Writing style guide FOR RELEASE.pdf

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Writing style guide
Last updated 7 February 2023
Internal use

Purpose
Te Pūkenga Writing Style Guide provides our people with guidance on consistent use of language, tone
and ways of writing. It ensures our written (including electronic) and verbal communication is uniform,
in line with Te Pūkenga values and reflects the needs of our priority audiences. This style guide has
been developed with input from communications practitioners across the network.
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Contents
Contents
Our tone of voice
4
Grammar and punctuation
16
Language 5
Acronyms
16
Te reo Māori
7
Addresses
16
Our organisation
8
Ampersand (&)
16
Our vision
8
Apostrophes
16
Our values
8
Brackets
16
Te Pūkenga
8
Bullet points
17
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Our people
8
Capitals
17
Our teams
9
Colons and semi-colons
18
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Where we come from
10
Contractions
18
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How we describe our purpose
12
Dashes
18
Other words and phrases we use
12
e.g. and i.e.
18
Using ākonga, kaimahi and kaiako
12
Ellipsis (…)
18
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Words and acronyms we don’t use
13
Endorsements
19
Our preferred terms for things and people
13
Exclamation marks
19
Writing for accessibility
13
Extracts
19
Formatting 14
Headings
19
Fonts
14
However
19
Alignment
14
Links
19
INFORMATION
Spacing
14
Plurals
20
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Bold
14
Quotation marks
20
Italics
14
Spelling
20
Paragraphs
14
Titles of documents or publications
20
Underline
14
Plain English synonyms
21
Numbers 15
Words and spelling
27
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Measurements
15
Mistaken words
28
Dates
15
Time
15
Phone numbers
15
Money
15
Te Pūkenga writing style guide 3

Our tone of voice
Our tone of voice
We are Te Pūkenga, here to welcome and guide, to share and inspire, to reimagine learning in a way
that is purposeful and creates real value for all people.
Our voice is a conversation that reflects the reciprocal nature of a new way of learning and teaching.
It is a two-way, face-to-face kōrero, with humanity and helpfulness.
Ako and partnership are reflected in our sharing of knowledge and power. Ako is grounded in
reciprocity between educator and learners and among learners, where everyone is empowered to
learn with and from each other. Partnership reflects our commitment to Te Tiriti o Waitangi and focus
on reciprocal relationships for mutual benefit.
We:
•  use plain, familiar language
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•  use short sentences
•  use the active voice — this means we avoid using the passive tense whenever possible
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•  say ‘you’ and ‘your’ when talking to you
•  use simple contractions like ‘you’re’ or ‘you’l ’
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•  mark Māori words up correctly, including macrons
•  use respectful, inclusive and gender neutral language
•  include English translations in brackets fol owing new or less commonly used Māori words.
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Authentic
Our voice lights a path toward a new way of learning. It is:
•  guiding
•  sharing, not dictating
•  authentically human.
Empowering
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Our voice creates real value and meaning for al . It is:
•  inclusive, empowering and uplifting
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•  building momentum
•  purposeful and helpful.
Bold
Our voice celebrates the new and chal enges the status quo. It is:.
•  brave, bold and open to new possibilities
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•  optimistic and inquisitive
•  a daring kind of energy
•  bright and positive.
4 Te Pūkenga writing style guide

Language
Language
Audience
Before you start writing, consider who will be reading it, what information they need from you,
and what, if anything, you need them to do. Write to interest everyone, not just affected parties
or experts.
Jargon
Using big words or technical language may confuse your audience, so try to limit this where possible.
Please refer to the list of Plain English Synonyms (page 19) to help.
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Redundancy and repetition
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Redundancy refers to using words you don’t need, either because they make your text unnecessarily
wordy, without adding value to its meaning, or they repeat words in the same sentence. Be careful
with linking words such as that, which, real y and very. Overuse of these words is unnecessary and
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can make a sentence sound clumsy. If you can write the sentence without these words, then you don’t
need to use them.
Gender-inclusive language
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We use pronouns that are gender neutral, unless we are referring to a specific individual and we know
their preferred pronouns.
For example, we use ‘firefighter’ not ‘fireman’.
We respect a person’s pronouns when referring to them.
We also use:
•  spouse or partner — not husband, wife
•  different sex — not opposite sex INFORMATION
•  chair — not chairman, chairwoman
•  machine-made, artificial, synthetic — not man-made.
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Te Pūkenga writing style guide 5

Language
Disability language
We use the term ‘disabled person’ as outlined in the New Zealand Disability Strategy rather
than ‘person with a disability’.
The New Zealand Disability Strategy states that ‘disability is not something individuals have.
Instead, ‘disability is the process which happens when one group of people creates barriers by
designing a world only for their way of living taking no account of the impairments that other
people have.

