the conference. (Because a non-round number appears, both numbers can be represented with numerals.)

For numerical representations of dates and times, see Section 1.4.1.

1.7.2 plurals and punctuation of numbers Numerals form their plurals by adding “s.” No apostrophe is needed. (See also Section 1.8.2.)

• Among the scores were two 240s and three 238s.

• Music that developed in the 1920s became popular in the 1930s.

When the number is four digits or longer, separate with commas rather than spaces or periods. If the number appears in a non-text setting (table, graph, etc.), a comma is not required for a four-digit number.

• 100,000 (not 100 000 or 100.000) • There were 2,350 pastors present at this year’s Pastors’ Conference.

• Tuition $1200 Housing $8000 1.7.3 inclusive numbers For abbreviation of inclusive numbers, write only the changed portion (e.g., 92–6, 2800–23). For use of the en dash in inclusive numbers, see Section 1.8.6.

1.7.4 units of measurement Physical quantities such as distances, lengths, weights, areas, volumes, and so on are treated according to the general rule of 1.7.1.

• eight miles • twenty minutes • two degrees • four-by-six photo • He is six feet two.

In certain instances, however, exceptions based on common sense or tradition are acceptable.

• a 12-point font • a 100-watt bulb • a size 8 dress • The program requires 60 credits.

• 35 mm film When two or more quantities are given, the abbreviation or symbol is repeated if it is closed up to the numeral but not if it is separated.

• 8ºC–10ºC • 3½”x5” • 10 x 15 cm

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Section 7

12 | Regent College | Style Guide Do not punctuate metric symbols. Metre is m, kilometre is km, kilogram is kg, metric tonne is t, hour is h. Only Celsius and litre are capitalized as C or L; all other symbols are in lower case.

• He drove 10 km to the store.

• The weather was a sunny 23ºC on Wednesday.

Keep a space between the number and the symbol, except between numerals and symbols that are not letters.

• 10 km (not 10km) • 23ºC (not 23 ºC or 23º C) The symbols for measurements are never pluralized.

• the group walked 2 km (not two kms) • the mass of the cement block is 30 kg (not kgs) Note: always use a numeral if an abbreviation or symbol is used (9 oz). When spelling out the unit of measurement, you may also spell out the number or use a numeral (sixteen grams; 16 grams). It is never permissible to spell out the number and use an abbreviation or a symbol (fifty mph). Also, a unit of measurement used without a numeral should always be spelled out (How many kilometres is it from here to there?).

Use a hyphen when indicating a numeric quantity as an adjective (a five-kilogram bag).

1.7.5 fractions and percentages Simple fractions are spelled out. Hyphenate the fraction if it is being discussed as a single quantity.

If individual parts of the fraction are discussed independently, leave the fraction open.

• In practice, two-thirds of MDiv students complete their degree in four years or less.

• The class was divided into four quarters: three quarters were taken into one room and the fourth was taken outside.

Whole numbers plus fractions are often best represented as numerals, but may be spelled out if short.

• The size of the room is 10½ x 14 feet.

• She is one and one-half metres tall.

Percentages are always expressed in numerals (unless they begin a sentence) and the word percent is used (contrary to CanOD). However, if the context includes frequent use of percentages, then the symbol % might be preferable.

• We are expecting at least 75 percent of the congregation to vote on the decision.

• Sixty-five percent of our student body is Canadian.

• The last day for students to receive a 100% refund is the second Friday of term, or a 75% refund, the fifth Friday of term.

• Only 5%–9% of the people in the neighbourhood own their houses.

Note: no space appears between the numeral and the percent sign. Percent signs are repeated in cases of two or more quantities, as in the last example above.

1.7.6 money Amounts of money should be spelled out or expressed with numerals and currency symbols in accord with the general rules above (according to amount, placement in the sentence, frequency, consistency within categories, etc.).

If the number is spelled out, so are the words dollar(s) or cent(s); if numerals are used, so are the symbols.

• The class costs over four hundred dollars.

• The registration fee is $35; the late registration fee is $25.

If decimal points appear in a given amount, other whole-number amounts should appear with decimal points as well.

• The price ranges from $0.95 to $1.00.

To designate currency, use the system of the International Organization for Standardization (ISO).

This system uses no symbols but rather a three-letter code preceding the figure: two letters identify the country and the third the currency type.

• CAD Canadian dollar • CHF Swiss franc • GBP British pound • USD United States dollar A web search for “ISO 4217 currency codes” will provide a complete list.

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punctuation Though this section outlines conventions that Regent College has adopted, it is not meant to be a complete guide.

1.8.1 accents (foreign) Use the appropriate accents if a non-English word is being used. (For more detail, see ECE, Chapter 6, and CMOS, Chapter 10.)

• Étienne Bök • François Rhéaume • Trois-Rivières, Que. • Véronique Duval • the French language press, Groupe de recherches en études francophones • the conference at the Max-Planck-Institut für Radioastronomie in Germany Note: although French publishers often leave out the accent on capital letters, accents should appear on capitals in English works, particularly when readers may not be aware of French typographic usage.

1.8.2 apostrophes Forming the Possessive Use the apostrophe before an “s” to indicate the possessive of a singular noun (i.e., something that is of or belonging to something else).

• Regent’s graduating class • Williams’s research • Descartes’s theories • Kansas’s legislature Note: the “s” followed by an apostrophe can read awkwardly, so it might be better to rewrite the sentence: • the legislature of Kansas Exception: do not add an additional “s” to ancient proper nouns ending in “-es” or “-is,” the name “Jesus,” or to such forms as “for conscience’ sake.”

• Isis’ temple • Jesus’ ministry • Moses’ leadership • for righteousness’ sake As with plurals, when an italicized term appears within roman text, the possessive “s” should be set in roman.

A term enclosed in quotation marks should never be made into a possessive.

• Gone with the Wind’s admirers but • admirers of “Ode on a Grecian Urn” In cases where the possessive is plural, use a single apostrophe after the “s” or rewrite the sentence.

• The students’ grades will be posted.

• The senators’ votes were counted at the end of the meeting. or recast • Grades will be posted.

• At the end of the senate meeting, the votes were counted.

False possessives—if something is descriptive rather than possessive, it does not take an apostrophe (this occurs with plural nouns that are used as adjectives).

• students guide, the guide for students • teachers college, a college for teachers • the first Beatles album (but the Beatles’ first album) Note: for grammatical concerns regarding the possessive (such as two nouns as a unit, compounds, gerunds,* and use of possessive with “of”), see CMOS 7.17–7.29.

Forming Plurals Apostrophes are usually not used in the plural of numbers, letters, or symbols.

• 1830s • ABCs • #s • MPs and PoWs (but possessive, MPs’ and PoWs’) * A gerund is a noun formed from a verb, ending in –ing and designating an action or state: “driving is dangerous.”

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Section 8

14 | Regent College | Style Guide Only use an apostrophe to form the plural if misinterpretation or confusion is possible, as in the case of lowercase letters or when the plural can be misread as a different word altogether.

• Mind your p’s and q’s. Dot the i’s and cross the t’s.

• A’s (to avoid misreading As) See also sections 1.4.1 for plurals of dates, and 1.7.2 for plurals of numbers.

Signifying Missing Material Apostrophes can substitute for letters and numerals that are omitted. They form contractions (don’t for do not, etc.).

When the apostrophe begins the word, make sure it is facing in the right direction (apostrophes are always the shape of a single end quotation mark), signifying missing material rather than appearing as an opening single quotation mark.

• ’tis (not ‘tis) • ’89 (not ‘89) • rock ’n’roll A common error is to use an apostrophe with the possessive pronoun “its.” Only use an apostrophe with the contraction meaning “it is.”

• The program is in its third year.

• It’s a difficult course.

1.8.3 colons General Uses A colon usually introduces an element or series of elements illustrating or amplifying what has preceded the colon.

• The study involves three groups: children, teenagers, and young adults.

• He loved teaching: after retirement he continued substitute teaching whenever he had the chance.

• The verdict was: not guilty.

Generally, the word after the colon is lowercased, unless the colon introduces two or more sentences, or a subtitle.

• She had a busy day before her: At eight o’clock she had an appointment at the dentist. At ten, across town, a job interview. At one, a lunch date with a friend, and at four, she was getting on the train.

• Eat This Book: A Conversation in the Art of Spiritual Reading Use colon with as follows, the following, and similar expressions.

• The steps are as follows: first...; second...; third.

Use colon when introducing speech (in a dialogue, or an extract).

• Leader: Shout for joy to the Lord, all the earth.

• All: Worship the Lord with gladness; come before him with joyful songs.

Use colon with introductory phrase, at the beginning of a speech or formal communication.

• To Whom It May Concern: • Dear Director of Human Resources: Do not use with namely, for example, and other similar expressions.

• The speech focused on three issues, namely, the lack of voter engagement, low voter turnout, and election fatigue.

Note: only one space follows a colon.

1.8.4 commas General Uses A comma usually follows an introductory word or phrase, but can be omitted for a very short phrase or single word if there is no chance for misinterpretation.

• After picking up the dog, Shirley took him to the park.

• On Saturday she took him to the park. but • Before eating, the members of the club listened to the president’s speech.

Use commas with independent clauses, linked by conjunctions (and, but, or, nor, for, yet), except in very short sentences: • The analysis was carefully conducted, but the final results were dismissed.

• He left and then I left.

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Note: for, in particular, needs the comma in front of it to avoid its being read as a preposition: • They raced up the slope, for the river was rising at great speed.

Sentences where one subject governs two verbs are often confused with sentences containing independent clauses. A comma can be included for readability, but is not grammatically necessary in the following sentence: • He went to the party with high expectations[,] but stayed only ten minutes.

Restrictive appositives (defining terms that are essential to the meaning of the sentence) are not set off by commas.

• The novelist John Steinbeck wrote East of Eden.

• Hockey star Wayne Gretzky announced his retirement today.

• David Cronenberg’s movie Crash received positive reviews.

In the first two instances, the names are essential to the meaning of the sentence, as they define which novelist or hockey star is being discussed. In the third example, commas would enclose the title Crash only if it was Cronenberg’s one and only movie ever made. Because he has made more than one, the title is necessary to distinguish which one is being discussed; it is restrictive (necessary) and should not have commas.

Non-restrictive appositives (descriptive terms that merely add information) are enclosed by commas. Both commas are necessary unless the appositive appears at the end of a sentence.

• My wife, Mary, is unable to attend the awards ceremony.

Unless the person speaking has more than one wife, the appearance of her name is extra information that does not alter the meaning of the sentence. The person spoken of has already been identified by the words my wife.

• The teachers heatedly discussed the implications of the committee’s final report, Salary Adjustments.

Although the title adds information, the words final report are sufficient to identify which report caused the heat.

The title is non-restrictive and requires a comma.

Note: use of “that/which” is determined by the rules above. That introduces a restrictive clause and which introduces a non-restrictive clause (contrary to British usage).

• Ours is the house that has an oak tree in the front yard.

• Our house, which has an oak tree in the front yard, is for sale.

With a long descriptive title, place commas after the name and job description (the description functions as a non-restrictive appositive).

• Eric Koster, dean of the Faculty of Pure and Applied Science, spoke at the meeting.

• Patrice Blanchard, federal minister of immigration, visited Alberta.

With degrees and long descriptive phrases, put a comma between the name, the degree, and the phrase.

• George Nelson, BA, MA, PhD, won a gold medal.

