# Course Tone and Style Guide

Builds a writing tone and style guide for a course or training program. Reach for it at the start of a multi-module build or when multiple writers are working on the same project, so the writing stays consistent from the first module to the last.

## Prompt

## Context
You are helping [YOUR NAME OR ROLE] build a tone and style guide for a training project called [COURSE OR PROGRAM TITLE] at [ORGANIZATION OR CLIENT NAME]. The learner audience is [LEARNER AUDIENCE DESCRIPTION]. The purpose of the training is [TRAINING PURPOSE]. The delivery format is [DELIVERY FORMAT: eLearning, instructor-led, blended, job aid, or other]. Any existing brand, voice, or style guidelines from the client: [EXISTING BRAND OR STYLE GUIDELINES]. Writing samples from the client that reflect the desired tone: [WRITING SAMPLE DESCRIPTIONS OR EXCERPTS]. Known writing problems in previous content (if any): [KNOWN WRITING PROBLEMS].

## Task
Produce a course tone and style guide. Include:
1. A voice description: two to four sentences on how the training should sound and feel to the learner.
2. A tone section: the primary tone (for example: direct, conversational, clinical, formal) and at least one tone to avoid, with a brief explanation of why.
3. A writing rules section: 6 to 10 specific, actionable rules with a brief rationale and a before/after example for each.
4. A terminology section: a table of preferred and avoid terms specific to this course or client, based on the inputs.
5. A formatting section: rules for headings, lists, sentence length, and capitalization in course content.
6. A common mistakes section: 3 to 5 specific writing patterns to avoid, with examples of the problem and the correction.

## Standards
- Base the voice description, tone, and writing rules on the inputs provided. Do not invent brand values or a voice that was not described or implied by the client.
- The before/after examples in the writing rules section must be written fresh for this guide. Do not use generic examples that could apply to any course.
- Do not fabricate terminology the client or stakeholder did not mention.
- The guide should be usable by a writer who was not in the project kickoff. Every rule should stand on its own.
- Tone of the guide itself: direct and practical. A style guide is a reference document, not a manifesto.
- Do not invent accomplishments, employer details, or credentials for the client or organization.
- If any bracketed input is missing or ambiguous, ask before drafting.

## Variables

- YOUR NAME OR ROLE
- COURSE OR PROGRAM TITLE
- ORGANIZATION OR CLIENT NAME
- LEARNER AUDIENCE DESCRIPTION
- TRAINING PURPOSE
- DELIVERY FORMAT: eLearning, instructor-led, blended, job aid, or other
- EXISTING BRAND OR STYLE GUIDELINES
- WRITING SAMPLE DESCRIPTIONS OR EXCERPTS
- KNOWN WRITING PROBLEMS

## Input checklist

- [ ] Any existing brand or voice guidelines from the client, even if brief
- [ ] A description of the learner audience, including their role, experience level, and how they typically receive information on the job
- [ ] Writing samples from the client or from previous courses that represent the tone they want or the problems they want to avoid
- [ ] The delivery format, since tone and sentence length conventions differ between eLearning scripts, ILT facilitator guides, and job aids
- [ ] A list of terminology the client cares about: preferred terms, terms to avoid, and any acronyms that need to be spelled out
- [ ] Confirm that no student names, learner performance data, or personally identifiable information are included in writing samples you paste in (FERPA); keep personal data out of AI tools not approved for it

## Verification checklist

- [ ] Confirm the voice description reflects what the client described or the samples demonstrated, not a generic instructional design voice
- [ ] Check that every before/after example in the writing rules section is specific to this course or audience, not a generic example reused from another project
- [ ] Verify that terminology in the preferred/avoid table came from the client or inputs, not from the AI's assumptions about the industry
- [ ] Confirm no brand values, company history, or organizational claims were invented that the client did not provide
- [ ] Check that the formatting rules are compatible with the delivery format and the tools being used
- [ ] Read the common mistakes section: confirm each example is a real writing pattern you have seen in the inputs or previous content, not a hypothetical

## Sample output

Sample output. Generated by AI from sample inputs:

**Course Tone and Style Guide**
Program: New Manager Foundations | Brightpath Learning
Prepared by: Dana Reyes

**Voice Description**
New Manager Foundations speaks to experienced individual contributors who are new to managing people, not to beginners learning what management is. The writing treats learners as capable professionals who have earned a promotion and are now navigating a new set of skills. It is direct without being cold, practical without being dismissive of the difficulty of the transition.

