| Unclear writing costs you | At which moment |
|---|---|
| The grant | A reviewer reading forty proposals |
| The policy window | A brief that arrives unreadable |
| Your team’s time | Three emails to clarify one |
| Community trust | A meeting nobody could follow |
| Clarity buys you | Concretely |
|---|---|
| Trust | A funder who says yes again |
| Speed | One email instead of four |
| Influence | A brief a minister can act on |
| Accountability | A community that can hold you to it |
| English opens | English closes |
|---|---|
| Donor funding and partnerships | Participation by non-English staff |
| International publication | Community understanding |
| Regional and global networks | Local knowledge in other languages |
| Formal record and contract | Speed and nuance in the field |
| Exclusion mechanism | Cheap counter |
|---|---|
| Meetings held in English | Interpretation, or the local language |
| Jargon as a status signal | Ban acronyms in mixed rooms |
| The articulate carry the decision | Written input as well as spoken |
| Reports only in English | A one-page local-language summary |
| The worry | The reality |
|---|---|
| "My English is not good enough" | Plain is the standard; ornate is the fault |
| "I should sound more academic" | Academic prose is the sector’s worst writing |
| "Native speakers write better" | They write longer, more often |
| "I need more vocabulary" | You need fewer, plainer words |
| Not | But |
|---|---|
| A grammar exam | A working toolkit |
| A test of correctness | A set of habits |
| A judgement of your speech | Practice for what you write |
| Rules to memorise | Choices to make deliberately |
| Plain-language test | Which means |
|---|---|
| The reader finds what they need | Structure and headings |
| They understand it first time | Words and sentence length |
| They can act on it | A clear ask |
| Complex writing usually signals | Not |
|---|---|
| Unfinished thinking | A complex mind |
| Anxiety about authority | Precision |
| Copying a template | Rigour |
| Something being hidden | Depth |
| You assume the reader knows | They may not |
|---|---|
| What "the intervention" refers to | Which of the four |
| What the acronym stands for | Any of them |
| Why the baseline matters | What a baseline is |
| The programme’s history | Anything before this year |
| Feature | Do this | Not this |
|---|---|---|
| Sentence | One main idea | Three clauses and a list |
| Words | The one you would say | The impressive one |
| Voice | Say who did what | It was decided |
| Nouns | Farmers, nurses, children | Stakeholders, beneficiaries |
| Layout | Headings and white space | A wall of text |
| As sentences and words lengthen | Comprehension |
|---|---|
| Sentence over 25 words | Falls noticeably |
| Three-syllable words dominate | Falls |
| Sentence length | Reader experience |
|---|---|
| Under 15 words | Easy — crisp and clear |
| 15–25 words | Fine if well structured |
| Over 30 words | Reader gets lost; re-reads or gives up |
| Over 40 words | Almost always two or three sentences hiding as one |
| Average sentence length | Reader experience |
|---|---|
| Under 12 words | Choppy if sustained |
| 15-20 words | The working target |
| 25-30 words | Effortful |
| Over 35 words | Reread required |
| Passive (vague) | Active (clear) |
|---|---|
| It was decided that funds would be reallocated. | The board reallocated the funds. |
| Mistakes were made in the survey. | Our field team mis-coded 40 forms. |
| The training was attended by 60 women. | Sixty women attended the training. |
| Passive hides | Which matters when |
|---|---|
| Who decided | Accountability is the question |
| Who made the error | A report should be honest |
| Who must act | You are asking for something |
| Who is responsible next | Follow-up depends on it |
| Use passive when | Example |
|---|---|
| The doer is unknown | The wells were contaminated |
| The doer is obvious | The forms were collected |
| The object is the point | Forty households were displaced |
| You are protecting someone | Deliberately, and knowingly |
| What was cut | Words saved |
|---|---|
| "In order to facilitate" | to |
| "the optimisation of" | better |
| "a multi-pronged approach was utilised" | we used several methods |
| "for the purpose of enhancing" | to improve |
| "service delivery modalities" | how we deliver services |
| Jargon with | Effect |
|---|---|
| Your own team | Useful shorthand |
| A donor | Sometimes expected, often noise |
