Attachment 5 NETC RRL Style Guide - v1- 30 March 2021.docx

NAVAL EDUCATION AND TRAINING COMMAND (NETC)

STYLE GUIDE

FOR

SAILOR 2025 (S2025)

READY RELEVANT LEARNING (RRL)

CONTENT CONVERSION (CC)

30 MARCH 2021

SECURITY CLASSIFICATION: UNCLASSIFIED

FOR OFFICIAL USE ONLY

REVISION HISTORY

Table of Contents

NETC

30 March 2021 Style Guide

Introduction

Overview

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 support the ratings accession training while simultaneously supporting the broader S2025 overarching goal of improving Sailors’ transfer of training to the operational work environment.

The effort will facilitate the creation and conversion of training products to be hosted within specific training environments.

The courseware development shall include:

· Instructor-Facilitated Interactive Training (IFIT)

· Self-Directed Interactive Training (SDIT)

· Structured On-the-Job Training (SOJT)

· Performance Support (PS)

Purpose of This Document

This style guide is for courseware developers working on Enhanced, Accessible Learning (EAL) training materials to support the RRL portion of the S2025 initiative. 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 PS tools, SDIT, SOJT, and IFIT training products that will be used by all applicable ratings. 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 throughout the development cycle.

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

Additional References

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

· For Navy-specific matters involving usage, word choice, and style, refer to the U.S. Navy Style Guide, Version 17-3, March 21, 2017: https://imagery.navy.mil/training/NavyStyleGuide.pdf

· 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):

https://www.public.navy.mil/netc/ile/documents/NAVEDTRA136/NAVEDTRA_136.pdf

· For general and universal Department of Defense (DoD) terminology, refer to the DOD Dictionary of Military and Associated Terms, last updated January 2020: 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

Style Guide

Style Guide Changes

All tailoring at the start of a project and all changes throughout the duration of a project are to be submitted to NETC for review and approval. Any changes must reflect project-specific requirements, and any deviation from the NETC standard must be approved by NETC.

Grammar, Style, and Formatting

Language and Grammar

Voice

Lessons should have a professional tone and generally be 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.

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 or her friends have your car.

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

Everyone is asking how the dinner went.

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.

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.

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.

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

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 his 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.

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.

Shall and Should

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

· Shall 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.

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.

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.

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.

Gender

Use gender-neutral terminology. Be sure that a noun agrees with its associated pronoun. For example, it is incorrect to use they or their when referring to the pilot. If the noun is a person and is singular, use he or she or his or her. 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, he or she 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.

Person

Generally, write using third person. Third-person pronouns include he, she, 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) may be used in self-paced courseware, Trainee Guides (TGs), Lesson Plans (LPs), direction text, steps and procedures, etc.

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.

Third Person: A pilot must study flight procedures and their execution.

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

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.

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.

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.

Style and Formatting

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)

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.”

Acronyms and Abbreviations in IFIT and SDIT

In IFIT and SDIT, the first time an acronym or abbreviation appears per 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.

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.

Acronyms and Abbreviations in the LP and TG

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

· Section title

· ELO

· DP

In TG Outline Sheets, Information Sheets, Assignment Sheets, Job Sheets, Problem Sheets, and Diagram Sheets, acronyms should be spelled 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.

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.

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)

Voice Calls

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

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

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.

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 faulty:

· Remove external power.

· Deenergize the generator.

· Check each bus with an ohmmeter.

To perform a daily inspection:

1. Check for the correct inflation pressure using a tire gauge.

2. Follow the Maintenance Instruction Manuals (MIMs) or the placard attached to the landing gear doors or struts.

Capitalization and Punctuation for List Items

Capitalization and punctuation for list items depend on the type of list, including:

· Sentence fragment

· Complete sentence

· Imperative statement

· Fragment with complete sentence

· Fragment with definition

The following table provides capitalization and punctuation standards for bulleted lists.

Sentence fragment:

Each list item is a sentence fragment, which may or may not be combined with the introductory stem to make a complete sentence.

Use sentence case.

Do not use a period at the end of each item.