In this plan we have used the term ‘disabled learners’, to make the point like Te Rito report has
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shown, that people with impairments are often ‘disabled by their environment’, rather than
inferring that they are ‘disabled’ themselves or by their impairments. THE

Disabled learners include those with permanent impairments, those with impairments resulting
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from long or short-term injury or illness, the Deaf and Blind communities and those with learning
disability, neurological or cognitive difficulties, mental health conditions and other hidden
impairments. These impairments often last for six months or more. It is important to remember that
disabled learners are diverse like the rest of our community. They include disabled ākonga Māori,
people with different impairments, Pacific learners and those from other cultural groups, women,
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international students, LGBTQIA communities, migrants, at-risk youth and older people, etc.’
We use language that respects disabled people as active individuals with control over their own lives.
We do not use ‘disorder’ unless it is part of a formal diagnosis.
We avoid language that portrays people as victims, such as ‘suffers from’.
For example, we use ‘a person with a vision impairment’, ‘a person with hearing loss’, ‘a person
with limited mobility’.
We avoid phrases that may associate impairments with negative things.
INFORMATION
For example, ‘blind drunk’ or ‘deaf to our pleas’.
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We use ‘support’ instead of ‘help’.
We include disabled people in the visual elements of our work.
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6 Te Pūkenga writing style guide

Te reo Māori
Te reo Māori
Te Pūkenga te reo Māori writing style guide has been col ated to ensure the accurate and consistent
use of te reo Māori across all Te Pūkenga internal and external facing communications and marketing
(print and digital), as well as signage and naming conventions.
At Te Pūkenga we typical y fol ow Te Taura Whiri i te reo Māori Guidelines for Māori Orthography:
Ngā Tikanga Tuhi a Te Taura Whiri i te reo Māori. These are kept updated and can be found on
Te Taura Whiri i te reo Māori | Māori Language Commission website, tetaurawhiri.govt.nz/resources.
Orthography is the written system selected for any language. It includes spel ing conventions, use of
diacritics (the tohutō or macron for te reo Māori to indicate vowel length), and features of punctuation
such as use of capital letters and hyphernation. We’ve also developed some additional features for
Te Pūkenga written style.
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The orthographic conventions for te reo Māori have changed over time as written use of the language
has developed. What we outline below may be different to what you have seen in other contexts, and
in particular in older printed texts. Depending on the tribal dialect of your region, this may be in the
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use of macrons.
Te reo Māori is the indigenous language of Aotearoa New Zealand and like New Zealand Sign
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Language, is an official language. We honour te reo Māori by adopting the convention to start with
te reo Māori, fol owed by the English equivalent. This reflects Aotearoa New Zealand’s national
commitment to support Māori language revitalisation. It also enables our institution to use te reo
Māori within English text.
Te Pūkenga is committed to the preservation and normalisation of te reo Māori.
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For a guide on how to use te reo Māori in Te Pūkenga, please refer to our Te Pūkenga te reo Māori
writing style guide.
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Te Pūkenga writing style guide 7

Our organisation
Our organisation
Our vision
Whakairohia he toki, tāraia te anamata | Learning with purpose, creating our futures
The most well used and highly prized tool of the pre-European Māori world was the toki or the adze.
This implement was used to fashion waka, build houses, fell trees and even create other tools. So
prized was the toki that there are many Māori proverbs that speak of its application and even people
who were seen as proficient in various activities were cal ed ‘toki.’
The notion of toki aligns with the name Te Pūkenga which also means to be proficient or skil ed in
particular roles. By including the word whakairohia in the first part of the sentence, this phrase is
encouraging people to upskill themselves, or equip themselves with the relevant tool.
The second part of the phrase is about the future. The word tārai means to fashion, shape or sculpt
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and anamata is the future. Therefore the phrase as a whole is about encouraging people to prepare
themselves with a skil set that will help us all to shape the future.
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Our values
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Manawa nui | We reach out and welcome in
Manawa roa | We learn and achieve together
Manawa ora | We strengthen and grow the whole person
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Te Pūkenga
We always refer to ourselves as Te Pūkenga.
We are not, and would never use:
•  The Te Pūkenga
•  Te Pūkenga’s
•  TP.
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Our people
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We refer to each other as kaimahi, col eagues, work friends, whānau, or Te Pūkenga people. Our
people in governance are ohu kaitiaki.
We limit our use of terms like ‘employee’ or ‘staff’, except for when it makes sense in a formal setting
or when we’re required by legislation.
We use capital letters for all job titles or positions when referring to them in person.
For example, ‘Chief People Office, Keri-Anne Tane.’
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We use lower case for job titles when referring to a group.
For example, ‘The business division international directors’
We use a person’s full name in the first instance and their title and surname for subsequent mentions.
For example, ‘Chief Executive Peter Winder hosted the event last week. Mr Winder said it was
fantastic to be able to attend.’
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Our organisation
Our teams
We have Business Groups and teams that belonged to Business Groups.
The Business Groups are:
•  Academic Centre and Learning Systems
•  Ako Delivery
•  Digital
•  Finance
•  Learner and Employer Experience and Attraction
•  Office of the CEO
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•  People, Culture and Wel being
•  Strategy and Transformation
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•  Tiriti Outcomes
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Te Pūkenga writing style guide 9