| A government officer | Their jargon differs from yours |
| A journalist | They will paraphrase, possibly wrongly |
| A community | A wall |
| Acronym rule | Why |
|---|---|
| Spell out on first use, every document | Readers do not read in order |
| More than five in a document, add a list | Nobody holds five in memory |
| Never in a title or subject line | It is the one line everyone reads |
| Never in community materials | They are a pure barrier |
| Abstract | Concrete |
|---|---|
| beneficiaries / stakeholders | farmers, mothers, students, the village council |
| interventions | the training, the clinic, the loans |
| capacity-building activities | we trained 30 nurses |
| service-delivery modalities | how we run the clinics |
| Abstract | Concrete | Why it is better |
|---|---|---|
| Beneficiaries | Farmers, mothers, students | The reader can picture them |
| Interventions | The training, the clinic | It says what happened |
| Capacity-building | We trained 30 nurses | It is checkable |
| Stakeholders | The panchayat and the SHG federation | It names who |
| Nominalised (heavy) | Verb (light) |
|---|---|
| We undertook the implementation of the plan. | We carried out the plan. |
| The utilisation of resources was poor. | We used resources poorly. |
| A decision was reached regarding closure. | We decided to close it. |
| Nominalised | Verb | Words saved |
|---|---|---|
| We undertook an implementation of | We implemented | 3 |
| The utilisation of | Using | 2 |
| Provision of support was made | We supported | 3 |
| Decision-making processes | Deciding | 2 |
| Buzzword | What it often hides | Say instead |
|---|---|---|
| leverage | use | use, draw on |
| synergy | working together | work together |
| capacity-build | train, support | train, mentor, fund |
| mainstream | include routinely | build into our normal work |
| paradigm shift | a big change | a big change |
| low-hanging fruit | easy wins | the easy wins |
| Buzzword | What it usually conceals |
|---|---|
| Leverage | Use |
| Synergy | Working together, or nothing |
| Capacity-build | Train, mentor, or fund — which? |
| Phrase | Replace with |
|---|---|
| In order to | To |
| Due to the fact that | Because |
| A large number of | Many |
| At this point in time | Now |
| In the event that | If |
| With regard to | About |
| What was removed | What replaced it |
|---|---|
| Leverages multi-stakeholder synergies | Work with local groups |
| Mainstream capacity-building interventions | Train |
| Empower beneficiaries | So that people can |
| At the grassroots level | In their villages, or nothing |
| Pass | What you are looking for |
|---|---|
| Read aloud | Anything you would never say |
| Circle | -ation, -ment, buzzwords, acronyms |
| Replace | The word a colleague would use |
| Before writing, name | And write it down |
|---|---|
| The single reader | Not "stakeholders" |
| What they want from this | In one line |
| What they will do next | The action |
| What would lose them | The jargon, the length |
| Reader | Wants | Watch out for |
|---|---|---|
| Donor | Results, value for money, low risk | Over-claiming; vague outcomes |
| Community | Respect, plain words, usefulness | Jargon; talking down |
| Government | Alignment with policy, data, protocol | Informality; ignoring their schemes |
| Media | A clear story, a human angle, a number | Dense detail; no headline |
| Reader | Opens with | Loses them |
|---|---|---|
| Donor | Results against target | Vague outcomes; over-claiming |
| Community | What it means for them | Jargon; being talked down to |
| Government | Alignment with policy | Informality; wrong protocol |
| Journalist | The story and the number | Length; no quotable line |
| Register | Use for | Marker |
|---|---|---|
| Formal | Proposals, MoUs, policy briefs | Full forms, no contractions |
| Professional | Most email and reports | Contractions fine; plain words |
| Informal | Team chat, field coordination | Short, fast |
| Aim for | Avoid |
|---|---|
| Confident | Boastful |
| Honest about limits | Apologetic |
| Human | Bureaucratic |
| Direct | Blunt |
| Reader | Same finding, their version |
|---|---|
| Donor | Enrolment rose 22% against a 15% target, within budget. |
| Community | More of our children are now in school than last year. |
| Government | Enrolment rose 22%, in line with the SSA targets for the block. |
| Media | A village school doubled its girls' enrolment in one year. |
| Reader | What changes | What must not |
