Fakeout Style Guide

Style Guide
Faketown INC. Style Guide
2012 Faketown INC.. All rights reserved Do not duplicate or transmit without written permission.
STYLE GUIDE Second Edition
Project Manager Suzi Q. Content Contributors Trudy Pachn- Curriculum Manager
Editing/Proofreading Trudy Pachn
2012 Copyright by Faketown INC.. All rights reserved. Do not duplicate. These materials have been designed to develop specific knowledge and skills and have been thoroughly tested to ensure their effectiveness. They represent the proprietary intellectual property of Faketown INC. and are protected under international copyright law.
Table of Contents
Introduction.........................................................................................................................................................5 Purpose...............................................................................................................................................................5
Instructional Design and Approaches.............................................................................................5 Course/Module Structure..............................................................................................................6 Lesson Structure..........................................................................................................................6 Logo............................................................................................................................................8 Logo Variations............................................................................................................................8 Marketing Materials......................................................................................................................8
Technology Specifications..................................................................................................................................10 Writing Standards..............................................................................................................................................10
Writing Style..............................................................................................................................10 Assessments .............................................................................................................................12 Grammar...................................................................................................................................14 Spelling......................................................................................................................................20

Customization Standards....................................................................................................................................28 Translation Standards........................................................................................................................................29
Introduction
Purpose
The purpose of this document is to define and communicate the instructional, writing, design and technical guidelines that will be used when developing and producing the Faketown INC. e-learning courses and materials. These guidelines will be applied by members of the Faketown INC. team. This includes instructional designers, developers, subject matter experts, reviewers alpha and beta testers.
Instructional Design and Approaches

