Ten questions to ask yourself when writing for non-experts. Part two
- Zoe Goldthorpe
- Mar 18
- 4 min read
The next five questions
In Part one, we focused on the foundations of writing for non-experts: deciding what to include, making assumptions visible, and structuring content so that it is clear and manageable for a beginner.
Once those elements are in place, the next step is to take a closer look at the writing itself. Even well-structured content can become difficult to follow if sentences carry too much at once, language is overly complex, or key ideas remain abstract.
The questions in Part two focus on how your writing reads in practice, helping you refine your content so learners can move through it with clarity and confidence.
Is this sentence doing too much?
Once your structure is clear, the next place to look is at the sentences themselves.
Long sentences are not automatically a problem. In fact, a mix of shorter and longer sentences creates a more natural rhythm and prevents writing from sounding abrupt. The issue arises when a single sentence carries several actions, conditions and qualifications at once. At that point, the reader has to hold too much in mind before the meaning becomes clear.
Many organisations use 25 words as a rough upper limit for a sentence, and even that can feel long depending on the subject matter. Word count alone is not a perfect measure, but it can prompt you to consider whether a sentence needs reshaping.
This matters even more if your course includes voiceover. When spoken aloud, an overextended sentence becomes tricky to track. Learners may lose the thread partway through or need to replay the audio to catch what was said.
If you notice a sentence held together by multiple commas, it may be doing more than it needs to. Separating distinct ideas can make the reasoning easier to follow. The aim is not to shorten everything, but to ensure that each sentence carries a manageable amount of information.
If you notice a sentence held together by multiple commas, it may be doing more than it needs to.
Would this make sense if spoken aloud?
Once you have reviewed the structure and the sentences themselves, read the content aloud: awkward phrasing, repetition and unnecessary complexity tend to surface quickly when spoken. Sentences that look fine on the page can feel heavier than expected when you have to say them in full.
Pay attention to how it feels as you read. If you lose your place, run out of breath or instinctively adjust the wording mid-way through, that is usually a sign that something needs tightening or separating. Reading aloud is a simple way to check that the meaning unfolds at a manageable pace.
As an added benefit, this habit also helps to strengthen any content that is going to turn into voiceover. Writing that sounds natural when spoken is generally easier to follow, whether it is read silently or heard aloud.
Am I using plain English?
Clear language supports every learner. Some may be reading in a second language, some may find dense text harder to process, and many will simply be trying to focus in a busy working day. Straightforward wording reduces unnecessary strain for all of them.
Plain English often begins with simple word choices. Familiar words are usually easier to process than formal alternatives. ‘Make sure’ is often clearer than ‘ensure’. ‘Use’ is often clearer than ‘utilise’. These are small changes, but they make sentences easier to move through without altering the meaning.
This does not mean removing the technical language your subject depends on. Specialist terms will often be necessary, particularly in expert fields. Include them where they genuinely add precision; however, make sure to introduce them deliberately, explain them clearly, and use them consistently so learners are building understanding rather than trying to interpret unfamiliar wording.
Where more caution is needed is with idioms and slang. In face-to-face sessions, a facilitator can pause and clarify if an expression causes confusion. In digital learning, that opportunity is limited. Phrases that feel natural in conversation may not translate clearly on screen, especially for learners from different cultural or professional backgrounds. Clear, literal wording is usually more reliable.
Finally, pay attention to how your sentences are built. Active voice keeps actions visible. ‘The manager approved the request’ is easier to follow than ‘The request was approved by the manager’, because the reader does not have to work out who did what.
Plain English often begins with simple word choices.
Do I really need this acronym?
Acronyms are second nature within specialist fields. For new learners, however, they can introduce an extra level of challenge: decoding. If an acronym is going to appear repeatedly in your course, define it clearly at the outset and then use it consistently. If a term appears only once, writing it out in full is often clearer.
The same principle applies to abbreviations such as ‘e.g.’, ‘i.e.’ and ‘etc.’. Used sparingly and with purpose, they cause little difficulty. When they appear frequently, however, they disrupt the flow and require the reader to pause and interpret.
It is also worth paying attention to density. A sentence containing several abbreviations in quick succession can slow comprehension, even for experienced readers. Being deliberate about how many you introduce, and how closely together, reduces that friction without altering the substance of your content.
Have I shown what this looks like in practice?
Principles are easier to grasp when they are tied to something recognisable. A clear example often does more to support understanding than another paragraph of explanation.
It can be tempting to reach for an analogy to make an idea clearer. While analogies can help, they sometimes introduce an extra layer of interpretation and risk distracting from the point. A straightforward scenario or practical example is usually more effective. Showing how a principle shapes a decision in a typical situation gives learners something concrete to hold on to.
The example does not need to be elaborate. Focus on situations learners are likely to encounter in their own work, rather than unusual or highly specific cases. A well-chosen illustration bridges the gap between understanding the concept and applying it in practice.
A clear example often does more to support understanding than another paragraph of explanation.
From structure to clarity
Well-structured content is only part of the work. How that content is written shapes how it is understood.
These questions focus on refining that layer, helping you write in a way that is clear, accessible and grounded in practice. Combined with the foundations explored in Part one, they support a more coherent and usable learning experience.