|---|---|---|
| Donor | Emphasis on target and budget | The number |
| Community | Words and framing | The number |
| Government | Policy alignment | The number |
| Journalist | The angle | The number |
| Assume the reader is | So |
|---|---|
| Overworked | Front-load the point |
| On a phone | Short paragraphs |
| Skimming | Headings that state content |
| Between meetings | One ask, clearly marked |
| Term | Clear to | A wall for |
|---|---|---|
| Disaggregated baseline | A donor M&E officer | A village meeting |
| Gram sabha | Everyone locally | A Geneva reader |
| Stunting | Health specialists | Most readers |
| Logframe | The sector | A journalist |
| Empathy question | What it removes |
|---|---|
| Who opens this, and why? | The wrong framing |
| What do they need in 30 seconds? | The buried point |
| What word would confuse them? | The jargon |
| What does not serve them? | Everything else |
| Wrong order looks like | Reader effect |
|---|---|
| Context for three paragraphs | They stop before the point |
| The ask at the end | They miss it |
| Findings after method | They skim past both |
| Recommendations in an annex | Nobody acts |
| Layer | Contains |
|---|---|
| The bottom line | What you found, what you want |
| Key details | The numbers that support it |
| Background | Context, method, history |
| BLUF opening | Instead of |
|---|---|
| "We need your approval by Friday to..." | Three paragraphs of background |
| "Enrolment rose 22%; here is why." | "This report presents findings..." |
| "Recommend adding one nurse per clinic." | "Several options were considered..." |
| Skim test | Pass condition |
|---|---|
| Read only first lines of paragraphs | The argument still follows |
| Read only headings | The message survives |
| Read only the summary | It stands alone |
| Executive summary must | Common failure |
|---|---|
| Stand alone | Refers to "the above" |
| State findings, not process | "This report examines..." |
| Contain no new information | Introduces data not in the report |
| Fit one page | Runs to four |
| Carry the recommendation | Leaves it to the conclusion |
| Signpost device | Does |
|---|---|
| Content headings | Let the reader navigate |
| "In short", "The key risk is" | Mark what matters |
| Bullet lists | Show parallel items |
| White space | Makes the page enterable |
| Known to new | Example |
|---|---|
| End a sentence with the new idea | ...raised enrolment by 22%. |
| Start the next with that idea | That rise was concentrated in... |
| Repeat the noun rather than pronoun | Where "it" is ambiguous |
| A good email | A bad one costs |
|---|---|
| One purpose, stated first | A thread of clarifications |
| One clear ask | Nobody acting |
| A named deadline | A chase in a week |
| A subject line that works alone | Being unfindable later |
| Weak subject | Strong subject |
|---|---|
| Update | Field report submitted — review by Fri 12 June |
| Important!! | Action needed: sign MoU before 10 June |
| Meeting | Confirm: budget call moved to Tue 3pm |
| Hi | Question on NFHS data for the WASH section |
| Subject line should carry | Example |
|---|---|
| What it is about | Field report |
| What is needed | Review |
| By when | by Fri 12 June |
| Never | "Important!!" or "Hi" |
| Element | Common slip |
|---|---|
| Greeting | No name, or the wrong register |
| Purpose in line one | Buried after context |
| One ask | Four asks, none prominent |
| Deadline | "ASAP" — which means nothing |
| Sign-off | No role, so no context |
| Making a request | Following up |
|---|---|
| Say exactly what and by when | Wait a reasonable time |
| Make it easy to say yes | Assume goodwill |
| Give the reason | Restate the ask, briefly |
| Attach or pre-fill | Offer a new date |
| Decision / Action | Owner | By when |
|---|---|---|
| Finalise budget revision | Priya | 12 June |
| Share NFHS extract with team | Arif | 8 June |
| Draft donor update | Meena | 15 June |
| Record | Do not record |
|---|---|
| Decisions taken | Who said what |
| Actions, with owners | The discussion |
| Deadlines | Every point raised |
| What was explicitly not decided | Your own commentary |
| Use WhatsApp for | Use email for |
|---|---|
| Quick yes/no, urgent ping | Anything that needs a record |
| Field coordination, photos | Decisions, approvals, money |
| Informal team chat | Donors, government, formal asks |
| ‘Running late’ | Attachments and long detail |
| Use WhatsApp for | Use email for |
|---|---|
| Quick yes or no | Anything needing a record |
