Alerts - Contact page
- - -Limited service availability -
-Due to the coronavirus (COVID-19) outbreak, you may experience longer than normal wait times on our phone lines. The automated phone lines are available. If possible, use the online self-service options. -
- -Most requested
-Issues with payments to the CRA
-Get in-person tax help
-Change address or details
-Direct deposit and banking
-Report a scam
-Represent a client
-Contacts for personal taxes
-Issues with My Account
-Get a Notice of Assessment
-Get a GST/HST credit payment
-Check your tax refund status
-Canada child benefit payments
-Contacts for business taxes
-Issues with My Business Account
-Get an access code (business)
-Charging GST/HST
-EFILE Helpdesk
-Check my instalment balance
-Get a business number (register)
-Limited service availability -
-Some of our telephone and online services are affected by the outbreak of coronavirus (COVID-19). -
- -[Institution name]
-Short description of the institution’s mandate.
- Super task button [optional] -Featured
- Featured link [optional] -Most requested
- -Services and information
-[Hyperlink text]
-- Use action verbs, or simply list keywords to summarize of the - information or tasks that can be accomplished on the page it - links to. -
-[Hyperlink text]
-- Use action verbs, or simply list keywords to summarize of the - information or tasks that can be accomplished on the page it - links to. -
-[Hyperlink text]
-- Use action verbs, or simply list keywords to summarize of the - information or tasks that can be accomplished on the page it - links to. -
-[Hyperlink text]
-- Use action verbs, or simply list keywords to summarize of the - information or tasks that can be accomplished on the page it - links to. -
-[Hyperlink text]
-- Use action verbs, or simply list keywords to summarize of the - information or tasks that can be accomplished on the page it - links to. -
-[Hyperlink text]
-- Use action verbs, or simply list keywords to summarize of the - information or tasks that can be accomplished on the page it - links to. -
-[Hyperlink text]
-- Use action verbs, or simply list keywords to summarize of the - information or tasks that can be accomplished on the page it - links to. -
-[Hyperlink text]
-- Use action verbs, or simply list keywords to summarize of the - information or tasks that can be accomplished on the page it - links to. -
-[Hyperlink text]
-- Use action verbs, or simply list keywords to summarize of the - information or tasks that can be accomplished on the page it - links to. -
-About the [Institution]
-- Mandate -
-- Organizational structure -
-- Transparency -
-- Job opportunities -
-- Reports -
-- Compliance -
-- Enforcement notifications -
-- Institutional link -
-- Institutional link -
-- More: - About the [Institution] -
-Minister
-[(Honourable) first and last name]
- Minister's official title
[(Honourable) first and last name]
- Minister's official title
[(Honourable) first and last name]
- Minister's official title
Follow us
- -News
- --
-
-
- [News title]
- YYYY-MM-DD HH:MM -
- -
- [News title]
- YYYY-MM-DD HH:MM -
- -
- [News title]
- YYYY-MM-DD HH:MM -
-
More: [Institution] news
-Features
- -
- Alerts - Service initiation
- -Limited service availability -
-This service is affected by the outbreak of coronavirus (COVID-19). -
- -1. [Step / section page name]
-Lorem ipsum dolor sit amet, consectetur adipisicing elit. Et a adipisci nostrum optio dolorum sint ipsa facilis nisi quisquam laboriosam.
-Lorem ipsum dolor sit amet, consectetur adipisicing elit. Praesentium odio adipisci ad neque distinctio quod molestias, molestiae accusamus quo aspernatur expedita blanditiis quam! Esse cum modi atque, beatae aliquam, dolor.
-Lorem ipsum dolor sit amet, consectetur adipisicing elit. Voluptatem aliquid hic numquam obcaecati ea, laborum accusamus culpa atque voluptate distinctio et omnis! Alias, beatae, tenetur.
-[Sub heading]
-Lorem ipsum dolor sit amet, consectetur adipisicing elit. Corrupti cupiditate voluptatem praesentium, facilis corporis magni esse reiciendis distinctio. Vitae totam iste porro, esse facere obcaecati? Laborum earum minus harum enim.
