Policy Style Guide

Purpose

The purpose of this Policy Style Guide is to provide uniform standards for policy drafting for University Policies. Refer to this guide when drafting a new University Policy or revising an existing University Policy.

Before you start

Is a policy the right tool?

A policy describes a rule that must be followed but does not prescribe how the rule should be implemented or followed.

If your goal is to specify how to comply, such as process steps, then the information should be in a documented procedure, process, or protocol rather than a policy.

If your goal is to document historical or background information, an internal memo, white paper, or webpage may be a better fit.

If your goal is to recommend best practices, a guidance document may be the best solution.

Unit and academic policies, and university, unit, and academic processes, protocols, guidance documents, internal memos, white papers, and website language are not required to adhere to the University Policy-Making Policy, including the 30-day open feedback period.

If your goal is to introduce a uniform rule or practice that has a wide application for a variety of university community members, then a policy may be the right choice. Review your draft policy against other University Policies, ABOR policies, regulations, bylaws, and any other rules that may govern the topic you are addressing. If your policy is not compatible with other requirements, it may not be approved.

Periodic Policy Review

As noted in the University Policy-Making Policy, the policy sponsor and responsible unit will systematically review policies every 5 years to determine whether the policy is still needed or should be repealed; if revisions are needed; and if there are gaps that indicate where a new policy or new policy language should be developed.

Standard Policy Template: What to Include

Template

The Policy Template must be used to create the policy. The template is structured using sections to keep each major policy component separate. This format will:

  • help keep the policy organized,
  • make it easy for the reader to find the needed information, and
  • make it easier for stakeholders to understand and comply with the policy.

Policy Information

This section designates who the policy sponsor(s) and responsible unit(s) are and provides a consistent responsible unit email address where available or the policy sponsor email address for communicating any questions or concerns about the policy.

Purpose and Summary

This section briefly explains why this policy exists and provides a summary of what the policy is intended to accomplish. For example:

"This Policy is intended to protect the integrity and reputation of the University of Arizona (University) by ensuring conflicts of interest and commitment are appropriately eliminated or managed and by promoting objectivity in research."

Scope

This section designates who the policy applies to and, if applicable, specific locations, such as University Property. For example: does the policy only apply to employees, or are students or community members included? Does the policy apply only on campus? These types of questions should be clearly answered within the scope section.

Definitions

This section is where definitions are added for any jargon, terms of art, acronyms, or other novel language that is used in the policy. These types of terms should be avoided unless they are crucial to clearly stating the policy.

Terms used within the policy should be defined in this section. The first letter of each word in a defined term is capitalized (uppercase), for example, University Community, so that the reader can identify that the meaning of the term is specified in the policy and that they should interpret what they are reading in accordance with the definition given. After you are finished drafting the policy, verify that any terms in the definitions section are still used throughout the policy. If any defined terms were edited out, remove the defined terms from the definitions section.

List defined terms in alphabetical order (A to Z). Do not number each individual definition.

Finally, do not define terms to mean something other than their commonly understood meaning. For example:

"Student means an individual over 18 years of age who is taking 15 or more credits in the current semester."

This is a poorly written definition, because it re-defines the term “Student” with more criteria than fits the common definition.

Redefining common terms often causes confusion, and users will tend to interpret the policy using the common meaning.

Policy

This section is where the content of the policy is written. As part of the policy details, address conditions or restrictions of the policy. Where appropriate, be sure to include any other specific responsibilities.

  • Use job titles rather than the individual’s name and capitalize job titles (e.g., Senior Vice President). 
  • Capitalize names of units, departments, and committees.
  • If a unit or department is responsible, rather than a specific individual, provide links to the unit’s or department’s procedures, guidelines, forms, contacts, etc. here and in the Related Information section.
  • Use “must” “must not” or “will” “will not” terms in this section

Number each policy requirement in numerical order. Use the following order for formatting:

A. Level 1 (uppercase letter – A., B., C., etc.) 

1. Level 2 (Arabic numeral – 1., 2., 3., etc.)

a. Level 3 (lowercase letter – a., b., c., etc.)

i. Level 4 (lowercase Roman numeral – i., ii., iii., etc.)

Compliance 

This section designates the responsible unit for policy compliance.

For example: 

"[Responsible Unit Name] is responsible for overseeing compliance with this Policy."

Any other specific responsibilities should be included in the Policy section where applicable. 

The following sections are provided solely for the convenience of users and are not part of the official University Policy. 

Sources

This section is where sources are listed. Sources provide first-hand, original information. Sources may include, but are not limited to, laws, rules, and regulations that require the university to implement a policy.

