CAN-ASC-3.1:2025 – Plain Language
14. Design
Information
Table of contents
Technical committee members
- Catherine Rodgers (Chairperson), Director of Communications, People First of Canada
- Melissa Kargiannakis (Vice Chairperson), Founder and CEO, Skritswap
- Carol Wilson, Health Education Consultant, Carol A Wilson BSN RN
- Catherine Buckie, Independent Plain Language Consultant, iwritewell.ca
- Hilda Smith, Workshop Designer & Clear Language Consultant
- Karen McCall, Accessible Document Design Consultant and Trainer, Karlen Communications
- Lorne Mackenzie, Co-President, Consulting Services for Accessible Transportation Inc.
- Iva Cheung, Research coordinator, Providence Health Care; Adjunct professor, Simon Fraser University
- Julie Ruel, Researcher, Institut universitaire en déficience intellectuelle et en trouble du spectre de l’autisme
- Stacey Kowbel, Researcher, Vecova
- Rachel Mills, Senior Policy Analyst, Inclusion Canada
- Cynthia Jolly, Communications Manager, Canadian Transportation Agency
- Robin Kilroy, Manager, PCH Innovation Lab, Department of Canadian Heritage
- Youssef Megharfi, French Translator, Treasury Board Secretariat
- David Berman, Chief Accessibility Officer, David Berman Communications
- Eyra Abraham, Founder and CEO, Lisnen
- Laura Edlund, Writing, editing and communications
"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; and
- use that information."
See Clause 6.1.
Use what you have learned about the needs and preferences of your intended audience, and the barriers they face to design your communication. Consider the purpose of your communication and how your communication will be used by your intended audience to determine the design. Consider how design principles such as contrast, consistency, and position help to develop accessible communications for your intended audience. Design makes the structure of the communication clear and helps the intended audience find the information they need.
As defined, plain language involves design. The design of your communication is as important as its structure and wording. They function together to make it easier for your intended audience to find, understand, and use your communication.
This means doing the following:
- designing your communication to be readily usable by most;
- creating a design that addresses barriers;
- making your communication adaptable to different audiences; and
- making your communication compatible with assistive technology.
Design works best and is the most cost-effective when it is considered when you start planning your communication.
14.1 Overall design
- You should consider working with a designer who is experienced in developing accessible communications and using the principles of plain language.
- To make a communication digitally accessible, you shall conform with CAN-ASC - EN 301 549:2024.
- When a digital format allows the intended audience to make choices for themselves, you should set the default to conform with the following clauses:
14.2 Format
You shall choose the format that best meets the needs and preferences of your intended audience. See Clauses 10.1, 10.2, 10.3, 10.4, 10.5, 10.6, and 10.7 on audience needs and Clause 11.4 on testing.
Note: Different audiences might need different formats. Members of your intended audience might request alternate formats.
You shall design your communication in a way that does each of the following:
- motivates your intended audience to pay attention to your communication;
- motivates your intended audience to interact with your communication; and
- helps your intended audience find their way through the communication. See Clause 12.
Note: Your design helps to clarify each of the following:
- what is most important and less important
- what to pay attention to first, next, and later
- what is related and not
- how to scan the title and headings
14.3 Layout
You should create margins that are wide enough for the intended audience to easily read and use the information in your communication.
Note 1: Example: In print communications that are bound, define the margins so that the information near the binding is fully visible and easy for the intended audience to read.
Note 2: Consider defining the margins to be at least 15% of the width of a text column on all sides of a communication. See Clause 14.3 c). Test with your intended audience to determine what works for them. See Clause 11.4.
You should create text columns that help your intended audience use your communication.
The following are possible strategies:
- use a consistent column width for all body text;
- if using more than one column, allow enough space between columns so that the intended audience can easily distinguish between them; or
- keep paragraphs whole in a single column.
Note: The amount of text on each line can affect how easy it is to read. Lines that are too short or too long can make the text hard to follow. For body text, consider defining a text column width of 50 to 75 characters, then test your communication with your intended audience (see Clause 11.4) to determine what works for them.