-[Sub heading]
-Lorem ipsum dolor sit amet, consectetur adipisicing elit. Ipsa hic minima magni nesciunt nam. Facilis perferendis, adipisci voluptates, enim illo perspiciatis molestias itaque iste qui distinctio asperiores quidem voluptatum sunt.
-Alerts - stable Insitutional profile template
- -Limited service availability -
-Due to the coronavirus (COVID-19) outbreak, you may experience longer than normal wait times on our phone lines. - The automated phone lines are available. If possible, use the online self-service options. -
- -The Canadian Food Inspection Agency is dedicated to safeguarding food, animals and plants, which enhances the - health and well-being of Canada's people, environment and economy.
-Latest
-
- Coronavirus disease (COVID-19)
-
- Outbreak update
-
- Help keep African swine fever out of Canada
-
-
- Learn about African swine fever and how to protect Canadian pigs.
--
-
-
- Most requested -
- -Services and information
-Food recalls
-Warnings and allergy alerts.
-Travelling with pets, - food or plants
-Rules for travelling with a pet or bringing food or plants to Canada.
-Importing food, plants or - animals
-Permits, notices, support and online services.
-Exporting food, plants or - animals
-Licences, certificates, guidance, notices, and online services.
-Food label requirements
-Claims and statements, standards of identity, grades, notices to industry, reading labels.
-Food safety for industry
-Standards and guidelines, investigation and response, testing bulletins, report a concern.
-Food licences
-How to apply, timelines, licence registry.
-Inspection and enforcement -
-Guidance, investigations, enforcement action and data, compliance. -
-Plant health
-Plant pests and invasive species, fertilizer, soil, grains and field crops, seeds, cannabis, forestry, - and horticulture.
-Animal health
-Biosecurity, humane transport, animal welfare, disease and surveillance, feed, veterinary biologics.
-Plant varieties
-How to register, registered and cancelled varieties, Plant Breeders' Rights, plants with novel traits, - potato varieties.
-Preventive controls
-Rules and best practices for people, property and processes.
-Organic products
-Standards, claims, sampling, testing, logos, labels.
-- Contact us -
- -Corporate information
--
-
- Mandate - -
- Organizational - structure -
- Portfolio -
- Transparency -
- Job opportunities -
Minister
- -
- Minister of Health
-Management
- -
- CFIA President
-Features
- -
- 
- 
- Alerts
-Limited service availability -
-This service is affected by the outbreak of coronavirus (COVID-19). -
- -Limited service availability -
-Due to the coronavirus (COVID-19) outbreak, some of our offices may be closed and you may experience longer than normal wait times on our phone lines. If it is possible, use the online self-service options. -
- -Limited service availability -
-Some of our telephone and online service is affected by the outbreak of coronavirus (COVID-19). -
- -
Image description: Default view after selectiong "No"
-After interacting with the “No” button in, a text entry screen will replace the prompt. There is a heading for “Please provide more details” followed by instructions to not include personal information: “You will not receive a reply. Don’t include personal information (telephone, email, SIN financial, medical, or work details. Maximum 300 characters.” There is a small text entry box followed by a button for “Submit”.
+Image description: Default view after selecting "No"
+After interacting with the “No” button, a text entry screen will replace the prompt. There is a heading for “Please provide more details” followed by instructions to not include personal information: “You will not receive a reply. Don’t include personal information (telephone, email, SIN financial, medical, or work details. Maximum 300 characters.” There is a small text entry box followed by a button for “Submit”.
Image description: Optional view after selecting "No" with contact option
-After interacting with the “No” button in, a text entry screen will replace the prompt.
+After interacting with the “No” button, a text entry screen will replace the prompt.
In the contact option, there is an expand/collapse pattern with the header “Need urgent help with a problem? Contact us”. When the expand/collapse pattern is opened, there is a customizable link to contact the service.
After the expand/collapse pattern, there is a heading for “Please provide more details” followed by instructions to not include personal information: “You will not receive a reply. Don’t include personal information (telephone, email, SIN financial, medical, or work details. Maximum 300 characters.” There is a small text entry box followed by a button for “Submit”.
