Church Style Guide For Editors And Writers

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Church Style Guidefor Editors and WritersFifth Edition

Church Style Guidefor Editors and WritersFifth 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:Editing125 North State StreetSalt Lake City, UT 84103-1500churchstyleguide@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, 2017 by Intellectual Reserve, Inc.All rights reserved.Printed in the United States of AmericaEnglish approval: 10/16PD10048381

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 thePresiding CouncilsNotices from Church HeadquartersEnclosures with Letters and NoticesAddressee Lines for Correspondence fromChurch Headquarters4. Copyrights, Permissions, andPublishing Information . . . . . . . . . . . . . . . . . . . . . . . 11Intellectual Reserve, Inc.Correlation Intellectual Property DivisionDetermining Whether Permission Is RequiredObtaining Copyright ApprovalPublishing InformationEnglish Approval DateNeed for Copyright NoticesPlacement, Elements, and Formatting ofCopyright NoticesCopyright Notices for Audiovisual MaterialsCopyright Notices for Translated MaterialsSpecial ConsiderationsBar CodesChurch LogotypeRegistered Trademarks5. Grammar and Usage . . . . . . . . . . . . . . . . . . . . . . . . . 15Agreement of Pronouns and AntecedentsUse of Gender-Specific PronounsThat and WhichScripture and Scriptural as ModifiersHistoric and Historical6. Punctuation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Commas and SemicolonsColonsQuestion MarksHyphensEn DashesEm DashesParenthesesBracketsSlashesQuotation MarksTypographic ConsiderationsLists7. Spelling and Distinctive Treatment of Words . . . 21Standard for SpellingSpelling and Usage of Terms in Church WritingPluralsPossessivesWord DivisionO and OhLigaturesAmpersandsItalicsWords on Boards or WordstripsCompound WordsVariant Spellings of Names in the Scriptures8. Names and Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . 27General Principles of CapitalizationGeneral Authorities, Area Seventies,and General OfficersOther Church 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 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43Numerals or WordsPhysical QuantitiesFractions, Percentages, and Decimalsiii

MoneyParts of a BookDatesTelephone NumbersPunctuation of NumbersInclusive NumbersScripture References10. Abbreviations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45Punctuation of AbbreviationsNames and TitlesGeographical TermsDesignations of TimeThe Standard Works11. Titles of Works . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49Italics and Quotation Marks in TitlesPunctuation and Capitalization in TitlesTitles of Artwork in Church PublicationsTitles of Departments in Church Magazines12. Computer and Internet Terms . . . . . . . . . . . . . . . . 53Spellings of Computer TermsNames of Computer Systems and SoftwareFile ExtensionsWebsite AddressesWebsite Navigation InstructionsWebsite and Email Addresses in TextHashtags in Church Materials13. Quotations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57Integrity in QuotingPermissible ChangesRelationship to TextInitial Capital or Lowercase LetterIntroducing QuotationsEllipsesItalics AddedPhrases Ending with AmenSelecting Quotations from Church Leaders14. Source Citations, Notes, and Bibliographies . . . . 63Exceptions to Using Primary SourcesEditions and PrintingsForm of Source CitationsSpecific Source Citation IssuesFull and Shortened CitationsPunctuation of Parenthetical Source CitationsCross-ReferencesBlock QuotationsScripture ReferencesSample 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 Meetings and Similar BroadcastsSample Citations: BooksSample Citations: Magazines, Journals, andNewspapersSample Citations: BYU Devotionals and FiresidesSample Citations: Church Educational SystemBroadcasts and Addresses Published OnlineSample Citations: Other Broadcasts AvailableOnlineSample Citations: Documents Published OnlineSample Citations: Social MediaSample Citations: Works Not Formally PublishedSample Bibliographic EntriesQuotations Frequently Misattributed15. Use of Latter-day Saint Titles . . . . . . . . . . . . . . . . . 7716. Scouting Terminology . . . . . . . . . . . . . . . . . . . . . . . 79Capitalization of Scouting TermsAdditional Scouting TermsScouting Terms No Longer in Use17. Church Terms No Longer in Use . . . . . . . . . . . . . . 81Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83iv