In the E-2D, the primary flight controls consist of the:

· Ailerons

· Elevator

· Rudder

Complete sentence:

Each list item is a complete sentence that may or may not complete the introductory stem.

Use sentence case.

Use a period at the end of each item.

The Chief of Naval Air Training (CNATRA) states:

· Safety is the primary consideration governing operations and training.

· Safety is the inherent responsibility of each and every individual in the command.

The CNATRA states the following:

· Safety is the primary consideration governing operations and training.

· Safety is the inherent responsibility of each and every individual in the command.

Imperative statement:

Each list item is an imperative statement that can be construed as a step, action, task, or responsibility.

Use sentence case.

Use a period at the end of each item.

To abort a takeoff, follow these steps:

1. Set the PCL to IDLE.

2. Apply the brakes, as required.

The Naval Air Training and Operating Procedures Standardization (NATOPS) program is designed to do the following:

· Promote efficient and sound operational performance.

· Improve safety.

· Reduce mishaps involving aircraft.

Fragment with complete sentence:

Each list item begins with a fragment, followed by a complete sentence.

Use sentence case for the fragment, and use sentence case for the complete sentence that follows.

Use an en dash, with a space on each side, after each fragment.

Use a period at the end of the complete sentence.

Be aware of the following range areas:

· Firing line – This is the solid or dashed yellow line painted on the range floor, indicating the various distances from the target line.

· Downrange area – This is the area on the range between the firing line and the backstop.

Fragment with definition:

Each list item is a term with a definition that is not a complete sentence.

Use sentence case for the fragment, and begin the definition that follows with a lowercase letter.

Use an en dash after each item, with a space on each side.

Do not use a period at the end of the definition.

Trainees may be classified as one of the following:

· Novice – no experience

· Learner – minimum experience

· Expert – extensive experience

Parallel Structure for List Items

Use parallel structure (similar style and syntax) within a bulleted list for consistency and ease of reading. Generally, ensure that every list item:

· Is either a fragment or a complete sentence

· Contains a verb or does not contain a verb

· Uses the same verb form (e.g., person, number, or tense)

· Presents a similar amount and type of information

· Presents similar information in the same order

If each list item begins with the same word or phrase, incorporate the word or phrase into the introductory stem instead.

Example The E-2D’s primary flight controls are the:

· Ailerons

· Elevator

· Rudder

Spacing for End Punctuation

Use a single space after a colon, period, or any other end punctuation.

Commas

Commas in a Series

Use commas to separate three or more items in a sentence series. Include a comma before the conjunction and or preceding the last item in the series.

Use the following guidelines:

· Use the serial comma to help prevent confusion, ambiguity, and unintended meaning.

· If a list item contains internal commas, separate each list item with a semicolon.

· When the series contains an item consisting of words paired by their own conjunction within the clause, ensure that the comma placement makes the paired relationship clear.

Examples Frequent visual inspections, periodic operational checks, and mechanical repairs can reduce complications.

The keys allow the operator to perform a primary hook, which engages the gears; display the menu, which presents several options; and invoke the function, which guides the aircraft.

Trainees receive flight training in the front seat to create and build skills in VFR situational awareness, VFR scan, and flight procedures and their execution.

Note: When using an extensive series of items in a sentence, a bulleted list may be more appropriate to avoid a run-on sentence.

Comma in a Compound Sentence With a Conjunction

A compound sentence contains two or more independent clauses; an independent clause contains a subject and a verb.

If a sentence contains two clauses joined by a conjunction, and the clauses have different subjects, there must be a comma before the conjunction.

Examples The pilot flies the E-2D, and the Naval Flight Officer (NFO) uses the radar.

The latch secures the door, and the knob secures the panel.

Comma for a Deliberate Pause

If a sentence contains two clauses joined by a conjunction, and the clauses have the same subject, a comma is optional. A comma may be used to indicate a deliberate pause.

Note: If a sentence is an imperative, the subject (you) for each independent clause is understood.