You should create white space in your communication using these strategies:
- use white space to separate blocks of unrelated information and improve readability;
- aim for 40 to 50% of the space to be white space;
- use extra line spacing between paragraphs instead of indenting;
- use only one column of text when using larger font sizes or wider margins; and
- consider starting new topics on a new page or column.
Note: White space makes it easier for the intended audience to scan and navigate your communication. These are some examples of white space:
- wide margins
- space between sections, columns, blocks of text, or paragraphs
- space around headings, text, boxes, and other visual elements
- space between lines of text
- space around special items such as lists and tables
14.4 Typography
You shall use enough space between lines of text so that your intended audience can easily distinguish between characters on different lines.
Note: Caution – Whereas too little space between lines can make text hard to read because the characters overlap or interfere in ways that obscure their shape, too much space between lines can make text harder to follow across line breaks. Test your line spacing with your intended audience to identify the spacing they prefer. See Clause 11.4.
- You shall use enough space between paragraphs or sections so that your intended audience can easily distinguish between paragraphs and sections.
You shall align similar elements of text consistently so that the intended audience can easily find, understand, and use your communication.
The following are possible strategies.
align titles to the left;
Note: For those who use magnification, it is easier to find the title when it is aligned left.
- align headings so that each level of headings has a straight and consistent left-hand edge. This is known as setting text flush-left. Different heading levels can have different left-hand edges;
- align the body text, including the first line, so that a block of body text has a straight and consistent left-hand edge. In other words, set the body text flush-left; or
- align data and numbers in tables to the right.
Note 1: The left-hand edge of the body text could be different from the left-hand edge of headings. Setting the body text indented from the left-hand edge of the headings can help the intended audience distinguish body text from headings and more easily scan the headings.
Note 2: A layout might have many vertical lines of left-hand alignment. For example, the communication might have one line along which all paragraphs are aligned to the left and another line along which all vertical lists are aligned.
You shall not align text to both the left and the right at the same time.
Note: Aligning text to both left and right at the same time is called justified.
- You should not break words across lines with hyphens if doing so reduces the intended audience’s understanding of the communication.
You shall choose a typeface and font size that your intended audience can easily read from a comfortable distance within the context of the situation.
Note: This standard uses the term “typeface” to refer to the overall style and design of a set of letters, numbers, and symbols. The term “font” refers to a specific member of a typeface. For example, Helvetica is a typeface, but 12-point italic Helvetica is a font.
The following are possible strategies:
choose a typeface that has distinct shapes for different characters;
Note: For example, choose a typeface where the capital letter “I” looks different from a lowercase letter “l” or the number “1,” where the zero looks different from a capital “O,” and where the letter “m” can be distinguished from an “r” and an “n” close together.
choose a typeface with a medium weight or medium thickness of its stroke;
Note: Consider choosing a typeface where the thickness of the stroke is about 0.1 times the height of a capital “X,” then test your communication with your intended audience (see Clause 11.4) to determine what works for them.
choose a typeface with simple shapes and patterns with balanced proportions;
Note: Consider choosing a typeface with these characteristics, then test your communication with your intended audience (see Clause 11.4) to determine what works for them:
- the width of the capital “X” is 0.65 to 0.95 times its height; and
- the height of the lowercase “x” is about 0.65 to 0.75 times the height of the capital “X”;
- limit the number of typefaces in your communication to at most three;
- use the same typeface for the same purpose, such as the same typeface for all headings;
- choose the font size of the title to be at least two times the size of the body text and each level of heading to be smaller than the previous level but still larger than the body text; or
use regular text most of the time. Regular text is also known as roman or upright text.
Note: Text in italic or ALL CAPS is harder to read than regular text, especially when the text is longer than a few words.
- To address language and comprehension barriers with fonts, you should choose a typeface where mirror-image letters, like “p” and “q” or “b” and “d,” have distinct shapes.
You shall use enough space between letters so that the intended audience can easily distinguish individual letters.
