Editorial guidelines for lunduniversity.lu.se

# Editorial guidelines for lunduniversity.lu.se

**Source**: https://www.lunduniversity.lu.se/about-university/contact-us/about-website/editorial-guidelines-lunduniversityluse
**Parent**: https://www.lunduniversity.lu.se/sitemap

At lunduniversity.lu.se, we serve a global audience with diverse needs, backgrounds and abilities. To connect with them effectively, our content must be relevant, accessible and consistent. These guidelines will help you create and maintain user-friendly content.

The guidelines cover the following key areas:

## About these guidelines

These guidelines are for all editors of content on lunduniversity.lu.se. They are written in plain English and include examples.

They are based on Lund University's language policy, accessibility legislation, readability and usability research, international standards and industry best practices.

If you have questions or feedback, contact editors [at] kommunikation [dot] lu [dot] se.

## General guidelines

Good content is clear, useful and focused on the intended audience. Always consider who you are writing for and how to make information easy to find, understand and act upon. Following these key principles will help create a positive and inclusive user experience.

### Keep your audience in mind

When writing or editing, always consider your audience. Prospective and current students are among our most important audiences, but our content also serves many others. People are often busy and have many things competing for their attention. They also have different levels of knowledge and ability to process information. Content should make it easy for them to find information, make decisions and take action.

Ask yourself:

- Who is this content for?
- What do they want or need to know?
- What do they want or need to do?
- How can the content help them?

This will help you put their needs first when creating or editing content.

### Apply key principles and guidelines

To adapt content for and to your audience, check that it follows the principles and guidelines below. If it doesn't, make the necessary changes.\

|  |  |
| --- | --- |
| Principle | Guidelines |
| Logically structured | Organise content clearly. Use focused headings and subheadings (H2, H3, H4, H5, in that order). Make sure the content follows a logical sequence/flow of ideas. Divide text into natural paragraphs. Use bulleted lists when appropriate. Avoid starting sentences with 'And' or 'But'. |
| Simple and clear | Use plain English – simple, clear language. Avoid jargon, complex and overly formal terms wherever possible. If not, explain them. Spell out or explain abbreviations. |
| To the point | Focus on the main message. Avoid irrelevant information and unnecessary details. |
| Brief | Keep headings and sentences short. Divide long sentences into shorter ones when possible and natural. Avoid unnecessary words. Make sure every word has a purpose. |
| Free from ambiguity | Make sure that information can only be interpreted in one way. Avoid complex grammar. Use clear, specific words. |
| Engaging | Keep the tone professional but friendly. Use 'we' and 'us' for the University and 'you' for the audience. Use simple contractions such as 'it's', 'we're' and 'you'll' when appropriate. Use the active voice, not the passive. Use possessive and negative forms with care. Avoid overusing 'please'. Add relevant examples where helpful. |
| Clean and focused | Make the content easy to scan and navigate. Use white space effectively, but don't overdo it. Avoid distractions, such as generic images or multiple coloured info boxes. Use accordions when appropriate. Avoid using buttons on regular pages. |

[Tools and resources for applying the editorial guidelines](https://www.lunduniversity.lu.se/about-university/contact-us/about-website/editorial-guidelines-lunduniversityluse/tools-and-resources-applying-editorial-guidelines)

[Example page applying and describing these guidelines in more detail](https://www.lunduniversity.lu.se/about-university/contact-us/about-website/editorial-guidelines-lunduniversityluse/example-page-use-short-and-focused-heading-h1)

---

## Use language consistently

Use language as consistently as possible. Use British English spelling and vocabulary, and capitalise words only when necessary.

### Use British English

Lund University uses British English, as stated in our language policy. Where possible, this also applies to our web content at lunduniversity.lu.se.

Use British English and avoid American English (or other varieties) unless otherwise stated.

There are:

- differences in spelling
- some differences in vocabulary and word usage
- some grammatical differences (not covered here).

See below for rules and examples to help you avoid mistakes.

#### Spelling differences

See the different British and American English spellings below, grouped by category. Use these rules as a guide, but note that there may be some exceptions.

##### -sation- versus -zation

- Write **digitalisation**, not digitalization.
- Write **organisation**, not organization.

##### -ise versus -ize

- Write **organise**, not organize.
- Write **realise**, not realize.
- Write **recognise**, not recognize.

##### -yse versus -yze

- Write **analyse**, not analyze.
- Write **catalyse**, not catalyze.

##### -our versus -or

- Write **behaviour**, not behavior.
- Write **colour**, not color.
- Write **labour**, not labor.

##### -ll- versus -l-

- Write **travelling**, not traveling.
- Write **cancelled**, not canceled.
- Write **counsellor**, not counselor.

##### -l versus -ll

- Write **fulfil**, not fulfill.
- Write **enrol**, not enroll.

##### -re versus -er

- Write **centre**, not center.
- Write **theatre**, not theater.
- Write **litre**, not liter.