• Alice Johnson, PhD, a pioneer in genetic engineering, is a UBC graduate.

Commas set off the second, identifying element in geographical references, whether abbreviated or not.

Omission of the second comma is a frequent error.

• She spoke in Nairobi, Kenya, and then flew to Toronto, Ont., where she is from.

A comma usually introduces a brief quote (colons can be used for longer or more formal quotes). If the quote is preceded by that, whether, or a similar conjunction, no comma is needed.

• She asked, “Why are you here?”

• In his perspective, people that “eat less, live less.”

• The authors were wondering whether “the chicken or the egg came first.”

For more on commas in relation to quoted material, maxims, or questions, see CMOS 6.52–6.55.

For the use of commas within quotation marks, see Section 1.8.8.

Commas with Other Punctuation A comma usually precedes a direct question within a sentence, but an indirect question takes no comma.

Note that the question mark takes precedence over other punctuation (the period in the first example, and the comma in the third).

• She finally asked herself, what am I doing wrong?

• Roger wondered whether he would ever walk again.

• The question, why are we here? was on everyone’s mind.

If the context calls for it, a comma follows parenthetical or bracketed material. A comma never precedes a closing parenthesis or closing bracket.

• He asked Margaret (his sister), Leona (his wife), and Terry (his neighbour) what they thought.

• Randolph continued, “Thomas found that all three women, including his wife [Leona], hated the colour of his pants.”

For use of the comma with ellipses, see Section 1.8.5.

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16 | Regent College | Style Guide Series (or Serial) Comma Within a list or a series consisting of three or more elements, use commas to separate the elements, including a comma before the final conjunction of and or or. Though it is widely accepted to exclude the final comma, reasons for its inclusion follow.

Include the series comma in order to avoid misinterpretation. Compare: • The police arrested two repeat-offender criminals, a drug-dealer and a thief.

• The police arrested two repeat-offender criminals, a drug-dealer, and a thief.

Did the police arrest two or four people? The absence of the series comma before and (in the first example) leaves the reader in doubt. The series comma signals to the reader that the police arrested four people.

Confusion also arises when the items in the series are complex grammatical units such as prepositional phrases and dependent or independent clauses. With complex structures, it is often difficult to recognize where one series ends and the other begins. The final series commas in the following example serve to prevent confusion among the elements.

• With the rise of science, technology, and industry and the accompanying development of large nationstates, the productive capacities of industrial societies have increased immensely, the standard of living has increased proportionately, and the necessity of continued expansion becomes paramount.

In a long series, the semicolon (taking the place of the comma) is useful when the elements are complex and include other punctuation.

• He expected the imminent arrival of his sister, with or without her flagrant “companion,” Lester; possibly her former husband—a bitter and spiteful man; probably her dirty and disorderly Russian wolfhound; and undoubtedly her four spoiled and ungrateful children.

For more on semi-collumns, see Section 1.8.9.

Note: these rules for the inclusion of the serial comma apply within the body of text. In calendars, tables, forms, or graphs, and particularly in ads or brochures where space is extremely tight, the exclusion of the serial comma is acceptable.

1.8.5 ellipses Three spaced periods (…) comprise an ellipsis and indicate the omission of text within a sentence (as in the first example below). Four dots indicate the omission of one or more sentences (second example). With four dots, no space occurs before the first dot (which functions as a period). Other punctuation may precede or follow three (but never four) ellipses points. Placement depends on whether the text omitted precedes or follows the punctuation mark (such as in the third example).

• John 1 opens, “In the beginning was the Word … and the Word was God.” • John 1 opens, “In the beginning was the Word, and the Word was with God, and the Word was God…. Through him all things were made.”

• John 1 opens, “In the beginning was the Word, … and the Word was God.” When representing the omission of one or more paragraphs, four dots appear at the end of the paragraph preceding the omitted material.

• The last sentence at the end of one paragraph….

New paragraph begins.

If the beginning of a new paragraph is omitted, a paragraph indention and three dots appear before the first word of the quotation.

• The last sentence at the end of one paragraph. … New paragraph begins.

Note: word processing programs automatically space ellipses when three periods are entered consecutively.

Use of this automatic feature is acceptable, but be mindful of the rules regarding spacing and punctuation before and after the ellipsis. See Section 1.8.8 for permissible changes within quotations.

1.8.6 hyphens and dashes No spaces appear before or after a hyphen or any kind of dash.

Hyphen (-) Hyphens are used in compound words and names (home-care), in adjectival phrases (face-to-face learning), occasionally with prefixes, and in word division for line breaks. They are also used to separate numbers that are not inclusive (telephone numbers, social insurance numbers, and ISBNs).

For compound words, follow the CanOD.

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To avoid confusion, use a hyphen when you join two words to form an adjectival phrase when the adjectival phrase appears before the subject it is describing.

• the top-rate material • the board-mandated budget cut Use no hyphen when the adjectival phrase appears after the subject it is describing, or when the meaning is clear and there is no ambiguity (often with proper nouns, established foreign terms, or established compound nouns).

• the material is top rate • the budget cut was board mandated • North American trend • in vitro fertilization • high school teacher Adverbs ending in “–ly” are never hyphenated, as ambiguity is virtually impossible.

• highly visible area • rarely seen footage A hyphen should not be used to join a prefix to a root/base except in the following two circumstances.

1. Use a hyphen to avoid doubling a vowel, tripling a consonant, or duplicating a prefix.

• anticlimax • regenerate but • anti-inflation • doll-like • sub-subcommittee 2. Use a hyphen with prefixes where the word would otherwise be confusing, or to differentiate words.

• re-admission • re-entry • re-creation (vs. recreation or playtime) • co-respondent in court (vs. correspondent as letter-writer) • re-covered a chair (vs. recovered from an illness) For word divisions in line breaks, follow CMOS 7.33–7.45, and Meriam Webster online (as CanOD does not provide syllable breakdown). Single words hyphenated at the end of a line break should be avoided. … the toprate material …

En dash (–) Signifies up to and including or through, most often with numbers, but sometimes with words as well.

• 2005–2006 • chapters 16–18 • Genesis 2:13–22 • 10:30 am–2:15 pm; London–Paris train Note: if the word from precedes the number, use to rather than the en dash; similarly, if between precedes the number, use and rather than the en dash.

• She attended from 2002 to 2004.

• She published her articles between 2006 and 2009.

The en dash is also used to contrast values, such as in a sports score (Miami beat Denver 39–22).

The en dash can also be used in place of a hyphen in compound adjectives where one (or more) element of the adjective is itself an open or hyphenated compound.

• pre–Civil War years • a nursing home–home care policy • a quasi-public–quasi-judicial body (best to avoid this kind of construction, however, by rewriting as “a body that is quasi-public and quasi-judicial”) Em dash (—) The primary use of an em dash is to set off an amplifying or explanatory element. (Commas, parentheses, or a colon may perform a similar function.)

• The chancellor—who had been awake half the night—came down in an angry mood.

• He outlined the strategy—a strategy that would, he hoped, secure the peace.

• My students—that is, my former students—sent me a gift upon my retirement.

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18 | Regent College | Style Guide

The em dash can also set off a mid-sentence list.

• The influence of three impressionists—Monet, Sisley, and Degas—is obvious in her work.

Also use the em dash when commas (generally preferable) would create confusion.

• The pies—meat and fruit—were cheap. (Rather than “The pies, meat and fruit, were cheap,” which could appear as three items listed without the use of a serial comma.)

Note: to avoid confusion, no sentence should contain more than two em dashes; if more than two elements need to be set off, use parentheses.

For more detail and other uses of the em dash, see CMOS 6.87–6.94.

1.8.7 parentheses and brackets Use parentheses to indicate a separate thought or expression within a sentence (usually material less closely related than that enclosed in em dashes or commas).

• She taught the statistics course (one of the toughest in the curriculum) for fifteen years.

Parentheses can be used to offer an explanation or definition of a term or an acronym that is to be repeated within the text.

• The recipient of the Verda Rochon Award for Distinguished Service to the Canadian Association for Pastoral Practice and Education (CAPPE) has been announced.

• The Verda Rochon Award (given to those who consistently go beyond the high standards set by the CAPPE/ACPEP) has been given to an alumnus of Regent College.

Use square brackets within a direct quote to indicate words of explanation that are not part of the original quotation.

• “Those enrolling in it [the master’s program] should know that the requirement is forty-eight credits and a thesis,” said Professor Jones.

Use square brackets as parentheses within parentheses, usually for bibliographic or reference purposes.

• (See N.T. Wright, Jesus and The Victory of God [Minneapolis; Fortress, 1996], 38).

1.8.8 quotations and quotation marks Quotations Whether you paraphrase or directly quote another author’s ideas or words, you should always cite the original work in a footnote, endnote, or a parenthetical reference (see CMOS, chapters 16–17, for required information and formatting). Permission to quote is necessary for proportionately long segments of copyrighted material (for a full-length book, five hundred words or more, for a poem or song, anything more than a few lines). For more information regarding permission, see CMOS 11.3–11.7).

Quotations can be run in—meaning integrated into the text—or set off as a block quotation. Block quotations begin a new line, are indented from all other text, and are not set off with quotation marks. Length most often determines the use of block quotations, but other determining factors include type of material (e.g., poetry is often set off regardless of length), the number of quotations, appearance on the printed page, and whether emphasis of the quote is desired (see CMOS 11.12).

Permissible Changes In order to fit a direct quotation into the sentence and the style of the surrounding text, the following changes are allowed: • The initial letter may be changed to a capital or lowercase, without the use of parentheses (except in legal documents or textual commentary, where exact representation is critical).

• The final punctuation may be omitted or changed to a comma, or replaced by an ellipsis.

• Single quotations may be changed to double, and double to single.

For more on permissible changes, see ECE 12.127 and CMOS 11.8.

Double quotation marks are used to enclose quoted sentences, phrases, and words.

Single quotation marks enclose quotations within quotations. In the case of further quotations within quotations, the double and single marks alternate. Anything within the quotation marks is assumed to be exactly what was said or written. Anything else inserted for clarification or explanation should be framed in square brackets.

• “I don’t want the phrase ‘Those who can, do, and those who can’t, teach,’ to be seen to apply to us [the Faculty of Fine Arts],” said the new dean.

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Other Uses Double quotation marks are also used to set off significant or specialty words or phrases. (This can also be achieved through the use of italics. See Section 1.6.3.)

• The “divine” was a theme discussed in our seminar.

Sometimes quotation marks can bring attention to words or phrases used in a non-standard, ironic, or special way. They can also be used with slang. They can imply that the term is not the author’s own, that it is not used in its usual way, or that the author knows that the word or phrase is a derivation from formal English. Use of quotation marks in this way should be made sparingly.

• He knows that in the final analysis there are no “minor” surgical procedures.

• The Greek word kephale is often rendered “headship.”

• Housekeeping said that the spilled ink was too difficult to “spot lift.”

• She learned quickly to give “props” where they were due.

In recent academic writing, a tendency has developed to use single quotation marks for this purpose.

However, the Chicago Manual of Style discourages the practice in favour of the double quotes.

Punctuation within Quotation Marks Periods and commas are always contained inside the quotation marks. Colons and semicolons are always placed outside the quotation marks. A question mark or an exclamation point should be placed inside the quotation marks when it is part of the quoted material; otherwise, it is placed outside. When a sentence ends with punctuation occurring within the quotation marks, no other final punctuation is needed.

• The carolers sang “Come, O Come, Emmanuel.”