Note: Consider setting letter spacing, also known as tracking, to at least 0.12 times the font size, then test your communication with your intended audience (see Clause 11.4) to determine what works for them.
You shall use enough space between words so that the intended audience can easily distinguish individual words.
Note: Consider setting word spacing to at least 0.16 times the font size, then test your communication with your intended audience (see Clause 11.4) to determine what works for them.
You shall use simple visual cues to provide emphasis.
Note 1: Examples of simple visual cues include the following:
- bold
- boxes or coloured borders
- arrows or other clear symbols
- dots (bullets)
- words such as “Note” or “Important”
Note 2: Your information needs to make sense without these visual cues. For example, some screen readers will not emphasize bolded text.
Note 3: Cautions – When adding emphasis:
- reserve underlining for hyperlinks
- use ways to emphasize in moderation
- refrain from using ALL CAPS to emphasize text
- refrain from using italics to emphasize text
- refrain from using any special effects, such as adding shadow, outline, light, or drop caps
14.5 Contrast and colour
You shall use contrast in visual communications to make organization, structure, and priority visible to your intended audience.
The following are possible strategies:
- choose a plain and clear background; or
- choose a high contrast between the text and the background.
Note 1: Check the contrast between text and background using a contrast-checking tool (see Clause 11.1 b)) aiming for a contrast ratio of at least 4.5:1. For example, try using black or dark blue text on a white background.
Note 2: Caution – Using visuals, including textures, behind text can make the text harder to understand and use.
You shall use contrast to make headings clearly distinct from body text.
The following are possible strategies:
You should use colour as a way to compare, identify, and differentiate.
The following are possible strategies:
use colours as one way to help the intended audience find the information they need;
Note: For example, using colour tabs to indicate different parts, repeating a colour to indicate related parts.
use colours that your intended audience can easily distinguish from each other when the colours convey or differentiate information;
Note: Ways to check that colour is not the only way you are conveying meaning are to print your communication in greyscale or use a colour blindness simulator. See Clause 11.1 b). You can change hue, brightness, saturation, or a combination of these, to differentiate one colour in your communication from another.
- choose colours that provide a high contrast between the text and the background;
- choose colours that have meaning to the intended audience;
- reinforce colour meaning with a shape, visual, or text;
- limit coloured text to titles, headings, or information you want to emphasize; or
- refrain from using bright or fluorescent colours.
14.6 Visuals
When using visuals, you shall use them to support the intended audience’s understanding of the information in your communication.
Note: Visuals include photos, illustrations, graphs, charts, symbols, icons, and videos.
The following are possible strategies:
- use visuals that convey the meaning either alone or together with text or audio;
- choose visuals that your intended audience can understand and use;
- choose visuals that have meaning for your intended audience;
- choose visuals that are clear and make sense to your intended audience;
- choose visuals that are familiar to the intended audience, such as visuals depicting situations from their everyday life;
- choose visuals with the least amount of detail needed to convey the meaning;
- use only enough visuals to convey the meaning while maintaining white space;
use visuals that give the intended audience a sense of the context;
Note: Examples:
- when showing a body organ, also show it within the context of the body
- when showing an image of a tick, show it within the environment where it lives
- choose visuals that convey or illustrate the action you want the intended audience to take;
- limit visuals with a negative tone unless in either of these situations:
- when a negative visual showing what not to do is paired with a positive one showing what to do; or
- when the visual is intended to communicate danger or warning; or
- evaluate the effectiveness of the visuals. See Clause 11.
You shall use a type and style of visuals that is accepted by your intended audience and appropriate for the purpose.
The following are possible strategies:- choose visuals your intended audience can relate to;
- choose visuals that represent the diversity of the intended audience;
- consider using illustrations or flow charts to depict a process or approach;
- consider using symbols or icons as ways to help your intended audience navigate or interpret your information;
- consider using simple line illustrations that do not give detail unnecessary to the purpose; or
- consider using photos when needing to realistically represent places, people, objects, or events of daily life.
Note: Caution – When choosing visuals involving members of under-represented groups, consult with them to determine if the visuals and the context in which the visuals are used are acceptable.
