"A communication is in plain language if its wording, structure, and design are so clear that the intended audience can easily do each of the following:find what they need;understand what they find; anduse that information."See Clause 6.1.Wording and expressions used in your communication work together with its structure and design so that your intended audience can easily understand and use the information.Elements that make a communication understandable include words, numbers, sentences, punctuation and capitalization, titles and headings, paragraphs, sections, and lists, and writing style and tone.
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13.1 Words
You shall choose clear and precise words that the intended audience already knows, understands, uses, and accepts, using these strategies:choose clear and concise words that are acceptable to the intended audience;use everyday words that are familiar to the intended audience;Note: When using existing plain language word lists and other professional resources for writers and editors, consult your intended audience to confirm that the words are clear and precise for them.use the simplest form of a word that expresses the meaning and is understandable to the intended audience;if you need to choose between 2 or more words that are equally familiar, use the word with the fewest syllables;choose a word that has only one meaning in the context of the communication;Note: Some words lead to confusion. For example, homonyms are words which have different meanings but the same or similar pronunciation with either the same spelling or different spelling.use the same word to mean the same thing;Note: For example, if you say “Warning! Do not go beyond this barrier” then use “barrier” or “barriers” throughout. Do not use “fence” or “railing” to mean the same thing.use different words to mean different things;Note: For example, using “may” to convey both permission and possibility can confuse your intended audience. Instead, choose two different words for those two functions, like “can” for permission and “might” for possibility.use literal and concrete words that are relevant to the intended audience’s concrete experience;Note: Caution - Some kinds of words could mean different things to different people. For example, concept words that represent abstract ideas such as “respect” and “equality,” category words that group items such as “fruits” and “animals,” and value-judgment words such as “enough” and “excessive” might be interpreted differently from the way you intended. Testing your communication with your intended audience (see Clause 11.4) might uncover some of these differences and inform your choices of wording.include concrete examples to explain abstract or complex ideas;remove words and phrases that are unnecessary for the intended audience to understand the information; andNote: Examples of unnecessary adverbs, adjectives, modifiers, and other words:words and phrases that don’t add meaning, such as “actually” and “it goes without saying that”repeating words with similar meaning, such as “unneeded luxury”pairs of words that imply each other, such as “past memories” and “final outcome”specific words implying their general categories, such as “red colour”use figurative words and phrases and figures of speech only when the intended audience knows and understands them.Note 1: Figurative words and figures of speech include similes, metaphors, hyperbole, personification, allusions, and idioms.Note 2: Expressions that are unique to a culture are hard to translate and understand in other languages.Note 3: Try not to use unnecessarily violent language. For example:[Specific to English] "hardest hit", "target user", and "overkill"[Specific to French] “il a frappé fort avec son message,” “elle l’a fusillé du regard,” and “l’opposition a tiré à boulets rouges”Note 4: Caution - Although some people in the intended audience might know and use figurative words and phrases or figures of speech, they could be harmful to others. For example, comparing someone to an animal or object such as a “beast” or a “drone” or using a metaphor like someone’s words are “a poison.”You shall use words that are unfamiliar to your intended audience, uncommon words, or specialized words only in these situations:when the intended audience needs to learn the unfamiliar word to meet their needs; orwhen the intended audience understands and prefers the uncommon or specialized word.Note: For example, use words from local dialects and slang and informal language if these are best understood by the intended audiences. See also Clause 10.4.You shall help your intended audience learn words that are unfamiliar to them, uncommon words, or specialized words.The following are possible strategies:highlight and explain words that are unfamiliar to the intended audience, uncommon words, or specialized words as soon as they appear using concise, clear, and everyday words while retaining the meaning;Note: For example, using a consistent phrase such as “this means” to help