Image description: View after selecting "Yes" or after submitting feedback
-When users select “Yes” from the initial prompt or after submitting their feedback, a thank you message is displayed. There is a green checkmark icon followed by the heading “Thank you for your feedback”
+When users select “Yes” from the initial prompt or after submitting their feedback, a thank you message is displayed. There is a green checkmark icon followed by the heading “Thank you for your feedback”.
How to implement
-Add the feedback tool to the bottom of a content page after the page content and before the date modified.
+Add the feedback tool to the bottom of a content page after the page content and before the date modified.
Feedback tool code for pages on the Managed Web Service (MWS)
@@ -201,9 +201,8 @@ title: "Page feedback tool"Add the feedback component
Insert the feedback tool code where the “Report a problem on this page” is located in your page's HTML.
--
-
- Page Feedback Tool (default) -
- Page Feedback Tool with contact link +
- - Skip to main content - -
- - Skip to "About government" - -
- Français -
- Identify: submit a proposal for improvement -
- Design: from prototype to stable -
- Iterate: back to the drawing board -
- an existing component, pattern or template needs to be improved -
- a new component, pattern or template is needed to fill a gap in the design system -
- Backlog -
- a description of the issue or gap identified -
- a hypothesis on how to fix it -
- a hypothesis of how to solve the issue -
- a mock-up or a coded prototype -
- a fully working coded example -
- any CSS/JS overrides needed to implement in the latest WET theme for Canada.ca -
- assessment of accessibility -
- rationale for design choices - this can be results from research or a strong rationale -
- some guidance on "When to use" this component, pattern or template -
- documentation in both official languages -
- integrated to core framework (WET) -
- completely valid code -
- no accessibility issues left unresolved -
- comments from the community have been resolved -
- Date modified: - -
- - Skip to main content - -
- - Skip to "About government" - -
- Français -
- suggesting an improvement to a component -
- working on a new pattern or page layout -
- clarifying guidance -
- correcting an error -
- anything that makes the design system better for the community -
- Date modified: - -
- active voice instead of the passive voice -
- positive form instead of the negative form -
- active voice instead of the passive voice +
- positive form instead of the negative form +
- explain it using simple, familiar words or give an example to help non-specialists understand -
- never use jargon to explain jargon -
- Google Trends -
- Google Keyword Planner -
- Bing Keyword Research -
- Mozilla Firefox's Keywords Everywhere -
- explain it using simple, familiar words or give an example to help non-specialists understand +
- never use jargon to explain jargon +
- Google Trends +
- Google Keyword Planner +
- Bing Keyword Research +
- Mozilla Firefox's Keywords Everywhere +
- breaking long sentences into shorter ones +
- limiting each sentence to 1 idea +
- removing unnecessary words +
- developing 1 main idea per paragraph +
- presenting a series of more than 2 ideas or words as a vertical list +
- using a short form for a long title instead of repeating it +
- Citizenship Act, section 5.1 +
- in Word 2010 and later, click the File tab, and then click Options +
- click Proofing +
- under When correcting spelling and grammar in Word, make sure the Check grammar with spelling check box is selected +
- select Show readability statistics +
- accept any tracked changes +
- place periods at the end of any bulleted items and headings (remove the periods before publishing) +
- highlight the text in your Word document +
- click the Review tab +
- click Spelling & Grammar +
- when Word has finished checking the text, it will ask whether you want to check the rest of the content +
- click No +
- breaking long sentences into shorter ones -
- limiting each sentence to 1 idea -
- removing unnecessary words +
- navigation content (home, theme and topic pages), aim for no higher than grade 8 +
- all other content intended for general audiences, aim for grade 8 or lower +
- content intended for experts, determine the appropriate grade level and apply it across all content for this audience
- developing 1 main idea per paragraph -
- presenting a series of more than 2 ideas or words as a vertical list -
- using a short form for a long title instead of repeating it +
- ask colleagues who aren't familiar with the subject to review the text for clarity and logic +