• We talk of “encountering the other”: by this do we mean recognizing, in the words of Cohen, “the innate image-bearing dignity that each person possesses”?

• The question is this: “Is she aware of her rights?”

Ellipses For use of ellipses within quotations, see Section 1.8.5.

1.8.9 semicolons General Uses The semicolon is most commonly used between two independent clauses not joined by a conjunction.

• She plans to go to Europe; she has not, however, decided on the exact place.

Use the semicolon before an adverb like then, however, thus, hence, indeed, accordingly, besides, therefore • He intends to take the summer course; thus, he will finish his degree sooner.

Use the semicolon in a series that involves internal puncuation.

• Here are the enrollment figures: Intro to Theology, 135 students; Intro to New Testament, 51 students.

1.8.10 spacing Only one character space (not two) should occur between sentences and after colons. No spaces appear before or after hyphens or dashes. For spacing with ellipses, see Section 1.8.5.

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2

Chapter Spelling, Grammar, and Usage Section 1

spelling Regent College has chosen the Canadian Oxford Dictionary as its authority on spelling. Please use the spelling that occurs first in each entry.

2.1.1 spelling dictionary The following list includes words with troublesome spellings and words particular to Regent College. For questions regarding capitalization and abbreviation (including scholarly abbreviations), see those specific sections in Chapter 1. abridgement

abscess accept

to receive willingly (often confused with “except: with the exception of”)

accommodate

accommodation

acknowledgement advertise

not advertize

advice

noun

advise

verb

adviser

often misspelled advisor

affect

verb: to produce an effect on, to influence (often confused with effect: something that follows, result)

aging

not ageing (British spelling)

airplane

not aeroplane

all right

“alright” is not a word

allotted

allusion

indirect reference (often confused with illusion: false impression)

alumna

feminine singular; pl: alumnae

alumnus

masculine singular; pl: alumni* (but can be used to signify graduates of both sexes)

anaesthesia analyze

not analyse

annul

annulment

anoint

appall

appalling

appendix

pl: appendices

apprise * Note on alumni: Use the word alumni to refer to graduates of both sexes (or where the sex of the group members is unknown). It is the most commonly used form and is the Regent preference.

• Many alumni attended Convocation this year.

Alumnus refers to an individual male graduate. Alumna refers to an individual female graduate. Alumnae describes a group of graduates known to be composed entirely of females. It is not commonly used. However, it should be used when the grads are known to be all female.

• She hosted an alumnae party for all the women that graduated in her class.

Alums can be used as an informal substitute for alumni, but is not preferred.

Regent College | Style Guide |

armour artifact

not artefact

attendance awkward axe

not ax

bachelor’s degree

not capitalized

bachelor’s degrees

not “bachelors’ degrees,” and not capitalized

balk

not baulk

battalion

BC

no periods

behaviour benefited

berth

nautical term (often confused with birth: when something begins)

biased Bible

always capitalize; but biblical

billeted birth

when something begins, especially life (often confused with berth: nautical term)

blowsy

not blowzy

Board or Board of Governors

See Section 3 for use of capitalization.

Britain budgeted buoy

bureau

pl: bureaux

caffeine

capital

money owned by a business; a city (often confused with capitol: see below)

capitol

main government building of a state (often confused with capital: see above)

carry forward

verb, as in “I will carry forward this item to the next meeting.”

carryforward

noun, as in “Place this carryforward in column three.”

catalogue

not catalog

catalyze cemetery

centre

centred, centring (unless part of a proper name or in a title)

changeable château

pl: châteaux

check

to verify

cheque

as in a bank order

church

lower case, when referring to the church as a whole. Capitalize if part of official name (ex: the Anglican Church of Canada)

choose

verb: to make a selection

chose

past tense of choose

circumcise cite

to quote as an example or authority (often confused with site: location)

coarse

rough, crude (often confused with course: a class)

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colour

colourful, colourize, colourist

coloration

combatting compatible

complement

to complete, to add to the whole

compliment

to give praise

comprise

to be made up of, to consist of: used as in “the rock comprises three minerals” and not “the rock is comprised of three minerals.” In the latter case, use “composed of,” “consists of,” or “is made up of.”The use of “comprised of” is grammatically incorrect.

compromise confectionery

connoisseur

conscience

a sense of right and wrong (often confused with conscious: being aware)

conscious

being aware, deliberate, awake

consensus

coolly coordinate

cooperate

corollary

a practical consequence that follows naturally

correlation

a reciprocal relation between two or more things

council

committee, governing body

counsel

verb: to give advice; noun: advisor, especially legal

counseling

not counselling

course

class; “main course” (part of a meal); “course of action”; “of course”

cozy

not cosy

credible

believable

creditable

praiseworthy

credulous

gullible

crystal data

originally plural, but is often used as singular (with exception in formal or scientific writing); “datum” is singular

deductible

defence

but defensive, defensible

delicatessen

desert

arid region

dessert

sweets

despise deterrent

devise dialyze dilemma

disappoint

disc

not disk

distill

distillation

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doctoral degree

not capitalized

doctorate

not capitalized

Dr.

with a period

draft

not draught

dryly

not drily

effect

noun: something that follows, result; verb: to cause to come into being (often confused with affect: to influence)

email

not e-mail (but use e + hyphen with all other e-compounds, such as e-book, e-file, e-money, e-commerce, e-zine)

ecstasy

embarrass

emerita (fem.) emeritus (masc.) emeriti (plural)

an honorary title, not simply meaning “retired”

enroll, enrolled, Contrary to CanOD’s “enrol” and “enrolment” enrolling, enrollment ensure

not insure (except when referring to insurance)

entitle

means “to give or to render,” as in “The claim entitles Native Canadians to fish on the land.”

This word should not be used in reference to a book, unless one is speaking of the author’s act of giving the book a name, as in “He decided to entitle his book, A Life in Progress.” But the book is titled A Life in Progress.

equalled Eucharist

capitalize

excise exercise

noun or verb; physical or mental activity; to put into practice or operation

exorcise

to expel an evil spirit

expel

expelled, expelling

favour

favourable, favourite

Fellow

capitalize when referring to an academic Fellow

fibre

not fiber; fibrous

flyer

not flier (same spelling whether meaning pilot or pamphlet)

focused

focusing

forestall

forestalment

formula

pl: formulas or formulae (for math, chemistry)

forum

pl: fora

forward

toward the front

foreword

introduction to a book

fulfill

fulfilling, fulfillment

full time

as an adverb, modifying a verb or sentence (She works here full time.)

full-time

as an adjective, modifying a noun (He is a full-time student.)

fundraiser

fundraising

gauge

glamour

glamorous, glamorize

gospel

lower case when generic reference. Capitalize when specific reference (ex: Fourth Gospel).

gravelled

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grey

contrary to CanOD’s “gray”

harass, harassment

hemorrhage

honour

honourable

honours degree

abbreviated as Hons (no period). E.g., BA(Hons)

honorary (degree)

abbreviated as Hon (no period). E.g., PhD(Hon). Related words: honorific

humour

humorous, humorist

hygiene

hypocrisy

not hypocracy

idiosyncrasy

illusion

false impression (often confused with allusion: indirect reference)

immanent

indwelling; inherent; within the limits of experience or knowledge

imminent

ready to take place

imperilled imply

to suggest without stating explicitly (often confused with infer, see below)

impostor

impresario

improvise incise icon

not ikon

index

indexes pl (for back of book); indices pl (technical)

infallible

infer

to arrive at a conclusion based on evidence (often confused with imply, see above)

innocuous

inoculate

inquire

not enquire

in regard to

not “in regards to”

install

installation, installed

instalment

instill, instilled

interdisciplinary

no hyphen

Internet

use capital; the Net

Inuit

plural noun and adjective

Inuk

singular noun and adjective

iridescent

irresistible it’s

contraction for “it is”

its

possessive pronoun

judgment

not judgement

khaki

kidnapped labour

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laborious languor lay

to place something down; past tense is “laid”). Also the past tense of “lie” (to recline, as in “he lay down”)

lead

noun, as in “a pencil lead”

lead

verb, present tense of “to lead”

led

verb, past tense of “to lead”

liaison libellous library

in general terms, or in subsequent reference

Library

as in The John Richard Allison Library; capitalize on first reference with full name

licence

noun, as in “a driver’s licence”

license

verb, meaning “to grant a permit to or authorize the use of,” as in “He is licensed as a chiropractor.”

lieutenant

likable liquor litre or L

livable loose

roomy or unrestrained

lose

present tense of “lost”

lovable lustre

lustrous

macabre maintenance manoeuvre manor marshal marshalled

often misspelled marshall

marvellous master’s degree

not capitalized

master’s degrees

not “masters’ degrees,” and not capitalized

meagre mediocre metre or m

unit of measurement; (but parking meter)

millennium

misspelled movable Mr.

with a period

Ms.

with a period

multilingual

no hyphen

multidisciplinary

no hyphen

necessary non-profit

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noticeable occurrence

oenology

not enology

offence

but offensive

omitted online

not on-line

onscreen

not on-screen

organization

orthopaedic outfitted Pacific Northwest

capitals when referrring to this specific geographical region

pallor parallel, paralleled

paralyze paraphernalia

parliament

not capitalized (except in a title, i.e., Parliament of Canada)

part time

as an adverb, as in “She works here part time.”

part-time

as an adjective, as in “He is a part-time student.”

passed

past tense of verb “to pass”

past

period of time before the present

pastime pavilion

peace

peace of mind

pedalled percent

contrary to CanOD’s “per cent” (See Section 1.7.5 for usage of percent sign.)

percentage

perseverance personal

private or individual

personnel

employees

piece

a piece of pie

postsecondary

practice

noun

practise

verb

preceding preferring prerequisite

prerogative

pretense principal

first in rank or importance; money term

principle

fundamental truth or law

privilege

proceed program

not programme

Regent College | Style Guide |

prophecy

noun

prophesy

verb

publicly questionnaire

quiet

silent or near silent

quite

very or actually

rarefy

recommendation reconnaissance

referendum

pl: referenda or referendums (both are acceptable)

regardless

“irregardless” is not a word

Regent Pastors’ Conference

not “Pastor’s” or “Pastors”

Regent Tradition Conference

not “Traditions”

renown

noun, ex: a person of world renown.

renowned

adjective, ex: Regent has world-renowned faculty.

repel

repellent

resuscitate

revise rhythm

rigor

as in rigor mortis

rigour

as in strictness (e.g. academic rigour)

sacrilegious

Saint

capitalize; abbreviate as St.

saleable savour savory sceptre Scripture

capitalize

seize semi-final

shepherd

siege

signaller site

location (often confused with cite: to quote as an example or authority)

sizable sophomore spectre

spectral

squalor stationary

standing still

stationery

for writing letters

stupor succeed

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28 | Regent College | Style Guide supersede

supervise surmise

surprise

tableau

pl: tableaux

targeted temperament tenant

renter or occupant

tenet

belief or doctrine considered true

than / then

“than”: used in comparisons. Often confused with “then”: refers to time, what comes next.

theatre

not theater (unless part of a proper name)

their / there

“their”: indicates possession; “there”: refers to place

thesis

pl: theses

timbre to / too / two

“to”: preposition; “too”: also, excessively; “two”: number

ton

imperial measure

tonne

metric measure

toxin tranquilize traveller upmost / utmost

“utmost”: to the greatest degree (nothing could be most important); “upmost” is an archaic version of “uppermost” and means “in the top position,” like the top branches of a tree. Ex: “This paper is of the utmost importance.” “Upmost in his mind were the risks of doing business with such a crook.”