Examples The ship departed on the morning tide and soon cleared the harbor. (correct with no pause)

The ship departed on the morning tide, and soon cleared the harbor. (correct with a deliberate pause)

Right-click the image and select Copy. (correct with no pause)

Right-click the image, and select Copy. (correct with a deliberate pause)

Note: If and then is used to join two imperative clauses, a comma must be used before the conjunction.

Set the PCL to IDLE, and then apply the brakes.

Comma With Dependent and Independent Clauses

If a compound sentence contains a dependent and an independent clause, use the guidelines below.

Use a comma after the first clause if the first clause is dependent.

When the tide is high, the ship can depart.

Do not use a comma after the first clause if the first clause is independent.

The ship can depart when the tide is high.

Commas With Introductory Phrases

Use a comma after transition words or expressions (e.g., then, indeed, nevertheless, however, moreover, of course, next, therefore, eventually, or similarly) when a pause is needed for clarity or for emphasis.

Nevertheless, he found himself at a loss for words.

Short introductory prepositional phrases need not be followed by a comma, except when they are distinctly parenthetical (e.g., explain or modify a thought).

On Saturday the offices are closed.

Colons

Use colons after an introductory phrase to present a list of bulleted or numerical items or an explanation.

Insert one space after a colon.

Semicolons

Use a semicolon to separate closely related independent clauses.

The trainees studied hard for the test; they were motivated by fear.

Use a semicolon to separate elements in a list when one or more of those elements already contains a comma.

There were people from Bangor, Maine; Hartford, Connecticut; and Newport, Rhode Island.

Avoid the use of semicolons to separate extensive independent text clauses by writing brief, succinct sentences.

Do not use a semicolon to introduce a list.

Forward Slash

Use a forward slash in only the following cases:

· In a Warning, Caution, or Note to keep the text verbatim, as necessary

· When one or more scenarios may occur and are not exclusive (specifically, and/or can be used)

· When GFI dictates the use of a forward slash in the name of a system or component (e.g., Receiver/Exciter [R/E])

When using a forward slash to separate two words, do not insert a space on either side of the slash, unless the content is copied verbatim from a:

· Publication title

· Equipment label

· System display

· Software menu

Examples The target audience for the Office of Artesia Operations (OAO) division is federal employees and/or law enforcement personnel.

Maritime Warfare/Combat Systems

SOW (N00189-10-D-Z040 / DO 0008)

Hyphens

Use a hyphen to link words to form a compound word. Do not use a hyphen or a double hyphen to indicate a break or pause.

Examples Each unit is identified by a 12-digit alphanumeric code.

A pop-up dialog box will display upon selection.

Never use a hyphen to continue a word from the right edge of a line of text; move the word down to the next line.

Use a hyphen to connect words used as compound adjectives preceding nouns. Use a hyphen to create a compound word.

Examples She used the part-task trainer.

An out-of-date reference

When a term of measurement is used as a modifier, put a hyphen between the number and the term of measurement.

A 15-foot (ft) board

Use a hyphen to add certain prefixes to words, such as when a prefix comes before a capitalized word or when the prefix is capitalized (e.g., non-English or T-formation).

Generally, use a hyphen when the prefix ends with the same letter that begins the word. Do not leave a space between the hyphen and the character on either side of it (e.g., de-emphasize or anti-intellectual).

Note: Exceptions include words such as unnatural or coordinate.

Dashes

The only acceptable dash is the en dash (–). Do not use the em dash (—). Use commas or parentheses, not dashes, to indicate a break or pause in a sentence.

Use an en dash to do the following:

· Indicate a range of numbers; do not include a space on either side of the en dash.

· Separate a fragment from a definition in a bulleted list; include a space on each side of the en dash.

Examples The threat of midair collision is greatly reduced by scanning an area 60–90° to the left and right of center.

Trainees may be classified as:

· Novice – no experience

· Learner – minimum experience

Apostrophes

Use an apostrophe before the s (’s) to show possession at the end of a singular noun.

Use an apostrophe after the s (s’) to show possession at the end of a plural noun.

Examples The Sailor’s uniform

The Sailors’ duty stations or the United States’ role

Apostrophes are used in contractions to show where letters are omitted.

