Accessibility and Inclusivity

Use people-first or identity-respecting language (“people with disabilities,” “residents who speak Spanish as their first language,” “older adults,” “remote-first employees”).
Avoid assumptions about family structure, gender, religion, or income; describe situations concretely (e.g., “people working non-traditional hours,” “families on fixed incomes”).
Name systems, not “vulnerable people,” when possible (e.g., “barriers in transportation and language access,” not “vulnerable populations”).
When discussing race, ethnicity, or other identities, use the terms groups use for themselves and be specific when relevant to the research (e.g., “first-generation college students,” “Burmese residents,” “Haitian community members”).

Aim for “clear, concise, simple” language that an engaged lay reader can understand.
Prefer short to medium sentences; vary length to keep rhythm, but avoid long, multi-clause sentences where a period would help.
Use concrete verbs and nouns instead of abstract ones (e.g., “People wait for others to start something” instead of “A lack of initiative is present”).
Explain any necessary jargon the first time it appears, then use the shorter term.
Use “In short” sections and callouts to re-state complex ideas in everyday language.