- work with your communications team to set up usability testing for your content
- Citizenship Act, section 5.1 +
- shorten words, sentences or paragraphs, but keep words of 3 or more syllables if they're well known +
- replace technical jargon with terms that people will understand +
- remove details that people don't need to complete the task +
- replace secondary references to a program with "program" rather than using its full name or abbreviation +
- create numbered or bulleted lists for key tasks
- in Word 2010 and later, click the File tab, and then click Options -
- click Proofing -
- under When correcting spelling and grammar in Word, make sure the Check grammar with spelling check box is selected -
- select Show readability statistics -
- accept any tracked changes -
- place periods at the end of any bulleted items and headings (remove the periods before publishing) -
- highlight the text in your Word document -
- click the Review tab -
- click Spelling & Grammar -
- when Word has finished checking the text, it will ask whether you want to check the rest of the content -
- click No -
- navigation content (home, theme and topic pages), aim for no higher than grade 8 -
- all other content intended for general audiences, aim for grade 8 or lower -
- content intended for experts, determine the appropriate grade level and apply it across all content for this audience -
- ask colleagues who aren't familiar with the subject to review the text for clarity and logic -
- work with your communications team to set up usability testing for your content -
- shorten words, sentences or paragraphs, but keep words of 3 or more syllables if they're well known -
- replace technical jargon with terms that people will understand -
- remove details that people don't need to complete the task -
- replace secondary references to a program with "program" rather than using its full name or abbreviation -
- create numbered or bulleted lists for key tasks -
- don't use "can" or "could" (expresses ability)
- simplify your sentence instead of using em dashes
- for design or decorative purposes -
- to emphasize a word or phrase (use bold sparingly instead) -
- for long passages of text, such as quotations -
- in page titles -
- French and foreign words (article 6.03) -
- Latin terms and abbreviations (article 6.04) -
- titles of publications (including acts and legislation) and works of art (article 6.05) -
- legal references (article 6.06) -
- mathematical, statistical and scientific material (article 6.11) -
- Spell out the word "and" instead of using an ampersand (&) -
- Use the ampersand only for proper names when it's part of a company name and in certain abbreviations, including:
-
-
-
- R&D (research and development) -
- O&M (operating and maintenance) -
- - 20% (not 20 percent) -
- A quarter or one quarter (not ¼) -
- Half (not ½) -
- $100 per month -
- EI -
- RCMP -
- T4 -
- use a short form such as "the program" or "the plan," in lower case instead of repeating the full term or using an abbreviation -
- only use an abbreviation for a secondary reference if analytics data or usability testing determines that people often use and search for the abbreviation -
- you've (you have), you're (you are), you'll (you will) or you'd (you would) -
- we've (we have), we're (we are), we'll (we will) or we'd (we would) -
- can't (cannot) -
- don't (do not) or didn't (did not) -
- won't (will not) -
- isn't (is not) -
- weren't (were not) or wasn't (was not) -
- aren't (are not) -
- its (possessive) and it's (it is) -
- they're (they are) and their (possessive) +
- 4.1 Majuscules et ponctuation
- should've (should have) or could've (could have) -
- shouldn't (should not), couldn't (could not) or wouldn't (would not) -
- mightn't (might not) -
- mustn't (must not) -
- it'll (it will) -
- Write numbers as numerals (0, 1, 2, 3, etc.), except in:
-
-
-
- proper names (First Baptist Church) -
- titles (Three Men in a Boat) -
- figurative expressions (one day, things will be better) -
- - Keep Roman numerals when used in proper names (Canada Gazette, Part II) -
- Place a non-breaking space (Ctrl+Shift+Spacebar) between all numeral and word combinations ($5 million, 20 years) -
- Write first, second, third, and so on, up to and including ninth -
- Use the ordinal indicator in the same text size (not in superscript) for numbers 10 and above (10th, 50th, 150th) -
- Use "to" instead of an en dash in number ranges (for example, $4,000 to $10,000, 4 to 10 years) -
- Adults aged 30 or more -
- People 30 to 65 years old -
- A 10-year-old child -
- Write dates without an ordinal indicator ("st," "nd," "rd," "th") -
- Use non-breaking spaces between the month and the day -