URL

all caps; pl: URLs

US, USA

valour

vapour

vigorous

vigour

Web (the)

use capitals for the Web, World Wide Web

website

not web-site. Same with webmaster, webpage

weird

West Coast

capitals when referring to this specific region, as in “She lives on the West Coast.” But lower case when it’s a more general reference: “She lives on the west coast of British Columbia.”

wheather

climate

whether

involves alternative possibilities (the “or not” is redundant in “whether or not” is redundant)

woollen woolly worshipper word

lower case when words of Christ or written word

Word

in reference to Christ (Jesus as the Word); or Scripture (the Word of God)

Regent College | Style Guide |

GRAMMAR 2.2.1 examples of common grammatical errors

Although this guide is intended to instruct in issues primarily dealing with style, the following examples serve as a reminder of common grammatical errors to avoid.

1. Word Order • Incorrect: The research group spent three weeks in the park trapping moths and biting flies.

• Correct: The research group spent three weeks in the park trapping biting flies and moths.

2. Qualifying an Absolute • Incorrect: very unique • Correct: unique 3. Unnecessary Passive Construction • Incorrect: All elected officials were considered dishonest by him.

• Correct: He considered all elected officials dishonest.

4. Faulty Parallelism • Incorrect: He hated politics and all activists he regarded as naïve idealists.

• Correct: He hated politics and regarded all activists as naïve idealists.

• Incorrect: She was young, rich, and had nice manners.

• Correct: She was young, rich, and well-mannered.

5. Double Negative • Incorrect: No one offers better, more convenient, less hassle-free service.

• Correct: No one offers better, more convenient, more hassle-free service.

6. Comma Splice • Incorrect: The season was unusually cool, however, the crops were not harmed. (Run-on) • Correct: The season was unusually cool; however, the crops were not harmed.

• Incorrect: The man smiled, then he jumped off the train. (“Then” is not a coordinating conjunction.)

• Correct: The man smiled; then he jumped off the train.

7. Subject/Verb Agreement A simple subject followed by as well as, together with, in addition to, and similar phrases still requires a singular verb.

• The man, as well as his wife and family, wants to be free.

A compound subject referring to a single unit or a single person requires a singular verb.

• Drinking and driving remains a major cause of auto accidents.

• The editor-in-chief and senior writer of the magazine is Dennis.

The verb of a sentence with a compound subject containing or or nor is determined by the part of the subject nearest to it. (This is the only rule where the verb is determined by the word closest to it.)

• Either you or Maggie was at fault.

• Either Maggie or you were at fault.

Collective nouns (family, class, team, committee, flock, group, etc.) usually refer to single units and therefore take singular verbs.

• The committee usually sets its agenda two weeks before each meeting.

Many indefinite pronouns (such as anyone, each, either, everyone, everything, neither, no one, some one) are always singular and therefore require singular verbs.

• Of the two places, neither offers the beauty of Vancouver.

• Each of the candidates is qualified to fill the position.

• Every woman, man, and child has the right to an education.

• Everyone should bring his or her suitcases to the front.

8. Unclear Antecedent • Incorrect: When the artist finished the painting of the boat, she immediately covered it with varnish. [Did she cover the painting or the boat?]

• Correct: When the artist finished the painting of the boat, she immediately covered the painting with varnish.

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Section 2

30 | Regent College | Style Guide 9. Pronoun Case The subject (of a sentence or clause—the one doing the action of a verb) always takes the subjective case (I, you, he, she, we, you, they, who, whoever); the object (of a verb, verbal phrase, or preposition—the one to whom the action of a verb is being done to, or to whom the preposition refers) always takes the objective case (me, you, him, her, us, you, them, whom, whomever).

• Incorrect: It was kind of him to invite my son and I to his party.

• Correct: It was kind of him to invite my son and me to his party. [The verb “invite” has two direct objects: my son and me.]

• Incorrect: For who should I vote?

• Correct: For whom should I vote?

Note: an easy way to determine whether who or whom is correct is to answer the question (or replace who/whom) with he or him. If it is correct to say he, then use who; if it is correct to say him, use whom.

10. Misplaced Modifier • Incorrect: This course provides a basic overview of geometry. At its completion, the student will have a firm understanding of …

• Correct: This course provides a basic overview of geometry. After completing the course, the student will have a firm understanding of …

• Incorrect: Unhappy and depressed, the movie made me feel worse.

• Correct: Unhappy and depressed, I felt even worse after the movie.

• Incorrect: We almost ate all of the Thanksgiving meal.

• Correct: We ate almost all of the Thanksgiving meal.

Notice the difference in meaning among the following statements, depending on where you place only: • Only I hit him in the eye. (I, and no other, hit him.)

• I only hit him in the eye. (I didn’t do anything else to him.)

• I hit only him in the eye. (I didn’t hit anyone else in the eye.)

• I hit him only in the eye. (I did not hit him in the nose or anywhere else.)

• I hit him in the only eye. (He only has one eye.)

11. Confusion of Restrictive/Non-restrictive Clauses Notice the difference in meaning between the following two sentences, depending on whether you make the clause “who are bald” restrictive or non-restrictive: • The guys, who are bald, were told to sit on the north side of the room. [All the guys are bald.]

• The guys who are bald were told to sit on the north side of the room. [Only the guys who are bald were told to sit on the north side.]

Note: that is a restrictive relative pronoun; which is a non-restrictive relative pronoun.

• The book that is on the table is mine. (The book on the floor is not.)

• The book, which is on the table, is mine. (There is only one book, and I happen to mention its location.)

Section 3

preferred language Language evolves with time; therefore, while the following suggestions are currently appropriate, they may not remain so in the future.

2.3.1 disability When talking about people with disabilities, mention the disability only if it is relevant. Always put the person before the disability: use “persons with disabilities,” “people with disabilities,” and the like, rather than “the disabled” or “the handicapped.”

2.3.2 race, religion, and ethnicity Reference to a person’s race, religion, or ethnicity should be avoided unless it is of particular relevance to the context. Avoid stereotypes, generalizations, or assumptions about ethnic, racial, or religious groups.

Terms describing one’s ethnicity should be used as adjectives rather than nouns: instead of “blacks” and “natives,” use “black people” (students, citizens, residents, etc.) or “native people” (youth, representatives, etc.).

Avoid using phrases implying negative or false stereotypes such as “on the warpath” or “Indian giver.”

Avoid using words like “Hitler,” “concentration camp,” and “Taliban” casually.

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Respect labels preferred by specific racial or ethnic groups, for example: • Black peoples • people of African descent • Africans • African-Canadian or African-American • First Nations • Aboriginal or native peoples • South Asian (India, Pakistan, Bangladesh, Sri Lanka, Nepal, Bhutan) • East Asian (China, Japan, North and South Korea, Taiwan) • South East Asian (Burma [Myanmar], Thailand, Laos, Cambodia, Vietnam, Malaysia, Indonesia, the Philippines) 2.3.3 gender Replacing the “generic” man Generic terms, like Canadians or reptiles, equally apply to a class or group and its individual members. Terms used for a class or group that are not equally applicable to its individual members are false generics. Though the word man was used in the past as a true generic, its common use and interpretation has shifted over time and can no longer be assumed to mean members of both sexes.* Just as a person’s race or religion should not be mentioned unless it is necessary and relevant information, one’s sex also should not be mentioned. This removes the option of replacing man with woman (e.g., saleswoman for salesman). As well, be aware that the use of person to replace man can sometimes simply be a hidden term for female rather than a neutral term connoting people of both sexes. To call a man a chairman and a woman a chairperson is to defeat the purpose of using non-biased language.

Try to use the same agent nouns for both sexes.

• Chris Wong is the Chair (not Chairman or Chairwoman) of the Board of Governors.

• The author (not authoress) toured the country promoting a new book.

• The nurse (not male nurse) was very helpful.

• Professor Hansen worked in the fishing industry (not was a fisherman) before deciding on an academic career.

Replacing the “generic” he Avoid male or female pronouns when referring to groups composed of both men and women or of unspecified gender.

There are many alternatives to choose from, outlined below. To achieve the most natural flow in writing, use a combination of these alternatives.

Rewrite the sentence using the indefinite pronoun one.

• If the purchaser has a problem, he can always return the product. becomes • One can always return the product should a problem arise.

Rewrite the sentence eliminating need of a pronoun.

• The student may feel more at ease if he explores the campus prior to his first day of classes. becomes • The student may feel more at ease through exploration of the campus prior to the first day of classes.

Rewrite the sentence in the plural.

• A person should choose to vote for the candidate that impresses him. becomes • People should choose to vote for the candidate that impresses them.

Use she or he, him or her, himself or herself—but sparingly, as this alternative can be bulky and break the flow of writing if repeated often. To further avoid bias, alternate which pronoun appears first. (Avoid using s/he, as it has no possessive or accusative case equivalents and is unable to be pronounced.)

• A person should choose to vote for the candidate that impresses her or him.

When possible, include yourself and others by using first- and second-person pronouns.

• The anthropologist should ensure that his work is not androcentric. becomes • As an anthropologist, (I, you) should make sure that (my, your) work is not androcentric.

• As anthropologists, we should make sure that our work is not androcentric. *

Research has shown that when people encounter the word man today, even when intended as a generic, they envision a male person only (see ECE, Miller and Swift, and King et al.). Continuing to use language based on the idea of man as a generic, then, fails in its purpose and perpetuates wrong notions of the male as norm, the female as other. There are alternatives to words based on the notion of man as generic— see the list below. (For a more extensive list, see The Handbook of Nonsexist Writing, 155; ECE, 105; Talking Gender, 11–12).

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32 | Regent College | Style Guide If you choose to use only one pronoun (either masculine or feminine), alternate at a pace not too distracting to the reader, and be careful not to attribute positive traits or roles to only one sex.

Note: avoid using they as a singular pronoun. Though this usage is seen by many as a valid option, it is best to avoid until it becomes more widely accepted, as it can create distraction and appear as an error.

Avoid Gender Stereotyping Gender stereotyping involves the assumption that specific behaviours, attributes, careers, or roles belong only to one sex. In writing, such underlying assumptions are often revealed in the inclusion of information (usually about women) that is superfluous, irrelevant to the context, or that confuses personal and public roles. Unnecessary reference to physical appearance, family life, or personal relationships (such as marital status or number of children) should be avoided. Test the way you describe women and the information you include about them by asking, would I say this or include this in the same context about a man?

When referring to groups of both sexes, use parallel language: • men and women • ladies and gentlemen (not men and ladies) • husband and wife (not man and wife) Titles and Salutations Use parallel language when referring to job titles or positions. A woman with a PhD should be referred to in the same way as a man with a PhD (Dr. Linda Chavez, Dr. Carlos Chavez; Prof. Linda Chavez, Prof. Carlos Chavez).

Use courtesy titles (Mrs., Ms., Mr.) equally with male and female counterparts (do not use Mrs. Joyce Fields but Dr. James Wilson, when both are doctors).

Similarly, the use of partial names for men and women should be consistent and occur in parallel contexts, rather than a full name for a woman but only surname for a man, or a first name for a woman but a title and last name for a man (Hillary Clinton, but Clinton [for Bill]; or leading up to the 2008 presidential elections, Hillary, but Senator Obama).