| Field coordination and photos | Decisions and approvals |
| Informal team chat | Money and contracts |
| Time-critical pings | Donors and government |
| Before | After | What changed |
|---|---|---|
| "the thing we discussed" | The named document | Specificity |
| "whenever you get a chance" | A date | A deadline |
| "no rush but kind of urgent" | One clear urgency | Consistency |
| "look into it" | Approve, review, sign | A verb they can act on |
| Short and warm | Short and cold |
|---|---|
| "Got it — thanks." | "Noted." |
| "Will do, by Thursday." | "OK." |
| "Hope you are well. Quick question:" | "Question:" |
| Indian English form | Status |
|---|---|
| Prepone | Standard in Indian English; useful and clear |
| Do the needful | Standard in Indian English; opaque elsewhere |
| Kindly revert | Standard here; "revert" reads oddly abroad |
| Lakh, crore | Standard; convert for international readers |
| Tripping point | Fits international convention |
|---|---|
| The team are submitting… (group) | The team is submitting… (US/intl: singular) |
| The data is clear | The data are clear (formal/academic: plural) |
| Each of the women have… | Each of the women has… |
| One of the reports were late | One of the reports was late |
| Slip | International convention |
|---|---|
| Each of the women have | Each of the women has |
| The data is clear (formal) | The data are clear |
| One of the villages are | One of the villages is |
| A number of reports was | A number of reports were |
| Use | Example |
|---|---|
| a / an (one, new) | We ran a training in Patna. |
| the (specific, known) | The training we ran went well. |
| no article (general) | Training improves outcomes. |
| Use | When | Example |
|---|---|---|
| a / an | One of many, new to the reader | We opened a clinic |
| the | A specific one the reader can identify | The clinic in Ward 4 |
| No article | General plurals and uncountables | Nurses need training |
| Sound | Article | Example |
|---|---|---|
| Vowel sound | an | an NGO, an hour, an MoU |
| Consonant sound | a | a university, a one-day event |
| Not the letter | Say it aloud | an honest broker; a useful tool |
| For… | Use | Example |
|---|---|---|
| What you did | Past simple | We trained 30 nurses. |
| What the data shows | Present simple | The data show a 22% rise. |
| Ongoing work | Present continuous | We are scaling to four blocks. |
| Findings that still hold | Present simple | Female literacy lowers fertility. |
| For | Use | Example |
|---|---|---|
| What you did | Past simple | We trained 30 nurses. |
| What data shows | Present simple | The data show a 22% rise. |
| Ongoing work | Present continuous | We are scaling to four blocks. |
| A standing finding | Present simple | Female literacy is lower in... |
| What you will do | Future / modal | We will add a second nurse. |
| Common slip | International convention |
|---|---|
| discuss about the plan | discuss the plan |
| comprise of three parts | comprise three parts |
| cope up with the load | cope with the load |
| different than last year | different from last year |
| Common | International convention |
|---|---|
| Discuss about the plan | Discuss the plan |
| Comprise of three parts | Comprise three parts |
| Cope up with the load | Cope with the load |
| Different than last year | Different from last year |
| Revert back | Reply |
| Indian English | International (donor) English | Both are valid |
|---|---|---|
| kindly revert | please reply | context decides |
| do the needful | please take the necessary action | context decides |
| prepone the meeting | move the meeting earlier | context decides |
| intimate the team | inform / notify the team | context decides |
| Indian English | International | Choose by |
|---|---|---|
| Kindly revert | Please reply | Who reads it |
| Do the needful | Please take the necessary action | Who reads it |
| Prepone | Move earlier | Who reads it |
| Lakh / crore | Hundred thousand / ten million | Always convert for donors |
| Mark | Rule | Test |
|---|---|---|
| Comma splice | Do not join two sentences with a comma | Could each half stand alone? |
| Its / it’s | It’s = it is | Read it as "it is" |
| Semicolon | Links two full sentences | Both halves complete? |
| Pass | Catches |
|---|---|
| Read aloud | Awkwardness, run-ons, missing words |
| Articles only | a / an / the |
| Tenses only | Mixed tense within a section |
| Commas only | Splices |
| A colleague | What you cannot see |