The officer stated, “The Sailor doesn’t wear a cover indoors.”

Italics

Use italics for call signs and dialogue. Use italics for all letters of a ship’s name, with the first letter of the name capitalized; neither USS nor the hull number is italicized.

Examples Their call signs are Jester, Monster, and Stubby.

The RPO asked, “When will construction be completed?”

USS Nimitz (CVN 68)

When a word or term is not used functionally but is referred to as the word or term itself, use italicized text.

The term Bingo is used to describe minimum fuel for a comfortable and safe return to base.

Quotation Marks

Use double quotation marks for dialogue and when referring to a voice call. Do not use double quotation marks to emphasize a word or phrase in the instructional text or around equipment names or numbers.

Note: Do not copy and paste quotation marks from Microsoft Word or any other program, including Notepad, into an authoring tool, because the formatting stays with the character.

The following table includes guidelines for double quotation marks used toward the end of a sentence or clause.

The wording of the announcement is “ALL HANDS ON DECK.”

“Enter your name in the correct field,” she replied.

When would a station report “manned and ready”?

The Sailor asked the dry cleaner, “When will my uniform be ready?”

Smart Quotes vs. Straight Quotes

Use smart (curly) quotation marks and apostrophes for Microsoft Word documents and in courseware if the development tool supports it.

Note: Use straight quotation marks and apostrophes for Authoring Instructional Materials (AIM) Learning Object Module (LOM) LPs. Use smart quotation marks for AIM LOM TGs, because the TGs are developed in the Microsoft Word emulator within AIM LOM.

Parentheses and Brackets

Use parentheses to introduce vernacular terms and acronyms and clarify the terms used for labels that appear on equipment, panels, and displays. For parentheses within parentheses, use parentheses for the outer set and brackets for the inner set(s).

Examples Student Naval Flight Officers (SNFOs)

Comply with the bird/animal hazards programs (i.e., Bird Aircraft Strike Hazard [BASH], Avian Hazard Advisory System [AHAS], and Bird Avoidance Model [BAM]).

Numbers

Generally, spell out numbers one through nine. Use a numeral for the number 10 and greater.

In some technically oriented writing (e.g., percentages, temperatures, money, units of measure, time, or steps in a procedure), use numerals for all numbers. See the subtopics below.

In a grouping of items that includes some quantities of nine or fewer and some of 10 or more, use numerals.

The convoy consists of 27 trucks and 2 cars.

Spell out numbers that begin a sentence.

Use a hyphen when spelling out numbers ending in y.

Twenty-one cars entered the lot.

Always spell out the number of a Navy or other service unit unless the number is ordinal.

Training Air Wing Six

Training Squadron Eighty-Six

If the service unit number is ordinal, spell out the ordinal number or use the ordinal abbreviation depending on GFI. When using an ordinal abbreviation, do not use superscript.

1st Battalion

Ordinal Numbers

Except for service unit numbers as noted above, spell out all ordinal numbers.

Examples The fourth column

The twentieth century

Ranges of Numbers

For a range of numbers:

· Give the range from smallest to largest.

· State the unit of measure only once, after the second number.

· Generally, use an en dash (with no space on either side).

· When using the word between before a range of numbers, use the word and, rather than an en dash.

Examples 45–50 inches (in) between 45 and 50 in

Degrees (Temperature)

When stating a single temperature reading or value, use a numeral with the degree symbol, followed by F or C (for Fahrenheit or Celsius, respectively), without a period or spaces between characters. Do not spell out Fahrenheit or Celsius.

When stating a range of temperatures, use numerals for the temperature values, separated by an en dash with no space on either side, followed by the degree symbol, then by F or C.

Examples 50°C

75–80°F

Degrees (Angles)

When stating a single angle reading or value, use a numeral, followed by the degree symbol, with no space between the numeral and the symbol.

When stating a range of angles, use numerals for the angle values, separated by an en dash with no space on either side, followed by the degree symbol.

