Writing and Editing Strategies for Compliance Certification
Brian W. Gastle, Dept. Head, English
http://paws.wcu.edu/bcastle
West Carolina University
SACS Conference, Dec. 6, 2009
Notes by Rollinda Thomas, Fayetteville State University
1. Remember: If you don’t write well about what you’re doing, your readers will not that
you’re doing it.
2. Materials should be easy to navigate (user-friendly).
3. The team writing the Compliance Report may consist of the SACS Liaison, writers,
editors, content specialists, faculty, administrators, and staff. Content specialists are
necessary, but they may not be as proficient in writing and editing the materials. This
necessitates the use of writers and editors.
4. Preparation
a. Envision a final format
a. This allows you to set a goal
b. It may change as you develop the product
c. “Thumbnails” may be helpful. Sketches or storyboards can be drawn that
show how you want the final document to look. (How many columns,
what type of text, placement of links, etc.)
b. The title of documents may be included in parenthetical statements and linked to
the electronic document. Readers want to know what they will be reading before
they read it.
c. Embedded links are texts in a sentence that are highlighted and lead to an
electronic document.
d. Print versions of SACS documents allow the University to maintain a copy in
their files. Reviewers may require both a print and electronic copy. The print and
online versions must be the same (no discrepancies in wording and
documentation). Otherwise, credibility may suffer. The use of XITRACS software
should make this easier. It should automatically create the website that displays
uploaded documents.
Print version (left) should mirror the electronic version (right)
e. When deciding whom to include in the process, think about the considerations for
faculty, given their other requirements (scholarship, teaching, service, etc.).
Incentives may include:
a. Release time
b. Scholarly credit toward tenure or promotion
f. The successful document for Western Carolina SACS standard contained the
following headings:
a. Judgment of Compliance
b. Narrative of Compliance (short paragraphs)
c. Supporting Documentation and Links
g. Do not use indentations of the first line in the print copy, because it may change
the format or appearance in an electronic form.
h. Use a test run. Try to access the links as if you were a reviewer to verify that the
document is user-friendly.
5. Writing Issues
a. Standard language – Getting all writers to use the same terminology and format
b. Determining the style manual that will be used (APA, MLA, etc.)
c. Conciseness, Quality versus Quantity argument
d. Narrow down the number of editors as you get closer to the final document.
Eventually, it may come down to one editor for the final document to ensure the
e. September 10, 2010 – FSU document is due. SACS site visit is April 11, 2011.
f. Use of narratives versus charts, tables, and bullet points. SACS favors mostly data
(bullets and charts with little narrative). The narrative should be no more than 5
paragraphs, according to XITRACS presenter. While narrative provides context,
reviewers will focus primarily on evidenced. The narrative is used to walk them
through the data. SACS provides templates for a few standards.
g. The Quality Enhancement Plan (QEP) should not exceed 100 pages, minus
documentation.
h. Incorporation of images, graphics, charts, tables. Each must be referred to in the
narrative to briefly explain its relevance. Label each item so it can be easily
associated with a SACS standard. Do not write “…in the table below”, because
the location may change in the electronic version. Instead, state that “Table 3.1
demonstrates” because it is specific.
i. Be careful with the use of colors in graphics, charts, and tables, because their
appearance may change when viewed in different browsers, or used as hyperlinks.
j. Standard templates for each report can apply the styles that each writer should
use. Report templates in Microsoft Word do not allow many changes (such as
indented bullets that cannot be easily altered). Keep templates simple (use of
indentation, Times New Roman font, etc.).
6. Launch a preemptive strike
a. Document mapping and word flow. Carefully review all document sections.
b. Map out which document sections are closely related to other sections (assures
consistency between reports). It is okay to reuse text from place to another (three
or four clearly-written, relevant responses to a few standards). It is useful to have
the same person(s) responding to these standards to ensure that different or
conflicting information is not stated.
c. Label what individual/organizational entity has responsibility for contributing
each section. (This helps to track down information).
d. If you can get the documents together in advance and work from the same
material, it can expedite the process for writers.
e. A “SACS Room” should be established, with a phone, computer, and projector.
f. The Progress Matrix (available in XITRACS) may include:
a. Standard number
b. Short Description
c. Full Version
d. Responsible person
e. Color-coded keys for policies, documentation, standards nearing
completion, completed standards.
g. A Report Style Guide offers guidelines and styles for format of indentation (or
subordination), font style, bulleted and numbered lists, terms and abbreviations,
etc.
h. Avoid using bullets for everything. They are used for emphasis, to prove the
point. If too many things are bulleted, they lose their impact. Reserve bullets for
important information.
7. The report should have CACA (Clear, Accurate, Concise, Accessible)
8. Active and Passive voice
a. Active voice: subject does the verb; the subject acts; “The Faculty Senate
authorizes all curriculum changes.”
b. Passive voice: verb does the subject; subject is acted upon; “All curriculum
changes are authorized by the Faculty Senate.”
c. Prefer using the active voice when possible.
a. It produces shorter, therefore clearer, sentences.
b. It implies authority and forcefulness.
c. Passive statements may omit the active person or organization from the
sentence. “A student is allowed to re-matriculate when probationary
criteria have been met and verified.” (Verified by whom?)
9. Nominalizations
a. Turning a verb or an adjective into a noun, making the sentence needlessly longer.
b. Increase sentence length (decreasing readability). Reducing nominalizations
increases comprehension rates (Spyridakis & Isakson, 1996).
c. Focus on the “real” verb in the sentence.
d. Example: “Department heads provide an evaluation of candidates.” This could be
revised to say, “Department heads evaluate candidates.”
10. Rhetorical Issues
a. Brevity/conciseness
b. Jargon
c. Online and print versions must be the same. Online rhetoric similar to technical
documentation rhetoric.
d. Importance of formatting and layout. Use SACS standard as a guide for sections
within a report.
11. Putting it all together
a. Proofread the document for errors.
b. Check the print version to make certain it looks good and it’s consistent with
online version.
c. Use a print template.
12. Undergoing the SACS review process identifies areas for improvement, thus making the
university a better institution.