- Use the numeric date format only when space is limited (for example, in a table)
-
-
-
- write yyyy-mm-dd -
- explain the format in surrounding text (for example, notes, legends) -
- - Capitalize the first letter of the month (for example, January, February, March) -
- Abbreviate month names when space is limited (for example, Jan, Feb, Mar) -
- Use "to" instead of an en dash in date ranges. For example:
-
-
-
- calendar year 2014 -
- Monday to Friday -
- March 29 to April 4 -
- fiscal year 2015 to 2016 -
- January to March 2016 (instead of Q1, Q2, Q3 or Q4) -
- - For date ranges like fiscal years, explain what period the range covers in surrounding text. For example:
-
-
-
- This report covers the 2015 to 2016 fiscal year. A fiscal year runs from April 1 to March 31. -
- - 4:30 pm -
- 9 am to 5 pm -
- if you need help, call 1-800-622-6232 -
- 613-999-9900 ext. 123 -
- for design or decorative purposes +
- to emphasize a word or phrase (use bold sparingly instead) +
- for long passages of text, such as quotations +
- in page titles +
- French and foreign words (article 6.03) +
- Latin terms and abbreviations (article 6.04) +
- titles of publications (including acts and legislation) and works of art (article 6.05) +
- legal references (article 6.06) +
- mathematical, statistical and scientific material (article 6.11) +
- Spell out the word "and" instead of using an ampersand (&) +
- Use the ampersand only for proper names when it's part of a company name and in certain abbreviations, including:
+
-
+
- R&D (research and development) +
- O&M (operating and maintenance) +
+ - 20% (not 20 percent) +
- A quarter or one quarter (not ¼) +
- Half (not ½) +
- $100 per month +
- 4.3 Symboles +
- EI +
- RCMP +
- T4 +
- use a short form such as "the program" or "the plan," in lower case instead of repeating the full term or using an abbreviation +
- only use an abbreviation for a secondary reference if analytics data or usability testing determines that people often use and search for the abbreviation +
- you've (you have), you're (you are), you'll (you will) or you'd (you would) +
- we've (we have), we're (we are), we'll (we will) or we'd (we would) +
- can't (cannot) +
- don't (do not) or didn't (did not) +
- won't (will not) +
- isn't (is not) +
- weren't (were not) or wasn't (was not) +
- aren't (are not) +
- its (possessive) and it's (it is) +
- they're (they are) and their (possessive) +
- should've (should have) or could've (could have) +
- shouldn't (should not), couldn't (could not) or wouldn't (would not) +
- mightn't (might not) +
- mustn't (must not) +
- it'll (it will) +
- Write numbers as numerals (0, 1, 2, 3, etc.), except in:
-
-
- Abbreviate street types, street direction and province or territory -
- Use the correct abbreviations for provinces and territories -
- Insert 2 spaces between the province or territory abbreviation and the postal code -
- Use uppercase to write the letters in the postal code -
- Don't use punctuation except for a hyphen between the unit designator and the civic number +
- proper names (First Baptist Church) +
- titles (Three Men in a Boat) +
- figurative expressions (one day, things will be better)
[Organization name or person name]
-
- [Additional delivery information]
- [Suite or office]-[Civic number] [Street name] [Abbreviated street type] [Abbreviated street direction]
- [City] [Two-letter province or territory abbreviation] [Postal code]Example of a mailing address.
-Integrity Regime
-
- Departmental Oversight Branch
- Public Services and Procurement Canada
- Portage III Tower A 10A1
- 105-11 Laurier St
- Gatineau QC K1A 0S5 - Keep Roman numerals when used in proper names (Canada Gazette, Part II) +
- Place a non-breaking space (Ctrl+Shift+Spacebar) between all numeral and word combinations ($5 million, 20 years) +
- Write first, second, third, and so on, up to and including ninth +
- Use the ordinal indicator in the same text size (not in superscript) for numbers 10 and above (10th, 50th, 150th) +
- Use "to" instead of an en dash in number ranges (for example, $4,000 to $10,000, 4 to 10 years) + +
- Adults aged 30 or more +
- People 30 to 65 years old +
- A 10-year-old child +
- 4.6 Nombres +
- Write dates without an ordinal indicator ("st," "nd," "rd," "th") +
- Use non-breaking spaces between the month and the day +
- Use the numeric date format only when space is limited (for example, in a table)
-
-
- Please submit your request by email to abcxyz@canada.ca. -
- Please submit your request by email: abcxyz@canada.ca. +
- write yyyy-mm-dd +
- explain the format in surrounding text (for example, notes, legends)
Instead of: Email us to submit a request.
