Sabu Help International

Style Guide
By.---------------
Updated: May 31, 2017

Sabu Help International (http://www.sabuhelp.org/) is a non-profit organization based in Salt Lake

City, Utah. Its goal is to help impoverished individuals and families around the world achieve self-
sufficiency and an increased standard of living. This organizations efforts are founded on the
belief that anyone can achieve a better life if only given the opportunity. Sabu Help International
provides these life-changing opportunities through small loans, skill training, and educational aid.
This organization seeks donations in order to make this assistance possible.
This style guide will provide Sabu Help International with clarity and consistency, while applying
the principles and rules of The Chicago Manual of Style (16th edition). Where variance from
Chicago is necessary for the purposes of the organization, it will be detailed here in this style guide.
It is also important to recognize thatAs this is an international organization catering to a global
Commented [O1]: You use this twice in the sentence and
begin the next paragraph with this. Okay to remove the second
this?
Commented [O2]: Consider,
By applying the principles and rules of The Chicago Manual of Style
(16th edition) to Sabu Help Internationals published materials, this
style guide will help increase clarity and consistency in their
(pamphlets, website, other materials?).

audience. Therefore, the principles of global English found in The Elements of International
English Style by E. Weiss will be applied in order thatto help the organization may reach a
widercommunicate with its global audience. A special emphasis on semantics and syntax will be Commented [O3]: Condensing sentences okay?

provided in order to achieve the maximum clarity for non-native English speakers.
 2

Contents
1 Punctuation ..............................................................................................................................3
1.1 Commas ........................................................................................................................................ 3
1.1.1 Serial Comma .................................................................................................................................... 3
1.1.2 Commas after Introductory Phrases ................................................................................................. 3
1.2 Sentence Fragments and Terminal Punctuation .............................................................................. 3
1.3 Ellipses and Suspension Points ....................................................................................................... 3
1.4 Parentheses .................................................................................................................................... 4
1.5 Semicolons .................................................................................................................................... 4
1.6 Quotation Marks............................................................................................................................ 4
2 Numbers ..................................................................................................................................5
2.1 Small Numbers .............................................................................................................................. 5
2.2 Money ........................................................................................................................................... 5
3 Grammar and Usage .................................................................................................................5
3.1 Subject-Verb Agreement ................................................................................................................ 5
3.2 Pronoun Agreement (Number) ...................................................................................................... 5
3.3 Parallel Structure............................................................................................................................ 5
3.4 Unbiased Language and They ........................................................................................................ 5
3.5 Articles .......................................................................................................................................... 6
3.6 Phrasal verbsVerbs ......................................................................................................................... 6
4 Lists..........................................................................................................................................6
4.1 When to useUse ............................................................................................................................ 6
4.2 Run-inIn ........................................................................................................................................ 6
4.3 Vertical .......................................................................................................................................... 6
5 Spelling, Distinctive Treatment of Words, and Compounds ......................................................7
5.1 Compound Words......................................................................................................................... 7
5.2 BoldBoldface ................................................................................................................................. 7
5.3 Emphasis ....................................................................................................................................... 8
5.4 Capitalization ................................................................................................................................. 8
5.4.1 Titles ................................................................................................................................................... 8
5.4.2 Subtitles .............................................................................................................................................. 8
5.5 Captions ........................................................................................................................................ 8
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1 Punctuation
1.1 Commas

Weiss states that in international English, it is always helpful to set off introductory phrases and to
put a comma before the and, or, or nor in a series (72). Formatted: Font: Italic
Formatted: Font: Italic
1.1.1 Serial Comma Formatted: Font: Italic

The serial comma should be used in order to lend more clarity to non-native English speakers.
(See also Chicago 6.28.)

We provide financial resources, tools, and educational opportunities to empower people.

NOT

We provide financial resources, tools and education opportunities to empower people.

1.1.2 Commas after Introductory Phrases

Like using the serial comma, placing a comma after an introductory phrase is important part of
addingadds structural clarity for non-native English speakers. (See also Chicago 6.356.)

Three years ago, Agangba could barely provide for their children. Commented [O4]: Do you mean that Aganba (a city) could
barely provide for its children, that the people of Aganba could
barely provide for their children, or that Mr. and Mrs. Aganba could
NOT barely provide for their children?

Three years ago Agangba could barely provide for their children.

1.2 Sentence Fragments and Terminal Punctuation

Complete sentences should end with the appropriate terminal punctuation. If a sentence fragment
exists, it should be reworded to become a complete sentence, even if stylistically done. Weiss states
that fragments will likely be seen as an error by non-native English speakers (129). It is better to
avoid them altogether.

We provide financial resources, access, tools, and opportunities to empower people.

NOT

We provide financial resources, access, tools, opportunities to empower people

1.3 Ellipses and Suspension Points

Eliminate the usage of any points resembling the usage of ellipses or suspension points. Instead, Commented [O5]: Are you referring to stylistic ellipses or
ellipses used in quotations?
reword sentences in order to create clearer and simpler structures, or simply delete the points.
 4

We believe education empowers the next generation and inspires lifelong success.

NOT

We believe educationempowers the next generation and inspires lifelong success.