##### -er versus -or

- Write **adviser**, not advisor.

##### -ce versus -se (nouns)

- Write **practice**, not practise (vice versa for verb).
- Write **licence**, not license (vice versa for verb).
- Write **defence**, not defense.
- Write **offence**, not offense.
- Write **pretence**, not pretense.

##### -se versus -ce (verbs)

- Write **practise**, not practice (vice versa for noun).
- Write **license**, not licence (vice versa for noun).

##### -ogue versus -og

- Write **dialogue**, not dialog.
- Write **catalogue**, not catalog.
- Write **analogue**, not analog.

##### -ae- or -oe- versus -e-

- Write **aesthetic**, not esthetic.
- Write **gynaecologist**, not gynecologist.
- Write **leukaemia**, not leukemia.
- Write **anaemia,** not anemia.
- Write **paediatric**, not pediatric.
- Write **manoeuvre**, not maneuver.

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#### Vocabulary differences

It can be difficult to know when British and American English have different words for something, and which one(s) to use.

We actually use a mixture of both on the website, depending on the context. Some words are more commonly used internationally. In other cases, the alternative can lead to confusion or misinterpretation. Choosing the right words consistently ensures that our content is clear to everyone.

Native speakers are likely to know both versions, although there may be subtle differences in meaning.

##### Commonly used British English words

The following words are more common in British English than American English:

- **Autumn** versus fall
- **Holiday** versus vacation
- **Timetable** versus schedule
- **Adviser** versus advisor
- **Flat** versus apartment
- **Lift** versus elevator
- **Queue** versus line

Other examples exist, but are less common for university websites.

##### When we don't use standard British English words

We don't use standard British words in the following cases:

- Use **semester** (American English) instead of term. Our academic year is divided into spring and autumn semesters. In the United Kingdom, it is common to have three terms.\
- Use **grade** (American English) rather than mark. Some of our audiences (non-native speakers or speakers of American English) may be less familiar with the British word.

In British English, a course usually refers to an entire programme of study. It can also refer to a single unit within a programme, but this is more commonly called a module. To avoid confusion:

- Use **programme** for an entire programme of study, such as a Master's programme.\
- Use **course** for a single unit of study, such as a maths course.\
- Use **module** to refer to a smaller unit within a programme or course.

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#### Grammar differences

Use the link below to find out more about grammar differences. Some of these are only relevant to informal writing:

[British and American English – dictionary.cambridge.org](https://dictionary.cambridge.org/grammar/british-grammar/british-and-american-english)

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### Use capital letters only when needed

In general, use capital letters (upper case) only when absolutely necessary. Small letters (lower case) are better for readability. Be as consistent as possible across all content.

Always avoid using capital letters to emphasise words (for example, 'NOTE THAT...' or '3 Years, 180 Credits'). When appropriate, use bold text or single quotation marks instead.

#### Lund University

##### Lund University

Write Lund University with two capital letters in English, L and U. In Swedish, it is written as Lunds universitet with a small u.

- **Lund University** brings together researchers and students from around the globe.
- Research at **Lund University** makes a difference locally, nationally and globally.

---

##### The University

Write the University with a capital letter U only when referring directly and specifically to Lund University.

- **The University** has three campuses in southern Sweden.
- If you are interested in collaborating with **the University**, see below.

This only applies if there are no words between 'the' and 'university' and the reference is more general. In all other cases, use a small 'u':

- Lund University ranks as **the top university** in Sweden for sustainability.
- Lund University is **the broadest full-scale university** in Sweden.

References to 'our university' are quite unusual. See if you can use 'we' instead, or use a small 'u'.

When referring to another university, avoid capitalising the word university.

---

##### A university

Use a small letter for the word university in general references.

- We are **a university** with a strong focus on social and environmental sustainability.
- As **a university**, we offer a wide range of international opportunities for students and staff.

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#### Faculties, schools, centres and departments

Full/official names of organisational units should be capitalised:

- Students at the **Faculties of Humanities and Theology** can choose from a wide range of stand-alone courses.
- **Lund University School of Economics and Management** has many exchange partners.

After introducing the official name, use small letters for the definite form, for example, 'the faculty', 'the school', 'the centre' and 'the department'. Also use small letters for broad terms such as 'research group':

- The **Faculty of Engineering** is one of the largest faculties at Lund University. It has 10,000 students and 1,500 staff. **The faculty** is known for its strong focus on practical applications that make a difference.
- **The** **faculty**/**school**/**department**/**centre** is well known for its international focus.
- **The** **research group** has published groundbreaking results.

This is to avoid repetition and unnecessary formality, and to improve readability.

---

Note that the definite form **'the University'** is the only exception where we use a capital letter.

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#### Programmes, courses, subject areas and subjects

##### Degree types

Use capital letters for degree types:

- We offer around 140 **Master's** programmes and 10 **Bachelor's** programmes.

