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Voice and tone

Illustrative sample. Do not use this copy unchanged in production. Licensed under GPL-2.0-or-later, the same terms as AI Context.

Write directly to the user, in plain British English. Use short sentences, simple words, and the active voice. Explain or avoid jargon. Never use American or Scottish English variants. On pages aimed at current students, layer in the student messaging guidance in Section 3.

1. Plain language

Address users directly

Write to users as "you" and "your". Refer to the University as "we" and "our". Do not refer to users in the third person when you can address them directly.

Write: We can help you to apply for funding.

Do not write: The University can help students to apply for funding.

Use short sentences and paragraphs

Aim for one idea per sentence. Short sentences and paragraphs are easier to read and scan. Break long sentences into two where possible.

Choose simpler words

When two words mean the same thing, use the simpler one.

  • need, not require
  • use, not utilise
  • help, not facilitate
  • about, not regarding
  • start, not commence
  • end, not terminate

Use the active voice

In the active voice, the subject performs the action. This makes it clear who is doing what and gives instructions more force.

Active: The lecturer collected the exam papers.

Passive: The exam papers were collected by the lecturer.

Use the passive voice only when the subject is unknown or genuinely irrelevant.

Acceptable passive: Exam results are released on 22 June.

Handle technical language carefully

When writing for a general audience, explain technical terms or avoid them. Technical language includes higher education jargon (matriculation, intercalate), product names (Ridacard, EUCLID), and acronyms.

When technical language is necessary:

  • define terms in the text on first use
  • spell out acronyms and abbreviations before using the short form
  • link to additional explanation where helpful

Technical language may be appropriate when writing for a specialist audience that will be familiar with the terms.

2. British English

Always use British English

All University web content must use British English spelling, vocabulary, and punctuation conventions. Do not use American English or Scottish English variants.

Write: colour, not color / organise, not organize / programme, not program (except in computing contexts) / centre, not center / licence (noun), not license / practise (verb), not practice

Common American variants to avoid

  • analyze → analyse
  • behavior → behaviour
  • catalog → catalogue
  • defense → defence
  • favor → favour
  • gray → grey
  • honor → honour
  • jewelry → jewellery
  • recognize → recognise
  • traveling → travelling

For words with multiple possible British spellings, refer to the Structure and grammar context item, which sets the preferred form.

3. Student messaging (current students only)

Applies only to pages and communications aimed at current, enrolled students. Not for prospective-student or applicant-facing content.

Purpose and use

These messages give consistent language about the student experience, developed from direct student feedback. Pick the message(s) relevant to what you are writing — do not use all three in every piece. Do not reproduce the key messages verbatim; they are a reference, not a template. Use your own language to open and close, while keeping the key points and meaning intact so students hear consistent messages across content.

They are not a complete list of everything the University offers — they reflect prioritised topics based on evidence of what students engage with. Include accurate, specific information about services alongside them, and where appropriate, direct students to the student webpages for more.

Tone

Address students directly, as "you" and "your"; refer to the University as "we" and "our".

Write: We're here to support you.

Do not write: The University is here to support students.

Authenticity matters — students respond to language that feels real and human, not institutional. Write with warmth; the messages are about belonging, support, and community.

"Extraordinary" is established brand language for the student community — use it in an empowering sense (for example, "our extraordinary community").

Message 1: community and belonging

Use when writing about student community, campus life, events, the city, diversity, student voice, or student representation.

Key message: You are the University. You are at the heart of everything we do.

Supporting points to draw from (use what fits, not all of them):

  • finding your community — whatever a student's passion (singing, gaming, sustainability, sport), they can find or create it here; the diverse international student population means every student belongs
  • students making a difference — through outreach and volunteering, with visible local and wider impact
  • the city — full of events and opportunities, including the world's largest performing arts festival
  • community moments — from Christmas tree lighting to annual sports events and award ceremonies
  • student voice — listened to and shaping the experience, via surveys, panels, course feedback, and rep roles

Tone: identity and belonging — write inclusively so every student feels it speaks to them, regardless of background, interest, or course.

Message 2: academic community

Use when writing about learning, courses, libraries, academic support, study skills, placements, or exchanges.

Key message: You are part of our diverse, extraordinary academic community.

Supporting points to draw from (use what fits, not all of them):

  • inspiring academic staff help students reach their potential within a world-class academic community
  • courses address environmental, social, and political challenges, connecting study to real-world impact
  • multiple libraries with unique collections and study spaces (including accessible and family-friendly rooms) support every stage of study
  • a dedicated academic development service offers study skills workshops and self-study learning
  • placements, internships, and funded study exchanges (home and abroad) build transferable skills and real-world experience

Tone: aspiration and opportunity — write with energy about what is available now. Avoid prospectus language; this is for enrolled students, not applicants.

Message 3: support and wellbeing

Use when writing about student support, wellbeing, sport, careers, finances, or postgraduate research support.

Key message: We are here for you. You matter, and we want you to thrive.

Supporting points to draw from (use what fits, not all of them):

  • 60+ sport clubs and facilities (pool, gym, climbing wall, outdoor activity centre) supporting physical and mental health
  • the Careers Service helps students discover options, build experience, and connect with employers, with support continuing after graduation
  • financial support has been extended and made easier to apply for — encourage students to reach out if they need help with cost of living
  • dedicated professional advisers and academic staff support students: a Student Adviser (undergraduate/postgraduate taught), a Supervisor (postgraduate researchers), a Wellbeing Adviser in every School, and a dedicated Health and Wellbeing Centre
  • a Doctoral College supports postgraduate researchers across all colleges through collaboration, innovation, and networking
  • the University celebrates students at graduation, with continued support through the Careers Service and an active alumni network

Tone: reassurance and care — write warmly and directly so students know help is available and easy to access. Be specific about what support looks like in practice rather than speaking in generalities.