Training in Faketown INC. will be presented based on current learning theory and best instructional practices in e-learning. Training uses an audience-based approach to learning based on the audiences roles and responsibilities within their organizations. Valid empirical research is translated into usable guidelines, and an understanding of how cognitive and memory systems work during the learning process is incorporated in the design process. The following instructional theories inform the design of instruction and embedded learning objects. Blooms Taxonomy (Benjamin Bloom) Identifies learning as a progressive hierarchy which moves from the simplest levels of learning concrete facts through higher levels of abstract understanding. The six taxonomic levels of learning are: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation (Chyung & Stepich, 2003). The Congruence Principle (Benjamin Bloom) The correspondence between the instructional objectives, the instruction and the assessments should be throughout learning cycle (Chyung & Stepich, 2003). Task-Centered Instructional Strategy (David Merrill) Prescribes a task-centered instructional strategy within the context of a whole task. This strategy draws from Merrills Component Display Theory. The approach enables learners to see various knowledge components in relationship to the whole, as well as the interrelatedness of the knowledge components in context (Merrill, 2007). Cognitive Load Theory (John Sweller) Well-designed instruction must consider the effects of information presentation on the finite amount working memory learners possess. Understanding how cognitive and memory systems work during the learning process can significantly improve comprehension, retention and transfer (Morrison & Anglin, 2005). Events of Learning (Robert Gagne) Prescribes nine events of learning which provide a framework for designing and developing effective instruction (Martin, Klein & Sullivan, 2007). Cognitive Theory of Multimedia Learning (Richard Mayer) Describes the two channels for learning: auditory and visual. Each has limited channel capacity, and the learning process of filtering, selecting, organizing, and integrating information can be positively impacted by appropriate design. This includes use of coherent pictorial, text and audio information (Clark & Mayer, 2008).
5 2012 Faketown INC.. All rights reserved Do not duplicate or transmit without written permission.
Citations: Merrill, M. (2007). A Task-Centered Instructional Strategy. Journal Of Research On Technology In Education, 40(1), 5-22. Chyung, S., & Stepich, D. (2003). Applying the "Congruence" Principle of Bloom's Taxonomy to designing online instruction. Quarterly Review Of Distance Education, 4(3), 317-30. Morrison, G. R., & Anglin, G. J. (2005). Research on Cognitive Load Theory: Application to E-Learning. Educational Technology Research And Development, 53(3), 94-104. Martin, F., Klein, J., Sullivan, H. (2007) The impact of instructional elements in computer-based instruction. British Journal of Educational Technology. 38(4), 623-636. Clark, R., & Mayer, R. (2008). E-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. John Wiley and Sons. San Francisco.
Course/Module Structure
Faketown INC. lessons are designed using a Course/Module/Lesson hierarchy. Each course contains one or more Modules that each contains lessons to support the module. All curricula are role-specific. Release 1.0 provides curriculum for the individual contributor and manager roles. Future releases will offer curriculum for supervisors, customer-service managers, sales managers, and senior leaders. Release 1.1 contains special curriculum for senior leaders/business owners in addition to a launch kit curriculum for administratorsthose individuals who will be managing the deployment of Faketown INC. in their organization. Learning Modules In general, the flow through the Modules follows the path: Learning Modules Overview/Goals Module Lessons Overview (Introduction, Purpose, Objectives) Topics (Content Pages-One per page) Lets Talk (Discussion) Assessment Learn More (Resources)
Lesson Structure
Lessons in Faketown INC. are learning objects designed to support the overall goals of the module. Each lesson has one or more learning objectives. The learning objectives form the rationale for each piece of content in the lesson, and drive the assessment at the end of each lesson.
Objectives
Learning objectives are statements which focus instruction and attention of the learner to what they are expected to demonstrate or understand. The learning objectives should communicate the standard of acceptable performance once they have completed instruction. Learning objectives are: Related to intended outcomes Specific and measurable Learner focused
Well-written objectives provide a clear picture of the outcome or performance expected of the learner after completing the lesson. Objectives should be specific, concise, and observable.
Branding Standards
Logo
Image Colors Light Green: PMS: 394 Hex: 6d971c CYMK: C 15% M 5% Y 80% K 0% RGB: R 199 G 207 B 111
Logo Variations
Grayscale Text
FAKETOWN
The logo must be displayed horizontally on all products and marketing materials. The consistent use of the logo strengthens brand awareness for Faketown INC. in the marketplace and enables us to protect our identity. The logo should be used whenever space allows on the outside and inside covers of all pieces produced by employees and/or vendors. These pieces include but are not limited to: all products; marketing pieces; and pieces requested by internal departments such as invitations, posters, booklets, instruction manuals, handouts, and flyers. The logo must not be redrawn, re-proportioned, or modified. Altering the logo in any way will wea its ability to communicate, and may endanger the extent of, our legal protection. In order to preserve the integrity of the logos, please use only Faketown INC.s authorized artwork. All artwork is available on the FTP site.
Marketing Materials
To protect the Faketown brand and promote consistency for all marketing literature, marketing pieces must be reviewed by Faketown Corporate Marketing. All new marketing materials must be based on existing templates. Please contact branding@ Faketown.com for further assistance. The templates have been created for standard 8 1/2 " x 11" and A4 materials. If the materials are smaller or larger, the graphics must be resized proportionately. Please refer to marketing or product
templates and the usage instructions that follow for address treatments. If you have a need that has not been addressed here, please contact branding@ Faketown.com for further assistance.
Technology Specifications
Removed
Writing Standards
Writing Style
General Approach
In general, write concisely to simplify the information and improve clarity. Write at about the 9th grade level (same level as most news and information websites). Complex In addition Utilize In order to For the purpose of Due to the fact that It is requested It is necessary that you It is apparent that In the event that In the near future Is applicable to Simple Also Use To To, for Because We request, Please You need to, you must Clearly If Soon Applies
Use the active voice unless there is a specific, learning-related reason to use the passive voice. Active Joe at the hamburger. At each concert, the lead sang at least one show tune. Jill kicked Jack. Your request for funding has been denied by the granting agency. Passive The hamburger was eaten by Joe. At each concert, at least one show tune was sung by the lead. Jack was kicked by Jill. The granting agency denied your request for funding.
Bullets
Use bulleted lists to break down complex statements and emphasize key ideas. Capitalize the first word of each bullet Make sure each bullet completes the stem (use parallel structure) Use periods only if one of the bullets contains more than one sentence o If one bullet requires a period (because there is more than one sentence in the bullet), then all bullets in that set should end in a period 2012 Faketown INC.. All rights reserved Do not duplicate or transmit without written permission.
10
Faketown INC. Style Guide Generally, use fewer than nine items per list
Vocabulary Terms
Vocabulary terms display as hyperlinks or pop-up boxes. When the learner clicks the link, the vocabulary list opens to the term. The vocabulary is built at the lesson/module level and includes all vocabulary terms contained in an individual lesson/module. Vocabulary terms should be defined one time per lesson; link the vocabulary term the first time it appears in a lesson Use vocabulary terms in the description and link to definition, even if the vocabulary term is part of the lesson title. The vocabulary term will be linked again in the beginning of the lesson.
The writing standard for Faketown INC. is approximately a ninth grade vocabulary level. Any term that seems to be above the ninth grade vocabulary should be defined in the lesson.
Acronyms
Acronyms should be developed as rollovers and are the only rollovers. When the learner mouses over the rollover, the spelled out term "pops-up" in a little window. Spell out the acronym the first time is used in a lesson, followed by the acronym in parenthesis. The term can be used as an acronym from the first time forward in the lesson. A pop-up rollover can be used depending on where the term is in the lesson, and up to the discretion of the instructional designer.
Acronyms should be included in the vocabulary list. Additional rules for acronyms: Do not use periods in acronyms Do not use an apostrophe to make an acronym plural (just add the "s") Use "a" or "an" before an acronym depending upon how the acronym would be pronounced:
Techniques for emphasis