PrefaceThe purpose of the Church Style Guide for Editors andWriters is to provide:1. Guidelines for effective written communication.2. Guidelines for copyrights and permissions.3. Guidelines for grammar and style.4. Guidelines for citations.This style guide is not intended to answer all questions of style. Because Church publications generallyfollow the principles suggested in the 16th editionof The Chicago Manual of Style (herein referred to asChicago), this guide is concerned primarily withmatters in which Church style differs from that ofChicago or is more specific than Chicago’s suggestions.Occasionally, when a matter of style is of particularconcern, this guide quotes Chicago’s policy. Crossreferences in this guide also direct the reader toChicago for further information.The principles in this style guide and in The ChicagoManual of Style are recommended as guidelines formaintaining clarity and consistency. Editors and writers should not vary from these standards based merelyon personal preference. However, some documents orpassages may justify variation from the recommendedstyle. Editors and writers should consider the needsof the document or context and apply the principlesjudiciously.v

1Style Reference Sources1.11.2Except 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.Fowler’s Modern English Usage, rev. R. W. Burchfield (2004)H. Ramsey Fowler and Jane E. Aaron, The Little,Brown Handbook, 13th ed. (2016)Bryan A. Garner, Garner’s Modern American Usage,3rd ed. (2009)The Church’s standard references for spelling,meaning of words, and end-of-line breaks aremerriam-webster.com and the latest edition ofthe Merriam-Webster’s Collegiate Dictionary, currently the 11th edition.In case of discrepancies between Chicago andWebster’s (especially in capitalization and hyphenation of compounds), follow the principlesin Chicago. If further help is needed, consultWebster’s Third New International Dictionary.Bryan A. Garner, “Grammar and Usage,” chapter 5in The Chicago Manual of Style, 16th ed. (2010)Merriam-Webster’s Dictionary of English Usage(1994)William Strunk Jr. and E. B. White, The Elements ofStyle, 4th ed. (2000)William Zinsser, On Writing Well, rev. ed. (2006)1.4For information on current and historical usage,consult the Corpus of Contemporary AmericanEnglish (COCA), the Corpus of HistoricalAmerican English (COHA), and other corporaavailable at corpus.byu.edu. See also the GoogleNgram viewer (books.google.com/ngrams).1.5The Editing Section has prepared a Comma StyleGuide to help standardize the use of commas inChurch publications. To obtain a copy, email arequest to churchstyleguide@ldschurch.org.1.6For additional guidelines for publishing in theChurch, consult the Communications Guide (booklet, 2014) and the Global Visual Style Guide (2016,style.lds.org).In case of discrepancies among merriam-webster.com, the Merriam-Webster’s Collegiate, and theThird International, follow merriam-webster.com.1.3For general information about vocabulary, correct usage, and principles of grammar, consultthe following works:Roy H. Copperud, American Usage and Style:The Consensus (1980)Amy Einsohn, The Copyeditor’s Handbook, 3rd ed.(2011)Wilson Follett, Modern American Usage: A Guide,rev. Erik Wensberg (1998)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 these: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.Define the Audience2.2Before you begin writing, clearly define the audience that will read the document. It is oftenhelpful to ask questions such as these: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.Compose Effective Paragraphs2.7What is the reader’s age?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.3. Keep sentences relatively short, and vary theirlength and construction.4. Provide informative headings that help readersfind the information they need.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 level of knowledge andexperience?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:1. Make sure that each sentence expresses onlyone well-focused thought.2. Use familiar, simple sentence structures thatsound natural when read aloud. Difficult andunusual sentence structures hinder communication. Most sentences should use the subject-verb-object order.3