alert the intended audience that what follows is a definition.include a glossary of unfamiliar, uncommon, or specialized words in longer communications and anytime a glossary is preferred by the intended audience;clarify the meaning of unfamiliar, uncommon, or specialized words with examples in words, visuals, or both; orshow the intended audience how to say words that are unfamiliar to the intended audience, uncommon words, or specialized words by giving them a phonetic or audio pronunciation.Note: For example:[Specific to English] “A provincial court could appoint someone to be a committee (pronounced caw-mi-tay) of estate." This description clarifies that in this context, the word committee is pronounced differently from its common pronunciation.[Specific to French] the word ombudsman is pronounced « om-bouds-man » in French.To address emotional and distress-related barriers when choosing words, you shall use language that is acceptable to the intended audience when discussing sensitive topics or provide content warnings before difficult subjects.Note : Consider including references to mental health resources or support services.To address memory, attention, and processing barriers when choosing words, you should choose words of one to two syllables when possible.To address language and comprehension barriers when choosing words, you should not use any figurative words or figures of speech. See Clause 13.1 a).To address visual, hearing, and format barriers, you should present your information including examples in a way that a person can understand the information and context without having a particular visual or audio image in their memory.Note: Using adjectives related to sound or colour could create a barrier for someone who has never heard the sound or seen the colour before.You may develop a word list and glossary of plain language equivalents for specialized words and phrases to make writing and editing more efficient and make communication consistent across your organization.You shall use the full names, proper nouns, and special phrases instead of abbreviations using these strategies:use a shortened word form to refer to the full name, proper noun, or special term such as “the program” or “the disease” only when preferred by the intended audience;place the shortened word form in parentheses after the first mention only when needing to be clear what the shortened word form is referring to; andNote: Examples:first mention of “Canadian Union of Public Employees (the union),” then “the union” for subsequent mentionsfirst mention of “Canadian Space Agency (the agency),” then “the agency” for subsequent mentionsfirst mention of “Capital gains tax,” then “the tax” for subsequent mentionsfirst mention of “King Charles III,” then “the king” for subsequent mentionsrestructure the information when it becomes unclear what the shortened word forms are referring to.You shall use abbreviations, including acronyms and initialisms, only in these situations:when the abbreviation is well known and generally accepted by the intended audience; orwhen space is limited such as on a form, in a table, or within a figure.You shall follow these strategies when using abbreviations:provide the full name, proper noun, or special term followed by the abbreviation in parentheses when it first appears except where the abbreviation is more familiar to the intended audience than the full name or special term;Note 1: Examples of providing the full name followed by the abbreviation: “Canada Revenue Agency (CRA),” “kilogram (kg).”Note 2: Examples of abbreviations that are likely to be more familiar than the full name: “RCMP,” “CBC,” “HIV,” “DNA.”use the full name or special term plus abbreviation in parentheses the first time it is used in each major section of longer communications, such as chapters; andinclude a list of essential abbreviations and their meaning when used in forms, tables, and figures.Note 1: Using many unfamiliar abbreviations increases demands on your intended audience’s working memory, making it harder for them to follow the information in your communication.Note 2: When the abbreviation is an acronym and expressed as a word such as AIDS, COVID, and CUPE, it can pose challenges for screen readers, which do not always read out the acronym in a clear way.[Specific to English] You may use contractions when they are used and easily understood by your intended audience.Note: Examples of common contractions are “can’t” for “cannot” and “don’t” for “do not.”[Specific to English] To address memory, attention, and processing barriers, you should use whole words.Note: Unfamiliar contractions can increase confusion and increase the chances of a misinterpretation.You should not use words or abbreviations from another language, including Latin words and phrases, unless your intended audience knows and uses them.You should not use jargon or slang unless the intended audience already knows and uses it or needs to learn it.Note: For example, jargon “the house” when referring to the parliament.