The courtesy title Ms. was created as a parallel to Mr., indicating gender without indicating marital status. As people have strong preferences regarding the title they are addressed by, care should be taken to discover and use their preference.

If the name and/or sex of a correspondent are unknown, use language inclusive of both sexes (Dear Madam or Sir) or a generic title (Dear Manager; Dear Director; Dear Colleague; etc.).

For further guidelines regarding terms of address in speech and letter-writing, see Talking Gender, 53–54.

2.3.4 commonly used words to avoid and suggested alternatives Words to Avoid

Suggested Alternatives

businessman chairman cleaning woman clergyman coloured people common man craftsman crippled (the) disabled East Indian fair sex fireman forefathers gentleman/gentlemen girl/girls (referring to adult females) the handicapped

business person, professional, entrepreneur Chair, coordinator, convenor, presiding officer cleaner clergy, deacon, minister, pastor, priest, rabbi, cleric, member of the clergy Black peoples, people of African descent, African people, South Asian peoples average person, members of the public artisan, craftsperson a person with a disability; people with disabilities persons or people with disabilities South Asian women firefighter ancestors man/men woman/women persons or people with disabilities

Regent College | Style Guideâ&#x20AC;&#x192; |

housewife lady/ladies (referring to adult females) layman low man/woman on the totem pole man (a person) (to) man (verb) man hours man in the street mankind man-made manpower

homemaker woman/women

master/mistress of ceremonies

host, emcee

middleman newsman non-whites Orientals physically challenged policeman postman primitive societies right-hand man salesman spokesman stewardess tribes watchman West Indian wives and children workman

wholesaler, go-between journalist, reporter, newsperson people of colour Asian peoples, East Asian peoples, Southeast Asian peoples physically disabled officer, police officer postal worker, mail carrier, letter carrier non-industrial societies assistant clerk, sales clerk, sales representative, salesperson representative, speaker, spokesperson flight attendant ethnic groups watch, guard Caribbean families/family worker, employee

layperson, laity (pl.), average person lowest rung of the ladder person, one, individual, you, I to staff, to operate, to manage, to work working hours person in the street, public, member of the public civilization, humanity, humankind, people, we, us synthetic, artificial, manufactured, fabricated personnel, staff, staffing requirements, workers, workforce, labour, labour force

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34 | Regent College | Style Guide

3

Chapter Writing for Different Formats: Letters, Email, Web Section 1

letters, emails, and memoranda 3.1.1 letters Letterhead—All letters for external audiences should be written on the official Regent College letterhead (note that there is letterhead for subsequent pages that differs from the first page letterhead). The College letterhead is designed and printed by the Publications Department. Production of letterhead is strictly limited to the Publications Department (do not print your own). For your convenience, there is black and white letterhead designed for email or PDF (only), available on Regent College Google Sites.

The URL is http://intranet.regent-college.edu. This letterhead should never be printed out.

The parts of a business letter include the following, as applicable: • Date (month/day/year, with the month spelled out: January 22, 2010) • Inside address (name of the person, and name and address of company/organization to whom the letter is addressed) • Reference line (underlined and used to refer to a subject or file or reference number, sometimes appearing under the salutation rather than above) o Ref.: Order No. 3861 o Re.: Employment of Smith & Associates • Salutation (greets the addressee by name if possible; see also Titles and Salutations under Section 2.3.3) • Body of the letter • Complimentary closing (chosen according to the formality of the letter, with first word of closing capitalized, followed by a comma) o formal: Yours truly; Respectfully yours; Yours sincerely o less formal: Sincerely; Sincerely yours; Cordially o personal: Regards; Personal regards; Kindest regards; Warmly; With warm regards; With kind regards • Signature (hand-signed, with typed name in roman, position title in italics, and email address in italics, three lines total) • Enclosure notation (notifies recipient of any enclosed pieces, such as a brochure, resumé, photograph, etc.; italicized and abbreviated Enc. for singular, Encls. for plural) • Copy notation (indicates a copy [italicized and abbreviated cc:] has been sent to one or more persons, whose name/s then follow). Use the notation bc: on only those copies sent to blind recipients.

The two letter formats most commonly used in business correspondence are listed below. Choose the format that best suits the nature of the letter. (See examples on the following pages.)

1. Block style: Includes no indentations. All lines are flush left. This format is popular because it is simple and reflects efficiency.

2. Modified block style: The dateline and closing appear slightly to the right of the page centre, but there are no paragraph indentations. This style appears to some as more personal.

The margins and spacing between elements depend partly on the length of the letter. The letter should look balanced on the page. That said, here are some general guidelines to abide by: • the text itself should always be single-spaced with double-spacing between paragraphs • the margins (flush left, ragged right) should be generous—at least an inch on all sides • though it is nice to complete a letter in one page, it is better to use a second page than to force it onto one with the result of it appearing too cramped • a signature in blue ink makes it stand out more and can come across as more personal • there should only be one space between sentences (not two) Font and font size: Please use Times New Roman, in 11 or 12 point, for the body of the letter. This is a plain, simple serif font that is easy to read and fairly formal.

Regent College | Style Guideâ&#x20AC;&#x192; |

example of block style

March 4, 2010 Mr. Daniel Thomas 1234 East Lansing Street Memphis, TN 38122 United States Re: Student Number: 000000 Dear Daniel, Congratulations on your completion of the [Course] Distance Education course. You have officially received a grade of [X].

Enclosed are your graded assignments. If you have any questions about your grades, or the comments given by your grader, [Grader], please do not hesitate to contact us.

If you wish to request a transcript, request forms can be downloaded here: www.regent-college.edu/student_information/services/transcripts.html.

It has been our pleasure serving you, and we wish you every blessing in your future studies.

Sincerely,

Michael Bolton Administrative Assistant for Distance Education

distanceeducation@regent-college.edu Encls. cc: Julie Simpson

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36 | Regent College | Style Guide

example of modified block style

March 4, 2010 Mr. Daniel Thomas 1234 East Lansing Street Memphis, TN 38122 United States Re: Student Number: 000000 Dear Daniel, Congratulations on your completion of the [Course] Distance Education course. You have officially received a grade of [X].

Enclosed are your graded assignments. If you have any questions about your grades, or the comments given by your grader, [Grader], please do not hesitate to contact us. If you wish to request a transcript, request forms can be downloaded here: www.regent-college.edu/student_information/services/transcripts.html.

It has been our pleasure serving you and we wish you every blessing in your future studies.

Sincerely,

Michael Bolton

Encls. cc: Julie Simpson

Administrative Assistant for Distance Education

distanceeducation@regent-college.edu

Regent College | Style Guide |

37

3.1.2 emails In order to create a consistent look for emails originating from the College, automated email signatures should be constructed according to the following guidelines: 1. Name 2. Position title, Regent College 3. Email address 4. Personal phone line 5. Mission statement of College 6. Contact information for College with direct line (with periods instead of hyphens) Signatures should be in ­­­a sans serif font, with the mission statement and College contact information in a small size and centred.

Some tips for proofreading important emails: • maximize the message (e.g., enlarge the font in Word) • check the spelling of the recipient’s name • make sure the promised attachment is indeed attached • read the message line by line, using a piece of paper held below each line to isolate each line • print the email out and proofread a hard copy • run spell-check, paying close attention to each suggestion (as often we tend to ignore spell-check altogether because of its limitations) Please note that an email signature without a personal closing can look impersonal. One should not rely on email signatures as the only closing. example of email signature

Maria Sanchez Conferences Coordinator, Regent College

e: msanchez@regent-college.edu p: 604.221.3358 w: www.regent-college.edu

Regent College cultivates intelligent, vigorous, and joyful commitment to Jesus Christ, His church, and His world.

Regent College, 5800 University Boulevard, Vancouver, BC V6T 2E4 Toll Free: 1.800.663.8664, Fax: 604.224.3097

3.1.3 memoranda Templates for memoranda can be found on the College Google Sites. The URL is http://intranet.regent-college.edu.

web and interactive media Regent is moving toward a system whereby departments will more easily add content to their own webpages.

However, we need to ensure consistency of style and corporate identity. Accordingly, in addition to all the other guidelines in this chapter on style, the following principles apply specifically to writing for the website.

The most important thing to remember with web writing and editing is that the users are extremely impatient and rarely go to multiple pages to find the information they want. The following guidelines are specific for web writing, and will assist the user in finding the desired information as quickly and easily as possible. attribution

Quotes of 50 words or more require permission under copyright law. Photos need to be credited properly. bullets

Use numbered or unnumbered bullets as often as possible. external links

Choose external links carefully as they are recommendations to those sites and because the goal is for visitors to stay on the College’s site.

Section 2

38 | Regent College | Style Guide pages

Webpages should be relatively short (400 to 600 words on a page) to avoid scrolling for minutes at a time, and should include frequent internal links allowing the user to return to the top. paragraphs

Webpages should be organized with the most important information at the top. Text should be broken up into short paragraphs (50 to 75 words at a time), with separate paragraphs for distinct ideas. This may allow for only a topic sentence and a concluding sentence, so the writing must be focused and concise. As reading is slower and more difficult on the screen than on the page, consider whether the information might be better suited as a PDF to be printed and read. titles

When deciding on titles for the information and pages you are building, use language as direct, specific, and transparent as possible (this is not the time to demonstrate creativity). Choose key words that sum up the point of the information. If there is a proper name to be used, always use it. The search engines look at titles the heaviest, and we want our information to be easily found. tone and language

The tone of our website writing should be conversational and yet professional, presenting information in a way that is straightforward and easy to scan. Try to use language that is vivid, fresh, engaging, and direct (use active voice, as passive is more easily dismissible). Use words that are simple and easily accessible for lay users.

Any words that could present difficulty should be linked to definitions or to more information. visuals

Make sure that every visual element is reinforcing the idea on the page. Use the logo effectively. Clicking on the logo should take the user to the home page.

Section 3

lists—bullets and numbering Lists can be numbered or bulleted. Bullets are preferred except when the items in the list are to give the basic points that will then be explained later in full. In this second case, numbers or letters can be used, which will also be re-used consistently within the body where the explanation or expansion of each appears. There are three basic types of lists.

Type 1. Items are brief, of only a few words (not a clause containing a verb). This type must be introduced by a grammatically complete sentence that introduces the coming list of nouns or noun phrases. Each item begins with a lower case letter and no punctuation follows.

• The board members discussed several topics as possibilities for new courses: o creation and information technology o the economy of man and the economy of God o business ethics Type 2. Items combine to form one giant sentence. This type must begin with a grammatically incomplete sentence, and all items end with a semi-colon except the final one, which has a period to end the sentence.

Each item begins with a lowercase letter. Such lists, often better run into the text, should be set vertically only if the context demands that they be highlighted.

• The students demanded that the administration do the following: o lower tuition; o increase pay for teaching assistants; and o provide free audit classes for full-time students.

Type 3. Items are each at least one complete sentence. They can contain more than one sentence, but cannot run more than one paragraph, except possibly the final one. This type must be introduced by a grammatically complete sentence, often containing an anticipatory word tipping off the reader that a list is to follow. Each item begins with upper case and ends with a period.

• The students made the following demands. o Tuition will be lowered by the fall term of 2010. o Faculty and student executives will coordinate bi-monthly meetings to continue developing funding initiatives.

Note: if the items are each too long and/or complicated to match with either type 2 or 3, the information is not suitable for bullets or numbered lists.

For more on lists, see CMOS 6.124–6.130.