Our organisation
Where we come from
Te Pūkenga was established to bring together the former Institutes of Technology and Polytechnics
and Industry Training Organisations. As we moved through the transition period, these organisations
have moved from being subsidiaries of Te Pūkenga to business divisions. When a subsidiary became
a business division, their legal name changed to “Te Pūkenga New Zealand Institute of Skil s and
Technology trading as [brand name].”
As we continue to transition, we will move from business divisions to a regional model with 4 regions.
Business Division
Māori name
First time referring to
Second
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referral
and onwards
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Ara Institute of Canterbury
Ara Rau, Taumata Rau
Ara | Te Pūkenga
Ara
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Building and Construction
He Hunga Hanga Mātou
BCITO | Te Pūkenga
BCITO
Industry Training
Organisaton
Community Support
Te Toi Pūkenga
Careerforce | Te Pūkenga
Careerforce
Services Industry Training
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Organisation
Competenz
Competenz | Te Pūkenga
Competenz
Connexis
Connexis | Te Pūkenga
Connexis
EarnLearn
EarnLearn | Te Pūkenga
EarnLearn
Eastern Institute
Te Aho a Māui
EIT | Te Pūkenga
EIT
of Technology
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Manukau Institute
Te Whare Takiura
MIT | Te Pūkenga
MIT
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of Technology
o Manukau
Motor Industry Training
MITO | Te Pūkenga
MITO
Organisation
Nelson Marlborough
Te Whare Wānanga o te
NMIT | Te Pūkenga
NMIT
Institute of Technology
Tau Ihu o te Waka a Māui
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New Zealand Hair and
HITO | Te Pūkenga
HITO
Beauty Industry Training
Organisation
Northland Polytechnic
NorthTec Tai Tokerau
NorthTec | Te Pūkenga
NorthTec
Wānanga
Open Polytechnic
Kuratini Tuwhera
Open Polytechnic |
Open
of New Zealand
Te Pūkenga
Polytechnic
10 Te Pūkenga writing style guide

Our organisation
Business Division
Māori name
First time referring to
Second
referral
and onwards
Otago Polytechnic
Te Kura Matatini ki Otago Otago Polytechnic |
Otago
Te Pūkenga
Polytechnic
Primary ITO
Rōpū Whakangungu
Primary ITO | Te Pūkenga
Primary ITO
Ahuwhenua Ahumahi
Service Skil s Institute
Whakangungu Ahumahi  ServiceIQ | Te Pūkenga
ServiceIQ
Ratonga
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Southern Institute of
Te Whare Wānanga o
SIT | Te Pūkenga
SIT
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Technology
Murihiku
Tai Poutini Polytechnic
TPP | Te Pūkenga
TPP
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Toi Ohomai Polytechnic
Toi Ohomai | Te Pūkenga
Toi Ohomai
Unitec New Zealand
Te Whare Wānanga
Unitec | Te Pūkenga
Unitec
o Wairaka
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Universal Col ege
Te Pae Mātauranga
UCOL | Te Pūkenga
UCOL
of Learning
ki te Ao
Wel ington Institute of
Te Whare Wānanga o
Weltec and Whitireia |
Weltec and
Technology and Whitireia
Awakairangi me Whitireia Te Pūkenga
Whitireia
Community Polytechnic
Western Institute
Te Kura o Matatini
WITT | Te Pūkenga
WITT
of Technology
o Taranaki
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Wintec
Te Kuratini o Waikato
Wintec | Te Pūkenga
Wintec
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Te Pūkenga writing style guide 11

Our organisation
How we describe our purpose
For learners
Te Pūkenga is creating a unified network of polytechnics and industry training organisations to give you
the benefit of the strengths of the whole network in your local region.
Our ākonga will remain at the centre of everything we do. You’ll be part of a system that is cultural y
responsive, honours Te Tiriti o Waitangi, is consistent across the country, and will let you learn at your
own pace, in your own place.
Te Pūkenga is here to help you fit learning around your life.
For employers
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We’re creating a world-class vocational and on-the-job learning system for Aotearoa New Zealand that
brings together the strengths of ITPs and ITOs. The goal is to help learners get more than qualifications.
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It’s about building the right skil s and knowledge, so they are ready to take their next step.
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Other words and phrases we use
•  All learners
•  Regional richness
•  National y and international y recognised
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•  Creating real value
•  Making how and what you learn relevant to the world of work
•  Learner-focused
•  Improving outcomes for Māori learners, whānau, hapū and iwi, and employers
•  Promoting lifelong learning
•  Sustainable
•  United
•  Col ective strength
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•  Separate strands are stronger together – harakeke
•  Supportive
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•  Equitable
•  Putting learners first
Using ākonga, kaimahi and kaiako
When using ‘ākonga’, the description (if any) of that/those ākonga should be positioned immediately
after ‘ākonga’. For example: ākonga Māori/Māori learner(s).
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We run into problems with this grammatical convention when we want apply ‘ākonga’ alongside a
non-māori description of the ‘ākonga’. For example: Disabled ākonga.
The chal enge is doubled when applying ‘ākonga’ alongside another indigenous groupings, such as
Pacific peoples, where we are wary of recolonisation.
The same goes when using the words ‘kaimahi’ and ‘kaiako’ – kaimahi/kaiako Māori, Pacific staff/
facilitators of learning, Disabled staff/facilitators of learning.
12   Te Pūkenga writing style guide