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13.2 Numbers
You shall express numbers in the form that makes them clear and understandable for the intended audience.The following are possible strategies:choose either numerals or words, depending on the purpose, context, format, and preference of the intended audience;Note: In general, numbers when depicted as numerals are consistently better understood than words by most audiences. Numerals stand out within the text.present numbers consistently throughout and across communications directed to the same intended audience;use numerals when representing data or facts;break down complex numbers into simpler terms;Note: For example, when referring to large numbers, use numerals for the significant number and use a word for the magnitude (15 million, not fifteen million or 15,000,000).use decimal places when they are relevant for audience understanding;present numbers so that they are understood quickly, easily, and without ambiguity;Note: Similarity in appearance between numerals and letters can cause confusion, especially when presented close to one another. See Clause 14.4.use numerals when referring to numbered sections, pages, sequential lists, tables, and phone numbers;present numbers and numerical concepts in the least complex way for the subject, context, and to support the intended audience and their goals;to express dates and times, use either numeral or word form depending on context, format, and what is clear to the intended audience; orNote 1: In Canadian English, the word form of the date is presented as month, day, year. For Canadian French, the word form of the date is presented as day, month, year. The Standards Council of Canada specifies that when expressing dates in numerals, all dates are presented as YYYY-MM-DD in both English and French.Note 2: In online communications such as forms, an option is to include a popup calendar, date picker, or calendar widget so that the person can choose the date.express proportions (percentages, decimals, and fractions), money, weights and measures, and distances in forms that are best understood by the intended audience.To address language and comprehension barriers when using numbers, you should do the following:use general expressions of magnitude or words such as many, most, half, or few instead of quoting percentages, numbers, and statistics; orsituate an event in time using simple benchmarks known to the intended audience.Note: For example, “A long time ago…” instead of “In 1835…,” “After the Second World War…” instead of “In 1952…”
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13.3 Sentences
You shall construct clear and concise sentences.The following are possible strategies:use a basic sentence pattern so that it is clear what is happening and who is doing what;Note: In English and French, the basic sentence pattern is subject–verb–object (or complement).keep the subject close to its verb and the verb close to the object without long interrupting phrases;use imperative construction if the implied subject "you" is clear;construct sentences so they can be interpreted only in one way;Note: An example of a sentence that can be interpreted in more than one way is “The panellists discussed violence on television,” which could mean that the panellists were on television discussing the issue of violence or that they were discussing the issue of violence depicted on television.use as few words as possible to clearly express the idea and make a complete sentence;keep each sentence to only one idea;keep introductory clauses short;break up long, complicated sentences;use the present tense as much as possible;Note: Present tense is the simplest and most direct way to express actions, and it can often be used to express actions occurring at times other than the present. For example, “They go tomorrow” is in the present tense and expresses the same future action as “They will be going tomorrow,” but it is more simply expressed.give context before presenting new information;when the subject is repeated, use a pronoun only if it is clear to the intended audience who or what the pronoun is referring to;[Specific to English] break up groups of nouns that modify another noun;Note 1: Many nouns in a row are also known as noun strings, noun stacks, or clustered nouns. Although noun strings can make information shorter, they are hard to understand. They force the audience to take the phrase apart to understand the meaning. Using “of,” “to,” or “for” can help break up noun strings.Note 2: Example: Revise “the public relations improvement program,” to “the program to improve public relations."use the simplest form of a verb;use the verb form instead of a noun that is formed from the verb;Note 1: For example, use “consider” instead of “take into consideration.”Note 2: A noun that is formed from a verb or other part of speech is known as a nominalization. Nominalizations formed from verbs can be harder to understand than their equivalent verb forms.use the verb form instead of an adjective that is formed from the verb;Note: For example, use “reflects” instead of “is reflective of.”use a conjunction to join two clauses that express a single idea;place modifying words such as “only” and “always” next to the words they modify;place a conditional clause either at the end or beginning of the sentence; orcreate clear conditional “if-then” statements.Note: For example, “If you get into the pool, you will get wet” instead of “You will get wet if you get into the pool.”You should construct most sentences in the active voice.Note: The active voice clearly tells the intended audience who or what is doing the action. The active voice is more direct. It sends the message quickly, clearly, and easily. For example, “You need to show your photo identification before boarding the plane.” instead of “Your photo identification needs to be shown before boarding the plane.” In the passive voice, it is not always clear who or what is doing the action.You may construct sentences in the passive voice only in these situations:when you do not know who or what is doing the action;Note: Example: “I was robbed.”when the receiver of the action is more important than the doer of the action; orNote: Example: “Up to 5 staff will be hired by the end of the month.”when the process (verb) is the focus and the doer is self-evident from the verb.Note: Example: “Wheat is grown in well-drained soil.”To address language and comprehension barriers when constructing sentences, you should help the intended audience understand each sentence.The following are possible strategies:complete sentences on single lines. Sentences of 7 to 12 words or 30 to 60 characters are ideal;start each new sentence on a new line;leave words whole by starting and finishing a word on the same line;Note: This means not hyphenating words to allow them to break across a line.aim to construct sentences that fit on a single line, avoiding constructing sentences that split over two lines, pages, or screens whenever possible;if the sentence is longer and wraps over two lines, split the sentence at the place of the conjunction or at the place where there is a pause when said aloud; orprovide easy-to-read text paired with supportive visuals for complex information.