Use the following guidelines to emphasize text appropriately. Emphasis techniques should be used sparingly and consistently. Some suggested forms of emphasis include: Use italics to emphasize words or phrases Bold may be used occasionally for important terms; however, the use of extra emphasis is generally unnecessary
Do not use uppercase, underlining, colors, or quotation marks for emphasis.
Conversations
The following are examples of how to write conversations: To be added.
11
Assessments
Formative Assessments
Formative assessments occur during each lesson in the form of non-graded questions. This type of assessment provides immediate evidence of student learning and is used to improve the quality of the learning. Embedded questions within each lesson allow learners to:
Testing Strategy
Testing strategies are based on cognitive learning theories regarding evaluation and the criterionreferenced test development model developed by Coscarelli and Schrock (2007). The assessments are designed to test at Kirkpatricks Level 2 Evaluation-Learning. This type of evaluation targets skills, knowledge, or attitude after training. The following flow is used when designing lessons and assessments: Tell the learner what they are going to learn (list the objectives) Teach the learners what they need to know (body of the lesson) Tell the learner what they learned (provide summary) Test the learner on what you taught them (post assessment)
Assessment Type
Test items measure the learners level of competency for each objective in the lesson, and are used for both Formative Assessment and Summative Assessment.
Formative Assessment
Formative assessment occurs during each lesson in the form of simulations, activities and questions. This type of assessment provides immediate evidence of student learning and is used to improve the quality of student learning. These activities within each lesson allow learners to: Self-assess comprehension of objectives Receive feedback o Reinforced if answered correctly o Remediated if answered incorrectly
Practice retrieving recently learned information from memory Rehearse for the lesson assessment
Summative Assessment
Summative Assessment occurs during each lesson in the form of the Post-Assessment at the end of each lesson. The post assessments align with the learning objectives and also align to the Module goals. Learners must show proficiency by answering at least 70% of post-lesson assessment questions correctly.
Learners who do not pass the assessment will have an opportunity to review and remediate. Learners who pass the post-domain assessment will advance to the next level.
12
Writing Assessment Questions

