Atch (3)_NETC_RRL_Style_Guide_19NOV2021.docx

NETC

19 November 2021 Style Guide

NAVAL EDUCATION AND TRAINING COMMAND (NETC)

STYLE GUIDE

FOR

SAILOR 2025 (S2025)

19 NOVEMBER 2021

SECURITY CLASSIFICATION: UNCLASSIFIED

DISTRIBUTION STATEMENT A: Approved for public release; distribution is unlimited.

vi

UNCLASSIFIED

REVISION HISTORY

Table of Contents

NETC

19 November 2021 Style Guide

UNCLASSIFIED

1.0 Introduction

1.1 Overview

1.1.1 Overall Project Goals

The overall objective of Sailor 2025 (S2025) Ready Relevant Learning (RRL) Content Conversion (CC) is to employ innovative instructional design and assessment strategies in conjunction with new and modernized technology to engage the Sailor in the learning process and ultimately deliver:

· Actual equipment – equipment fielded in the Fleet, used in the operational environment, and has not been altered for use in training. If located in the schoolhouse it is normally referred to as Technical Training Equipment (TTE) and can normally be procured through Navy stock system channels.

· Adapted Branching – a technique used in accommodating differences in learners, which may permit a learner to bypass material already learned or provide additional instruction as, needed.

· Augmented Reality (AR) – uses an enhanced version of a physical piece of equipment. It can work with an actual piece of equipment, photo, or a 3d model. While looking at an engine with an AR device, the student can take it apart, enlarge it, see the internal wiring, see fluid or airflows, hear it operate, and learn troubleshooting skills.

· Flipped Classrooms – Sailors are introduced to course material via online coursework or lectures the evening prior to class which will include knowledge checks and completion status. Instructors use class time for guided practice, practical exercises, projects, or performance applications of knowledge gained.

· Frequent knowledge checks – for instructor-facilitated training embed knowledge checks in the courseware with an option for student response devices. This provides immediate feedback while not identifying individuals that do not understand an objective. It allows the instructor to reiterate training material or differentiate learning tasks based on the responses. Self-Directed Interactive Training (SDIT) will also have embedded knowledge checks with feedback provided. Feedback can reinforce why a chosen solution is correct or incorrect with links back to the training material for reinforcement.

· Game-based Learning / Gamification – incorporate gaming elements into training to motivate and improve performance through competition. This can be individual or collaborative based learning, which allows Sailors to compete against themselves or each other to reach a target level. Develop games to be fun and entertaining with engaging and challenging activities that reinforce learning and may include badging.

· Intelligent Tutoring System – is a computer system that provides immediate and customized instruction or feedback to learners, usually without requiring intervention from an instructor.

· Interactive e-books – provide training material on e-books that is interactive which could include short video or audio content, animations, scenarios, and embedded knowledge checks.

· Lab Rotations – learning can occur online in a computer classroom and once completed, rotate into a lab for performance applications.

· Mixed Reality (MR) – merging real and virtual worlds in real time to produce new environments and visualizations where physical and digital objects co-exist and interact (e.g., integrating digitized objects in to the real world that users can interact with and which can occlude the real-world objects that are hidden behind them). MR is used with Instructor-Facilitated Interactive Training (IFIT). The main distinction between MR and AR is that MR provides the ability for the virtual and real world to interact in real-time using head-mounted displays with a typical field of view around 100 degrees.

· Multipurpose Reconfigurable Training System (MRTS) 3D – uses commercial hardware and software that can shift between simulation applications in minutes. This allows training commands to use a single hardware device to give photo-realistic, virtual training on a variety of systems.

· Real world simulations – give Sailors an idea of what might happen on the job. It allows them to select options that branch to different results and provides feedback on the option chosen. It allows them to go back and choose other options and provides some experience in handling real world complex situations.

· Short interactive videos – highlight important information and provide interactive elements such as select and reveal or drag and drop.

· Technical Training Equipment (TTE) – investment cost end items of operational equipment, devoted to the training and instruction of naval personnel for which Program Managers have the responsibility for the design, development, modernization, configuration management, or selection for service or special use.

· Training Device – hardware and software which have been designed or modified exclusively for training purposes involving, to some degree, simulation or stimulation in its construction or operation, to demonstrate or illustrate a concept or simulate an operational circumstance or environment.