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13.4 Punctuation and capitalization
You shall use punctuation marks that your intended audience understands and accepts, using these strategies:use common punctuation marks, such as the period, comma, colon, and question mark;use hyphens only to clarify relationships within and between words, and refrain from using hyphens to break a word across lines. See Clauses 13.3 d) and 14.4 e);Note: Examples of hyphens clarifying relationships within and between words:[Specific to English]:the hyphen in the word “re-signed” helps distinguish it from the word “resigned”the hyphen in the compound “brain-eating amoeba” helps clarify that the amoeba eats the brain and not the other way around[Specific to French] the hyphen in the word "sans-abri" refers to a person without a permanent home, whereas without a hyphen, it can refer to a person who has no shelter, such being without a shelter in the forest during a thunderstorm.[Specific to English] use punctuation to help make relationships between elements in sentences, and between sentences, clear; andkeep the punctuation consistent throughout the communication.Note 1: Caution – If punctuation seems overly complex or sentences are long, consider revising a sentence to simplify.Note 2: A serial comma can help the intended audience understand a list of items in a sentence. This means placing the serial comma after the second last item and before “and” and “or”. For example, a comma placed before “and the families that host them” in the sentence “The program targets newcomers, refugees, international students, and the families that host them," clarifies that the program applies to families that host newcomers, refugees, and international students, and not just families that host international students.Note 3: For punctuation in titles and headings, see Clause 13.5 a), and for punctuation in vertical lists, see Clause 13.6 d).You should reduce the use of these punctuation marks where possible:asteriskexclamation marken dashem dashellipsis or suspension pointsparenthesesslashsemi-colonYou shall not use punctuation marks or symbols to replace words except when they are used and understood by the intended audience.Note: Examples of symbols that replace words:an en dash (–) to replace the word “to”an ampersand (&) to replace the word “and”math symbols like the greater than (>) or less than (<) sign to replace the words “more than” or “less than”a slash (/) to replace the word “and,” “or,” or “both,” such as in “X and/or Y,” which could mean “either X or Y, or both”You should use capitalization only in the following ways:capitalize the first letter of the first word of a sentence, heading, and title of a communication;Note: This type of capitalization is known as sentence case. Most text uses this case, so most audiences will find it familiar and easiest to read. It clearly signals where sentences start and end. In contrast, too much capitalization, especially when it needlessly draws attention to generic terms and when it distracts, makes text harder to read.[Specific to English] capitalize the first letter of proper nouns such as names, places, and titles of office, rank, or role;Note: Example: Capitalize the title “Minister of Finance” but not “the minister.”[Specific to English] capitalize the first-person singular pronoun "I";[Specific to English] capitalize the first letter of the days of the week and months of the year;capitalize the letters in abbreviations. See also Clauses 13.1 i), 13.1 j), and 13.1k);capitalize the first letter of each word in hashtags for social media (also called Camel Case); orNote: Example: #PlainLanguageDay[Specific to French] capitalize the first letter of the names of places and institutions established by law, but do not capitalize the generic names that precede them. Use lowercase letters of the names of positions, ranks or titles, except in forms of address and greetings in correspondence.Note : Example- write "le collège André-Laurendeau”, "le Musée de la civilisation", and use lower case letters for "ministre des Finances” or "ministère des Finances”, except for titles in correspondences such as "Ministre des Finances”
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13.5 Titles and headings
When using titles and headings, you shall construct them using these strategies:use words and expressions the intended audience easily understands. See Clauses 13.1 a) to 13.1 g);use titles and headings that are brief and accurately describe the topic or purpose of what is to follow;use a new heading for each new section or topic;use only as many levels of headings as needed to help your intended audience find and understand your information;Note: Too many heading levels can make the structure of the document hard to follow.use only as many headings as needed to help your intended audience find and understand your information. See Clause 12.7.Note: Test whether the number of headings in your communication is right for your intended audience. For example, if testers say that the communication seems too broken up or choppy, or a heading is unnecessary, reduce the number of headings. See Clause 11.4.use a consistent grammatical structure across headings;in English and French, use sentence case for both titles and headings. Capitalize only the first letter of the first word and any proper nouns. See Clause 13.4 d);present titles and headings so they are easily recognized, such as with a larger font, a text effect like bold, or other visual cues. See Clause 14.4 j); andleave off all punctuation at the end of a title or heading, unless it is a question.To address language and comprehension barriers when using headings, you shall limit heading levels to at most 3 levels.To address digital and interactive accessibility barriers in titles and headings, you shall conform with CAN-ASC - EN 301 549:2024.