Our organisation
When referencing people in organisation, use the fol owing summary to guide which terms you use:
•  Ākonga – learner/all learners
•  Kaimahi – all staff
•  Kaiako – all facilitators of learning
•  Ākonga Māori – Māori learners
•  Pacific learners/staff/facilitators of learning
•  Disabled learners/staff/facilitators of learning
Words and acronyms we don’t use
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•  Megapolytech
•  Megapolytechnic
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•  VE
•  VET
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•  Realigning — this is what happens to your wheels
•  Merge
•  It’s early days — those were earlier, we’re in the here and now
•  Treaty of Waitangi — we use Te Tiriti o Waitangi or Te Tiriti
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Our preferred terms for things and people
Vocational and on-the-job learning — not vocational education or vocational education and training.
The exception is in the international marketplace.
Ākonga or Learners — not students, trainees, enrolees (although occasional y these have a place).
Graduates — learners who have completed a programme.
Kaimahi — our people. In most cases we don’t use the term staff.
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Writing for accessibility
There are some easy things we can do to ensure that we are writing in a way that is accessible for
everyone. This includes people with vision impairments using a screen reader, or people with hearing
impairments relying on captions. We have accessibility guidelines to support our mahi, but here are
some key things you should remember when writing for Te Pūkenga.
•  Increase the body text font size in documents from 11 (default) to 12 point where possible.
•  Ensure font colours have enough contrast (e.g. no red text on white backgrounds).
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•  Increase headings to at least 16 point.
•  Use HTML content where possible in website and intranet pages (Communications and Marketing
can help with this).
•  Limit the use of PDFs, which do not work well with screen readers.
•  Use proper font ‘styles’ in Word so people using screen readers know where they are in
the document.
Te Pūkenga writing style guide 13

Formatting
Formatting
Fonts
We use Calibri (body), size 12, on all internal documents, emails, corporate documents, and any
materials produced from the MS Office Suite (primarily Outlook, Word and PowerPoint).
Designed documents may use different fonts. Please refer to the Brand guidelines for more
information or contact [email address].
Alignment
We align text left to support better accessibility of our material and content.
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Spacing
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We use single spacing between sentences, not double spacing.
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Bold
We rarely use bold outside of headings. To emphasise words or phrases we prefer to use headings or
bul ets and put key information at the start of sentences.
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Italics
We use italics rarely. If we need to emphasis content, we prefer to use headings or bul ets and put key
information at the start of sentences. If required, we use bold.
Paragraphs
We divide text into digestible sections using paragraphs. Paragraphs provide the reader with time to
pause, and can indicate a change of subject.
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Underline
We use underlining rarely, apart from for hyperlinks. If we need to emphasise content, we prefer to
use headings or bul ets and put key information at the start of sentences. If required, we use bold.
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14 Te Pūkenga writing style guide

Numbers
Numbers
We:
•  spell out numbers one to nine, unless in a table, list or when included in a designed element
•  use numerals for 10–999,999 unless at the beginning of a sentence
•  use decimals for numbers over 1 mil ion. For example, 10.5 million — in tables, we shorten to 1m
or 10.5m
•  start numbers less than one with a numeral before the decimal point. For example, 0.5, 1.2
•  type decimal points as full stops
•  use commas for any number over 10,000, but not for 1000
•  use numerals when showing a range. For example, 6–10 people
•  use numerals and the word percent for percentages.
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Measurements
We:
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•  use abbreviations for all measurements. For example, mm, kg, m2, km/h, ºC
•  always use numerals for measurement
•  keep numbers and their unit of measurement on the same line
•  no space is used between the number and unit of measurement. For example, $2, 2kg.
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Dates
When including both time and date, we say the time first.
For example, ‘9am, Wednesday 8 September’ not ‘8th September’ or ‘September 8’.
Time
We use ‘am’ and ‘pm’ for time.
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For example, ‘9am’, not ‘9:00am’ or ‘9 o’clock’.
We use midday and midnight, not noon, 12am or 12pm.
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We do not use time descriptors alongside times.
For example, ‘9pm tonight’.
Phone numbers
We write phone numbers without brackets or hyphens. We use spaces to break a number up.
For example, 021 907 538.
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Money
When a sum of money is four digits or longer, we separate every third numeral from the right with
a comma. For example, $11,234 or $6,345,231.
When referring to currencies other than the New Zealand dol ar, we place the country abbreviation
before the dol ar sign. For example, AUD$3,000 or US$2,500.
Te Pūkenga writing style guide 15

