Style Guide For Publications Of The Church Of Jesus Christ .
Style Guide for Publications ofThe Church of Jesus Christ of Latter-day SaintsFourth Edition
Style Guide for Publications ofThe Church of Jesus Christ of Latter-day SaintsFourth EditionPublished byThe Church of Jesus Christ of Latter-day SaintsSalt Lake City, Utah
This document is subject to revision. Please send comments and suggestions to:Editing50 East North Temple Street, Floor 23Salt Lake City, UT 84150-0023churchstyleguide@ldschurch.orgQuotations from the Chicago Manual of Style, 16th edition,used by permission of the University of Chicago Press. 2010 by The University of Chicago. All rights reserved. 1972, 2013 by Intellectual Reserve, Inc.All rights reserved.Printed in the United States of AmericaEnglish approval: 2/06
ContentsPreface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v1. Style Reference Sources . . . . . . . . . . . . . . . . . . . 12. Writing for Church Publications . . . . . . . . . . . . 3Determine the Document’s PurposeDefine the AudienceCreate a Preliminary OutlineCompose Effective ParagraphsCompose Effective Sentences3. Letters and Notices . . . . . . . . . . . . . . . . . . . . . . . . 7Letters from the Presiding CouncilsSignature Blocks for Letters from the PresidingCouncilsNotices from Church HeadquartersAddressee Lines for Correspondence fromChurch Headquarters4. Copyrights, Permissions, andPublishing Information . . . . . . . . . . . . . . . . . . . 11Intellectual Reserve, Inc.Correlation Intellectual PropertyDetermining Whether Permission Is RequiredObtaining Copyright ApprovalPublishing InformationEnglish Approval DateCopyright NoticesBar CodeChurch LogotypeRegistered Trademarks5. Grammar and Usage . . . . . . . . . . . . . . . . . . . . . 15Agreement of Pronouns and AntecedentsUse of Gender-Specific PronounsNouns Used as ModifiersThat and WhichScripture and Scriptural as ModifiersHistoric and Historical6. Punctuation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Commas and SemicolonsColonsQuestion MarksHyphensEn DashesEm DashesParenthesesBracketsSlashesQuotation MarksTypographic ConsiderationsLists7. Spelling and Distinctive Treatmentof Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Standard for SpellingSpelling and Usage of Terms in Church WritingPluralsPossessivesWord DivisionO and OhLigaturesAmpersandsItalicsWords on Chalkboards or WordstripsCompound Words8. Names and Terms . . . . . . . . . . . . . . . . . . . . . . . . 27General Principles of CapitalizationChurch Positions and OfficesChurch BuildingsTemplesPlaces and Historic SitesGeneral Church FundsChurch Organizations, Classes, and ProgramsChurch MeetingsAwardsTime ZonesKinship NamesNames and Titles of DeityReligious Persons and GroupsSatan and His FollowersSaint(s)ChurchPriesthoodReligious WritingsReligious Terms9. Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41Numerals or WordsPhysical QuantitiesFractions, Percentages, and DecimalsMoneyParts of a BookDatesTelephone NumbersPunctuation of NumbersInclusive NumbersScripture Referencesiii
10. Abbreviations . . . . . . . . . . . . . . . . . . . . . . . . . . . 43Punctuation of AbbreviationsNames and TitlesGeographical TermsDesignations of TimeThe Standard Works11. Titles of Works . . . . . . . . . . . . . . . . . . . . . . . . . . 47Italics and Quotation Marks in TitlesPunctuation and Capitalization in TitlesTitles of Artwork in Church PublicationsTitles of Departments in Church Magazines12. Computer and Internet Terms . . . . . . . . . . . . . 51Spellings of Computer TermsNames of Computer SoftwareFile ExtensionsWebsite AddressesWebsite Navigation InstructionsWebsite and Email Addresses in TextHashtags in Church Materials13. Quotations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55Integrity in QuotingPermissible ChangesRelationship to TextInitial Capital or Lowercase LetterIntroducing QuotationsEllipsesItalics AddedPhrases Ending with Amen14. Source Citations, Notes, andBibliographies . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61Editions and PrintingsForm of Source CitationsSpecific Source Citation IssuesFull and Shortened CitationsivPunctuation of Parenthetical Source CitationsCross-ReferencesBlock QuotationsScripture ReferencesQuoting the Words of Church PresidentsSample Citations: ScripturesSample Citations: Leadership MaterialsSample Citations: Church-Published Manualsand BooksSample Citations: Pamphlets and BookletsSample Citations: ProclamationsSample Citations: Hymnbooks and SongbooksSample Citations: Conference TalksSample Citations: Worldwide LeadershipTraining MeetingsSample Citations: BooksSample Citations: Magazines, Newspapers,and JournalsSample Citations: BYU and Church EducationalSystem DevotionalsSample Citations: Documents Published OnlineSample Citations: Works Not FormallyPublishedSample Bibliographic EntriesQuotations Frequently Misattributed15. Use of Latter-day Saint Titles . . . . . . . . . . . . . . 7316. Scouting Terminology . . . . . . . . . . . . . . . . . . . . 75Cub Scouting TermsTerms Relating to ScoutsVarsity and Venturing Terms17. Terms No Longer Current inChurch Usage . . . . . . . . . . . . . . . . . . . . . . . . . . . 77Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