- - Capitalize the first letter of the month (for example, January, February, March) +
- Abbreviate month names when space is limited (for example, Jan, Feb, Mar) + +
- Use "to" instead of an en dash in date ranges. For example:
+
-
+
- calendar year 2014 +
- Monday to Friday +
- March 29 to April 4 +
- fiscal year 2015 to 2016 +
- January to March 2016 (instead of Q1, Q2, Q3 or Q4) +
+ - For date ranges like fiscal years, explain what period the range covers in surrounding text. For example:
+
-
+
- This report covers the 2015 to 2016 fiscal year. A fiscal year runs from April 1 to March 31. +
+ - 4.7 Dates +
- 4:30 pm +
- 9 am to 5 pm +
- 4.8 Heures +
- if you need help, call 1-800-622-6232 +
- 613-999-9900 ext. 123 +
- Abbreviate street types, street direction and province or territory +
- Use the correct abbreviations for provinces and territories +
- Insert 2 spaces between the province or territory abbreviation and the postal code +
- Use uppercase to write the letters in the postal code +
- Don't use punctuation except for a hyphen between the unit designator and the civic number +
- website (not "web site") -
- web page (not "webpage") -
- web (not "Web") -
- email (not "e-mail") -
- online (not "on line") +
- Please submit your request by email to abcxyz@canada.ca. +
- Please submit your request by email: abcxyz@canada.ca.
- 4.10 Adresses +
- website (not "web site") +
- web page (not "webpage") +
- web (not "Web") +
- email (not "e-mail") +
- online (not "on line") +
- "n/a" (not applicable)
- use the templates in the Canada.ca Content and Information Architecture Specification
- see the Canada.ca page types on GitHub - +
- don't use "image of..." or "graphic of..." to describe the image; screen readers do this already
- important sounds (such as an explosion)
- important action (for example, people running away from an explosion or characters wearing disguises) -
Add the mandatory hidden values
Update the data attribute for the institutional acronym. This is a unilingual value - enter the English value to your English and French pages.
@@ -293,7 +292,7 @@ title: "Page feedback tool"Consider including this value when you're adding the feedback tool to multiple pages on the same topic, such as “passports” or “employment insurance”.
This is a unilingual value - enter the English section value to your English and French pages.
If you would like to add a new section value that is not currently in the Feedback Viewer, contact the Digital Transformation Office. We will add the new section value into the Feedback Viewer.
-Email: dto.btn@tbs-sct.gc.ca
+Email: dto.btn@tbs-sct.gc.ca
Optional Contact link
Only consider adding a contact link if you have tried to make the page content clearer for how to contact the program or service and users are still using the feedback tool to get a response for their situation.
@@ -302,7 +301,7 @@ title: "Page feedback tool"Accessing and analyzing feedback
Feedback can be viewed and downloaded as CSV or Excel files at any time using the Feedback Viewer website.
-The Feedback Viewer is a password protected environment available to all page feedback participants. Contact the DTO to access to the site.
+The Feedback Viewer is a password protected environment available to all page feedback participants. Contact the DTO to get access to the site.
Email: dto.btn@tbs-sct.gc.ca
-
-
Language selection
--
-
Search
- -Contribution process
- - - -The GC design system needs to be constantly improving. The goal of this framework is to foster continuous improvement of the guidance through experimentation. It creates a space for departments to experiment and innovate, and contribute their findings for the benefit of the whole GC web community.
-On this page
--
-
Identify: submit a proposal for improvement
-While designing content for Canadians or while testing your current design, you may determine that either:
--
-
Consult the backlog and the experiments in progress
-The first step is to find out if the improvement has already been identified. To do so, consult the backlog:
--
-
If your suggestion is not already identified
-If the pattern or template you identified for improvement is not in the backlog, you can submit a proposal by opening an issue in GitHub.