Grammar and punctuation
Grammar and punctuation
Acronyms
For the first reference on a document, we use the full words, fol owed by the acronym in backets. We
then use the acronym throughout the document.
Addresses
We always address letters to a person or designation.
For example,
The Manager,
Griffen & Smith Ltd
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123 Sample Street
Redwood
Christchurch 8051
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We show names and initials and full addresses (or the post office box number when it is known) to
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ensure prompt delivery.
The box number should be typed as ‘PO Box ...’ not ‘Box ...’ or ‘P O Box’.
The abbreviation for ‘care of’ is typed ‘C/o’ not ‘C/-’.UNDER
Ampersand (&)
We use the word ‘and’ and not ‘&’ unless it is part of an organisation’s proper brand or name.
Apostrophes
We general y don’t add an extra ‘s’ after nouns or names ending in ‘s’.
For example, we say ‘the business’ work’ — not ‘the business’s work’.
Exceptions are okay where the alternative reads more natural y.
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We don’t use an apostrophe for dates, numbers or plurals of abbreviations.
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We don’t use apostrophes on te reo.
For example, we don’t say ‘Te Pūkenga’s’.
Brackets
We limit the use of brackets and avoid using them in the middle of sentence.
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16 Te Pūkenga writing style guide

Grammar and punctuation
Bullet points
Bul et points can be used to highlight key information that does not need to be in a specific order.
When the list items form a complete list:
•  each bul et point should start with lower case
•  we don’t use an ‘and’ at the end of the second-to-last bul et point
•  only the last bul et should have a full stop.
When the list items are complete sentences themselves, it is slightly different.
•  You can use a capital letter at the start of each bul et point.
•  You can also use full stop at the end of each bul et point.
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Bul et points don’t need a line after the sentence introducing the list, or between each item.
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Legal documents often use ‘and’, ‘or’ and semi-colons at the end of each list item. Do not change the
formatting for lists in legal and regulatory documents.
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Numbered lists
A numbered list must be used to highlight information in a specific order, such as steps or a timeline.
Each line should be a complete sentence with a capital letter to start and a full stop to end.
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Capitals
We only use capitals for proper nouns, such as:
•  names of people, places and things, including buildings and brands: Air New Zealand
•  specified committee, faculty, department, institute or school: Public Administration Select
Committee
•  names of groups, directorates and organisations: Affordable Housing Action Group
•  titles of specific acts or bil s: Human Rights Act (but ‘the act’ or ‘the bil ’ at second mention)
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•  names of specific schemes known to people: Right to Buy
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•  names of wars: World War 1 and World War 2
•  job titles fol owing the person’s name
•  titles like Mr, Ms, Mx, Dr
•  titles of books: Content Design
•  header cel s in tables (first word): Yearly budget.
We use a capital letter for the Crown, and for Government and Parliament when referring to a specific
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government or sitting of the parliament in Aotearoa New Zealand. We use lower case for general
references to government.
General y, terms are not proper nouns, so should not be capitalised. Technical terms are not proper
nouns. But if a word or term is branded as a distinct thing, treat it as a proper noun.
Te Pūkenga writing style guide 17

Grammar and punctuation
Colons and semi-colons
We don’t use semi-colons or comma splices. We write two sentences instead, or separate the clauses
using an em-dash (with a space on either side).
A colon often precedes an explanation, a list, or introduces a quoted sentence. It is also used to
indicate a subtitle of a report or document.
For example, ‘Mobilising the new world: Interim report executive summaries’
Contractions
Contractions make text feel more conversational and friendly. They also make complex sentences
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easier to read for native English speakers.
However, the punctuation can make sentences harder to read for some users. We rewrite sentences
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to avoid using contractions if it fits with the overall tone. When we use them, we only use simple
contractions: I’ve, you’l , won’t.
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Dashes
There are three types of dashes: em-dash (—), en-dash (–), and hyphen (-).
1.  Em-dashes are used to separate thoughts in a sentence or for emphasis.
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For example, ‘Te Pūkenga aims to meet the needs of learners, their whānau and employers —
that’s what we will do, and how we will create that future experience.’
2.  En-dashes are used to show numerical range to read as ‘to’ or ‘through’. No spaces are used on
either side of the dash.
For example ‘Te Pūkenga is expected to have 280,000–320,000 learners.’
3.  Hyphens are used for compound words.
For example, ‘Te Pūkenga has a once-in-a-generation opportunity’
We don’t use a dash when we’re using the words ‘between’ and ‘from’ when talking about a range.
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For example ‘Te Pūkenga underwent transition work between 1 April 2020 and 1 January 2023.’
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e.g. and i.e.
We use full stops between and after the letters of i.e. and e.g. We do not use a comma after e.g.
When starting a list or sentence with one of these, only the first letter is capitalised.
If you’re not sure which to use, then keep in mind that i.e. means “in other words” and e.g. means “for
example”. OFFICIAL
Ellipsis (…)
An el ipsis (...) is three dots used to show that words have been omitted from a quotation to make it
more concise and clearer. Use a space on each side of the el ipsis but none between the dots.
18 Te Pūkenga writing style guide