· Virtual Reality (VR) – uses a computer-generated environment to immerse the Sailor in their surrounding which requires at least a headset. Sailors can interact with the computer-generated environment.

1.1.1.1 Content delivery modes include:

· SDIT – Focusing on the learner, SDIT is a content delivery mode that encompasses a more complex type of content that supports refresher training, skill expansion, new system or procedure familiarization, or part-task training. SDIT is designed to be used as a reference or for short episodic training accessible just prior to a Sailor’s need. Highly effective and engaging content is delivered via adaptive simulation on a virtual desktop, traditional laptop or desktop, distributed system, or mobile device. SDIT must run from the Learning Management System (LMS). Use Sharable Content Object Reference Model (SCORM) and Experience API (xAPI) in the media packages to provide feedback to the Sailor. To measure training effectiveness in meeting objectives, learning metrics and student comprehension data must be provided to the instructional staff and Type Commanders (TYCOMs).

· IFIT – Instructor provided content delivery mode in which content is deployed via more traditional environments (e.g., classroom), distance learning, or in mobile training systems. A facilitator or instructor presents this content live using Skill / Knowledge Application based training with Student Interaction in either in-person or virtual settings. IFIT can take the form of labs (i.e., equipment-based or virtualized simulations) and is established at Fleet Concentration Areas (FCAs), Learning Centers (LCs), or other locations that are immediately accessible to Sailors. Interactive Multimedia, as defined below, and/or student exercises (job, assignment, and problem sheets) can be combined and integrated with the Instructor to provide an engaging learning event for the student. Captured metrics during these training events will be managed by the LMS and provided to the instructional staff and TYCOM to measure training effectiveness in meeting objectives.

· Structured On-the-Job Training (SOJT) – A content delivery mode in which structured content is used for training and qualifying accession Sailors in the Fleet. Experienced personnel or supervisors facilitate SOJT. Utilizing a cornerstone of Navy fleet training culture while providing standardized and mission-specific content, SOJT is effective and efficient without removing the Sailor from the work environment. Rubrics will be utilized in SOJT as an assessment form to be signed off by the supervisor after observing or assessing the Sailor’s performance. Job aids or prerequisite knowledge can be embedded or linked for the qualifying Sailor. Rubric data will be provided to the TYCOM for tracking Fleet requirements.

· Student Performance Support Tool (SPST) [Renamed from Performance Support (PS) to facilitate electronic tools coding] – A content delivery mode in which content is accessible and useful at the time of need, tailored directly to the activity being supported. A SPST is designed as on-the-job support in the operational environment, but it can also be used in a training setting via an LMS as training support or supplemental training (e.g., as a reference, resource, or condition statement). A SPST can take the form of a basic checklist, table (array), annotated diagram, interactive media providing additional reference to procedures, or how-to videos. Multiple SPST media can be embedded within training to support learning objectives.

1.1.1.2 Interactive Courseware (ICW)

Computer controlled courseware that relies on trainee input to determine the pace, sequence, and content of training delivery using more than one medium type to convey instructional content. ICW can link a combination of media to enhance the learning process. Commonly referenced as Level 1, 2 or 3 ICW and often used interchangeably with Computer Based Training (CBT) and Interactive Multimedia Instruction (IMI). ICW differs from Instructor-Led Training – Computer Aided Instruction (ILT-CAI) in that it is self-paced or student-led rather than instructor-led. In context for Ready Relevant Learning, “IMI” is the preferred term and shall be interpreted generically as electronic media, replacing “CBT,” “ICW,” and “ILT-CAI” as terms.

1.1.1.3 Interactive Multimedia Instruction (IMI)

IMI is a term applied to a group of predominantly interactive, electronically delivered training and training support products. IMI products include instructional software (i.e. content) and software management tools (i.e. Learning Management System (LMS), Learning Record Store (LRS)) used in support of instructional programs. Commonly referenced as Level 1, 2 or 3 IMI and often used interchangeably with CBT and ICW. In context for Ready Relevant Learning, “IMI” is the preferred term and shall be interpreted generically as electronic media, replacing both “ICW” and “ILT-CAI” as terms regardless of whether the product is instructor-led or student-led, and including considerations for software management tools (e.g., LMS, LRS).