- You may use visuals that are unfamiliar to your intended audience, uncommon visuals, or specialized visuals only in these situations:
- when the intended audience needs to learn an unfamiliar visual to meet their needs, such as to recognize the visual that means flammable;
- when the intended audience understands and prefers the uncommon or specialized visual; or
- when the intended audience needs to use the visual to meet their needs.
- When using visuals to support the information in the text, you should relate the visuals to the text.
The following are possible strategies:- position visuals so that the relationship to information in the text is clear;
- based on the format and barriers to understanding that the intended audience faces, explain the visual in the text or accompany the visual with a caption or a legend; or
construct easy-to-understand, relevant, and concise captions, legends, and alternative text.
Note: Captions describe what a visual is about. Alternative text (alt text) describes what a visual is of. Refer to CAN-ASC - EN 301 549:2024 for more information about captions, legends, and alternative text.
- You should place visuals within your communication using these strategies:
- place visuals so that they do not distract your intended audience;
- place visuals in a way that maintains white space. See Clause 14.3 c);
place visuals so that there is an obvious path for the eye to follow;
Note: If there is a sequence of visuals, place them in the direction of reading, from left to right and from top to bottom. Number them if necessary.
align visuals with the text they relate to; and
Note: For example, align the left-hand side of a visual with the left-hand margin of a block of text. See Clause 14.4 c)
- place visuals so that text does not run over the visual.
- You should use a consistent approach with visuals throughout your communication using these strategies:
- choose the same visuals for the same meaning;
- choose different visuals for different meanings to make it clear which visual is related to each meaning; and
- choose visuals of the same style for the same purpose.
- You should emphasize important details in visuals using these strategies:
- enlarge small objects so they are easily visible;
- show the size of an unfamiliar object beside a common object for comparison; and
- emphasize important details using elements such as circles, arrows, or colour.
- You should use high-quality visuals using these strategies:
use a resolution that is high enough for the intended audience to easily distinguish features in the visual that you want them to distinguish as they use the communication in context;
Note: Caution – Digital visuals with resolution that is higher than necessary can create digital and interactive accessibility barriers. For example, the visuals might be slow to load for people without high-speed internet access.
- when using colour visuals, use the real colour of objects and people; and
if using visuals that include text, choose visuals with enough contrast between the text and background. See Clause 14.5.
Note: If the visual includes text, such as in a simple pie chart or a photo of a sign, transcribe the text into the alternative text (alt text).
For visuals in digital communications to be accessible, you shall build in accessibility features that conform with CAN-ASC - EN 301 549:2024.
Note: Examples of accessibility features:
- alternative text (alt text) in plain language for informative visuals
- long descriptions for complex visuals when the information is not fully captured in the related text
- audio or video alternate formats
14.7 Tables
You should use tables only if the intended audience can easily find, understand, and use the information in this format.
The following are possible strategies:
- choose the simplest structure possible;
- break up large, complex tables into several simple tables;
- consider converting a very simple table into a list;
- include a descriptive title;
- place the title outside the table;
- use short, specific labels and headings;
make sure that all cells have information in them, even if they only indicate a lack of information.
Note 1: For example, when cells have no information:
- explain why in notes, legend, caption, or surrounding text
- enter in the cell “no data” or “0” (zero)
Note 2: Screen readers read every cell, and empty cells can cause confusion.
- choose the same design style for all tables in the communication;
- use a cell size and cell spacing that is large enough for the intended audience to easily read the cell contents;
- make sure rows, columns, and cells are consistent sizes and that each cell aligns with the column header above it;
- use built-in table tools within word processing or design software to insert the table;
- consider using lines to help differentiate between rows, columns, and other data elements;
- use colours only when there is enough contrast between the colour and the text. See Clause 14.5; or
- when using colour:
- explain what the colour means in a table note or legend; and
- make sure colour is not the only way you are conveying meaning.
Note: Caution – Using empty cells, rows, or columns to format the table, or using tables as a formatting tool for body text can create problems for people who use screen readers.