3. Use short, simple sentences. Long sentencesusually decrease readability and comprehension. For example:Too long: The bishop in this case demonstratedconsiderable understanding and perceptivityin the use of the scriptures, with his insightfulapplication of the scriptures pertaining toMartha and Mary being most noteworthy inresponding to the dynamics of the needs ofward members.Better: The bishop was understanding andperceptive in his use of the scriptures. He usedthe passage about Martha and Mary to helpward members.4. Vary sentence lengths and structures. Useshorter sentences to emphasize importantpoints. Make sure that sentences are notchoppy when they are read together.5. Generally, use active voice rather than passive. Active voice is often 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 familyprayer, scripture study, and family homeevening, children learn that these things havegreat value.6. Use personal pronouns when the level of formality permits. For example:Without personal pronouns: A person who isbeing released from a Church calling shouldbe notified before a successor is sustained tothe assignment. The individual being releasedshould receive a personal expression ofappreciation for service.With personal pronouns: When you release aperson from a Church calling, notify him orher before you sustain someone else to thatassignment. Thank the person for serving.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 membersshould be encouraged to study the scripturesdaily. Questions can be assigned that lead classmembers to the scriptures for answers.Second person, active voice: Encourage classmembers to study the scriptures daily. Assignquestions that lead class members to thescriptures for answers.47. 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 helporganize 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.Better: People’s thoughts, associates, andchoices shape their personalities.Unnecessary words: The presiding priesthoodleader should be extended the opportunity ofoffering closing remarks if he desires.Better: Invite the presiding priesthood leader tooffer closing remarks.The common phrases below include unneces sary words:WordyConcisea number ofmanyassist inhelpfor the duration ofduringin an effective mannereffectivelyin the event thatifin the process ofwhileon a regular basisregularlyprior tobeforethe majority ofmostto the extent thatif, whenwith regard tofor, concerning

9. 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 forpriesthood leaders10. 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 thatthe most effective means of obtaining jobopportunities is through direct solicitation toemployers.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 ecarry outindicateshowinitiatebeginper annuma yearprocureget, obtainpromulgatemake, giveprovided thatifsubsequent toafterterminateendutilizeuse11. Use specific, concrete words rather thanvague, abstract words. For example:Vague, abstract words: Acknowledgment ofthe existence of differences between thehusband and wife sets the stage for what thecouple might do for the management of thedifferences in a constructive way.Specific, concrete words: Couples who acknowl‑edge their differences are better prepared tomanage those differences constructively.Vague, abstract words: Quorum leaders areresponsible for the administration of aneffective home teaching program.Specific, concrete words: Quorum leaders encour‑age home teachers to care for the membersthey visit.12. Avoid clichés and other overused words andphrases. For example:Cliché: Putting ideas into action is the bottomline of quorum planning.Better: Putting ideas into action is an importantpart of quorum planning.Cliché: The quorum presidency’s plan shouldbe viewed as a guide, not as gospel.Better: The quorum presidency’s plan shouldbe flexible, not absolute.13. Avoid technical jargon. For example:Jargon: The Human Resource Departmentensures the effective recruitment of qualifiedemployees to meet manpower needs.Better: The Human Resource Department helpsrecruit the best-qualified employees.Jargon: The Human Resource Departmentdevelops, helps administer, and monitorscom pli ance to personnel policies and proceduresto ensure consistent treatment of all employees.Better: The Human Resource Departmentmakes sure that employees are treated fairly.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.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 Bishop‑ric all use a similar format except for the sig nature block. For initial reviews of these letters,use the format guidelines in this section.Note: After a letter is edited and before it is reviewed by the Communications Review Com mittee (CRC), the text of the letter will be placedinto a document using an approved Word template. These templates are authorized to be applied only by the Office of the First Presidency,the Office of the Presiding Bishopric, CorrelationEvaluation, and the Editing Section of the Pub lishing Services Department.Make the margins of a letter 1 inch wide. Use12-point Times New Roman font (or 13- or14-point type for a short letter). Double-spacebetween each element of the letter. Single-spacethe text within each element. Indent the firstline of body paragraphs by .5 inch.Write the date by month, day, and year. Belowthe date, begin the addressee line with “To:” atthe left margin (see 3.8).If an instruction line, such

guidelines given in the most recent edition of The Chicago Manual of Style, currently the 16th edition. 1.2 The Church’s standard references for spelling, meaning of words, and end-of-line breaks are merriam-webster.com and the latest edition of the Merriam-Webster’s Collegiate Dictionary, cur-rently the 11th edition.

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