1.1.1.4 Levels of Interactivity (LOI)

A two-way communication in which stimuli/response between the student and the instructional delivery system is direct and continual. Interactivity describes the degree of student involvement/ interactivity with the delivery system in the instructional activity. The four levels are:

· 1 - Passive. The student acts solely as a receiver of information presented by the delivery system (e.g., watching a video, observing an instructor-led presentation).

· 2 - Limited participation. The student makes simple responses to instructional cues presented by the delivery system.

· 3 - Complex participation. The student makes a variety of responses using varied techniques in response to instructional cues presented by the delivery system.

· 4 - Real-time participation. The student is directly involved in a life-like set of complex cues and responses presented by the delivery system.

1.1.1.5 Levels of Fidelity defined

· A (Low) – Use for familiarization, recall, and application. Contains still graphics, cutaways, and vector-based animations. Models system functionality, but not system states. Provides only fault-free system simulation. The simulation is based on empirical inference.

· B (Medium) – Use for application, analysis, synthesis, problem solving, and transfer. Contains 2D/3D animations. Offers both fault and fault-free simulation of system components. Has correct modeling of system states within actual system tolerances. Simulation depicts some dynamic system states.

· C (High) – Use for problem-solving, transfer, and as a job performance aid. Contains complex equipment modeling. Has a mathematically correct component-based model. Accurately simulates dynamic states, faults, and fault effects of individual components. Replicated system static and dynamic response is within tolerances prescribed for actual equipment.

1.1.1.6 Levels of Interactivity (LOI) defined

· Level 1 IMI (i.e. ICW-1, Level 1 CBT)

NOTE: Given current technology and training practices there is almost no practical situation where student-controlled Level 1 IMI would apply. This level would more likely apply to the instructor-facilitated presentation of mostly linear training material.

Instructor Interactions: Low to moderate; performs basic interactions with the delivery system (e.g. paging through content).

Student Interactions: Passive to limited participation; may perform basic interactions with the delivery system as directed.

Audiovisual Media: Text; photos; video/audio (if customer-supplied or if minimal production and postproduction is required, e.g., can be recorded using simple devices and little or no editing necessary); 2D/3D Graphics (not complex): repurposed or customer-supplied complex graphics (where no editing or revision is necessary): interactive GUI (menus, submenus); minimal hyperlinks/hotspots; customer-supplied animations; simple animations of parts/equipment/process flows; check-on-learning animations.

Menu/Path Includes: Navigation is primarily linear with occasional simple menus/ submenus to one or two paths and then return (e.g., moving page-to-page by clicking on the “Next” button or on objects that advance the presentation in a linear path (i.e. page-turner)); however, may be designed for the user to be able to respond to instructional cues (i.e., objects on the screen such as point-and-click objects, rollover objects, and drag-and-drop objects). Using hotspots or blue robs to advance the screen is the same as clicking "Next" to advance (still essentially a linear progression). Designed as an Information-Only or an Information-Plus-Demonstration strategy.

Learning Activities: (Include but are not limited to) Practice activities with feedback are limited to recall of information presented or are separately directed as lab activities.

Comprehension Checks: (Include but are not limited to) Multiple choice, matching, etc., with immediate instructor feedback or system-generated feedback as appropriate.

· Level 2 IMI (i.e., ICW-2, Level 2 CBT) [May include PC/Desktop Simulation Type I at Immersion Level 1 and Fidelity Level A.]

NOTE: Given current technology and considering the most basic computer use, almost all self-paced IMI falls into Level 2, which relies heavily on Level 1 elements e.g. mostly linear presentation and simple menus to one or two paths) but with audiovisual elements developed at a more complex level. The exception would be Level 2 IMI with embedded Level 3 learning activities (e.g., Virtual Simulation to perform procedural skills, or application of principles such as tactics, or a Virtual Simulation as a lab activity).

Student Interactivity: Moderate to complex participation; performs moderate to complex interactions with the delivery system.

Audiovisual Media: Video/audio (if minimal production and postproduction is required, e.g., can be recorded using simple device and little editing necessary); 3D Graphics; interactive GUI (menus, submenus); hyperlinks/hotspots; animations of parts/equipment/process flows; check-on-learning animations.