| Section | Answers | Keep it |
|---|---|---|
| Executive summary | What should I know? | 1 page, standalone |
| Context / problem | Why this work? | Short, sourced |
| What we did | The activities | Concrete, past tense |
| Findings | What happened? | Evidence, with numbers |
| Recommendations | So what now? | Specific, actionable |
| Section | Frequent failure |
|---|---|
| Executive summary | Describes the report instead of the findings |
| Context | Three pages of unsourced background |
| What we did | Written as intentions, not actions |
| Findings | Mixed with interpretation |
| Recommendations | Too vague to act on |
| Brief element | Length |
|---|---|
| The problem | One paragraph |
| The evidence | Half a page, with a chart |
| The recommendation | Specific, numbered |
| Why now | Two sentences |
| Total | Two to four pages |
| Report | Brief | |
|---|---|---|
| Purpose | The record | The persuasion |
| Length | As long as needed | Two to four pages |
| Contains method | Yes | A line, at most |
| Ends with | Conclusions | A specific ask |
| Element | What it does |
|---|---|
| Topic sentence | States the claim |
| Evidence | The number or example |
| Takeaway | Says why it matters |
| Sentence | Doing |
|---|---|
| Girls’ enrolment rose sharply this year. | Topic — the claim |
| It climbed 22%, from 180 to 220, against a 15% target. | Evidence |
| The transport scheme appears to be the main reason. | Takeaway, hedged |
| Cut | Because |
|---|---|
| The first sentence | It is usually a warm-up |
| Anything that only sounds clever | It serves you, not the reader |
| Weak (vague) | Strong (actionable) |
|---|---|
| Strengthen the system. | Add a second nurse to each of the 4 clinics by Q3. |
| Raise awareness. | Run 12 village meetings before the monsoon. |
| Improve coordination. | Hold a monthly review with the block officer. |
| Vague | Actionable | What was added |
|---|---|---|
| Strengthen the system | Add a second nurse to each of 4 clinics by Q3 | What, how many, by when |
| Raise awareness | Run 12 village meetings before the monsoon | Number and deadline |
| Improve coordination | Hold a monthly review with the block office | Who and how often |
| Check | Fails if |
|---|---|
| Summary stands alone | It refers to "the above" |
| Acronyms spelled out | Any is not, anywhere |
| One point per paragraph | You cannot state it in a phrase |
| Recommendations owned and timed | No actor or no date |
| Nothing kept for sounding clever | You would defend it on style |
| Raw statistic | Plain sentence |
|---|---|
| TFR fell from 2.7 to 2.0 | Families are having fewer children than a decade ago. |
| 62% vs 38% completion | Boys finish school far more often than girls here. |
| n=636,000 households | One of the largest health surveys in the world. |
| Raw statistic | Plain sentence |
|---|---|
| 22.3% increase in enrolment | About one in five more children are in school |
| MPCE of Rs 2,700 (median) | Half of households spend less than Rs 2,700 a head |
| DEFF of 2 | This sample is about as informative as half its size |
| 18% missing on income | Nearly one in five gave no income figure |
| Describe a chart in this order | Do not |
|---|---|
| The overall pattern | Narrate every bar |
| The most important point | Read the axis labels aloud |
| The exception, if there is one | Describe the colours |
| Technique | Example |
|---|---|
| Round | "About a third", not 32.7% |
| Compare | "Twice the state average" |
| Anchor | "1 in 5 children", not 20% |
| One number per sentence | Not four in a clause |
| Sample size | Defensible precision |
|---|---|
| 60 respondents | Whole numbers, or "about half" |
| 600 | Whole percentage points |
| 6,000 | One decimal, sometimes |
| Administrative census | As recorded |
| Qualifier | Signals |
|---|---|
| About, roughly, around | This is an estimate |
| In this sample | Not necessarily the population |
| At least | Under-reporting is expected |
| Appears to, is associated with | Not established as causal |
| Illustrative | Not from a specific study |
| Overclaims cause | Honest wording |
|---|---|
| The training raised incomes. | Incomes rose among those trained. |
| Literacy reduces fertility. | Higher literacy is linked with lower fertility. |
| Our clinic cut mortality. | Mortality fell after the clinic opened. |
| Over-claims cause | Honest wording |
|---|---|
| The training raised incomes | Incomes rose among those trained |
| Literacy reduces fertility | Higher literacy is linked with lower fertility |