Regent College | Style Guide |

Regent College Corporate Identity It is of utmost importance that the Regent College corporate identity be properly represented, and therefore its brand recognition promoted, in the marketplace across all media (print, web, film, and on-screen presentations). This will be achieved by the College maintaining a consistent look in all Regent communications. While the previous chapter provides for stylistic consistency in written communication, this chapter provides for visual consistency. The purpose of this chapter is (1) to instruct the Regent College staff and faculty on appropriate use of the College logo, and (2) to provide general information needed for the production and publication of documents for external audiences.

4

Chapter

Section 1

regent college logo, corporate colours, and fonts The Regent College logo is property of the College. All uses, either print or electronic, must accompany material that promotes the College’s goals and values. While creativity is encouraged in the application of the logo, it is absolutely necessary that the principles outlined below be strictly adhered to, with regard both to its placement and appearance (font, colour, size, proportion, etc.).

Fig.1a

Fig.1b

Fig. 2a

Fig. 2b

4.1.1 logo design The Regent College logo is a composition of the Regent College wordmark (in Rockwell Bold) and a crest with a cross on it.

This design conveys the College’s position on faith. The logo (Figs. 1–3) is the most important part of the Regent College corporate identity (or brand). It should never be altered in any way and only reproduced exactly as it appears on the master electronic file, with a high quality master digital image. These files can be accessed at https://sites.google.com/a/regent-college. edu/er/publications. The logo is artwork specifically designed for Regent College and cannot be reproduced simply by typing with the specified font. Guidelines for sizing and positioning are illustrated throughout this chapter.

Fig. 3

For international communications use the logo in its extended form: logo with a tag block—three lines of text— reading “An International Graduate School of Christian Studies” in black Futura Light (Fig. 2b).

4.1.2 corporate colours The Regent College logo should be reproduced in print in the following two spot colours: • PANTONE 306 Light Blue (PMS 306) for the crest (web equivalent #515d59) (for CMYK output use—Cyan: 76, Magenta: 0, Yellow: 6, Black: 0) • PANTONE 445 Warm Grey (PMS 445) for the wordmark (web equivalent #00b3d4) (for CMYK output use—Cyan: 15, Magenta: 0, Yellow: 11, Black: 69) In one-colour documents, the graphics may be produced in black. In two-colour jobs (such as registration statements) the graphics may be produced in black and in the corporate spot colour PANTONE 306.

If printing on a dark, even-toned background, the graphics may be reversed or “knocked out” (in white) (Fig.1b).

The background of the logo can be changed to transparent as long as the elements remain in the same configuration (Fig. 7). On special occasions (such as in the Writing the Next Chapter Campaign), the colours can change to metallic, but the logo and its tonal contrast must remain the same (Fig. 3).

PANTONE 306 Light Blue web equivalent: #515d59 PANTONE 445 Warm Grey web equivalent: #00b3d4

39

40 | Regent College | Style Guide 4.1.3 corporate fonts There are the two font families in Regent College style: • Goudy—this font should be used for bodies of text (any text following a heading).

• Futura—this font should be used for headings and subheadings or for emphasis.

Note: the font used in the wordmark (Rockwell) should not be used anywhere else in a document.

Goudy Old style Goudy Old style, italic Goudy Old style, bold Goudy Old style figures (roman or bold) 12345678910 Goudy Old style, bold italic Goudy Old style, small caps Futura Light Futura Book Futura book Oblique Futura Medium Futura Medium Oblique Futura Bold Futura Bold Oblique Futura Extra Bold Futura Extra Bold Oblique Futura Bold Heavy Futura Extra Heavy Oblique Futura Light Condensed Futura Light Condensed Oblique Futura Medium Condensed Futura Medium Condensed Oblique Futura Bold Condensed Futura Bold Condensed Oblique Futura Extra Bold Condensed Futura Extra Bold Condensed Oblique

4.1.4 white space requirements In order for the logo to have its desired strength and impact, a minimum clear space should surround it. Other graphic elements should not invade this space. The minimum space is a set measurement, determined in each case and defined as X. The X will change proportionally as the logo increases and decreases in size (Fig. 4).

If you have any suspicion that the proportions have been altered in your application of the logo, please check with the Publications Department before printing or going live with your material.

4.1.5 logo usage The Regent College logo should appear on all documents published for release by members of the College.

The Regent College Student Association (RCSA) may produce merchandise bearing the College’s logo after obtaining design approval from the Publications Department. Creativity is encouraged when it comes to the logo’s placement, but it must remain clearly visible and be presented in an unaltered configuration.

4.1.6 wordmark usage violations The crest and the wordmark should always be used in the same proportions and relative position, and always together. Neither on its own represents the College identity. They should not be altered in any way, such as extending, condensing, adding borders, outlining, or adding other words or graphics.

The graphics on the left are examples of incorrect usage and alterations of the Regent College licensed wordmark.

• Do not stretch or compress the graphics to force the logo into a space in a document (Fig. 5a–b).

• Make sure to use the logo in its entirety (Fig. 5c–f).

Fig. 4 Fig. 5

• Do not add outlines, drop shadows, glows, or other effects without consulting the Publications Department (Fig. 5g). a

b

• Do not attach other text or graphics to the logo (Fig. 5h).

• Do not reproduce the graphics in colours other than

PANTONE 306 and PANTONE 445, black, or white on a dark background (Fig. 5i).

• Do not place the graphics inside a visible (printable) box (Fig. 5j).

Regent College | Style Guide |

4.1.7 policy on alternative logos Several configurations have been developed for Regent College in order to achieve a versatile and yet consistent visual identity (Fig. 6). The configurations are created to address various situations. Each is designed as a single unit of identification for its department.

Fig. 5

Whether the configuration is the Regent College wordmark alone or integrated with a graphic element, the arrangement and composition have been carefully considered and should not be altered or rearranged in any manner.

c

d

e

f

4.1.8 the logo in still or moving images Following are some guidelines for using the College’s logo over still or moving images: • Place the logo over a blurred part of an image or apply blur on the background image (Fig. 7a).

g

h

• Use a transparent layout element as a background of the logo to ensure sufficient contrast (Fig. 7b and c).

• Place the logo over an area that ensures highest contrast (Fig. 7d, e, and f). summer programs

i

Fig. 6

MARKETPLACE•INSTITUTE

R E G E N T • A U D I O

Fig. 7

j

a

b

c

d

A D M I S S I O N S

R E G I S T R A T I O N

e D I S TA N C E • E D U C AT I O N

STUDENT

SERVICES

d A LUM N I R E LAT ION S

R C S A

f

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42 | Regent College | Style Guide

Section 2

letterhead and business cards The design of Regent College letterhead and business cards cannot be altered in any way and production of both is strictly limited to the Publications Department.

4.2.1 letterhead The letterhead is to be used on the first page of printed documents such as letters, invoices, and sign-up sheets.

The logo appears in the top right corner. The footer of the document contains all contact information, centred, in 10 pt Goudy, and in the colour of PANTONE 445 Warm Grey (Fig. 8).

4.2.2 business cards

Business cards display the logo in the centre, in the corporate colours (Fig. 9). The employeeâ&#x20AC;&#x2122;s name appears in 9 pt Goudy Bold, the position in 8 pt Goudy Italic, the credentials in 6 pt Goudy All Caps, and the contact information in 7 pt Goudy Old Style, all in PANTONE 445 Warm Grey and positioned as represented in Figure 9.

Fig. 8 Fig. 9 Vice President Finance and Administration

Horatio Hornblower BA, MBA

Regent College hornblower@regent-college.edu www.regent-college.edu

5800 University Boulevard, Vancouver, BC Canada V6T 2E4 Fax 604.224.3097 Main 604.224.3245 Toll free 1.800.663.8664 Direct 604.221.3304

The John Richard Allison Library Housing the Joint Collections of Regent

Joe Blow Library Circulation Coordinator

College and Carey Theological College

Regent College jblow@regent-college.edu www.allisonlibrary.regent-college.edu

5800 University Boulevard, Vancouver, BC, Canada V6T 2E4 Bus. 604.224.3245 Fax 604.224.3097 Toll free 1.800.663.8664 Direct 604.221.3369

Regent College | Style Guide |

guidelines for print collateral The following instructions are intended to guide staff and faculty in the production of print publications, but some of the principles here can be applied to other documents as well (for example, one should be aware of avoiding “widows” or “orphans” in any document). body copy

Weight (boldness) and posture (roman or italic) variations of Goudy (Old Style, Italic, Bold, Old Style figures) can be used throughout the body copy to emphasize specific phrases. fonts

It is unacceptable (aesthetically) to use more than two fonts on a publication’s cover. When using script fonts, readability is the main criterion. Use Goudy for body copy and Futura for titles and subtitles. See Section 4.1.3. orphans

“Orphans” are those words or short phrases at the end of a paragraph that are left to sit alone at the top of a column—separated from the rest of the paragraph. In the following example, the phrase “reap big benefits” in the second column is an orphan. In this case, adjust the column width when possible, or the kerning, to include the orphaned phrase in the first column.

Regent College is a closeknit community. In this small setting, our students

reap big benefits.

Regent College is a close-knit community.

In this small setting, our students reap big benefits. paper

For covers of collateral pieces, use matt, 100 lb cover stock. For inside pages, use matt, 80 lb text stock. Cards, postcards, and other pieces should be printed on matt, 80 lb cover stock. photography

Photographs should be simple and should add to the overall concept or message of the publication. Front cover photography can be more conceptual, while inside photos can be more literal, showing images of people and the school. The following general guidelines apply: • Show images with people interacting to depict one of our biggest key attributes—an intimate community.

• Show scenes of places Vancouver is well-known for. print

We usually use four-colour process printing. On special occasions, we use six colours, which may include PANTONE 306 Light Blue and varnish coating. size

The size of a publication is determined by the way it is delivered to its audience (whether it is mailed, displayed, or presented in some other manner). In general, using a smaller size (such as 7”x 9.5”) invites a more personal engagement with the material by the audience. spine

In perfect-bound pieces, the spine should contain the publication’s title and year. top or bottom bar

The look of Regent collateral pieces includes a bar on the page top or bottom. The top bar is usually a space for a tag line reversed in Futura Bold. The bottom bar is usually a place for Regent College contact information.

Section 3

43

44 | Regent College | Style Guide

widows

A “widow” is a word at the end of a sentence that falls on a separate line and is the last word of the paragraph. In the following example, the word “benefits” on the third line is a widow. In this case, the kerning should be adjusted or the paragraph should be edited to bring the widow “up” to the prior line.

Three words or more on the final line of the paragraph are acceptable.

Regent College is a close-knit community.

In this small setting, our students reap big benefits. becomes Regent College is a close-knit community. In this small setting, our students reap big benefits.

or becomes Regent College is a close-knit community.

In this small setting, our students reap big benefits.

Section 4

publishing terms The publishing terms here defined are intended to provide staff and faculty with some understanding of and vocabulary for the publications process. This is helpful whether one is communicating with the Publications Department regarding a project or negotiating external printing jobs. brand

A trade name, or name given to a product or service, representing a set of promises to the customer. cmyk

Acronym for Cyan (C), Magenta (M), Yellow (Y), Black (K); four-colour process. eps file

Encapsulated Postscript File. An alternative picture file format that allows Postscript data to be stored and edited and is easy to transfer between Mac and Windows Operating System. four-colour process or process printing

A printing process that involves separating a visual image into four basic colours: cyan (blue), magenta (red), yellow, and black. These four inks are used to create virtually any colour. jpeg (jpg) file

Joint Photographic Experts Group. A file format that allows for the compression of digital images that are used mostly for storing and transmitting photographs on the World Wide Web. kerning

Adjusting the spacing between letters or characters in a piece of text. knockout

An element that is reversed out of the background color. margin

A measured border that surrounds all four sides of the page. pantone matching system (pms)

A system of more than three thousand pre-mixed colours that are numbered and are listed in swatch guides for quick reference when choosing colours for printing purposes.