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13.6 Paragraphs, sections, and lists
You shall construct clear and concise paragraphs or sections.The following are possible strategies:put the most important information first;keep paragraphs or sections to one main theme, idea, or grouping of information;use a topic sentence to tell the intended audience what the rest of the paragraph or section will be about;show the relationships between the sentences in the paragraph or section; orbreak up long complex paragraphs or sections into smaller groupings of information, actions, or steps.Note 1: When you start paragraphs or sections with familiar or related information from elsewhere in the communication before introducing new information, it can help your intended audience understand the relationships between them.Note 2: Vertical lists can help break up complex paragraphs. See Clause 13.6 d).To address memory, attention, and processing barriers when constructing paragraphs or sections, you should do the following:break information into short, clear sections with headings;provide clear, direct instructions with examples;offer summaries or key takeaways; andallow extended time limits for online forms and tasks.To address information access and navigation barriers when constructing paragraphs or sections, you should use icons or visuals to help guide the intended audience. See Clause 14.6.You should present a series of two or more related ideas or words as a vertical list when it helps the intended audience to easily find and understand the information. See Clause 12.6 c).The following are possible strategies:start the vertical list with either a lead-in sentence or a heading;Note 1: For example, “The committee decided on these actions.” or “Actions of the committee.”Note 2: A lead-in sentence, also known as the stem of a list, can end in either a colon or period. Headings do not need final punctuation.use a lead-in sentence to explain your list if your list is comprehensive, with options, conditional, or ordered in some way;Note: Examples:comprehensive: “Please submit each of these documents”with options: “Please bring one of these forms of identification”conditional: “If you have any of these concerns, call our office”ordered: “To apply for the grant, follow these steps”use a consistent grammatical structure within vertical lists;Note: For example, start each item in the list with the same part of speech in the same form, such as a verb ending in “-ing” or a noun.use an ordered list using numbers or letters when presenting items that are sequenced, ranked, in ordered priority, or for future reference to a part;Note: For example:use an ordered list when providing steps to apply for a serviceuse an ordered list when the intended audience might want or need to refer to an item in the list by the number or letter, such as in a policyuse an unordered list when presenting items that are equal in importance;Note 1: For example, use an unordered list when providing a short, simple list of documents to have ready for an appointment and each is of equal importance.Note 2: Unordered lists are also known as dotted, bulleted, or point-form lists.put unordered lists in a sequence that is the most logical for the intended audience;Note: For example, even though the items are equal in importance, the order might be alphabetical or most common to least.use nested vertical lists only if the relationship of the main list item to the nested list is clear to the intended audience;break up long lists into separate groups or categories; oruse the least amount of punctuation needed to help the intended audience understand the list. See Clause 13.4.Note 1: Lists can make it easier for the intended audience to scan and navigate the information and identify the important information.Note 2: Whether ordered or unordered, lists can be full sentences, words, phrases, or fragments of sentences.Note 3: When items in the list are full sentences, it is best to capitalize the first letter of each sentence and end with a period. When the items are single words or phrases, it is best to use lowercase unless it is a proper noun and not to capitalize the first letter or use any punctuation at the end.Note 4: For lists to be accessible digitally, refer to clause 9.1.3 of the CAN-ASC - EN 301 549:2024 standard.To address memory, attention, and processing barriers when using vertical lists, you should do the following:express list items as complete sentences; andlimit lists to at most five items.