Menu/Path Includes: Navigation is based on instructional cues (i.e. student prompts, presentation of stimulus). The learner makes simple responses to instructional cues and interacts with objects on the screen, such as point-and-click objects, rollover objects, and drag-and-drop objects (i.e., simple item selection, procedural response). Interaction offers feedback and remediation. The learner has more control over navigation with two or three menu/path capabilities. Designed as an Information-Only or an Information-Plus-Demonstration strategy.

Learning Activities: (Include but are not limited to) Procedural skills demonstrated by the courseware and procedural skills via previously encountered scenarios, both with immediate feedback.

Comprehension Checks: (Include but are not limited to) Multiple choice, matching, etc., with immediate system-generated feedback and previously encountered procedural skills scenarios.

· Level 3 IMI (i.e., ICW-3, Level 3 CBT) [May include PC/Desktop Simulation Type I at Immersion Level 1 and Fidelity Level B.]

Student Interactions: Complex participation; performs complex interactions with the delivery system.

Audiovisual Media: Video/audio; 2D/3D Graphics (complex); interactive GUI; coded activities (e.g., guided practice, emulation, games, simulation of parts of systems, animations, and Check on Learning).

Menu/Path Includes: This level of interactivity most often applies to specific learning activities within a Level 2 lesson (e.g., a learning activity to perform procedural skills, or application of principles such as tactics, or a Virtual Simulation as a lab activity). Involves simulated activities such as a how-to guide for learning software, simulated activities depicting diagnostic procedures, simulated operational procedures, and simulated activities for troubleshooting. The learner controls the learning experience by responding to instructional cues (i.e., presentation of stimulus) which may involve open-ended navigation. The learner is encouraged to branch (test out or otherwise skip content already mastered), make decisions, alter paths, and receives constructive feedback. The learner uses varied techniques in response to instructional cues involving complex concepts, procedures, and evaluation. A lesson may present complex Operation and Maintenance procedure scenarios. Designed as an Information plus Demonstration plus Application strategy or as a Whole Task-Centered with Demonstration Application strategy.

Learning Activities: (Include but are not limited to) Practice with immediate feedback is mostly application of procedural skills, with ample opportunities to practice, but not with free-play.

Comprehension Checks: (Include but are not limited to) Testing with tailored remediation; and adaptive branching based on pretest performance. There should be few if any, recall of information questions in a Level 3 learning activity.

· Level 4 IMI (i.e., ICW-4, Level 4 CBT)

Note: Realistically, Level 4 IMI does not exist. Given current technology, any design for training with this complexity would more accurately be designated as full simulation or an immersive virtual environment and not likely as self-paced instruction; thus it could not accurately be called IMI (or ICW). In the context of RRL, any reference to a variant of “ICW 4” shall be interpreted to mean either / or a blend of, Augmented/Mixed/Virtual Reality, Immersive Virtual Environment, and Virtual Simulation.

Figure 1 provides a summary of media characteristics for development requirements:

Appearance Replication Replicate object or environment (Object modeling). Modeling objects visually so they look the same as they would in a live setting with realistic proportions, color, textural appearance, etc. (static models). Modeling objects visually to include all the features of static models and they react and function as they would in a live setting with the correct speed, acceleration, trajectory, etc. (active models).

High Resolution Highly detailed, high-resolution 2D graphic or image. High level of detail and focus on visual representation/ replication.

Audio (generic). Generic tone/audio indicator used to cue follow-on action. Can include voiceover narration (this does not include person-to-person communication) and sounds corresponding with visual presentations, animations, audio clip recordings, mechanical sounds (e.g., beeps, buzzes, clicks), and replications of natural environmental sounds.

Audio (realistic). Replication of exact tenor, frequency, tone, regularity, pitch and/or volume. Can include voiceover narration and sounds.

Environmental Sound

Environmental Effects (Visual) Environmental conditions impact responses or reactions. Environmental effects. Model effects found in or caused by environment such as rain, snow, fog, dust, wind, shadow, glare, light conditions, etc.

Depth Cueing Ability to judge the distance between objects. Depth perception (2D graphics). Convey accurate and realistic distances, or perception of changing distances, between and among various elements indicative of the operational environment. Can be depicted in a 2D or 3D graphic.

Person-to-person Communication Verbal. Conveys discernable voice communication between and among personnel (e.g., instructor/Sailor, Sailor/Sailor, Sailor/role player, etc.).