Regent College | Style Guide |

45

pdf

(abbreviation of portable document format.)

A file format that provides an electronic image of text and graphics that can be viewed, printed, and electronically tramsmitted cross-platform. perfect binding

A method of bookbinding where a flexible adhesive attaches a paper cover to the spine of the assembled signatures. It is used as an alternative to saddle-stitch binding and usually for publications with more than one signature (sixteen pages). prepress

The processes that occur between the procurement of a written manuscript and original artwork and the manufacturing of a printing plate or image carrier, ready for mounting on a printing press. In today’s prepress shop, the form of delivery from the customer is usually electronic, a PDF created from such programs as InDesign. print collateral

The sum of an organization’s materials such as brochures, postcards, or other printed matter used to draw attention to or communicate information regarding the organization. registration

In printing, the fitting of two or more printing images in exact alignment with each other. saddle-stitch binding

A method of binding where folded signatures are placed over a “saddle” and then stapled along the middle (spine).

Many program books and most magazines are saddle stitched. It works well only with small page-count books. screened back

When an element is printed at any percentage of colour other than its full 100%. signature

A large sheet printed with four or a multiple of four pages that when folded becomes a section of the book. stock

Paper or other material to be printed upon. weight

The degree of boldness of a font. wordmark

A standardized graphic text-only representation of the name of an organization or product used for brand identification. The wordmark becomes a visual symbol of the organization or product.

printing process

Section 5

At Regent College, the production of materials by the Publications Department to be externally printed typically follows the process outlined below: 1. The client department (contact person) fills out the production request form found on the College Intranet and works with Publications through the process of creating the concept, first drafts, and approval.

2. The Publications artist does the prepress after the approval and sends a PDF file to a commercial printer.

3. The commercial printer produces proofs and sends them back to the Publications Department.

4. The client department signs off correct proofs and the Publications artist sends them back to the printer.

5. The printer completes the job and delivers it as specified.

6. If necessary, the purchase order is adjusted to reflect changed orders affecting final payment.

7. The Financial Department pays the final invoice.

To initiate production of any print matter please use a production request form found on the next page or download it as a PDF from http://intranet.regent-college.edu and click on Publications.

Production Request Form contact person

project title budget

quantity required

department

date

project description: • publication

final artwork deadline

MAIN MESSAGE

what is this publication seeking to invoke (call to action):

publication delivery what images if any are to be included in the design?

• target group/audience/age:

photography

illustration

own art work

please describe or provide a sketch on additional page:

• "look and feel," paper quality, size:

• details of special occasion or event to be included;

please provide final edited copy in .rtf or .doc (comma delimited format) or let us know when we could expect it:

3. envelopes of size:

colour information: black and white

spot colour and black PMS

full colour metallic

describe your desired colour scheme:

contact name for art release:

dimensions width

height

is this job to be:

printed

copied

approved for production by:

date:

Regent College | Style Guide |

Appendix A

proofreading marks The following proofreading marks are provided to guide those who edit or receive edited material. Although there are many different ways of communicating proofreading instructions, these specific marks are chosen to provide consistency and to ease the task for those reading and making changes to proofread material.

When proofreading a document, the marks should be written in a different colour than the text being proofread, in order that the marks stand out. Please notice there are two sets of marks for each edit—the internal marks occur within the running text and are minimal; the external marks provide more specific instructions and occur on either side of the text in the margins. Either margin can be used, but typically the margin closest to the edit is best. When more than one edit is required on the same line, separate proofreading marks with a slash (/).

Note: although the marks here will allow for most changes necessary, at times the proofreader is required to exercise creativity in communicating a unique instruction. In these cases, simply make sure the requested change is easy to understand.

Action required

Mark in text

After correction

Change to all capitals

TYPEFACE ANATOMY

Change to lower case

Typeface anatomy

Delete character

Create a footer

Delete word

Save to disk

Substitute character

Emphasize

Substitute word

Open the file

Close up space

Create a footer

Delete and close up space

Online

Ignore correction

Open the document

Spell word in full

Type two words.

Bold

Typeface

Italic

Spacing

Centre

47

Capitals and lower case

Deletions and changes

Emphasizing text

Text flow

Change to roman

White space

Underline

Simplicity

Wrong font. Replace by letter/s of correct font

Change the font.

Insert full stop

Please call me later.

Insert comma

Disks, toner and paper.

Insert apostrophe

The desk is in Graeme’s office.

Insert quotation marks

‘Read the sentence’, he said.

Insert character

Preview and print

Insert word

Print and close

Insert words

Save the document on a diskette as

Insert punctuation

Insertions

48 | Regent College | Style Guide Action required

Insertions

Move text

Paragraphs

Mark in text

After correction

Insert a word space

Preview and print

Insert hyphen

Left-aligned paragraphs.

Insert en dash

2001–2002

insert em dash

The scores for English—unlike other subjects—were excellent.

Move to right/indent

Create a first line indent using Tab.

Move to left/do not indent

A blocked paragraph has no first line indent.

Align vertically

Items on a list One item has been tabbed Another item

Take over to next line

The departure date is 15 December

Take back to previous line

The meeting has been postponed

Start a new paragraph

Bold is a text attribute.

Apply bold with the Bold tool.

No new paragraph

Bold is a text attribute.

Apply bold with the Bold tool.

Spacing Single space

Double space

A board meeting will be held on on Monday.

The decision was made by council yesterday.

Reduce space between lines

Please make your payment promptly.

Insert space between lines

This range of garments has

Transpositions Transpose characters

Appendix B

been discontinued.

Please return my call.

Transpose words

director’s monthly meeting

Transpose sentence or paragraph

Print the letter. Save your work.

Close the document.

works referenced and cited Our guidelines for capitalization, punctuation, spelling, abbreviation, use of titles, preferred language, and other issues of style come from the following sources: Chicago Manual of Style (CMOS), Canadian Press Caps and Spelling (CPCS), and Editing Canadian English (ECE). Also consulted were The Elements of Style, by Strunk and White, and The Society of Biblical Literature Handbook of Style (SBL), along with style guides from other institutions including York University, UBC, and the University of Calgary. The Canadian Oxford Dictionary (CanOD) is the authority for spelling, with exceptions noted.

Sources for the preferred language section are Talking Gender: A Guide to Nonsexist Communication, by Ruth King et al. and The Handbook of Nonsexist Writing, by Casey Miller and Kate Swift. Sources for the section on letters are Robert W. Bly, Webster’s New World Letter Writing Handbook; Jeffrey L. Seglin and Edward Coleman, The AMA Handbook of Business Letters, 3 ed. and, Alan Bond, 300+ Successful Business Letters for All Occasions, 2 ed.

Regent College | Style Guide |

quick reference: style guidelines for text Official Dictionary

Canadian Oxford Dictionary

Official Style Guides

Chicago Manual of Style Canadian Press Caps and Spelling The Society of Biblical Literature Handbook of Style The Elements of Style

49

Appendix C

Category

Rules / Notes / Explanations

Example

Abbreviations

• give full name on first reference with abbreviation in parentheses; then use abbreviation only • plural: no apostrophe before “s” • pcholarly: see Section 1.1.3 for full list

• The Master of Christian Studies (MCS) program requires 60 credits. Fifty students are in the MCS. • Four VIPs; several MPs • c., ibid., et al., e.g., etc., i.e., no.

Academic subjects and fields of study

• lower case • exception: if subject is also a language, culture, religion

• His concentration is in theology.

• Exception: She is taking Greek this term.

Biblical / theological terms

• names for God: capitalize • exceptions: adjectives modifying God; pronouns for God • sacred names: capitalize • parts of the Bible: capitalize when specific, lower case when general • events, concepts, doctrines: lower case • feast days, saints’ days: capitalize • spell out number when at beginning of sentence • use en dash between verse numbers • if citing more than one translation of Bible, note translation • regular contributor: include only the name • freelancer, student, etc: add additional info (one sentence) • capitalize all words except articles, conjunctions, and prepositions (unless after a colon)

• • • • • • •

• • • • •

• • • • •

Biblical references / abbreviations Bylines Capitalization: general Dates: general

Dates: days of week

month, day, year, with commas month and year, no commas month and day, or semester and year, no commas use with periods (preferred) OR without periods (if in a table, if no space, etc)

God, Almighty, Father, Holy Trinity Exceptions: almighty Father, eternal God; he, him Allah, Mother of God, Vishnu Psalms, the Fourth Gospel, the Lord’s Prayer the parable of the prodigal son; biblical crucifixion, atonement, original sin Feast of the Annunciation; Good Friday

• First Corinthians 13 describes love.

• In Ephesians 2:11–22, Paul argues that…

• Christ has “destroyed…hostility” (Eph. 2:14, NIV).

• By Tamara Phillips.

• Tamara Phillips is a third-year MDiv student at Regent.

• Living Elders in a Dying Church • Heavenly Participation: The Weaving of ...

December 14, 2004, was a cold day.

December 2004 was a cold month.

Classes for Fall 2008 term begin on September 9.

Sun. Mon. Tues. Wed. Thurs. Fri. Sat. OR (Su) (M) (Tu) (W) (Th) (F) (Sa)

Dates: months

• use with periods (preferred) OR • without periods (if in a table, if no space, etc)

Dates: decades

• use numbers; no apostrophe in plural • when spanning periods of time: write out in full and use en dash (see punctuation) • use apostrophe if shortening the decade

• Jan. Feb. Mar. Apr. May June July Aug. Sept. Oct. Nov. Dec. OR • (Jan) (Feb) (Mar) (Apr) (May) (Jun) (Jul) (Aug) (Sep) (Oct) (Nov) (Dec) • the 1920s, the 1980s, the mid-1960s • 1985–1990 (not '85–'90) • 2000–2001 (not 2000–01) • the '80s

Dates: centuries

• • • •

spell out and use lower case if used as adjective BEFORE subject: hyphen if used AFTER subject, or as a noun: no hyphen small caps: ad (Anno Domini: in the year of our Lord); bc (Before Christ)

• She was born in the fifth century.

• He was a mid-eighteenth-century politician.

• Her clothes were seventeenth century.

• ad 1000; 1000 bc

• • • •

lower case when general reference capitalize when full name of specific degree capitalize “Honours”; abbrev.: Hons; Honorary (Hon) abbreviations: no periods; when using articles, use the articles appropriate for pronunciation

• • • • •

Dates: eras Degrees

He has a master’s degree in history.

He completed the Master of Christian Studies.

He has a BA(Hons) in philosophy and a Phd(Hon).

Abbreviations: PhD, MA, BSc, BA She has an MBA from Harvard (not a MBA)

50 | Regent College | Style Guide

Category

Rules / Notes / Explanations

Example

Foreign words and phrases

• use italics • exceptions: familiar foreign words • exceptions: scholarly words and abbreviations

• Je ne sais quoi • Exceptions: cliché, fiancé • Exceptions: passim, ibid.