Grammar and punctuation
Endorsements
Endorsements note the use of a document, such as confidential or internal use only.
They should be noted in bold capitals, two single spaces above the address at the left-hand margin on
both the envelope and the correspondence.
For example, CONFIDENTIAL
When endorsements relating to confidentiality are to be typed on documents, the endorsement is
either to be:
•  inserted as a watermark on each page, or
•  centred and placed as close to the top of the page as possible and on the last line at the bottom of
1982
the page, preferably in the header and footer.
THE
Exclamation marks
We use exclamation marks sparingly to add personality and excitement.
ACT
Extracts
Extracts must be formal y identified as fol ows:
•  Extract from “Greymouth Evening Star” of 12 July 1993, or
UNDER
•  Extract from a letter from Messrs Smith and Brown, High Street, Notown to Jim Doyle, ITPNZ, dated
12 July 1993.
If a portion of the extract has to be deliberately omitted, use an el ipsis (. .) to indicate the omitted text.
Headings
We use sentence case so only the first letter is upper case.
INFORMATION
We never link headings.
RELEASED
However
If a sentence starts with however, it is always fol owed by a comma and what comes after must be a
full sentence.
Links
OFFICIAL
We do not include the mechanics ‘https://www.’ of a URL. Where we include a link, we add the
hyperlink where possible.
For example, we use tepukenga.ac.nz not www.tepukenga.ac.nz or https://www.tepukenga.ac.nz.
Te Pūkenga writing style guide 19

Grammar and punctuation
Plurals
We don’t use brackets or ‘/s’ to refer to something that could be either singular or plural. We use the
plural as this covers both possibilities.
For example, ‘Send your completed documents to Te Pūkenga’ not ‘Send your completed
document(s) to Te Pūkenga’.
Our organisations and groups are singular entities.
For example, ‘Te Pūkenga is exploring options’ not ‘Te Pūkenga are exploring options’ and ‘the
team is gathering information’ not ‘the team are gathering information.’
1982
Quotation marks
We use double quotation marks for:
THE
•  exact quotations
ACT
If needed, a full stop or comma should go before the quotation mark, and not outside.
For example, “congratulations on graduating,” he said.
We use single quotation marks for:
•  technical terms (the first time it is used)
UNDER
•  classification descriptors
•  titles of documents or publications (see titles section below).
A full stop or comma should go after the quotation mark, and not inside.
For example, We use ‘ākonga’ instead of ‘student’.
Spelling
Dictionaries provide optional spel ings for some words such as recognize or authorize. We use the
INFORMATION
New Zealand spel ing for words like these, which is ‘ise’.
For example, recognise, authorise.
RELEASED
The default dictionary for all templates will be set to the English (New Zealand) or Māori as
appropriate.
Titles of documents or publications
We prefer to use sentence case for the titles of documents or publications. We use single quotation
marks to separate document titles from their surrounding text, unless the title is a link.
OFFICIAL
For example, ‘Titles of documents or publications’ instead of ‘TITLES OF DOCUMENTS
OR PUBLICATIONS’
20   Te Pūkenga writing style guide

Plain English synonyms
Plain English synonyms
Instead of
Use
a number of
some, approximately
abbreviate
shorten
accelerate
speed up
accommodate
make room for, host
accompanied
came with, went with
accompany
come with, go with
1982
accomplish
carry out, do
accordingly
so
THE
accumulate
gather
ACT
accurate
correct, exact, right
achieve
do, make
acquire
gain, get/got
additional
more, added, other
UNDER
adjacent
next to
advantageous
helpful
adverse
harmful, bad
alteration
change
altered
changed
alternatively
otherwise, instead
INFORMATION
ambiguity
doubt, confusion, more than one meaning
anticipate
expect
RELEASED
apparent
clear, plain
as a means of
to
ask a question
ask
assistance
help
at the present time
now
OFFICIAL
be responsible for
handle, deal with
because of the fact that
since, because
by means of
by, with
category
class, group
clarify
explain
close down
close
combined
joint
commence
begin, start
Te Pūkenga writing style guide 21