---

##### Specific programmes or courses

Use capital letters only when referring to a specific programme or course by its full name:

- The **Bachelor's in International Business** is very popular.
- The **Master's Programme in Geology** gives you in-depth knowledge of geology.
- Thecourse **Advanced Cancer Biology** covers the key concepts of cancer biology from the laboratory to the clinic.

---

##### General subject or research areas

Use small letters when referring to a general subject area within education or research:

- Find out more about studying **architecture and design** at Lund University below.
- You can take stand-alone courses in **history** or **anthropology**.
- **Sustainable planet** – environmental and sustainability challenges

Note that the last example is a page header, so it needs a capital letter at the beginning (and no full stop at the end). However, the second word of the research area, 'planet', still starts with a small letter.

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#### Job titles

##### Job titles when used with a name

Use capital letters for formal job titles when used in direct association with a name/person (including in contact information):

- **Vice-Chancellor** Erik Renström welcomed the new students.
- Read **Vice-Chancellor** Erik Renström's blog.
- The committee awarded the grant to **Professor** Svensson and her team.

---

##### Other references to titles

Use small letters when the title is used without a name or in a more general sense:

- Erik Renström took up the position of Lund University's **vice-chancellor**.
- Read the **vice-chancellor's** blog.
- The **professor** manages to attract a lot of funding.

Use small letters for titles in general references:

- All **deans** are invited to the meeting.
- Three **senior lecturers** will give a speech at the ceremony.

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#### People and places

Capitalise the names of people and places:

- **Erik Renström** is a qualified medical doctor and professor of experimental endocrinology.
- We have many students from **European** countries such as **Germany** and the **Netherlands**.

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#### Days and months

Use capital letters for days of the week and months of the year.

- **Monday**, **Tuesday**,...
- **January**, **February**,...

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#### Websites

Write website names with a small initial letter (for example in link texts):

- Register your move abroad at **skatteverket.se**
- File a complaint at **digg.se**
- Check English requirements – **universityadmissions.se**
- About residence permits at **migrationsverket.se**

Use capital letters only when writing the name of the external party in the link text, for example:

- Visit the **Swedish Tax Agency** website

Note that the link texts above are examples – they are not linked to actual content. Items in bulleted lists that contain full sentences should normally end with full stops (see the sections on lists and link writing below). However, link texts should never end with full stops.

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---

## Write in a clear and simple way

Write in a way that is easy for your audience to read and understand. Use direct, active and positive language. Avoid jargon and complex terms, and spell out or explain abbreviations.

### Use direct, active and positive language

Use direct, active and positive language to create a good reading experience for everyone. Possessive, passive and negative forms can make content harder to process or less engaging. This can be particularly challenging for non-native speakers or people with certain disabilities.

You can use different rewriting strategies, but always remember to keep sentences short and to the point.

#### Make possessive forms direct

Check if a possessive form is really necessary. In some cases, you can drop the 's or ' without changing the meaning.

In other cases, a verb or an alternative phrase will make the sentence clearer. Possessive pronouns such as 'our' and 'its' may be more natural than using 's or '.

Here are a few examples:

- Original: The **course's requirements** include group work.
- Rewrite: The **course requirements** include group work.\
- Original: The **students' union** is very active.
- Rewrite: The **student union** is very active.\
- Original: The **lecturer's advice** to the students was to attend all the lectures.
- Rewrite: The **lecturer** **advised** the students to attend all the lectures.\
- Original: The **team's** **performance** **was** better than expected.
- Rewrite: The **team performed** better than expected.\
- Original: **The University's** position in rankings has improved.
- Rewrite: **Our** position in rankings has improved.\
- Original: The **company's recruitment policy** was updated.
- Rewrite: The **company** updated **its recruitment policy**.

Note that each of the rewrites is shorter and more direct than the original.

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#### Make passive forms active

Check if a passive form is really necessary. You can often rewrite passive sentences in the active voice to make them clearer and more direct.

Use the active voice to show who is doing or involved in the action. This makes the sentence more engaging.

Here are a few examples:

- Original: The scholarship **was given** to the most promising students.
- Rewrite: The most promising students **received** the scholarship.\
- Original: The invitation **will be sent** by the organisers.
- Rewrite: The organisers **will send** the invitation.\
- Original: The results **have been analysed** by the researchers.
- Rewrite: The researchers **have analysed** the results.\
- Original: The project **was completed** by the team.
- Rewrite: The team **completed** the project.\
- Original: The experiment **is conducted** by the researchers.
- Rewrite: The researchers **are** **conducting** the experiment.\
- Original: The conference **is being organised** by the committee.
- Rewrite: The committee **is organising** the conference.

Note that each of the rewrites is shorter and more direct than the original.

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#### Make negative forms positive

Check if a negative form is really necessary. You can often rewrite negative sentences in a positive form to make them clearer and more direct.

Use positive language to create a more engaging and constructive tone.

