readable-content

name	readable-content
description	Write and structure content for diverse reading abilities and cognitive styles. Use when writing long-form content, help documentation, product descriptions, policies, terms, or any content that needs to be understood by a wide audience. Triggers on: readability, reading level, too long, too dense, wall of text, hard to read, simplify content, content accessibility, scannable, skimmable.

Readable Content Design

Structure and write content so that people with different reading abilities, attention spans, and cognitive styles can find what they need and understand it.

Core Principle

People don't read — they scan. Design your content for the scan first, the read second.

Content Structure

Inverted Pyramid

Put the most important information first. Assume the reader might stop at any point.

• Paragraph 1: the key message or answer
• Paragraph 2: the essential supporting detail
• Paragraph 3+: background, context, nuance

Chunking

• One topic per section
• One idea per paragraph
• Maximum 3–4 sentences per paragraph
• Maximum 5–7 paragraphs per section before a new heading
• Break walls of text with headings every 2–3 paragraphs

Scannable Elements

• Descriptive headings that summarise the section content
• Bold key terms (sparingly — if everything is bold, nothing is)
• Bulleted lists for 3+ related items (maximum 7 items per list)
• Tables for comparative information
• Pull-out boxes or callouts for critical information

Writing for Readability

Sentence Level

• Aim for 15–20 words per sentence
• One idea per sentence
• Active voice: "We'll send your order" not "Your order will be sent"
• Concrete language: "in 3 working days" not "shortly"
• Address the reader directly: "You can..." not "Users may..."

Word Level

• Use the simplest word that carries the meaning
• Define specialist terms on first use
• Spell out acronyms on first use: "Web Content Accessibility Guidelines (WCAG)"
• Avoid idioms, metaphors, and culturally specific references
• Avoid double negatives: "You can continue" not "You cannot not proceed"

Paragraph Level

• First sentence carries the key point (front-loading)
• Supporting sentences elaborate or provide evidence
• No paragraph should require reading the previous one to make sense
• Transition words help flow: "However," "For example," "This means"

Content Types With Specific Needs

Instructions and How-To

• Numbered steps for sequential tasks
• One action per step
• Start each step with a verb: "Click", "Enter", "Select"
• Include what the user should see after each step

Policies, Terms, and Legal Content

• Plain language summary at the top
• Full text below for those who need it
• Define all legal terms in context
• Use examples to illustrate abstract concepts

Error and Warning Content

• What happened (specific)
• What it means for the user
• What to do next (single clear action)
• Grade 4–6 reading level always

Data and Numbers

• Round numbers where precision isn't needed (about 2 million, not 1,987,453)
• Provide context: "40% — nearly half"
• Use charts with text summaries for complex data
• Don't assume numeracy — explain what the numbers mean

Assessment Questions

1. Is the most important information first?
2. Can someone scanning only headings and bold text get the key message?
3. Are sentences under 20 words on average?
4. Is every paragraph under 4 sentences?
5. Would someone with a grade 8 reading level understand this?