Nonverbal. Conveys message without the use of verbal communication (e.g., hand signals, light signals, flags signals, etc.).

Immediate Instructor Communication See Person-to-person Communication

Figure 1: Media Characteristics

Figure 2 identifies what instructional delivery format is most effective to deliver skill/knowledge based applications according to Bloom’s Revised Taxonomy.

Figure 2: Instructional Delivery Formats

1.1.2 Purpose of This Document

This style guide is for courseware developers working on training materials to support the S2025 initiative. The guidelines and standards provided are for in-house development as well as the acquisition process for all contracted efforts. It contains best practices to develop materials that are clear and follow a standard instructional design. The primary purpose of this style guide is to provide standardized conventions and guidance for the design and development of SPST tools, SDIT, SOJT, and IFIT training products that all applicable ratings will use. Compliance with the procedures and techniques contained herein is required after the release date of this guide. This style guide is considered a living document and will be revised and updated as needed.

1.1.3 Priority of Standards

Use this style guide as the primary editorial guide. For issues not covered in this style guide, use these resources in the following order of priority:

· The Chicago Manual of Style, Online Edition

· Merriam-Webster’s Online Dictionary or Merriam-Webster’s Collegiate Dictionary, 11th edition

1.1.3.1 Additional References

Use the following resources for additional guidance and for more information on specific terminology not covered in this style guide:

· U.S. Government Publishing Office (GPO) Style Manual:

https://www.govinfo.gov/collection/gpo-style-manual?path=/GPO/U.S.%20Government%20Publishing%20Office%20Style%20Manual

· Naval Education and Training Command Integrated Learning Environment Course Development and Life-Cycle Maintenance (NAVEDTRA 136)

· For general and universal Department of Defense (DoD) terminology, refer to the DOD Dictionary of Military and Associated Terms, last updated August 2021: https://www.jcs.mil/Portals/36/Documents/Doctrine/pubs/dictionary.pdf

· For specific and technical terms and definitions that reside outside the DoD Dictionary, refer to the Terminology Repository for DoD (OSD/JS) Issuances (Common Access Card [CAC] required): https://jdeis.js.mil/jdeis/jel/terminology/terminology.xlsx

· For Navy terminology, acronyms, and abbreviations, refer to the Navy Supplement to the DoD Dictionary of Military and Associated Terms, last updated June 2012 (CAC required): https://www.dtic.mil/docs/citations/ADA562336

1.1.4 Style Guide

1.1.4.1 Style Guide Changes

Submit recommendations for changes to the Style Guide to NETC N71 for review and approval. Any recommendations must reflect project-specific requirements and NETC N71 must approve any deviation from NETC standards.

2.0 Grammar, Style, and Formatting

2.1 Language and Grammar

2.1.1 Voice

Lessons should have a professional tone and generally written in the active voice.

Use the active voice in the following cases:

· The agent causing the action is known.

· The emphasis is on the agent rather than the action.

· The text consists of steps or sequences that imply you as the agent.

Examples Long division uses a vertical grouping.

Pilots must memorize emergency procedures.

Use the following steps to divide proper fractions:

1. Invert the divisor.

2. Multiply the dividend by the divisor.

Passive voice is acceptable in any of the following cases:

· The agent is obvious, unknown, or deliberately not specified.

· The emphasis is on the action rather than the agent.

· The emphasis is on what is acted upon rather than the agent.

Examples The multimeter may be used at various junction points.

The document was written and uploaded to SharePoint.

2.1.2 Subject and Verb Agreement

Nouns should agree with their associated verbs in a sentence. Subjects and verbs must agree in number; both must be singular or both must be plural.

In the example below, the subject is a singular noun (box), so the verb (is) also needs to be singular.

Example Ensure the box of screws is safely stowed.

In the example below, the subject is a plural noun (boxes), so the verb (are) also needs to be plural.

Ensure the boxes of screws are safely stowed.

Errors in agreement with verbs can be avoided by determining the noun or pronoun that is the true subject of the sentence, and then determining whether it is singular or plural. When a verb has multiple subjects that are connected by and, the subject and verb are plural. When a verb has multiple subjects that are connected by or or nor, the verb agrees with the subject closest to the verb.