Here are a few examples:

- Original: **Don't hesitate** to contact us if you have any questions.
- Rewrite: **Feel free** to contact us if you have any questions.\
- Original: The project group **didn't meet** the deadline.
- Rewrite: The project group **missed** the deadline.\
- Original: The student **didn't submit** the assignment **on time**.
- Rewrite: The student **submitted** the assignment **late**.\
- Original: There was **no improvement** in the test results despite the design changes.
- Rewrite: The test results **stayed the same** despite the design changes. \
- Original: The professor **didn't approve** the proposal.
- Rewrite: The professor **rejected** the proposal.\
- Original: The event **didn't** **attract** **many people**.
- Rewrite: **Few people attended** the event.

Note that each of the rewrites is shorter and more direct than the original.

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### Use simple and clear language

It's important to use language that's easy for your audience to understand. Avoid, replace or explain complex terms to keep the content simple and clear.

#### Find simpler and fitting synonyms

Whenever possible, choose

- simpler
- more intuitive and straightforward
- less formal, and/or
- shorter

synonyms or near synonyms. Always consider the context to see if the simpler synonym fits in.

For example, you may decide to use:

- **keep** instead of **maintain**
  - Original: **Maintain** a record of your expenses.
  - Improved: **Keep** a record of your expenses.\
- **begin/start** instead of **commence/initiate**
  - Original: Classes will **commence** next week.
  - Rewrite: Classes will **start** next week.\
- **use** instead of **utilise**
  - Original: **Utilise** the library resources for your research.
  - Rewrite: **Use** the library resources for your research.\
- **get** instead of **acquire**
  - Original: You need to **acquire** a student ID card.
  - Rewrite: You need to **get** a student ID card.\
- **help/support/enable** instead of **facilitate**
  - Original: The new system will **facilitate** online learning.
  - Rewrite: The new system will **support** online learning.\
- **need** instead of **require**
  - Original: Prior studies of 30 ECTS are **required** for enrolment in this course..
  - Rewrite: Prior studies of 30 ECTS are **needed** for enrolment in this course.\
- **must/need to** instead of **are to/are required to**
  - Original: You **are (required) to** attend the orientation session.
  - Rewrite: You **must** attend the orientation session.\
- **about** instead of **regarding**
  - Original: She asked a question **regarding** the scholarship requirements.
  - Rewrite: She asked a question **about** the scholarship requirements.\
- **on** instead of **about**
  - Original: Read the article **about** study tips.
  - Rewrite: Read the article **on** study tips.\
- **in** instead of **within**
  - Original: We offer programmes and courses **within** fire and water engineering.
  - Rewrite: We offer programmes and courses **in** fire and water engineering. \
- **also/in addition/and/at the same time** instead of **furthermore/moreover**
  - Original: She enjoys robotics. **Furthermore**, she is a talented musician.
  - Rewrite: She enjoys robotics and is **also** a talented musician.\
  - Original: They won by a clear margin. **Moreover**, they broke several records.
  - Rewrite: They won by a clear margin. **In addition**, they broke several records.
  - Second rewrite: They won by a clear margin **and** broke several records.\
  - Original: He is taking extra courses. **Moreover**, he is working part-time.\
    Rewrite: He is taking extra courses. **At the same time**, he is working part-time.\
- **question** instead of **inquiry/enquiry/query**
  - Original: Do you have an **inquiry** about your application?
  - Improved: Do you have a **question** about your application?\
- **thesis** instead of **dissertation**
  - Original: He's working on his Master's **dissertation**.
  - Rewrite: He's working on his Master's **thesis**.

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#### Avoid or explain jargon and technical terms

In general, avoid using words or phrases that are likely to be familiar only to university staff or researchers.

For example:

- Use **doctoral studies** (preferably, or **PhD studies**) instead of third-cycle studies.
- Use **Bachelor's** and **Master's** programmes instead of undergraduate and postgraduate programmes, as this can be ambiguous in English.

If you really can't find a way around a difficult or more internal term\*, introduce it and explain it clearly. Also avoid overusing it.

For example:

- Note that insurance claims may have a **deductible** (part of the cost that you have to pay).
- The virus is highly **pathogenic**, which means it can easily cause illness and damage. It's important to identify such viral variants in time to prevent outbreaks.
- These bacteria are **pan resistant**, meaning they are resistant to all antibiotics. Preventing their spread or finding effective treatments is crucial.
- **Point-of-care testing**, which is done right where patients are treated (for example, in hospitals or clinics), provides immediate results and speeds up medical decisions.

---

\*Sometimes it's difficult to avoid a term altogether, for example because:

- it's used in an external system or application platform, or in official documentation/legislation that you're referring to
- it's the only way to describe a subject or area, or
- it's an international standard in education or research.

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### Use contractions to make content more engaging

Contractions make your writing sound more conversational and less formal. They generally create a smoother flow and help with comprehension. However, use them only when appropriate.

#### Use contractions when appropriate

Common contractions such as **it's**, **we're**, **we'll**, **you're**, **you'll**, **there's**, **can't**, **isn't**, **don't**, **doesn't** and **didn't** are widely understood and generally make your content more engaging and easier to read. Screen readers also usually interpret contractions without any problems.