1.4 Parentheses

By keeping sentences short-and-simple, they say, and using reliable syntax, you should not need
dashes and parentheses to make a point.Most E2s would prefer that a parenthetical
appositionappear in the next sentence, instead of being intruded into the flow of the first
sentence (Weise 71).
Commented [O6]: You are breaking your own rule here. (See
directly above.) Rather than just inserting a quote here, try
surrounding it with a short paragraph of your own words.
Also, ellipses points are spaced out, ex. make a point . . . Most E2s

We will accomplish this vision through formal and vocational education, financial
assistance, and business skills training. The financial assistance provided is micro-lending.

NOT

We will accomplish this vision through education; both formal and vocational, financial
assistance (micro-lending) and business skills (training).

1.5 Semicolons

Semicolons should be avoided and replaced with clear, simple sentences. Non-native English
readers will generally prefer two independent sentences with full stops to a pair of independent
clauses linked by a semicolon (Weiss 71).

We will accomplish this vision through education, both formal and vocational, financial
assistance, and business skills training.

NOT

We will accomplish this vision through education; both formal and vocational, financial
assistance, and business skills training.

1.6 Quotation Marks

Quotation marks should only be used for direct quotations and not for emphasizing words and
phrases. Also, always give credit to the person, entity, or passage quoted. (See 5.2 for information
on emphasis.)

It is more blessed to give than to receive. Acts 20:35

NOT

It is more blessed to give than to receive.

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2 Numbers
2.1 Small Numbers

For the sake of clarity and understanding for non-native English speaker, spell out numbers less
than 10 and use numerals for numbers above 10. (See Chicago 9.3.) However, never start a
sentence with a numeral.

First, with your gift US$75 we bought four goats for four families.

NOT

First, with your gift US$75 we bought 4 goats for 4 families.

2.2 Money

All monetary references should be express numerically, with the appropriate monetary symbol and
specific identification of currency. (See Chicago 9.22.)

First, with your gift US$75 we bought four goats for four families.

NOT

First, with your gift $75 we bought four goats for four families.

3 Grammar and Usage

3.1 Subject-Verb Agreement

The main verb of a sentence should agree with the subject of that sentence.

The individual doesnt lack ability.

NOT

The individual dont lack ability.

3.2 Pronoun Agreement (Number)

3.3 Parallel Structure

3.4 Unbiased Language and They

Rather than informally circumventing non-inclusive language by using the inclusionary pronoun
they, pluralize the subject in order to use inclusive, plural pronouns.
 6

Individuals dont lack ability. They lack opportunities.

NOT

The individual doesnt lack ability. They lack opportunities.

3.5 Articles

Appropriate articles should be used before nouns.

3.6 Phrasal verbs

4 Lists
4.1 When to useUse

Weiss encourages splitting long sentences and paragraphs to be split into lists. He says, Long
sentences and paragraphs intimidate all readers, especially E2s. Even if a paragraph is logically
cohesive, its length may discourage and frustrate the reader (86). Use the following two rules for
choosing and formatting lists.

4.2 Run-inIn

If a list of items is brief, use Chicagos run-in list format.

Education (1) empowers the next generation for a lifetime, (2) inspires lifelong success, and
(3) is the path to self-sufficiency.

NOT

Education 1. empowers the next generation for a lifetime, 2. Inspires long-life success, and
3. is the path to self-sufficiency.

4.3 Vertical

Following Chicagos rules for vertical lists, introduce the list with a complete sentence followed by a
colon, use bullet points for each item, and capitalize the initial letter of each item. Using bullet
points makes each item clearer and easier to read.

Our microloans help individuals and families do the following:

Start or expand their business
Send their children to school
Provide food for their families
Have health insurance
Build up savings
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NOT

Our microloans.......
Empower individuals to start or expand their business
Enable families to send their children to school
Enable people to provide food for their families
Allow families to have health insurance
Enable families to build wealth

5 Spelling, Distinctive Treatment of Words, and Compounds

5.1 Compound Words

Lifelong is an adjective and a closed compound.

Self-reliant and self-reliance are hyphenated.
Underprivileged is a closed compound.
Bookkeeping is a closed compound.
Handout is a closed compound
Microloan is a closed compound

5.2 BoldBoldface

Only use boldUse boldface only to set off headings and sub-headings from the running text. Do
not use for emphasis or at the beginning of lists.

Our microloans
Empower individuals to start or expand their business
Enable families to send their children to school
Enable people to provide food for their families
Allow families to have health insurance
Enable families to build wealth

NOT

Our microloans
Empower individuals to start or expand their business
Enable families to send their children to school
Enable people to provide food for their families
Allow families to have health insurance
Enable families to build wealth
 8

5.3 Emphasis

Do not use quotation marks for emphasis. Weiss recommends the elimination of quotation marks
in international documents because they can be distracting to non-native English speakers (77).
Instead, italicize the words or phrases that should be emphasized, but if no emphasis is necessary,
leave as is.

We believe educated members of a society have a greater chance to contribute to their

community.

NOT

WE believe educated members of a society have a greater chance to contribute to their

community.

5.4 Capitalization

5.4.1 Titles

Titles will follow Chicagos rules in capitalization and will be set to roman.

Sabu Help International

5.4.2 Subtitles

5.5 Captions