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13.7 Writing style and tone
You should write in a straightforward, easy-to-understand way using a conversational tone.The following are possible strategies:write as if you are speaking with your intended audience;use first-person and second-person pronouns to help your intended audience connect with the communication;Note: Pronouns can help make your communication be more relatable. The following are examples of first-person and second-person pronouns:referring to the intended audience as “you” and “your”referring to your organization as “we” and “our”if using a question-and-answer structure, referring to the one asking the questions as “I” and the one answering the questions as “we”write with your intended audience’s specific needs, experiences, and prior knowledge in mind;focus on what matters to your intended audience; ordefine pronouns clearly when referring to many subjects in a sentence or when addressing many audiences.Note: Caution – When you have many subjects in a sentence or many audiences, using pronouns might confuse your intended audience. In this case, it is better to repeat the noun.Note 1: Sentences are usually shorter and simpler when written in a straightforward, easy-to-understand way.Note 2: A conversational tone helps your intended audience focus on the message and is easier to understand, but it is not always appropriate for the context. For example, your audience might associate a more formal tone with authority and trustworthiness.You should use a positive tone and positive phrasing wherever possible following these strategies:focus on what something is rather than what it is not;focus on what your intended audience is permitted to do rather than what they are not permitted to do; anduse words that express a positive meaning.Note: Positive phrasing is easier to understand, more straightforward, more concise, and more likely to be well received. The intended audience might emotionally react and be confused by negatives, double or multiple negatives, and exceptions to exceptions. Negative phrasing also makes your communication more complicated.Example of positive and negative phrasing:positive phrasing: “Please contact us if you have any questions”negative phrasing:” Do not hesitate to contact us if you have any questions”Example of positive and negative tone:positive tone: “After you pay off your mortgage, you will own your home outright”negative tone: “If you do not pay off your mortgage, you will not own your home”You may use a negative tone in these situations:to indicate danger or warning;to correct inaccuracies or misinformation;when something is prohibited; orwhen there is an exception to a general rule.You should write inclusively to represent the diversity of all people in your communications, regardless of their identity, orientation, or social class.Note: Caution – Your goal is to make your communication easy to find, understand, and use. If some inclusive writing practices hinder this goal for your intended audience, choose practices that prioritize clarity for that audience.The following are possible strategies:use words and expressions that the intended audience prefers when referring to their identity, orientation, or social class. See Clause 10.4;when writing to or about a specific, identifiable person, use the pronouns, titles, and other gendered terms that person prefers and uses;when writing to or about a person and you do not know their gender or preferences, try to make your communication gender-neutral;The following are ways to do this:use the gender-free pronoun “you”[Specific to English] use “they” or “their” as a singular pronounleave out third-person pronouns “he,” “she,” “him,” “her,” “his,” and “hers”use the person’s name or roleuse generic titles, words, and expressionsleave out titles that indicate genderchange the sentence into the plural[Specific to French] include the feminine gender; orThe following are ways to do this:apply the feminine gender to the names of functions, professions, ranks; orNote: For example, “maire” or “mairesse”; “enseignant” or “enseignante”, “président” or “présidente”.use complete pairings;Note 1: For example, “les avocates” and “les avocats”; “les étudiantes” and “les étudiants”.Note 2: Complete pairings lead to problems with the agreement of past participles and adjectives. The proximity principle recommended in those cases. The agreement is made with the noun in the closest position to the word to be conjugated. The suggestion is to write the feminine noun first, then the masculine. For example, “Les citoyennes et les citoyens sont heureux de leur nouvelle mairesse.”Note 3: The use of abbreviated pairings is only possible in a restricted space, such as in a table. Parentheses or brackets are preferred. For example, “un(e) ingénieur(e)”.[Specific to French] make your communication inclusive by writing in gender-neutral terms.The following are ways to do this:use gender-neutral terms: nouns, adjectives, pronouns, determiners. A gender-neutral term is written in the same way in the masculine or feminine, without changing its form;Note 1: Examples of gender-neutral names: “de travail” or “compagne de travail” replaced by “collègue de travail”; “collaborateur” or “collaboratrice” replaced by “partenaire”.Note 2: Examples of gender-neutral adjectives: “Plaisant” or ”plaisante” replaced by “aimable”; “posé” or “posée” replaced by “calme”.Note 3: Examples of gender-neutral pronouns: “Aucun” and “aucune” replaced by “personne”; “ceux et celles” replaced by “quiconque”.use neutral, generic or collective words;Note: For example, “les citoyens” and “les citoyennes” replaced by “la population”; “les employées” and “les employés” replaced by “le personnel”; “le père et la mère’ replaced by “les parents”.use plural. Some words that are gendered in the singular become gender-neutral in the plural;Note: For example, “un” or “une journaliste” replaced by “les journalistes”; “le” or “la médecin” replaced by “les médecins”.rephrase your content to make it gender-neutral; orNote: For example, “Inscrit(e) depuis le” replaced by “Date d’inscription”; “Êtes-vous propriétaire d’un véhicule?” replaced by “Avez-vous un véhicule?”use the names of functions or administrative units.Note: For example, “directeur” or “directrice” replaced by “la direction”; “coordonnateur” or “coordonnatrice” replaced by “la coordination”.
https://accessible.canada.ca/creating-accessibility-standards/can-asc-312025-plain-language/13-wording-and-expression