Geographical regions • capitalize • abbreviations: all-caps, no periods, no spacing and locations • regions not known as specific areas, or terms derived from specific regions: lower case • if abbreviation is a single letter: take period; lower-case or mixed abbreviations: take period • capitalize Historical periods and events

• Western Canada, British Columbia • BC, US, USA • eastern shore of the country, a western Canadian, southern Ontario, an easterner.

• N. for north (but NW for northwest); Jr., Ont., No.; W.Va, (West Virginia) • Middle Ages, First World War, Prohibition, Earth Day, October Crisis

Internet terms

• no special punctuation (no </>); simply fit into running text; avoid breaking addresses • use "e" + hyphen for all e-compounds • exception: email • no hyphen for all other web-related words

• One of the most useful grammar sites is grammar.ccc.commnet.edu/grammar.

• e-book, e-commerce, e-zine • Exception: email • online, onscreen, website, webpage, etc.

Italics

• use for emphasis • for key terms

• We are not interested in how, but why.

• The idea of incarnation requires careful analysis.

Internet addresses

Names: organizations, • capitalize full/official names governments, • capitalize partial or colloquial versions of the official companies, etc name • use lower case for generic version of the full name • exception: College for Regent College • all-capital abbreviations: no periods, no spacing • exceptions: abbreviations with whole words: use spaces

• • • • • •

Names: people

• initials for first names: use period; no spaces • capitalize

• C.S. Lewis, J.R.R. Tolkien • Judaism, Hebrew, Israel, Jew/Jewish

• • • • • • •

• • • • • • •

Names: religions, languages, nations Numbers: general

Numbers: fractions

Numbers: money

Numbers: percentages

• • • • • • • • • • • •

Ministry of Agriculture, the Board of Governors Agriculture, Regent, the Governors the ministry, the board Exceptions: the College (referring to Regent) abbreviations: YMCA, SPCA (no spaces) Exception: U of T (spaces)

spell out whole numbers from one through one hundred spell out round numbers (hundreds, thousands) spell out any number beginning a sentence large numbers: combine words and numbers use comma for numbers with four+ digits plurals: add “s,” no apostrophe in graphs and tables: can use numerals; no commas between number with four+ digits whatever system you decide to use, be consistent spell out fraction. Hyphenate if single quantity use numerals when fractions mixed with whole numbers spell out if short

ten people; class of one hundred students The population is two hundred thousand.

Fifty students registered.

The budget is 1.2 million.

There are 2,350 pastors at the conference.

I like music from the 1920s and the 1930s.

Of the students, one had completed 108 credits, twenty-two had completed 60 credits, and twelve had completed under 10 credits.

• Two-thirds of MDiv students • The size of the room is 10 ½ by 14 feet.

• She is one and one-half metres tall.

spell out with word "dollars" or "cents" symbols $ before numeral, no space; comma for 4+ digits if one number has decimal points: add to all currency: use International Organization for standardization (ISO) use numerals with word "percent" spell out if at beginning of sentence use symbol (%) if using many figures (no space between numeral and % symbol) two or more quantities, repeat % symbol (use en dash)

• • • •

The class costs over four hundred dollars.

The registration fee is $35. The course costs $1,200.

The price ranges from $0.95 to $1.00.

The price of the course is CAD 1,200.

• He got 75 percent on the essay.

• Sixty-five percent of our students are local.

• This is the last day for students to receive a 100% refund; next week, they only get 75%.

• Only 5%–9% of the people own their houses.

Regent College | Style Guide |

51

Category

Rules / Notes / Explanations

Example

Numbers: units of measurement

• all general rules for numbers apply • exceptions based on common sense or tradition are acceptable • metric symbols: no puncuation, no plurals • lower case; exceptions: Celsius (C) and litre (L) • space between number and symbol; exception: ° in °C • if symbol is closed up to the numeral, repeat symbol • if space between quantities, do not repeat symbol

• eight miles, twenty minutes, two degrees • Exceptions: a 12-point font; a 100-watt bulb; a size 8 dress; 60 credits; 35 mm film • 10 km (not 10 km.); she walked 2 km (not 2 kms) • 15 kg, 100 t, 5 h; Exception: 10 L, 23°C • 15 kg, 100 t (not 15kg, 100t); Exception: 23°C • 10"x5", 23°C–25°C • 10 x 15 cm

Punctuation: accents (foreign)

• use appropriate accents for non-English words

• François Rhéaume. Étienne Bök.

Punctuation: apostrophes

• possessive: apostrophe + "s"; applies to words ending in "s" • for plural, use apostrophe but no "s" • exceptions: no "s" with ancient pronouns ending in "-es" or "is," the name Jesus, or forms like "for conscience' sake" • apostrophes can substitute for letters/numerals; make sure apostrophe is facing outward • do not use apostrophe for plurals (only if could lead to confusion

• Regent's graduating class. Williams's research.

• The students' grades were posted.

• Exceptions: Isis' temple, Jesus' ministry, Moses' leadership, for righteousness' sake • don't (for do not), it's (for it is, not as possessive pronoun), rock 'n 'roll, '89 • 1830s, ABCs, MPs. Exception: She's used to getting straight A's ("As" could lead to confusion).

Punctuation: colon • introduces element that illustrates what comes before colon (no capital) • introduces speech (use capital if beginning of sentence; no capital if phrase or mid-sentence) • used in formal greeting, introductions

• The study was based on three categories: food, sleep, and exercise.

• He said: "Come here."

• He argued that: "it would be easier to..."

• To Whom It May Concern:

• used between two independent clauses not joined by a conjunction • before an adverb like then, however, thus, hence, indeed, accordingly, besides, therefore • in a series that involves internal punctuation

• She plans to go to Europe; she has not, however, decided on the exact place.

• He intends to take the summer course; thus, he will finish his degree sooner.

• Enrollment figures: Theology, 135; NT, 51.

Punctuation: semicolon

• She ate apples, oranges, peaches, and pears for lunch.

Punctuation: comma • use serial comma if three+ elements (comma before “and”) • After picking up the dog, Shirley took him to the park.

• use after introductory word or phrase; exception: when On Saturday she took him to the park. the phrase is very short, comma can be omitted • Our house, which has an oak tree in the front yard, is • use with non-restrictive clauses, esp. with “which” (when for sale. (info about the oak tree is not necessary). descriptive terms add info but are not vital to the meaning) • Ours is the house that has an oak tree in the front yard.

• no comma: when sentence has defining terms that are (necessary). essential to the meaning, esp. with “that” • The analysis was carefully conducted, but the results • use comma with independent clauses linked by were dismissed. Exception: He left and then I left. conjunctions and, but, or, nor, for, yet; exception: if very short Punctuation: ellipsis • three spaced periods (…): omission of text in a sentence; • John 1 opens, "In the beginning was the Word … and use one space on either side the Word was God…. Through him all things were made."

• four dots: omission of sentence(s); no space before first dot Punctuation: em dash (—)

• to set off amplifying or explanatory element; alternative • The influence of three impressionists—Monet, Sisley, to commas, parentheses, colon; no spaces on either side and Degas—is obvious in her work.

Punctuation: en dash (–)

• signifies "up to and including" or "through"; most often with numbers, sometimes words; no spaces on either side

• 2005–2006. London–Paris train • Genesis 2:13–22. 10:30 am–2:15 pm.

52 | Regent College | Style Guide Category

Rules / Notes / Explanations

Example

Punctuation: hyphens (-)

• • • • • •

• • • • • •

Punctuation: parentheses and brackets

• parentheses: to indicate separate thought or expression or • She taught the statistics course (one of the toughest in the curriculum). to offer explanation / definition.

• square brackets: in quotations for words of explanation • "Those enrolling in it [the master's program] should know the requirements," said Professor Jones. that are not part of the original quotation • square brackets: within parentheses (usually for references) • (See Author, Title, [Memphis; Fortress, 1996], 38).

Punctuation: quotations and quotation marks

• double quotation marks: quoted sentences, phrases, words • double quotation marks: for words or phrases used in nonstandard, ironic, or special way (not single quotation marks) • single quotation marks: within double quotation marks • periods and commas inside quotation marks • colons and semicolons outside quotation marks • question & exclamation marks: inside if part of quote, outside if not for explanation not part of original quote: square brackets

• John Doe says we should “be weary of Facebook.”

• The Greek word kephale is often rendered "headship." (not 'headship') • "He said 'I don't think so' at the dinner."

• We sang "O Come, O Come, Emmanuel."

• We talk of "encountering the other": this...

• The question is this: "Is she aware of her rights?"

• "Those enrolling in it [the master's program] ..."

Punctuation: spacing

• use one space after period between sentences (double

• She walked to the store. She did all her grocery shopping for the week.

Times

• use numerals (no zeros, unless not a round number) • use am and pm only with numerals; space before, no periods, no capitals • spell out the time with “o’clock” • for ranges, use "to" when spelling out, en dash for numerals

used in compound words and names adjectival phrases occasionally with prefixes exceptions: if adjectival phrase appears AFTER subject when meaning is clear prefixes: use hyphen to avoid doubling vowels, tripling consonant, duplicating prefix, or avoiding confusion

space is an outgrowth of the typewriter and no longer necessary)

• capitalize official names; do not put quotation marks around course titles; do not italicize • if generic area of study, use lower case Titles: departments • capitalize official names • lower case when full name already been given Titles: courses or programs

compound word: home-care face-to-face learning re-admission Exceptions: the material is top rate high school teacher anti-inflation (but anticlimax), doll-like, subsubcommittee, re-creation (vs recreation)

• 9 am, 11 pm, but 11:45 am • eleven o'clock at night • Noon and midnight (not 12 noon or 12 midnight— this is redundant) • reception is from 8 to 11 pm; reception: 8–11 pm • Systematic Theology, Introduction to the New Testament, concentration in Church History • He likes to study history and theology.

• The Board of Governors • The board meetings are once a month.

Titles: jobs, positions, professional titles

• capitalize full title • spell out or abbreviate when preceding a FULL NAME; when preceding LAST NAME ONLY, always spell out • use period for abbreviations • when title stands alone, or is plural, can be lower case • exceptions: ambiguous words; positions of high rank • job descriptions are lower case

• Regent College President Rod Wilson • Professor Maxine Hancock, Prof. Maxine Hancock, or Professor Hancock (but not Prof. Hancock) • Dr. Stevens, Prof. Gordon, Dr. Fee • The dean spoke to the new students.

• The Chair made a speech; the Pope.

• We met managing editor Anne Davies.

Titles: personal

• use a period

• Mr., Ms., Miss, Mrs.

Titles: works of art

• capitalize all words except articles, conjunctions, and prepositions; use capital after colon • italicize: books, journals, periodicals, newspapers, pamphlets, proceedings, collections, plays, movies, television programs, operas, oratorios, paintings, drawings, CD titles • exceptions: epic poems (italicize) • use roman type in quotation marks: articles in books or magazines, individual poems in collections, chapters in books, single television episodes, lectures or speeches, songs, or unpublished printed works like theses, dissertations, manuscripts, in collections, etc.

• titles within titles: when a title that needs to be italicized already has an italicized term in it, use "reverse italics" (roman type)

• Heavenly Participation: The Weaving of a Sacramental Tapestry • The Merchant of Venice, Regent World, The Globe & Mail, Rodin's sculpture The Thinker • Exceptions: Milton's Paradise Lost was written well after "On His Blindness" • Walter Emerson's article "Have We Lost Our Minds?"

• From Tyrannosaurus rex to King Kong: Large Creatures in Fact and Fiction