The objectives, body of the lesson, and post assessment should all align. When these elements do not align, then the learning experience is neither effective nor satisfying. E-Learning assessments in Faketown INC. are used to: Provide information for learners, learning managers, certificate provider, organizations, community decision makers. Motivate learners to try not to try Screen learners in and out of programs, giving them access to advancement or an opportunity to skip material previously mastered Provide a basis for evaluating e-Learning instruction
Citations Kirkpatrick, J. (2007). The hidden power of Kirkpatricks four levels. T+D, 61(8), 34-37. Coscarelli, W.C. and S.A. Schrock. (2007). Criterion-referenced test development: Technical and legal guidelines for corporate training. John Wiley and Sons. San Francisco, CA.
13
Grammar
Capitalization Lowercase the words fax and email unless used as the first word in a sentence or phrase. Example: Fax or email your registration form to us. Use lowercase letters with periods when referring to the time of day. Example: The activity will begin at 9:30 a.m.; lunch is at noon. Use a lowercase c when referring to century as a time period. Example: What medical breakthroughs can we expect in the 21st century? Capitalize all words in titles and level 1 and level 2 heads except articles (such as The), conjunctions, prepositions, and the infinitive to (unless they are the first or last words of the title). Example: The Heart of a Leader If The is part of the title of a book, video, publication, or company name, it is capitalized and treated as part of the title or name. Example: We work for The Faketown Companies. Capitalize Faketown position titles and departments in publications. Other companies might or might not capitalize position titles and departments in running text. If you are working on products for an external client, ask the contact person about the companys preferred style. Capitalize Faketown acronyms, with no periods between the letters. Note: Use periods for U.S. because it is an abbreviation and not an acronym.) Capitalize the first word of a complete sentence that follows a colon; lowercase if the sentence is not complete. Examples: This is the first concept: The team must agree on a common purpose. Students will receive: an introductory article and an assessment. Capitalize the W in Web site and other Web" computer terminology.
Italics
Italicize the titles of books, videos, magazines, movies, and other publications. Italicize the subtitles of books, but do not italicize descriptions for books, as they are not part of the title and are subject to change. Do not italicize the titles of Faketown programs and public workshops. Use italics rather than uppercase letters for emphasizing words in the text. Use quotation marks for emphasizing words only if they will help avoid confusion.
Numbers
Use an en dash for page numbers and references to time. Do not use an apostrophe to show the plural form of a number or a letter-number combinationjust add an s. Use words or numerals in organization names according to the organizations practice. Use a comma with figures in thousands, except for years, addresses, and page numbers. Use a comma in dates containing month, day, and year; do not use a comma with month and year only. For U.S. telephone numbers, put one space between the area code and the phone number; place a hyphen between the parts of a phone numbers. Do not use parentheses or a slash to separate the area code from the rest of the number. Roman numerals are generally used only in front matter page numbering and in titles of parts and volumes of a written work.
15
Punctuation: Apostrophes
Use an apostrophe to form the plural of single letters. Examples: As, Bs, Cs Do not use an apostrophe to form the plural of multiple lettersjust add an s. Examples: D1s, D2s Use apostrophes to show missing letters and numbers. Examples: cant, 90s Do not add s to a word that ends in s or ssjust add an apostrophe. Example: It was the boss birthday, so we brought a cake to the meeting.
Punctuation: Commas
Use a comma to separate three or more words or phrases in a series. (This is known as a serial comma, and it provides clarity in your writing.) Example: The participants were enthusiastic, motivated, and confident. There is no comma between the word book or video and the title of the book or video. Example: We will watch the video Faketown Basics! after the lunch break. Use a comma before and after i.e. (that is) and e.g. (for example). Example: Many products can be customized for the client. Commas are often necessary after introductory phrases for clarity or to prevent misreading. Example: Soon after, the president announced her business plan. Commas precede direct quotations. (See Quotation Marks section.)
16
Punctuation: Dashes
When using an en dash to refer to dates and hours of time, close up the spaces before and after the dash. Example: August 2124, 2006 When using an en dash to refer to page numbers in running text, close up the spaces before and after the dash. Example: The activity is located on pages 1820.
Punctuation: Hyphens
Use a hyphen in compound words. Examples: mother-in-law good-looking Use a hyphen to represent a minus sign.
Punctuation: Periods
Most abbreviations end with a period. A single period is used if an abbreviation ends a sentence. Examples: misc. There are many great travel destinations in the U.S. Use a period at the end of a command when, for politeness, its phrased in question form; however, if an answer is required, use a question mark instead. Examples: Would you please edit my manuscript. Will you tell me how much I owe? Use a period, not a question mark, for sentences containing an indirect question. Example: She asked when her promotion would become effective.
17
Punctuation: Quotation Marks
Use swash quotation marks and apostrophes ( and ) for possessives, quotes, and other text. Use straight quotation marks (" and ') for inches and feet. Place a comma before the quotation marks in a direct quotation. Example: The manager said, Lets make it happen. Place periods and commas that end a sentence or phrase inside the quotation marks. Place a question mark inside the closing quotation mark if it is part of a quote. Example: She asked, what are we doing? Place a question mark outside the closing quotation mark if it is not part of a quote. Example: What is active listening? When using both single and double quotation marks, place the comma inside both marks. Example: Today we will discuss the poem Revolutionary Dreams, announced the leader of the poetry group. Use quotation marks rather than italics to cite titles of articles within publications. Place semicolons and colons outside quotation marks, unless they are part of the quotation. Example: The new sign reads: Wet floor; it warns people to step carefully when entering the building.
18
Other Punctuation Guidelines