PrefaceThe purposes of the Church Style Guide are to provide:1. Guidelines for effective written communication.2. Guidelines for copyrights and permissions.3. Guidelines for grammar and style.The Style Guide is not intended to answer all questionsof style. Because Church publications generally followthe principles suggested in the 16th edition of The Chicago Manual of Style (herein referred to as C hicago), thisguide is concerned primarily with matters in whichChurch style differs from that of Chicago or is morespecific than Chicago’s suggestions. Occasionally, whena matter of style is of particular concern, this guidequotes Chicago’s policy. Cross-references in this guidealso direct the reader to Chicago for further information.The principles in this style guide and The Chicago Manual of Style are recommended as guidelines for maintaining clarity and consistency. Writers and editorsshould not vary from these standards based merelyon personal preference. However, some documents orpassages may justify variation from the recommendedstyle. Writers and editors should consider the needsof the particular document or context and apply theprinciples judiciously.v
1Style Reference Sources1.11.21.3Except for the variations specified in this guide,the style in Church publications follows theguidelines given in the most recent edition ofThe Chicago Manual of Style, currently the 16thedition.Amy Einsohn, The Copyeditor’s Handbook,3rd ed. (2011)The standard reference for spelling, meaningof words, and end-of-line breaks is the latestedition of the Merriam-Webster’s CollegiateDictionary, currently the 11th edition. In caseof discrepancies between Chicago and Webster’s(especially in capitalization and hyphenation ofcompounds), follow the principles in Chicago. Iffurther help is needed, consult Webster’s ThirdNew International Dictionary. In case of discrepancies between the Merriam-Webster’s Collegiateand the Third International, follow the MerriamWebster’s Collegiate (see Chicago 7.1).Wilson Follett, Modern American Usage (1966)For general information about vocabulary, correct usage, and principles of grammar, consultthe following works:Theodore M. Bernstein, The Careful Writer:A Modern Guide to English Usage (1968)Bergen and Cornelia Evans, A Dictionary ofContemporary American Usage (1957)H. Ramsey Fowler and Jane E. Aaron,The Little, Brown Handbook, 12th ed. (2011)H. W. Fowler, A Dictionary of Modern EnglishUsage, 2nd ed. (1965)Bryan A. Garner, “Grammar and Usage,”chapter 5 in The Chicago Manual of Style,16th ed. (2010)Bryan A. Garner, Garner’s Modern AmericanUsage, 3rd ed. (2009)William Strunk Jr. and E. B. White, TheElements of Style, 4th ed. (2000)William Zinsser, On Writing Well, rev. ed.(2006)Roy H. Copperud, American Usage and Style:The Consensus (1980)1
Writing for Church PublicationsDetermine the Document’s Purpose2.1Before you begin writing, determine the purpose of the document you are preparing.Generally, state this purpose clearly in the firstparagraph. To help you determine the purpose,ask questions such as:What do we want this document to accomplish?What do we want the reader to know?2.4The purpose or thesis statement should help thereader understand what the document will say.It should predict and control everything that willfollow in the document.2.5When creating a preliminary outline, make sureit flows naturally and logically. Clearly distinguish main ideas from subordinate ideas.2.6Make sure that the most important informationin a document is in the most accessible places—the beginning of the document, the beginningof a chapter or section, and the beginning ofparagraphs. Do not bury important informationin long paragraphs.Define the Audience2.2Before you begin writing, clearly define the audience that will read the document. It is oftenhelpful to ask questions such as:Compose Effective Paragraphs2.7What is the reader’s level of knowledge andexperience?What is the reader’s attitude toward the subject?What level of formality does the reader expect?What will the reader do with the information?The audience for Church publications oftenvaries widely in experience, education level,and background. Ensure that the document isunderstandable to inexperienced readers butnot condescending to experienced readers. Thefollowing guidelines can help you meet thischallenge:1. Write at the lowest level of formality anddifficulty that is suitable for the intendedaudience.2. Choose words that are familiar, precise, andconcrete.The following guidelines will help you composeeffective paragraphs:1. Include a topic sentence (a sentence that statesthe main idea) in each paragraph, usuallyat the beginning. A topic sentence forecastswhat the paragraph will say, providing aclear expectation in the reader’s mind, whichhelps with comprehension.What is the reader’s age?2.3The audience