Indefinite pronouns (e.g., someone, somebody, each, either one, everyone, or anyone) are considered singular.

Examples Shantel and John are on their way.

Isabella’s or Maria’s friends have your car.

Neither the troops nor the general is allowed to disclose the information.

Everyone is asking how the dinner went.

2.1.3 Noun and Pronoun Agreement

Nouns should agree with their associated pronouns in a sentence.

Examples Each aircrew has its own kit.

Officers must wear their safety vests.

2.1.4 That, Which, Who, or Whom

When using that, which, who, or whom to modify or clarify a statement, use the following guidelines:

· Use that or which to lead into a clause that modifies or adds information to a statement about a thing or event.

· Use who or whom to lead into a clause that modifies or adds information to a statement about a person.

2.1.4.1 That or Which

That is used for a necessary piece of information about its antecedent. Which is used when the next phrase is incidental or supplementary.

Use that without a comma to add a restrictive or essential clause (a clause that restricts or defines the introductory statement or that cannot be deleted from the sentence without changing the meaning of the introductory statement).

In the example below, the use of that without a comma is correct because the clause restricts the meaning to positioned units only.

Send a signal to all units that are in assigned positions.

Sometimes, that is unnecessary in the sentence. If it is not grammatically necessary in the sentence, the preferred construction is to omit it.

Examples The word processor that is used most often is MS Word. (not preferred)

The word processor used most often is MS Word. (preferred)

Use which with a comma to set off a nonrestrictive or nonessential clause (a clause that can be deleted or changed to an independent sentence without changing the basic meaning of the original sentence).

In the first example below, the use of which with a comma is correct because ensuring that every Commander receives the message can be changed to an independent sentence, apart from sending a signal to all surface ships.

Examples The aircraft sends a signal to all surface ships, which ensures that every Commander receives the message.

The arm, which is made of aluminum, is a three-piece assembly.

2.1.4.2 Which with a Preposition

When using which with a preposition (e.g., on which or in which), the use of a comma depends on, and determines, the meaning of the sentence.

The following examples (one restrictive and one nonrestrictive) could be correct, but the use of the comma in the nonrestrictive example changes the implication.

Examples

2.1.4.3 Who and Whom

Use who when a clause restricts or modifies a person or persons.

Whether or not to use a comma depends on whether the clause is restrictive (essential) or nonrestrictive (nonessential). The following examples could be correct, depending on the intended implication of the statement.

Examples

To determine which pronoun to use, check for the word’s function within the sentence, question, or clause.

Who is subjective case and is used for subjects and subject complements of a sentence. Who is like he or she.

The developer reads their course to whoever will listen.

Whom is objective case and is used only for objects of verbs or prepositions. Whom is like him or her.

The developer, whom you met at the door, is working with the process team.

2.1.5 Effect and Affect

Effect, when used as a noun, means result. It is rarely used as a verb (meaning to accomplish). Use effect when you can substitute the word result.

Affect, when used as a verb, means to influence or to change. It is rarely used as a noun (referring to feelings or emotions). Use affect when you can substitute the phrase do something to in the sentence.

2.1.6 Shall, Must, and Should

Use the words shall and should when they appear in Government-Furnished Information (GFI):

· Shall and Must means that a procedure is mandatory.

· Should means that a procedure is recommended.

Use the words may and need not when they appear in GFI. May and need not mean that a procedure is optional.

Do not use will to indicate that a procedure or activity is required or recommended. Use will only when indicating that a future situation, event, or condition is essential to the accuracy of a process or concept.

2.1.7 Contractions

Use contractions sparingly. Use cannot, should not, does not, and are not, rather than their contractions.

You may use contractions in certain types of frames (e.g., introductory and summary type frames), in scenario descriptions, and in dialogue.

Examples Next, we’ll discuss the components of the Engine System.

You’re at 1,000 ft and a warning alarm sounds.

Do not use contractions in instructional and technical frames.

The fuel pump cannot operate at high temperature.

2.1.8 E.g. and I.e.

Use e.g. and i.e. in lowercase and with a period after each letter. These abbreviations have the following meanings:

· e.g. – “for example” or “such as”

· i.e. – “that is” or “in other words”

E.g. or i.e., along with the information it introduces, should be enclosed in parentheses. A comma should always follow e.g. or i.e.