If you're not sure about a specific contraction, try reading the sentence out loud. If it sounds natural and the meaning is clear, it's probably OK to use it.

For example, write:

- **You're** welcome to ask us any questions.
- **There's** a webinar for new students next week.
- **Don't** forget to register for your courses.

---

##### Consider the context, audience and tone

Consider the context, audience and tone to see if contractions are appropriate. Depending on the type of content and the audience, it may or may not make sense to use contractions. For example, it may be more appropriate to use contractions in student content than in news articles.

When writing more formal texts, important instructions or critical details (such as a deadline or legal requirement), the full form may be more appropriate and clearer. Always consider the balance with the rest of the text and be as consistent as possible when writing for the same audience.

---

##### Avoid complex, unusual and unclear contractions

Certain contractions may be more difficult for some audiences (for example, non-native speakers or people with cognitive disabilities) to process quickly and accurately. These include less common combined negatives (such as **shouldn't**, **wouldn't**, **aren't**) and contractions with **'ve** (such as **we've**, **you've**) and **'d** (such as **I'd**, **you'd**). Use the full form if it makes the meaning clearer to your audience.

---

##### Avoid repeating the same contraction

Repeating the same contraction several times in the same text can feel awkward. It's fine to use contractions like **you'll** or **we're**, but try to avoid using the same contraction more than once or twice in the same sentence or paragraph.

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### Explain or spell out abbreviations

Abbreviations and acronyms can make content difficult to understand, especially for unfamiliar audiences. Always explain or spell them out using the guidelines below.

#### Define abbreviations and acronyms in their context

Ask yourself whether everyone in your audience will understand an abbreviation or acronym, even if it is well known. As a general rule, explain it the first time it is used on a page.

If a heading on a page consists of an abbreviation and nothing else, spell it out there:

- H2: **League of European Research Universities** (**LERU**)
- H2: **European Spallation Source** (**ESS**)
- H3: **Centre for Innovation Research** (**CIRCLE**)

If the abbreviation is part of a longer heading, or is used for the first time in the body of the text, spell it out the first time it is used there:

- **Global Dynamic Engagement** (**GDE**) is our approach to increasing our international impact.
- Welcome to **Lund University** (**LU** for short).
- Lund is home to the **European Spallation Source** (**ESS**).
- **EUGLOH** – **the European University Alliance for Global Health** – is a network of nine European universities.

Common abbreviations include i.e. and e.g. (from Latin). These may not be intuitive or even confusing to some of our audiences:

- i.e. – use **that is** or **in other words** when you need a direct replacement.
- e.g. – use **for example** or **such as** when you need a direct replacement.

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---

## Format text for clarity

Good formatting makes content easier to scan and understand. Use punctuation, lists, numbers, text emphasis and link text carefully and consistently.

### Use punctuation and symbols with care

Punctuation and symbols can make or break readability. They are key to making content clearer, but they can also make it harder to read if overused or misused. Use them carefully and consistently, following the guidelines below.

**Note** that we try to keep our sentences short. Don't overuse connectors such as hyphens, commas or semicolons to lengthen sentences unless it's necessary. Consider using a full stop instead.

See examples below the table.\

|  |  |
| --- | --- |
| Punctuation and symbols | Guidelines |
| Full stop (.) | Use at the end of a sentence or a list of items. |
| Exclamation mark (!) | Use for final emphasis, only in exceptional cases. |
| Question mark (?) | Use at the end of a question and avoid in headings. |
| Comma (,) | Use to separate clauses, ideas and list items (except the last one). |
| Oxford comma (, and/or) before last item in list | Use only if leaving it out would create ambiguity or affect readability. |
| Hyphen (-) | Use only for compound words. |
| En dash (–) | Use for ranges, equivalent terms or related ideas. |
| Em dash (—) | Avoid em dashes. |
| Colon (:) | Use to introduce lists. Avoid using colons to extend sentences. |
| Semicolon (;) | Use only for complex lists. Avoid using semicolons to extend sentences. |
| Single quotation marks (' ') | Use only to highlight new concepts, Swedish terms and titles of publications. |
| Double quotation marks (" ") | Use only for direct quotes. |
| Ampersand (&) | Avoid ampersands. Use 'and' in all cases. |
| Hashtag (#) | Avoid hashtags unless they relate to social media channels. |
| Plus (+) and minus (-) | Avoid plus and minus signs. Use 'more/less than' and 'over'/'under', etc. |
| Currency symbols (€  $ etc.) | Avoid currency symbols. Use the format 'EUR number' instead. |

#### Examples of punctuation and symbol use

The examples below cover some of the punctuation and sign categories that require careful consideration.

---

##### Exclamation mark

Use exclamation marks (**!**) only for short-term campaigns:

- Change your password today**!**
- Third in the world for sustainability**!**

---

##### Commas, en dashes, colons and semicolons as connectors or separators

In general, keep your sentences short and to the point. Where possible and natural, use a full stop instead of extending a sentence.