When citing Arizona Revised Statutes (A.R.S.), the statute is cited as: A.R.S. followed by the number of the title and the number of the section in the title, separated by a dash.

For example: "A.R.S. section 1-101."

Related Information

This section is where links, references, or other external sources of information that are relevant to the policy are listed. This could include other policies or any other information outside of your policy including processes, procedures, forms, guidelines, or websites that are relevant to understanding and implementing the policy.

Refer to the Hyperlinks and Policy Related Documents section for embedding links in each reference.

Policy Glossary

NOTES:

The University of Arizona (University) is used when it is first referenced in the policy. All subsequent references are shortened to "University." University Policies are formal documents and using the uppercase "U" when referencing the "University" is preferred in university-wide policies.

The definitions in this Policy Style Guide apply to University Policies. In instances where University Policies repeat ABOR policy, any term defined by ABOR will apply. 

Business Day means Monday through Friday, except for official University holidays and closure days.

Designated Campus Colleagues (DCCs) means affiliates, associates, volunteers, and interns who are granted DCC status by the University, who contribute their time, services, and expertise to help the University accomplish its mission of teaching, research, and service.

Employee means faculty, staff, graduate assistants/associates, and student workers, whether employment is full-time, part-time, permanent, or temporary.

Policy means a statement that mandates or constrains actions and may affect the rights or duties of the University Community or general public. Policies are often intended to ensure compliance with applicable laws, regulations, and/or Arizona Board of Regents (ABOR) Policies, reduce institutional risk, or promote operational efficiencies. Policies are also enacted to promote and safeguard the University mission and core values.

Policy Sponsor means the administrator or compliance professional who oversees the Unit that is responsible for the Policy.

Responsible Unit means the Unit that initiates a request for a new, or to revise or repeal a current University Policy, consults with stakeholders, interprets and administers University Policies under its authority, oversees compliance with the University Policy, and regularly reviews and makes recommendations for updating, revising, or repealing its University Policies.

Student means any person enrolled in one or more credits at the University, including enrolled Employees.

Unit means any University college, school, department, program, or other operating unit.

Unit Policy means a Policy that applies only within a particular Unit or only to the operations or transactions within a particular Unit and that are overseen by a particular Unit.

University Community means any of the following individuals: Students; Employees; or third parties, including, but not limited to, contractors, vendors, volunteers, and DCCs.

University Policy means a Policy with broad application across the University that is approved by the President.

University Property means all land, buildings, and other facilities owned, operated, leased, or controlled by the University. 

Accessibility and Minimizing Visuals

Some types of visual content, such as images, charts, and graphics require additional context to be fully accessible to all users, including screen reader users and individuals with cognitive disabilities. To ensure this content is accessible to all users:

  • Provide descriptive alternative text (alt text) that conveys the purpose and meaning of the visual content.

  • Use captions or transcripts for videos and multimedia elements.

  • Avoid relying solely on color or complex visuals to convey critical information—ensure key messages are also available in text.

  • Consider simplifying visuals or providing text-based alternatives when possible.

For detailed guidance on creating accessible content, please refer to the IT Accessibility General Guidelines before incorporating visual elements.

Hyperlinks and Policy Related Documents

  • Use contextual links within the body of the policy and list them a second time under the Sources or Related Information sections.

  • Rather than typing out a URL, instead embed the URL in the existing sentence by adding a hyperlink to the source.

    For example:

X Don’t say:

“More information can be found at: http://www.azleg.gov/viewdocument/? docName=http://www.azleg.gov/ars/15/01633.htm.”

√Say:

“Refer to A.R.S. section 15-1633 for more information.”

  • Notify policy@arizona.edu any time a URL listed in the policy changes to avoid broken links.

  • Related documents should be version dated in either the header or footer of the document to ensure the most current version is being used.
  • Do not rename or add a version date to the document name or save the document in a different file or other location. Renaming or adding a version date changes the file URL when the file is posted online, and the link to the document in the body of the policy will be broken.

General writing guidance

Use simple and factual language

Write your draft policy using the simplest, briefest language that will allow the reader to understand the policy. With policy, less is often more. The more verbose your policy is, the less likely it is people will read it carefully and ultimately follow it. Concise language leads to better compliance.

Use short sentences when possible. Avoid using multiple clauses within a single sentence since they reduce readability.

As a general rule when drafting a policy, aim to use language that will be understood to individuals with around a 6th grade reading level. The reading level of your audience is constantly fluctuating, and two people of the same age and same educational background may still read at different levels.