for Church publications is usuallycomposed of people from many cultures andnations. Use language, stories, and examplesthat will minimize translation problems and bemeaningful to people from different cultures.Create a Preliminary OutlineWhat do we want the reader to do?How do we want the reader to feel?22. Limit each paragraph to one central idea andmake sure that every sentence relates clearlyto the topic sentence.3. Don’t let paragraphs get too long. If severalconsecutive paragraphs are more than 100words long, some readers’ comprehensionmay diminish.Compose Effective Sentences2.8Sentences communicate most effectively whenthey are easy to read. The following guidelineswill help you compose effective sentences:3. Keep sentences relatively short, and vary theirlength and construction.1. Make sure that each sentence expresses onlyone well-focused thought.4. Provide informative headings that help readersfind the information they need.2. Use familiar, simple sentence structure thatsounds natural when read aloud. Difficultand unusual sentence structures hinder3
communication. The majority of sentencesshould use the subject-verb-object order.3. Use short, simple sentences. Long sentencesusually decrease readability and comprehension. For example:Too long: The bishop in this case demonstratedconsiderable understanding and perceptivity inthe use of the scriptures, with his insightful application of the scriptures pertaining to Marthaand Mary being most noteworthy in respondingto the dynamics of the needs of ward members.Better: The bishop was understanding and perceptive in his use of the scriptures. He used thepassage about Martha and Mary to help wardmembers.4. Vary sentence lengths and structures. Useshorter sentences to emphasize importantpoints. Make sure that sentences are notchoppy when they are read together.5. Use active voice rather than passive wheneverpossible. Active voice is more clear, direct,concise, and emphatic. For example:Passive voice: If family prayer, scripture study,and family home evening are emphasized, themessage taught is that these things are of greatvalue.Active voice: If parents emphasize family prayer,scripture study, and family home evening, children learn that these things have great value.6. Use personal pronouns when the level of formality permits. For example:7. Use clear action verbs, avoiding weak to beverbs where possible. When you use preciseaction verbs, your writing will be clearer andmore enjoyable to read. For example:Weak verb: We came to the conclusion that thebishop should solve the problem.Clear action verb: We concluded that the bishopshould solve the problem.Ensure that the action of a sentence, normallyexpressed in a verb, is not buried in a nouncreated from the verb (called a nominalization). For example:Nominalization: A new plan is needed to aidin the organization and implementation of thisprogram.Clear action verb: We need a new plan to help organize and implement this program.Nominalization: She placed emphasis on the factthat she was a good driver.Clear action verb: She emphasized that she was agood driver.8. Eliminate unnecessary words. For example:Unnecessary words: We are very much awareof the fact that over the course of a lifetime,people shape and mold their personalities bythe thoughts they think, the people with whomthey associate, and the choices they make.Without personal pronouns: A person being released from a Church calling should be notifiedbefore a successor is sustained to the assignment. The individual being released shouldreceive a personal expression of appreciation forservice.Better: People’s thoughts, associates, and choicesshape their personalities.With personal pronouns: When you release aperson from a Church calling, notify him or herbefore you sustain someone else to that assignment. Thank the person for serving.Better: Invite the presiding priesthood leader tooffer closing remarks.When possible, write instructions to a specific audience in second person, often in theimperative mood. For example, instructionsto Sunday School teachers could be writtenas follows:Third person, passive voice: Class members shouldbe encouraged to study the scriptures daily.Questions can be assigned that lead class members to the scriptures for answers.4Second person, active voice: Encourage class members to study the scriptures daily. Assign questions that lead class members to the scripturesfor answers.Unnecessary words: The presiding priesthoodleader should be extended the opportunity ofoffering closing remarks if he desires.The common phrases below include unnecessary words:WordyConcisea number ofmanyassist inhelpfor the duration ofduringin an effective mannereffectivelyin the event thatifin the process ofwhileon a regular basisregularly