Examples 45°

45–90°

Latitude and Longitude

State the latitude as a two-digit number, followed by the degree symbol, followed by a space, then by an uppercase N or S. For numbers less than 10, use a leading zero. Add the word latitude only if necessary for emphasis.

Examples 32° N

07° S latitude (if necessary)

State the longitude as a three-digit number, followed by the degree symbol, followed by a space, then by an uppercase E or W. For numbers less than 100, use a leading zero. Add the word longitude only if necessary for emphasis.

165° W

050° W longitude (if necessary)

When stating both latitude and longitude, state the latitude first. Use a space but no other punctuation or text between the latitude and the longitude.

32° N 165° W

Follow the latitude and longitude standards for the altitude and declination of celestial bodies.

Percentages

When stating a percentage, use a numeral, followed by the percent symbol, with no space between the numeral and the symbol.

When stating a range of percentages, use numerals for the percentages, separated by an en dash with no space on either side, followed by the percent symbol.

Examples 45%

30–50%

Units of Measure

When using a unit of measure with a specific number, if the unit of measure can be abbreviated, spell out the word the first time, followed by the abbreviation in parentheses. Use the abbreviation for the remainder of the topic and in media.

The tanks store up to 36,000 gallons (gal) of gas. The reserve tanks store up to 10,000 gal of gas.

When using a unit of measure without a specific number, spell out the word.

The rotating dome is several feet wider.

Units of measurement and time, actual or implied, are expressed in numerals.

Always use symbols in formulas, equations, and media. Do not use a space between the numeral and the unit of measure symbol.

15' x 4 = 60'

Mathematical Symbols

A symbol is a sign or combination of numbers and/or letters used to represent operations, quantities, elements, relations, or qualities. Ensure symbols are easily understood in the context in which they are used and that trainees will be familiar with their meanings.

Use the lowercase x for multiplication and dimensions and the division symbol (÷) for division.

(18 x 57.3) ÷ 158 = 6.5

Use the plus-or-minus symbol (±) rather than +/-. Do not insert a space between the symbol and number (e.g., ±10).

When using the symbols less than (<) and greater than (>), do not insert a space between the symbol and numerical value (e.g., >20).

Use the following ASCII codes to get the correct formatting.

Alt + 246

Alt + 241

Commas in Numbers

Use a comma to separate numbers of four digits or more.

Exceptions include:

· Radio frequencies (bands)

· Meters pertaining to radios

· Decimals

· Serial numbers

· Military time

Examples 1,000 screws

10,000 nautical miles (nm)

7899322 (serial number)

Time

Military Time

When referring to military time, use the 24-hour format. The time range is 0000 to 2359. The first two digits are the hour after midnight and the last two digits are the minutes. Do not use a colon to separate the hour from the minutes. If stating a block of time, separate the time values using an en dash with no space on either side. Unless directed by a SME or indicated in GFI, do not add the word hours to a four-digit statement of time.

0500–0900

Civilian Time

When referring to civilian time, use the 12-hour format, followed by lowercase a.m. or p.m. If stating a block of time, separate the time values using an en dash with no space on either side.

Note: In this subtopic, a.m. and p.m. are italicized when describing the abbreviations. In actual text, these terms appear in regular text. See the example below.

10:00 a.m.–1:00 p.m.

Time as Location

When using a reference to a clock to state location, use a numeral, followed by o’clock in lowercase letters.

Check at 3 o’clock and 9 o’clock before proceeding.

Dates

Use the following format: DD Month YYYY, which consists of a 1- or 2-digit day, the spelled-out month, and the 4-digit year. Do not use a zero preceding the numerals 1 through 9 when the day is a single digit. Do not use th or nd with dates.

Examples 10 January 2017

The training course will be held on 4 May 2018.

Emphasis

Use bold text to emphasize words in a sentence. Typically, bold text is only used for emphasis in cautions and warnings (see the example below).

Example

WARNING

Always use the appropriate filters when sighting the sun. Failure to do so can lead to permanent damage to the retina.

References

List all reference documents in alphanumeric order. Refer to NAVEDTRA 130 (series) for specific examples.