Plain English synonyms
Instead of
Use
components
parts, elements
comprise
form, include, make up
concerning
about, on
conclude
close, end
concur
agree
consequently
so
constitutes
is, forms, makes up
construct
build
contains
has
1982
demonstrate
show
THE
demonstrated
shown
depart
leave
ACT
designate
appoint, choose
desirable
required, needed
desire
wish
determine
decide, find
UNDER
develop
grow, make
disclose
show
discontinue
drop, stop
discretion
choice, option, caution
disseminate
issue, mail, send out
do not
don’t
INFORMATION
due to the fact that
since
RELEASED
during the time that
while
each and every
each, all
eliminate
cut, drop
employ
use
encounter
meet
OFFICIAL
encourage
support
endeavour
try
enquire
find out
ensure
make sure
establish
set up, provide, show
evaluate
check, rate, test
evident
clear
examine
look at
22 Te Pūkenga writing style guide

Plain English synonyms
Instead of
Use
expertise
skill
explain
show, tell
extent
amount
facilitate
help, assist
factor
cause, reason
failed to
didn’t
feasible
can be done, workable
females
women
finalise
complete, finish
1982
for a period of, for the period of
for, between (dates or times)
THE
for example
such as
for the purpose of
because
ACT
forfeit
give up, lose
give consideration to
consider
give recognition to
recognise
honorific
title
UNDER
identical
same
if and when
if, when
immediately
at once, now
imperative
essential, necessary
implement (verb)
carry out, do, put in place (verb)
in a timely manner
on time, as quickly as possible
INFORMATION
in addition
also, besides, too
RELEASED
in an effort to
to
in conjunction with
with
in lieu of
instead of
in many cases
often
in many instances
sometimes
OFFICIAL
in order that
for, so
in order to
to
in regard to
about, concerning
in respect of
about, for, as to
in the course of
during, in
in the event that
if, when
incorporate
blend, join, merge
indicate
show, write down
Te Pūkenga writing style guide 23

Plain English synonyms
Instead of
Use
indication
sign
infrastructure
buildings, equipment
initial
first
initiate
start
injurious
harmful, bad
inquire
find out
integrate
connect, combine
intend
plan
intention
aim
1982
is applicable to
applies to
THE
is concerned with
concerns
it is essential to, it is essential that
this must, it must
ACT
join together
join
legislation
law
limited number
a few
locate
find
UNDER
location
place, scene, site
magnitude
size
maintain
keep, support
majority
greatest, longest
make payment
pay
males
men
INFORMATION
minimise
decrease, reduce
RELEASED
mitigate
lessen, prevent, avoid
modify
change
multi-faceted
more than one, a range of
necessitate
cause, need
no later than
by
OFFICIAL
notify
let know, tell
numerous
many, most
objective
aim, goal
observe
see
obtain
get
optimum
best
option
choice
outcome
result
24 Te Pūkenga writing style guide

Plain English synonyms
Instead of
Use
parameters
limits
participate
take part
pending
to come
per annum
each year, yearly, every year
perform
do
permit
let
pertaining to
about, on
point in time
now, when
portion
part
1982
position (verb)
place, put
THE
possess
have, own
preceding
earlier
ACT
prepared
ready
previous
earlier, past
previously
before
primarily
mainly
UNDER
prior to
before
procedures
ways, rules
proceed
go, go on
proficiency
skill
prohibit
ban, not allow
proposes to
means to, suggests
INFORMATION
provide
give, supply
RELEASED
provided that
if
provision
supply
purchase
buy
reason for
why
recapitulate
sum up
OFFICIAL
reduce
cut
reflect
say, show
regarding
about, on
reinstate
put back
relating to
about
remedy (noun)
solution, treatment
remedy (verb)
prevent, fix
render
give, make
Te Pūkenga writing style guide 25

Plain English synonyms
Instead of
Use
request
ask
require
must, need
requirement
need
reside
live
resolve
decide
retain
keep
review
check, go over
selection
choice
shall
will, must
1982
similar to
like
THE
state
say
state of the art
latest
ACT
statute
law
submit
give, send
subsequent (subsequent to)
later, next, following
subsequently
after, then
UNDER
substantial
large, real, strong
sufficient
enough
tangible
real
terminate
end, stop
the majority of
most
therefore
so
INFORMATION
therein
there
RELEASED
time period
time, period (either not both)
timely
prompt
uncertain
unsure
utilise
use
value
cost, worth
OFFICIAL
variable
changeable, uneven, patchy
weight
importance
whenever
when
whereas
since
wished to speak
wanted to speak
with reference to
about
with the exception of
except
26 Te Pūkenga writing style guide

Words and spelling
Words and spelling
We use British rather than American spel ing. Here are some common examples.
Instead of (American)
Use (British)
organization
organisation
traveling/traveled
travelling/travelled
focusing/focused
focussing/focussed
canceling/canceled
cancelling/cancelled
labeling/labeled
labelling/labelled
1982
modeling/modeled
modelling/modelledTHE
signaling/signaled
signalling/signalled
ACT
aging
ageing
analyze
analyse
fulfill
fulfil
leveling/leveled
levelling/levelled
UNDER
unraveling/unraveled
unravelling/unravelled
tunneling/tunneled
tunnelling/tunnelled