Not only does this allow you to reach audience members who may not be the strongest at reading comprehension, it gets your message across quickly. Even audience members who read at higher levels will tend to appreciate copy that is written at a 6th grade level.

Use simple, direct language:

X Don’t say: “In order to effectuate one’s transaction effectively, one should consider providing the appropriate purchase order number.”

√Say: “Provide your purchase order number.”

Avoid using subjective language:

X Don’t say: “Provide enough copies.”

√Say: “Provide three copies.”

Unless necessary for clarity, avoid using technical language, industry jargon, or words or phrases that have a precise, specialized meaning within a particular field or profession. If a specific term is necessary for clarity, then be sure to include a definition of the term in the Definitions section of the policy.

Defined terms should be used consistently. The first letter of each word in a defined term is capitalized (uppercase) so that the reader can identify that the meaning of the term is specified in the policy and that they should interpret what they are reading in accordance with the definition given.

Please review the common defined terms used in University Policies listed in the Policy Glossary section above and adopt these standard terms and their definitions.

The guidelines from the Plain Writing Act of 2010 are an excellent resource for writing reader-friendly policy.

Good examples of plain language guidelines include:

  • Use gender neutral language: you, they, their, or the individual. Avoid using gender specific pronouns (e.g., he, his, she, or her).
  • Try to keep bullets and numbered lists to three or fewer levels
  • Provide clear headings that define the content underneath
  • Use topic sentences. The topic sentence is usually the first sentence of the paragraph because it gives an overview of the sentences to follow. The supporting sentences after the topic sentence help to develop the main idea. These sentences give specific details related to the topic sentence.

Use active voice

Using an active voice in your writing will make responsibilities much clearer. Consider the following statements:

“A review was conducted of the matter with no decision made by the committee."
“The committee reviewed the matter and made no decision.”

The latter, in the active voice, more clearly identifies who performs which actions.

Use precise words

The more precise the language, the easier it will be for stakeholders to follow the policy. For example:

  • Use “will (not)” or “must (not)” instead of “shall (not)” to specify obligations and prohibitions.
  • Use “may” for discretionary actions.
  • Use “should” or “strongly encouraged” for recommended actions; however, consider whether recommended actions belong in the policy or are better suited in another communication, such as a procedure or guidelines.

Avoid adverbs

Avoid overusing adverbs. Using strong verbs will reduce the number of words you use and will make the meaning concise.

X Don’t say: Labs must be completely inspected once per year.

√Say:  Labs must be inspected once per year

Omit excess words

When drafting policy, many writers use overly formal language or “legalese,” which makes the policy more difficult to understand. For example:

 

X Don’t say:

be responsible for
in accordance with
is able to
in the event that
in order to
as a result of
as well as

√Say:

must
under
can
if
to
because
and, also

Minimize abbreviations

If abbreviations are not commonly understood among all stakeholders, then avoid their use when possible. Examples of acceptable abbreviations, when used consistent with their typical meaning, include PhD, FBI, ATM, and other common terms.

If a term will be used many times in the policy, then it may be appropriate to expand the abbreviation on its first use, and use the abbreviation for the remainder of the policy. For example: “Our standard Terms and Conditions (T&Cs) are included in all contracts. These T&Cs are not negotiable.”

To review some commonly used acronyms at the university, refer to the list of Common Acronyms at the University of Arizona located on the Human Resources New Employee Onboarding webpage under the Frequently Asked Questions section..

Use Oxford comma (or serial comma)

Use the Oxford comma when including a list of three or more items.

The Oxford comma, or serial comma, is the comma before “and” (or comma before “or”) at the end of a list.

Using the Oxford comma helps to resolve potential ambiguity or misunderstanding.

X Ambiguous: I spoke to the administrators, Mia Silva and Rose Tristan. 

√ Clear:  I spoke to the administrators, Mia Silva, and Rose Tristan.

If the intent is to address who the three separate people are who were spoken to, it is not clear whether the list consists of “the administrators,” “Mia Silva,” and “Rose Tristan” or whether “Mia Silva and Rose Tristan” should be read as who “the administrators” are.

Adding the Oxford comma makes it 100% clear that Mia Silva and Rose Tristan are not the same people as the administrators.

Other Oxford comma examples:

  • First-year writing skills include prewriting, outlining, editing, and revising.
  • The article is concise, informative, and easy to read.

Check spelling and grammar

Double-check common issues such as spelling, grammar, and punctuation. If possible, have a colleague who is not a subject matter expert in the relevant policy area review your policy before submitting it.

If you have any questions regarding this policy style guide or would like assistance with any aspect of your policy development, please email policy@arizona.edu. 

 

Revised: April 2025