Note: In this subtopic, e.g. and i.e. are italicized when describing the abbreviations. In actual text, these terms appear in regular font. See the example below.

Aileron deflection causes a high degree of adverse yaw (e.g., right wing down, nose left) with the flaps fully extended.

When in doubt, use the full wording; however, always use the full wording at the beginning of a sentence.

For example, a multimeter is used at various junction points.

2.1.9 Etc.

The use of this contraction should be minimized in technical or official government documentation. Typically, complete lists should be provided.

The abbreviation etc. is permissible, but not at the beginning of a sentence. Use etc. in lowercase and with a period.

When using etc. as part of a list within a sentence, add a comma and a space before it and a comma after it.

Note: In this subtopic, etc. is italicized when describing the abbreviation. In actual text, this term appears in regular font. See the example below.

Personal protective equipment includes gloves, helmets, vests, etc., and should be donned at all times.

When using etc. as part of a list at the end of a sentence, add a comma and a space before it. The period at the end of etc. also serves as the period at the end of the sentence.

Personal protective equipment includes gloves, helmets, vests, etc. It should be donned at all times.

If using for example, e.g., or i.e. at the beginning of a statement, do not also use etc. at the end of the statement.

2.1.10 Gender

Use gender-neutral terminology that cannot be construed to indicate a particular sex (i.e., the use of the term "service member" instead of "serviceman" or "servicewoman"). Be sure that a noun agrees with its associated pronoun however; ensure that pronouns are not gender specific. For example, use they or their when referring to the pilot. If the noun is a person and is singular, use they or their. If the noun is not a person and is singular, use it or its unless otherwise required for specific Navy terms.

Examples When the officer arrives at the crime scene, they will observe and note the surrounding sights, sounds, smells, etc.

The team finalizes all corrections before proceeding with its duties.

The supervisor must sign the purchase order.

2.1.11 Person

Generally, write using the third person. Third-person pronouns include it, they, their, and them. Third-person nouns include proper names, such as Robert, Nancy, and John. Do not use first person (e.g., I, me, mine, us, or we). Second person (i.e., you and imperative statements) can be used in self-paced courseware, Trainee Guides (TGs), Lesson Plans (LPs), direction text, steps, and procedures, etc. Be sure that a noun agrees with its associated pronoun.

Note: First, second, and third person may be used in dialogue.

Examples First Person: Nancy joined the team after she learned the results of its last meeting.

Second Person: After completing this topic, you will be able to conduct a Radar Set System operational test.

Third Person: A pilot must study their flight procedures.

2.1.12 Imperative Statements

Imperative statements are always treated as complete sentences and must include end punctuation. Imperatives include statements of tasks, responsibilities, and things to do, as well as direct orders.

Examples Set the engine to IDLE.

Direct the trainees to E-2D PPT, Device 11H183.

Select Next to continue.

The technician should:

1. Follow the links in the manual to locate the fault isolation procedure for each fault.

2. Follow the steps in the fault isolation table until the fault is isolated.

3. After isolating and correcting the fault, complete the functional test.

2.1.13 Parallel Construction and Consistent Terminology

Present the same type of information for similar topics in a consistent order, and keep multiple elements parallel in form.

Use the same words to refer to the same things consistently. Consistency is particularly important when the subject matter is highly technical.

Note: This standard includes the consistent use of articles (i.e., a, an, and the) associated with each term.

2.1.14 Include vs. Are

In a sentence that lists a series of items or in a stem that introduces a bulleted list, use include as the verb if the list consists of examples but is not complete.

Fasteners include nails, screws, and rivets.

Use are as the verb if the list contains all the possible items.

The three primary colors of light are red, green, and blue.

2.2 Style and Formatting

2.2.1 Acronyms and Abbreviations

The first time an acronym or abbreviation appears in the body of learning content within a Sharable Content Object (SCO) (section), spell out the term, followed by a space, followed by its acronym or abbreviation in parentheses. Thereafter, use only the acronym or abbreviation, and do not alternate between using the acronym or abbreviation and the spelled-out term.

When spelling out acronyms or abbreviations, apply title-case standards. The only exceptions are units of measure.

If a spelled-out term is plural, add a lowercase s to the acronym without an apostrophe. Note that some acronyms represent plural terms and do not require an added s.