Punctuation immediately following a word should have the same font and style (bold, italics, etc.) as the word itself. Use ellipsis points to indicate missing text. Example: Fourscore and seven years ago dedicated to the proposition that all men are created equal. Use one space between the ellipsis points and any other words or punctuation (before and after the ellipses) except the final period in a sentence. Superscripted registration marks and trademark symbols go before any punctuation mark except when the punctuation is part of the title.
Spacing
Use one space after periods, commas, and colons. Example: We plan to use the following items: workbooks, flip charts, and markers. Use one space after an asterisk in a footnote or endnote. Example: Source: The Faketown Companies Use one space between the copyright symbol and year. Example: 2007 No spaces are used before or after hyphens, em dashes, or en dashes in running text or in titles. Example: Refer to workbook page 3Action Planning.
19
Spelling
e Words Most e-words begin with a lowercase e (for electronic) followed by a hyphen. When an e word is the first word of a sentence or is used in a title or header, the e is lowercase, the hyphen is omitted, and the next letter is capitalized. Proper names never change; they remain the same whether they are used as the first word of a sentence or in running text. Example: People buy and sell merchandise on eBay. There is one Faketown exception: the word email (noun and verb) is written without a hyphen. When it must be capitalized, it is written Email. Example: Email this document to the following email addresses. Commonly Confused Words affect (v.): produce an alteration or effect effect (n.): accomplishment or end result effect (v.): put into operation capitol: building [Hint: It has an o like dome.] capital: all other uses farther: to a greater distance further: moreover, to a greater extent its: belongs to it its: it is
20
Commonly Misspelled Words
a lot accommodate acknowledgment afterward all right canceled catalog check mark disc (CD or DVD) disk (floppy) embarrass fulfillment gauge harass lay: place something lie: recline, make an untrue statement moral: lesson or value morale: mental and emotional condition principal: money or person in charge
principle: law [Hint: It ends in le like rule.] their: belongs to them there: place theyre: they are indispensable judgment labeled liaison millennium misspell occurrence perseverance precede salable separate temperament toward traveled
21
Hyphenated Words
best-seller bottom-line (adj.) co-facilitate co-instruct co-owner follow-through (n.) follow-up (n./adj.) full-time (adj./adv.) in-house long-term relationship
22
Hyphens
Do not hyphenate adverbs, such as those ending in ly, when they are used to modify nouns. Examples: highly regarded speaker widely held belief Hyphenate compound modifiers immediately before a noun. Examples: task-specific behavior long-term goals Hyphenate words beginning with self including words in level 1 and 2 heads. (Faketown exception: Situational Self Leadership)
mind-set off-line off-site off-the-shelf products on-site one-on-one communication open-ended postassessment
pre-assessment report-out (n.) task-specific behavior teach-back (n./adj.) wrap-up (n./adj.)
23
Numbers
Spell out numbers that begin sentences. You may begin lists with a numeral. Spell out one-digit numbers in titles, heads, text, and captions unless they refer to money, percentages, ages, dates, times, units of measure, or are in a series or sentence with at least one number greater than nine. Examples: Eighteen guests will arrive early. The Three Skills of a Situational Leader There are four questions on page 4. $5 6 percent a 9-year-old boy 9 years old 6 hours 5" x 7" 3-day program There were 5 early guests and 13 late guests. Spell out and hyphenate fractions in text in most situations. However, in text where spelling the fractions would be cumbersome, express them in numeral form. Examples: One-fourth of the class was from Chicago. Type on 8- by 11-inch paper. 2-day program
Parallel Construction
Parts of a sentence that are parallel in meaning should be parallel in construction. Examples: Correct: running, jumping, sitting Not correct: running, jumped, sit
Plurals
Spell out the word and rather than using an ampersand, unless an ampersand is part of a companys name. Ending a sentence with a preposition is acceptable, especially when the preposition is part of a phrase or when an author wants to emphasize something. Example: What is this game card used for?
Prepositions
24
Pronouns
Avoid using he/she, him/her, and his/her. Rather than using a slash to separate the two words, use and, or, or and/or. Do not use them or their with a singular subject; use "his or her" instead. Whenever possible, rewrite the sentence so that a plural subject is used. Examples: Please ask the manager to rewrite his or her goals. Each person should bring his or her prework to the training.
Subject-Verb Agreement
Collective nouns should be followed by a singular verb. Examples: The Faketown Companies is headquartered in Escondido, California. Procter & Gamble is a household name. Indefinite pronouns such as anyone, everyone, somebody, and nobody are always singular and, therefore, require singular verbs. Examples: Everyone enjoys the class. Somebody has left her purse. The indefinite pronoun none can be either singular or plural, depending on what it is referring to. Examples: None of the program (singular) applies to us.
That and Which
That introduces a clause with information essential to the meaning of the sentence; no commas are used. Which introduces a clause that contains nonessential information; a comma is used before and after the clause. Examples: The class that I took last Friday was four hours long. The class, which was four hours long, gave me new insights.
25
Who and That
The pronouns who and that are both used when referring to persons. We use who to refer to an individual and that to refer to a group of people. Examples: The trainer who led the seminar was a graduate of Yale University. We do not know the exact number of trainers that attended the seminar.
Who and Whom
Who is a subjective pronoun, like he and she. Whom is an objective pronoun, like him and her. Examples: Who will be hired? (He will be hired.) Whom will I hire? (Will I hire him or her?)
Whos and Whose
Whos is a contraction for who is. Whose is a possessive pronoun. Examples: Whose book is this? Whos (who is) reading this book?
Words without Hyphens
backup (n./adj.) checklist coauthor cocreate cofacilitate cofounder coworkers
26
Words Written as Two or Three Words without Hyphens
back up (v.) blind spot bottom line (n.) buy in (n./v.) career development check mark (n.) customer service decision making (n.) development levels development needs flash card flip chart (n./adj.)
database email eSLII flowchart frontline (adj.) mindmap (v.)