Use commas (**,**), en dashes (**–**) or semicolons (**;**) only when necessary to separate ideas or list items clearly. Avoid using colons for this purpose. Colons tend to introduce a new point, making the sentence unnecessarily long.

Examples:

- Our campuses in Malmö and Helsingborg are exciting in their own way**,** both being part of larger seaside cities (can also be split into two short sentences by inserting a full stop and replacing 'being' with 'are').
- You can choose electives in anthropology**,** gender studies or sociology.\
- EQUIS, AMBA and AACSB accredited **–** one of less than 1% business schools worldwide.
- Find out more in our brochure **–** facts, study opportunities, student life and more.

The following list with semicolons is for illustration only. It would normally consist of three bullets.

- Geography, 7.5 ECTS credits**;** Biology, 10 ECTS credits**;** Mathematics, 7.5 ECTS credits.

---

##### Oxford comma

The following lists are for illustration only. They would normally be bulleted.

- The three modules are physics and astronomy, biology and data science**,** and geology and geography (Oxford comma needed for clarity).
- The course covers linguistics, literature, history and anthropology (no Oxford comma needed for clarity).

---

##### Hyphens versus en dashes in compounds and ranges

Use hyphens (**-**) to connect words that work together as compound modifiers to describe something **before the noun**.

- Well**-**known research
  - Compare 'The research is well known' (no hyphen).
- State**-**of**-**the**-**art facilities
  - Compare 'The facilities are state of the art' (no hyphen).
- Well**-**qualified candidate
  - Compare 'The candidate is well qualified' (no hyphen).

Use en dashes (**–**) to connect ranges or two equally important parts of a compound modifier:

- 10**–**15 students, 08:15**–**10:15, March**–**April
- Malmö**–**Copenhagen area, student**–**teacher relationship.

---

##### Single quotation marks

Use single quotation marks (**' '**, instead of italics) to introduce or highlight concepts, Swedish terms and the titles of publications:

- This academic tradition is called an **'**academic quarter**'**.
- In Swedish, this tradition is called a **'**fika**'**.
- Use the online resource **'**Academic Writing in English at Lund University**'** (AWELU).

If you want to emphasise certain words, phrases, clauses or short sentences because they are important, you can use bold text instead.

---

##### Double quotation marks

Use double quotation marks (**" "**) for direct quotes.

- **"**This is groundbreaking,**"** he said.
- **"**What I like most about the University is how international it is**"** (student quote).

---

##### Ampersand (always avoid)

For accessibility reasons, always avoid ampersands (**&**):

- Architecture and design (**not** Architecture **&** design)
- Research and innovation (**not** Research **&** innovation)
- Scholarships and funding (**not** Scholarships **&** funding).

Company names or logos with an ampersand are the only exception.

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### Use and format lists with care

Lists can help our audiences process content more easily. This is especially true when the items listed are more than a few words each. Lists can also be useful for step-by-step instructions.

#### General guidelines for creating lists

Lists are useful for improving readability when presenting three or more items/links, or when breaking up a complex sentence or text into two or more parts.

However, lists should be used with care. Short items may not always need a list, especially if another, more complex list follows closely.

Always use bullets for links when three or more links are presented together. For visual consistency, you can use bullets even for one or two links if there are other bulleted lists of three or more links on the same page. This doesn't affect accessibility.

Use these general guidelines:

- Avoid lists that immediately follow other lists, unless you are dividing a long list into two. For lists of simple and short items, use a normal sentence or rewrite one of the lists.
- Divide long lists into two shorter lists, with a sentence or phrase in between.
- Avoid 'mixed' lists that combine action and information. For lists of actions, start each bullet with a verb (like this list).
- Avoid mixing normal text and links in lists.
- Use 'sub-lists' (with sub-bullets) only when absolutely necessary for clarity.
- Use bullets for links when three or more links are presented together. For visual consistency, you can use bullets even for one or two links if there are other bulleted lists of three or more links on the same page.

When it comes to capital letters and punctuation:

- Start a list with a colon when appropriate (unusual in Swedish). Don't use it when a bulleted list breaks up a complex sentence that ends after the list.
- Use capital letters and full stops for lists consisting of complete sentences.
- Use small letters (except for proper nouns) and a full stop at the end for lists consisting of items or clauses rather than full sentences.
- Consider using an Oxford comma for clarity in bulleted lists that divide complex sentences. Otherwise, we usually avoid Oxford commas.

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#### Bulleted lists

##### Simple bulleted lists

LERU was founded in 2002 by some of Europe's leading universities, including:

- Cambridge
- Oxford
- Helsinki
- Heidelberg.

See the link below to learn about:

- reading lists
- how to borrow books from our libraries
- buying used versus new books.