Examples Subject Matter Experts (SMEs)

Visual Flight Rules (VFR)

2.2.1.1 A and An

The proper use of the article a or an with an acronym depends on the pronunciation when the acronym is spoken.

If the spoken version sounds like it begins with a vowel, use an; otherwise, use a.

Examples The acronym for Learning Objective is usually spoken by stating each letter separately (“L-O”) rather than as the word “low,” so write it as “an LO.”

The acronym for Statement of Work is usually spoken as the word “sow” rather than the separate letters “S-O-W,” so write it as “a SOW.”

2.2.1.2 Acronyms and Abbreviations in IFIT and SDIT

For each section within IFIT and SDIT courseware, first spell out the term, followed by a space, and then followed by its acronym or abbreviation in parentheses. Thereafter, use only the acronym or abbreviation, and do not alternate between using the acronym or abbreviation and the spelled-out term.

First usage may be any of the following:

· Title (e.g., section or screen)

· Enabling Learning Objective (ELO)

· Discussion Point (DP) (applies only to IFIT)

· Instructional content

· Graphic or other media

If the spelled-out acronym with the acronym in parentheses does not fit the on-screen space the first time it would be used in a title (e.g., module, lesson, section, or screen), use the acronym by itself. Then, spell it out in the instructional content.

2.2.1.3 Acronyms and Abbreviations in the LP and TG

In the LP, spell out acronyms the first time they appear in each section, which includes any of the following:

· Section title

· Terminal Learning Objective (TLO) and/or ELO

· DP

In TG Outline Sheets, Information Sheets, Assignment Sheets, Job Sheets, Problem Sheets, and Diagram Sheets, spell out acronyms out the first time they appear in each sheet. In the TG Outline Sheet, items in the lesson outline match the section names or main-level DPs from the LP, but update for acronym use.

Use only acronyms that exist in GFI reference materials.

2.2.1.4 Acronyms and Abbreviations in Assessments

In assessments, the first time an acronym or abbreviation appears in a question, spell out the term, followed by a space, followed by its acronym or abbreviation in parentheses. Thereafter, use only the acronym or abbreviation, and do not alternate between using the acronym or abbreviation and the spelled-out term. If the first appearance occurs in an answer option, spell out each term in each answer option in which it appears. If an acronym is mentioned only once, it should not be introduced unless it is widely used in the Fleet.

2.2.2 Ampersand

Use and rather than the ampersand (&) in instructional text and screen titles. Use the ampersand only in the following instances:

· Navy publication titles in which the ampersand is deliberately used

· Acronyms or phrases in which the ampersand is commonly accepted by the Navy

· An entity’s name if the ampersand is part of the entity’s official name

· Screen titles, media, charts, or tables when space is limited

Examples Summary and Review

Naval History & Heritage

Indications and Warnings (I&W)

2.2.3 Voice Calls

Use all capital letters for voice calls and enclose the voice call in double quotation marks.

The trainee said “STAND BY UNTIL ALL CLEAR” over the sound-powered phone.

2.2.4 Bulleted and Numbered Lists

A list consists of two or more items that follow an introductory stem. A single item is not considered a list and should not have a bullet symbol or number. Do not use a stem to introduce a single bulleted or numbered item. In such a case, incorporate the item into a sentence.

Precede list items with a bullet symbol when rank or sequence is not important. Precede list items with a number or letter when rank or sequence is important. Numbered lists use a period after the number and one space between the period and the first word, when possible.

Insert a line space after the introductory stem and after each list item. If an item takes up more than one line, then the first letter of the second line should line up with the first letter of the first line.

List items vertically down the screen, not horizontally across the screen.

Examples The E-2D also has the following secondary flight controls:

· Aileron trim surfaces

· Elevator trim tab

· Rudder trim tab

Perform the following procedure:

1. Hold the brakes.

2. Set the PCL to IDLE.

3. Set the PMU switch to OFF.

Exceptions may include the following:

· For LPs and TGs, a subtopic under a heading may consist of a single bulleted or numbered item.

· For IFIT and SDIT, standard courseware screens may contain a single bulleted item.

2.2.4.1 Introductory Statements for Lists

An introductory statement must end in a colon to introduce the list.

Examples The following actions can help determine which phase is…