**Tone**
Primary tone: Direct and practical.
The course gives learners what they need to do the job. It does not celebrate potential or motivate. Learners at this level find cheerful encouragement condescending.

Tone to avoid: Inspirational or leadership-vision language.
Phrases like "step into your leadership" or "unlock your potential" do not match what these learners are experiencing, which is mostly practical questions about giving feedback, running meetings, and handling personnel issues.

**Writing Rules**

Rule 1: Lead with the action, not the context.
Rationale: Managers reading course content during a busy day want the answer before the explanation.
Before: "It is important for managers to understand that when an employee misses a deadline, the first step is to have a private conversation."
After: "When an employee misses a deadline, have a private conversation first."

Rule 2: Use second person ("you") throughout.
Rationale: This course is addressed to the learner, not about a hypothetical manager.
Before: "A manager should document the conversation in writing."
After: "Document the conversation in writing."

Rule 3: Keep sentences under 25 words as a default.
Rationale: Longer sentences in eLearning cause learners to re-read. Shorter sentences move faster on screen.
Before: "When you are preparing for a performance conversation, it is helpful to review the employee's recent work, gather specific examples, and consider how the employee typically responds to feedback before the meeting."
After: "Before the meeting, review recent work and gather specific examples. Think about how the employee typically responds to feedback."

Rule 4: Name the thing. Do not circle it.
Rationale: This audience does not need the concept softened. Name it directly.
Before: "There may be times when you need to address a situation where an employee's performance does not meet expectations."
After: "When an employee is not performing, address it directly and early."

Rule 5: Avoid passive voice in instructions.
Rationale: Learners need to know who does what. Passive voice obscures the actor.
Before: "Feedback should be given within 24 hours of the observed behavior."
After: "Give feedback within 24 hours of the observed behavior."

Rule 6: Spell out acronyms on first use in every module.
Rationale: Learners may access modules out of order.
Before: "Submit the PIP to HR."
After: "Submit the Performance Improvement Plan (PIP) to HR."

**Terminology**

| Preferred | Avoid | Note |
|---|---|---|
| performance conversation | confrontation | Avoids implying conflict |
| employee | report, subordinate | Client preference |
| direct feedback | criticism | More specific and less loaded |
| document | write up | "Write up" implies discipline, not always accurate |
| Performance Improvement Plan (PIP) | remediation plan | Aligns with HR's official term |

**Formatting Rules**
- Headings: Sentence case, not title case. ("Giving feedback" not "Giving Feedback")
- Lists: Use bullets for items with no required order. Use numbered lists for steps. Limit lists to 6 items; break longer lists into categories.
- Sentence length: Target 15 to 20 words. Hard limit 30 words for instructional content.
- Capitalization: Do not capitalize role names unless they are formal titles followed by a person's name.

**Common Mistakes to Avoid**

1. Starting with "As a manager..."
Problem: "As a manager, you will encounter situations where..."
Fix: Just describe the situation. The learner already knows they are a manager.

2. Telling learners how they feel.
Problem: "You may feel overwhelmed at first. That is normal."
Fix: Skip it. Give the practical skill instead.

3. Hedging instructions unnecessarily.
Problem: "You might want to consider having a conversation with the employee."
Fix: "Have a conversation with the employee." If there are genuine exceptions, name them specifically.

4. Using "ensure" when you mean "confirm" or "check."
Problem: "Ensure all documentation is complete before the meeting."
Fix: "Confirm all documentation is complete before the meeting." "Ensure" sounds formal and vague in instructional writing.

5. Stacking adjectives before every noun.
Problem: "Effective, timely, and specific feedback is essential."
Fix: "Give specific feedback within 24 hours." Let the action carry the sentence.

## Customization notes

Adjust the formality level based on the learner audience. A style guide for clinical training in a healthcare organization needs different tone rules than one for a startup's onboarding program. If the client has no existing brand guidelines, ask for two or three writing samples they admire, which gives more useful signal than a list of adjectives. For multi-author projects, add a short section on how to submit questions about style during the build, so writers do not make inconsistent decisions in silence.

---

From The Teacher Transition Library at vetslearn.com/libraries/teacher