There are also various ways to spell some words. Here are the forms we use:
Instead of
Use
co-ordinate
coordinate
INFORMATION
fulltime/full time
full-time
RELEASED
part time
part-time
well-being
wellbeing
Pacifica, Pacifika, Pasifica
Pasifika
WIFI, Wifi, WiFi, Wi-Fi, Wi-fi
wifi
OFFICIAL
Te Pūkenga writing style guide 27

Mistaken words
Mistaken words
Sometimes one word is mistaken for another, or similar words are confused. Here are some
definitions to help you use the right word in the right place.
about
specifically related to defining an item
around
use in relation to location/geography.
in relation to a measurement — ‘about
three centimetres long’ (a small amount
‘Te Awamutu is around 29km from
shorter or longer than 3cm)
Hamilton.’
‘He moved around the room.’
affect
verb — most common usage: to change,
effect
noun — most common usage: the
to impact a person’s mood or behaviour
change, the impact on mood or outcome
or the outcome of an event, item or
of an event, item or situation
situation.
‘His shouting had a disturbing effect.’
1982
‘My actions might affect the bank
balance.’
‘The effect of his actions was to stop the
protest.’
THE
complimentary
complimentary (1) — Expressing praise
complementary going together well, working well
or admiration (being complimentary)
together. Used when one thing
completes something else or adds to it/
ACT
complimentary (2) — Given free as a
makes it better: it is ‘complementary’ to
courtesy or favour (complimentary gift).
the first thing.
‘Complimentary glass of wine on arrival.’
‘Please accept this voucher with our
compliments.’
dependent
adjective — depending on a person
dependant
noun — a person who depends on
UNDER
or thing
another for financial support
dependent on
adjective — influenced or conditioned by
disinterested
impartial, objective, neutral
uninterested
not interested, bored
earth
soil
Earth
planet
fewer
If you can count what you are writing
less
If you can’t count, or give a number for,
about, use fewer.
what you are writing about, use less.
‘There were fewer cars on the road.’
‘There was less traffic on the road.’
infer
to form (an opinion) from evidence, to
imply
to express (something) in an indirect way
INFORMATION
reach (a conclusion) based on known
facts (i.e. it’s what you get out of it)
to suggest (something) without saying or
showing it plainly (i.e. it’s what you put
RELEASED
into it)
licence
noun — a licence
license
verb — to license, licensing
practice
practice (1) noun — action being carried
practise
to practise (verb) — to do something
out, in operation. ‘In theory, driving to
again and again in order to become
and from work each day seemed easy. In
better at it. ‘You need to practise the
practice, it made for a long day.’
violin every day.’
practice (2) noun — a place where a
OFFICIAL
business or operation is carried out, a
medical practice (doctor’s surgery).
practice (3) noun — something done
regularly or frequently. ‘It was common
practice to lock both doors before
leaving at night.’
28 Te Pūkenga writing style guide

Mistaken words
principal
principal (1) adjective — the main or key
principle
a principle (noun) — a belief, truth,
item. ‘The principal concern is that …’
theory or law. Either a moral rule or
belief that helps you know what is
principal (2) noun — a principal of a
right and wrong and that influences
school or other organisation. ‘Fraser
your actions. A basic truth or theory,
High School’s principal, John Smith,
or a law of nature that explains why
said…’
something happens.
‘Doing that is against my principles.’
programme
programme (1) noun — a course of
program
a program (noun) — a computer
work, study, chain of events to achieve
program or an application which runs on
an outcome or run a event
a computer
programme (2) verb — to set up a
running order of activities/ items for a
course of work, study, chain of events.
programme (3) verb — to input
information and data into a computer
1982
programme (4) noun — a list of items/
activities in relation to an event
THE
stationary
adjective — having a fixed position or
stationery
noun — refers to writing materials such
not moving.
as pens and paper.
ACT
‘The car was stationary.’
‘The paper clips are in the stationery
cupboard.’
that
Use that when the meaning of the
which
Use which when the sentence still makes
sentence is affected if the information
sense if the information after ‘which’
after ‘that’ is left out.
is left out. It indicates a subordinate
clause and requires a comma before
UNDER the ‘which’.
wrapped
related to wrapping a present
rapt
related to ‘rapture’
either transported with emotion or
wholly absorbed or engrossed in or with
something.
wrap up
verb — put on warm clothes
wrap-up
noun — a final report or summary
INFORMATION
RELEASED
OFFICIAL
Te Pūkenga writing style guide 29

1982
THE
ACT
UNDER
INFORMATION
RELEASED
OFFICIAL
Te Pūkenga writing style guide 30