| Our clinic cut mortality | Mortality fell in the area we serve |
| The scheme lifted 10,000 out of poverty | 10,000 participants crossed the line |
| Sourcing element | Without it |
|---|---|
| The source name | "Studies show" is unverifiable |
| The year | A 2011 figure may describe another country |
| The denominator | The number is uninterpretable |
| Whether it is your own estimate | It reads as official |
| Numbers do | Stories do |
|---|---|
| Establish scale | Create understanding |
| Allow comparison | Show mechanism |
| Support a claim | Make it matter |
| Survive scrutiny | Survive memory |
| Element | Failure to avoid |
|---|---|
| Person, named with consent | A composite presented as real |
| Situation before | Exaggerated hardship |
| What changed, concretely | Attribution to your programme alone |
| What it shows | A heroic arc |
| Poverty-porn mechanism | The alternative |
|---|---|
| Namelessness | A name, with consent |
| Suffering with no context | Cause and context |
| Passive posture | Show them acting |
| Need alone | Need alongside agency |
| Consent must cover | Because |
|---|---|
| Telling the story at all | Not implied by participation |
| Name and photograph | Separate decisions |
| Where it will appear | A website is not a newsletter |
| For how long | Consent is not permanent |
| The right to withdraw | Circumstances change |
| Labelling | People-first |
|---|---|
| the poor / the disabled | people living in poverty / with disabilities |
| AIDS victims | people living with HIV |
| illiterate women | women who have not had schooling |
| slum-dwellers | residents of informal settlements |
| Labelling | People-first |
|---|---|
| The poor | People living in poverty |
| The disabled | People with disabilities |
| AIDS victims | People living with HIV |
| Illiterate women | Women who have not been to school |
| Slum-dwellers | Residents of informal settlements |
| Extractive | Non-extractive |
|---|---|
| Story taken and packaged | Story shaped with the person |
| They see it published | They review it first |
| Nothing returns | A copy, and a say |
| Their words edited to fit | Quoted as said |
| Written | Spoken equivalent |
|---|---|
| BLUF | Say the ask in the first ten seconds |
| Short sentences | Short sentences, slower |
| Headings | Signposting: "three things" |
| White space | Pauses |
| Slide rule | Because |
|---|---|
| One idea per slide | The audience reads or listens, not both |
| Few words, large type | The back row exists |
| Never read your slides | They can read faster than you speak |
| Open with the bottom line | Attention is highest at the start |
| End with one ask | Otherwise nothing follows |
| Pitch element | One sentence each |
|---|---|
| Who | The problem and whom it affects |
| What | What you do about it |
| Why it matters | What changes if it works |
| The ask | What you want from this person |
| Under pressure | Do |
|---|---|
| A hostile question | Pause; restate it; answer the question asked |
| You do not know | Say so, and offer to follow up |
| A long rambling question | Take the answerable part |
| A challenge to your data | Agree on what the data can support |
| ESL presenting | Why |
|---|---|
| Slow down deliberately | Nerves speed you up |
| Short sentences | Easier to say and to follow |
| Script the opening and closing | The two moments that matter most |
| Improvise the middle | It sounds natural |
| Do not apologise for your English | It cues the audience to listen for errors |
| Source | What it gives you |
|---|---|
| Strunk and White | Brevity, as a habit |
| Orwell, 1946 | Six rules and the reason for them |
| Plain English Campaign | Free before-and-after examples |
| Your own last report | The most useful exercise here |
| Orwell’s rule | The modern equivalent |
|---|---|
| No stale metaphor | Cut "grassroots", "on the ground" |
| No long word where a short one will do | Utilise → use |
| Cut a word if you can | Every draft, once |
| Avoid the passive where you can | Say who did what |
| No jargon where plain English will do | Section 3, entire |
| Break any of these before writing barbarously | Judgement over rules |
| Takeaway | The habit it becomes |
|---|---|
| Clarity over cleverness | Read it aloud |
| Cut the jargon | Circle every -ation |
| Bottom line up front | Put the ask in line one |
| Your English is valid | Choose by audience, not anxiety |
| A person behind every number | Ask before you publish |