mindmapping (adj.)
27
Customization Standards
The user experience can be customized by placing the companys logo on the landing page, by setting up the My Company section. Functionality will be added that will enable clients to add their own content by using a lesson design template or by paying Faketowns partner in the Faketown INC. business venture, UNREAL INC., to build custom lessons. This customized content will not, however, be included in the pre- and post-assessment testing. Faketown INC.s core learning content will not be customized because users who complete certification must demonstrate mastery of the required content.
28
Translation Standards
Acronyms cannot be translated. Acronyms are either removed or kept in the product as a design feature, depending on the language and product. Some activities such as crossword puzzles cannot be translated and are replaced by other activities, e.g., a word match. Books and other intellectual property owned by third parties, which we do not have permission/rights to translate and many of the DVDs and books mentioned in the Resources page, will not be available in other languages. Consider cultural differences and political and geopolitical change whenever using graphics, photos, or examples that may be translated or used by multinational clients. It is best not to use the names of real people or real companies in our products.
29

Fakeout Style Guide

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Fakeout Style Guide

Uploaded by

Copyright:

Available Formats

Style Guide

Faketown INC. Style Guide

Faketown INC. Style Guide

STYLE GUIDE Second Edition

Project Manager Suzi Q. Content Contributors Trudy Pachn- Curriculum Manager

Editing/Proofreading Trudy Pachn

Faketown INC. Style Guide

Faketown INC. Style Guide

Instructional Design and Approaches

Faketown INC. Style Guide

Faketown INC. Style Guide

Faketown INC. Style Guide

Faketown INC. Style Guide

Faketown INC. Style Guide

Techniques for emphasis

Do not use uppercase, underlining, colors, or quotation marks for emphasis.

Faketown INC. Style Guide

Faketown INC. Style Guide

Writing Assessment Questions

Faketown INC. Style Guide

Faketown INC. Style Guide

Faketown INC. Style Guide

Faketown INC. Style Guide

Faketown INC. Style Guide

Punctuation: Quotation Marks

Faketown INC. Style Guide

Other Punctuation Guidelines

Faketown INC. Style Guide

Faketown INC. Style Guide

Commonly Misspelled Words

Faketown INC. Style Guide

Faketown INC. Style Guide

pre-assessment report-out (n.) task-specific behavior teach-back (n./adj.) wrap-up (n./adj.)

Faketown INC. Style Guide

Faketown INC. Style Guide

That and Which

Faketown INC. Style Guide

Who and That

Who and Whom

Whos and Whose

Words without Hyphens

backup (n./adj.) checklist coauthor cocreate cofacilitate cofounder coworkers

Faketown INC. Style Guide

Words Written as Two or Three Words without Hyphens

database email eSLII flowchart frontline (adj.) mindmap (v.)

Faketown INC. Style Guide

Faketown INC. Style Guide

You might also like