When referring to references in the courseware, format as follows: Pgs ##–## (with an en dash separating the page range).

Books and Publications

Unless otherwise restricted, italicize the names of books and publications. Include the edition number when listing publications as additional resources.

According to Principles of Underwater Sound (Urick, 3rd Ed), sound waves are affected by water.

Quotations or Excerpts

For quotations or excerpts, provide a subheading in bold (if appropriate), and indent both the subheading and the excerpted text.

Copyright

SECNAVINST 5870.9 must be followed. Do not use copyrighted materials, do not add copyright markings to any training materials developed under this contract, and check for copyright markings in any existing photos and videos repurposed for RRL training.

Global Content Standards

Text Formatting

Capitalization for Military Terms

Initial cap the following:

· An occupational title when used as a generic term (e.g., Commander, Safety Officer, or Task Force Commander)

· The words Sailor or Marine when the reference is to a member of the U.S. Navy or the Marine Corps

· An official title or rank when referring to the officer’s command title, such as Pilot, Copilot, Radar Officer (RO), Combat Information Center Officer (CICO), Leading Chief Petty Officer (LCPO), Leading Petty Officer (LPO), or Petty Officer Third Class (PO3)

· The name of a Navy or other service unit, such as Training Air Wing Six, Training Squadron Ten, or Training Squadron Eighty-Six

· The words Navy and Naval when referring to the U.S. Navy

· When referring to a non-U.S. navy or generic naval activities, lowercase the words navy and naval.

· Titles of the Federal Government, its units, and their shortened forms (e.g., U.S. Government, U.S. Navy, and Federal Government)

· Names of countries and their divisions when used as proper names, as parts of proper names, or as proper adjectives (e.g., United States, the Nation, the Republic)

· Names of regions, localities, and geographic features when used as proper names (e.g., the West and the Middle East)

Do not capitalize terms used to denote direction, time zone, or position (e.g., north or western).

Capitalization for Titles

Follow these capitalization standards for all screen titles:

· Initial cap the following:

· The first and last words in the title

· All nouns, pronouns, adjectives, verbs (including is and are), and adverbs

· Prepositions of four or more letters

· Hyphenated compound words (e.g., Low-Level Navigation), unless the word after the hyphen is an article, preposition of three letters or fewer, or conjunction

· Do not initial cap the following:

· Articles (a, an, and the)

· Coordinate conjunctions (and and or)

· Prepositions of three or fewer letters

· The word to in infinitives (e.g., How to Check the Equipment)

· The word continued in parentheses when added to the end of the title to indicate the continuation of a concept started on the previous screen

Note: This rule applies to lesson titles, screen titles, pop-up titles, document or publication titles, proper nouns, etc.

Capitalization for Equipment Controls and Menu Options

Reference all controls, indicators, buttons, and switches in the instructional text just as they are labeled on the equipment. Often, these words are in all caps.

However, do not use the label format when describing the action or purpose of the label.

Examples Turn the switch to the START position.

Turn the switch to start the engine.

For software, reference all menu and submenu options in the instructional text just as they appear in the software.

Icon Text

If text is used to describe a graphic or icon, the text must precisely describe (be identical to) what appears in the image.

Capitalization for Components, Parts, Systems, and Subsystems

Use title case when referencing major components, parts, systems, subsystems, compartments, and circuit breaker panels. For specific information, refer to GFI. If GFI is inconsistent to the point that you cannot identify a clear preference, title case the term. Title case standards need to be consistent within the lesson.

Capitalization in Graphic Labels and Captions

Follow the same conventions as those for titles when capitalizing the words in a media element.

The following are exceptions:

· For abbreviations in media, such as m for meter, mph for miles per hour, or kW for kilowatt, do not modify capitalization to meet the title case rule.

· If a graphic label (either for a component of the graphic or the entire graphic) is a complete sentence, use sentence case. End the sentence with a period.

Capitalization for Sections, Tables, Figures, and Steps

Capitalize the term Section, Table, Figure, or Step if followed by a number.

Examples Section 1

Table 4-5

B…