---

##### Bulleted lists to divide complex sentences

Before you start your application in SoleMove, search the information available on each university to decide:

- which universities you wish to apply to, and
- the order of preference in which you want to add them to your application.

If you are admitted to Lund University, you will have several opportunities to learn Swedish. The options available to you depend on:

- whether you are an exchange, degree or doctoral student
- the length of your studies, and
- the availability of places.

---

##### Bulleted lists consisting of full sentences

Students with a Swedish Bachelor's degree, please note:

- If you are completing your Bachelor's degree in Sweden, please take a screenshot of your degree application (including name and date of birth) and upload it to your account at University Admissions.
- If you are completing your Bachelor's degree at Lund University, you don't need to submit a screenshot of your degree application.

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#### Numbered lists

Use numbered lists in moderation. Use them only where there is a real sequence of steps or instructions to follow, and where things could go wrong otherwise. Even sequences sometimes don't need a numbered list, especially if they're short.

If you have been offered a place on a programme or course, follow the steps below:

1. Check to see if there are any instructions for accepting your place and. If so, follow them.
2. Pay your tuition fee instalment (if applicable).
3. Apply for a residence permit (if applicable).
4. Apply for housing.
5. Complete any other requirements to fulfil the conditions of your admission.
6. Follow any pre-arrival instructions or other requirements from your programme/department.
7. Register at your department once you have arrived.

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### Use numbers, dates and times consistently

Consistency in the presentation of numbers, dates and times makes it easier for your audience to understand and navigate the information.

#### Numbers

#### Numbers below and above ten

Write the numbers one to ten as words, unless the sentence contains both numbers below and above ten:

- Choose from **four** English-taught Master's programmes in architecture and design.
- Choose from **2** English-taught Bachelor's and **13** Master's programmes in business, economics and management.
- Choose from **19** English-taught Master's programmes in engineering and technology.

Use numerals to refer to credits and decimals.

##### Ordinal numbers

Write out ordinal numbers for positions first through tenth. Use numerals for positions above tenth:

- We are ranked **third** in the world for sustainability.
- The Master's in Finance is ranked **36th** in the world.

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#### Ranges

Follow the rule above, and use an en dash (not a hyphen) for number ranges:

- **one–nine** weeks (or **one** to **nine** weeks)
- **25–35** students (or **25** to **35** students).

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#### Thousands

Use a comma – not a space – for numbers over 999.

- **1,000**
- **10,000**
- **100,000**
- **1,000,000**.

---

#### Decimal numbers

Use a full stop (decimal point) for decimal numbers:

- **7.5** ECTS credits
- **20.5** hours per week.

---

#### Currencies

Use currency codes before the number:

- EUR **250**
- SEK **1 million**.

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#### Dates and times

#### Dates

Write dates as day month (year). Use the same format consistently.

- Apply to be a mentor by **5 February**.
- Join a writing session on **18 December 2025** or **8 January 2026**.

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#### Times

Write times and time ranges using the 24-hour clock:

- **08:00**, **20:00**
- **08:00–11:00** (or **08:00** to **11:00**)
- **16:00–18:00** (or **16:00** to **18:00**)

If relevant to the audience, include the time zone. This is either CET (Central European Time) or CEST (Central European Summer Time).

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### Use text emphasis with care

Ask yourself whether you really need to emphasise or highlight a particular piece of text for your audience. If so, follow the guidelines below.

#### Use bold or single quotation marks

Avoid using italics or capital letters to emphasise or highlight. Instead, use bold text to emphasise or single quotation marks to highlight (see below).

---

##### Bold to emphasise

Use **bold** text in moderation. Use it only when you really need it, to emphasise important words, phrases or short sentences:

- Submit your documents by **3 February**.
- Note that it takes time to put together a complete application and that **only complete submissions will be processed**.
- To meet the general entry requirements for Bachelor's studies, **you must have completed your upper secondary education**.

Sometimes you may want to use bold for a sentence starting with "**Please note** that..." or "**Note** that...".

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##### Single quotation marks to highlight

Remember to use single quotation marks ' ' instead of bold text and italics to highlight:

- new concepts
- Swedish terms, or
- publication titles.

Here are a few examples:

- This academic tradition is called an 'academic quarter'.
- In Swedish, this tradition is called a 'fika'.
- Use the online resource 'Academic Writing in English at Lund University' (AWELU).

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#### Avoid italics or capital letters

Avoid using italics or capital letters to emphasise or highlight. Instead, use bold text to emphasise or single quotation marks to highlight (see above).

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##### Italics

Always avoid using *italics* for emphasis. It has a negative effect on readability.

---

##### Capital letters

Always avoid using Capital Letters/CAPITALS for emphasis. It has a negative effect on readability.

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### Write clear and descriptive link text

For accessibility and clarity, it's important to write links in a consistent way. The following guidelines will help you create link text that is clear, intuitive and user friendly.

Note that the examples in this section are not actual links.

#### General guidelines for writing link text

These guidelines for writing links follow accessibility legislation.