prior tobeforethe majority ofmostto the extent thatif, whenwith regard tofor, concerning9. Avoid long noun strings (sequences of nounsin which the first nouns modify later ones).Noun strings are usually cryptic and unclear. They are also difficult to translate. Forexample:Long noun string: authorized priesthood leadertravel expensesBetter: authorized travel expenses for priesthoodleaders10. Avoid words that are unfamiliar, pompous,or unnecessarily difficult. Do not use a longword in place of a shorter word unless thelonger word is more precise.Difficult words: Studies have found that the mosteffective means of obtaining job opportunities isthrough direct solicitation to employers.Simple words: Studies show that the best way tofind a job is to contact employers directly.The list below includes some unnecessarilydifficult words that writers commonly useand simple words you can use to tetotalallocategive, divideconstitutemake upeffectuatecarry outindicateshowinitiatebeginper annuma yearprocureget, obtainpromulgatemake, giveprovided thatifrendermake, givesubsequent toafterterminateendutilizeuse11. Use specific, concrete words rather thanvague, abstract words. For example:Vague, abstract words: The goal of this programis to develop leadership abilities among youthby providing educational, social, spiritual, andcultural opportunities.Specific, concrete words: The goal of this programis to help youth prepare to become good parentsand leaders.Vague, abstract words: Acknowledgment of theexistence of differences between the husbandand wife sets the stage for what the couplemight do for the management of the differencesin a constructive way.Specific, concrete words: Couples who acknowl edge their differences are better prepared tomanage those differences constructively.Vague, abstract words: Quorum leaders are responsible for the administration of an effectivehome teaching program.Specific, concrete words: Quorum leaders encour age home teachers to care for the members theyvisit.12. Avoid clichés and other overworked wordsand phrases. For example:Cliché: Putting ideas into action is the bottom lineof quorum planning.Better: Putting ideas into action is an importantpart of quorum planning.Cliché: The quorum presidency’s plan should beviewed as a guide, not as gospel.Better: The quorum presidency’s plan should beflexible, not absolute.13. Avoid technical jargon. For example:Jargon: The Human Resource Department ensures the effective recruitment of qualified employees to meet manpower needs.Better: The Human Resource Department helpsrecruit the best-qualified employees.Jargon: The Human Resource Department develops, helps administer, and monitors com pli anceto personnel policies and procedures to ensureconsistent treatment of all employees.Better: The Human Resource Department makessure that employees are treated fairly.5
3Letters and NoticesLetters from the Presiding Councils3.1Letters from the First Presidency, from thePresident (or Acting President) of the Quorumof the Twelve, and from the Presiding Bishopricall use the same format except for the signatureblock. This format is as follows:Make the margins of a letter 1 to 1.25 incheswide, and justify the right margin. Use 12-pointTimes New Roman, Palatino, or Cambria font (or14-point type for a short letter). Double-spacebetween each element of the letter following theaddressee line, including the salutation and thesubject line. Single-space the text within eachelement. If necessary, margins and spacing maybe adjusted according to the length of the letter.For example, the spacing between the date andthe addressee line or the spacing between thebody and the closing may be adjusted to fit aletter on one page.Center the date two line spaces below the last lineof the letterhead. Write the date by month, day,and year. Four line spaces below the date, beginthe addressee line at the left margin (see 3.7).If an instruction line, such as “To be read in sacrament meeting,” is needed, center it two spacesbelow the addressee line. Capitalize the first letter and any proper nouns in the instruction line.Enclose the text in parentheses, and place theentire line in italic type.Begin the salutation at the left margin and belowthe addressee line. Place the subject line belowthe salutation and indent it .25 inch (.37 inchwith 14-point type). Do not use the abbreviationRe or the word Subject at the beginning of thesubject line. Underscore the subject line, andplace it in initial capital and lowercase lettersaccording to the style described in 11.9.Signature Blocks for Letters from thePresiding Councils3.23.3The signature block for letters from each of thepresiding councils have specific requirements,as outlined in 3.3 through 3.5.Letters from the First PresidencyBegin the closing of the letter at the center ofthe page below the body. Place the first of thethree signatures four line spaces below the closing. Separate the
Amy Einsohn, The Copyeditor’s Handbook, 3rd ed. (2011) Bergen and Cornelia Evans, A Dictionary of Contemporary American Usage (1957) Wilson Follett, Modern American Usage (1966) H. Ramsey Fowler and Jane E. Aaron, The Little, Brown Handbook, 12th ed. (2011) H. W. Fowler, A Dictionary of Modern English Usage, 2nd ed. (1965)
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