While certain accessibility guidelines must always be followed, link writing is not an exact science. There's usually no one 'right' way to do it, and different contexts may require different approaches.

Here are some general guidelines (see further below for specific guidelines for external websites, content in other languages and documents):

- Make sure that the purpose of each link is clear from the link text alone, or from the link text and its immediate context.
- Get to the keywords quickly and avoid starting link text with non-essential phrases like 'Read/Learn more about' (always), 'More about' (where possible) or 'About' (where possible)**\***.
- Make sure that each unique link text refers to unique content. Avoid using the same link text for different content.
- Place links below the text, not within it.
- Avoid mixing link text and regular text in bulleted lists.
- Make sure to open links in a new tab if they lead to documents (always) or external systems (if the 'back button'/arrow can't be used to return to the original page). Add '(new tab)' in these cases.
- Make sure that the link text doesn't end with a full stop.

---

**\***This helps our audiences, especially those who rely on screen readers, to quickly understand the purpose of the link. Screen readers may list all links on a page in a single list. This makes it particularly important to get to the keywords in each link quickly.

However, it can sometimes be difficult to avoid using such phrases after a brief mention or introduction to something that is discussed in more detail on another page or by another sender/website. Find a good balance by considering the other links on the page.

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#### Website names in link text

Use the following guidelines to write clear and consistent link text for external websites.

##### Introduce the external website clearly before a list

If you are linking to several pages on the same external website – for example, in a bulleted list – mention the sender or website name once, before the list begins. Do not repeat it in each link, as this can be unnecessarily distracting.

Write:\
For more information, visit **the Swedish Tax Agency website**:

- Moving to Sweden
- Swedish personal identity numbers
- Apply for a Swedish identity card (personal identity number required)

Avoid:\
For more information, visit the following pages:

- Moving to Sweden – **skatteverket.se**
- Swedish personal identity numbers – **skatteverket.se**
- Apply for a Swedish identity card (personal identity number required) – **skatteverket.se**

##### Use the English name or explain the website

Where possible and natural, use the English name of the sender (if available).

Note that this can sometimes be overly repetitive, especially if the English name is long and complex. Consider the balance with other links on the page.

If you use a website address, make sure that the link text clearly explains what the website is about. This will help our audiences understand the context.

Write:

- How Sweden is governed – **government.se**
- Visit **the** **Swedish Migration Agency website**
- How to get a Swedish residence permit – **migrationsverket.se**
- Emergency information from Swedish authorities – **krisinformation.se**

Avoid:

- Visit **migrationsverket.se** (without context)
- Visit **krisinformation.se** (without context)

##### Match the link text to the context

Adapt the link text to fit the surrounding content and the other links on the page. Choose the version that is clearest and most helpful. If the name appears clearly and repeatedly in the text, you can use the website address. Otherwise, spell out the full name for clarity.

- About personal identity numbers on **the Swedish Tax Agency website**
- About personal identity numbers on **the Skatteverket website**
- About personal identity numbers – **skatteverket.se**

##### Avoid using possessive forms

Write link text without the possessive 's to keep it clear and consistent (unless the possessive 's happens to be a part of the sender's official English name). Possessive forms are generally a little more difficult to process than direct forms.

Write:

- ... on **the Swedish Tax Agency website**
- ... on **the Skatteverket website**

Avoid:

- ... on **the Swedish Tax Agency's website**
- ... on **Skatteverket's website**

##### Format website names consistently

Use small letters for website addresses and capital letters for the sender behind the address. To be as consistent as possible, this also applies if the sender uses capital letters for their website address.

Write:

- ... on **krisinformation.se**
- ... on **universityadmissions.se**
- ... on **skatteverket.se**

Avoid:

- ... on **Krisinformation.se**
- ... on **Universityadmissions.se**
- ... on **Skatteverket.se**

Write:

- ... on **the** **Skatteverket website**
- ... on **the University Admissions website**

Avoid:

- ... on **the skatteverket website**
- ... on **the university admissions website**

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#### Links to content in other languages

External content is not always available in English. In times of crisis, for example, there can be delays and a lack of information for international audiences. In addition, some parties don't generally prioritise English content for international audiences. This applies to both translation and the adaptation of content for different audiences.

Indicate in brackets if the content is in Swedish or in a language other than English (in Swedish/in the language concerned).

Write:

- Health centre options and contact details on the Region Skåne website **(in Swedish)**
- Historical student association, KLIO **(in Swedish)**

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#### Links to documents

Try to avoid documents whenever possible. It's preferable to provide the content in a more accessible format, such as a webpage. However, this is not always (immediately) possible. In some cases, it may be necessary to publish an accessible document on the website.

If you must use a document, follow these instructions:

- Make the document open in a new tab.
- Format document links as '**Document name (PDF 255 kB, new tab)**' or '**Document name (PDF 1.2 MB, new tab)**'.
- Avoid adding 'new tab' in brackets if you've included a statement saying that all documents will open in a new tab.

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