-The proposal must include at least:
--
-
Suggestions will be reviewed on a case-by-case basis by the community.
-Design: from prototype to stable
-Once an idea has been identified, anybody can work on tackling the issue.
-Initial design and prototype
-As soon as some form of prototype exists, it can be moved from the "to do" column to the the backlog to the "Design and prototyping" column in the backlog project board.
-Update the corresponding issue in GitHub to share the prototype with the community.
-Alpha
-To go from early prototype to Alpha, the prototype needs to be accompanied with documentation that includes at the minimum:
--
-
The Alpha phase is used to test the hypothesis, conduct research, deal with accessibility considerations, and code a working example for testing.
-Beta
-To go from Alpha to Beta, you need the following:
--
-
Use the Beta phase to scale up the experiment and fix any issues you encounter.
-Beta updates are available through the main design system library, and departments can use them, as long as they consider it an experiment and are willing to report back on findings.
- -Stable
-To go from Beta to Stable, the following must be done:
--
-
Iterate: back to the drawing board
-Once a new or updated pattern has moved to stable, it becomes the new baseline guidance.
-But it doesn't mean that it's now perfect. If this improvement hasn’t solved all the issues, or if new issues arise, the component, pattern or template can be added back to the backlog and be the subject of another design round.
- --
-
-
-
Language selection
--
-
Search
- -Design system community
- - - -Anyone can contribute to the Canada.ca design system.
-On this page
- -Community principles
-Follow these principles when you contribute to the Canada.ca design system. These principles are heavily inspired by the GOV.UK design system community principles.
-1. Start with what already exists
-Start with the current library. There already may be something you can use, or something you can improve upon.
-The existing components, patterns and layouts are evidence-based, and they are a great starting point. Know what's there to identify gaps and possible improvements.
-Look at the community backlog to see if your idea has already been identified.
-Reach out to community to find what others already have done.
-2. Share your learnings with the community
-As you do research, share your findings with the whole community.
-Try to contribute back design components and patterns that are scalable, reusable and can evolve over time.
-If you find something that doesn't work (a gap, an error, a contradiction, a flawed design), speak up. Let the community know.
-When working on a contribution, gather evidence, and share it.
-3. Work in the open, and be open
-To avoid duplication of effort, when you are working on something, let the community know.
-Share your work as early as possible, so others can contribute too.
-Be honest and humble: share what works, what doesn't, and the research you did to understand that.
-Be kind and respectful, and be open to feedback and changes to your work.
-Be inclusive from the get go, and value what others can bring.
-How to contribute
-Anyone can contribute to the Canada.ca design system.
-A contribution could be:
--
-
Backlog
-The community backlog is on GitHub. It documents all the ideas to work on and their status.
- Community backlog - --
-
Example of direct statements
Write: Present your passport to the border officer.
Instead of: According to Canadian legislation, you're required to present your passport to the agent who will welcome you into the country.
See how the rule for the inverted pyramid structure applies in French
+ - -2.2 Use simple and common words
-Replace long words with short, simple and everyday words that most people understand and use. Simple words have 2 syllables or less. They're easier to scan than long, complex words.
-Example of simple and common words
-Write: ask
- Instead of: make a request
Write: you must
- Instead of: you shall
Write: to
- Instead of: in order to
Write: before
- Instead of: prior to
Write: get
- Instead of: obtain
See how this rule applies to content in French
- +2.3 Use active voice and positive form
-Whenever possible use the:
--
-
Active or passive voice
-In an active sentence, the subject does the action. The sentence is clear and direct.
-In a passive sentence, it may not be clear who or what is doing the action.
-Example of passive and active sentences
-Active: We may ask you to provide proof of citizenship.
- Passive: You may be asked to provide proof of citizenship.
Positive or negative form
-Whenever possible, tell people what they may or must do instead of what they may not or must not do. Avoid negatives, double negatives and exceptions to exceptions.
-Examples of positive and negative sentences
-Positive: You're entitled to part of the deduction.
- Negative: You're not entitled to the entire deduction.
Positive: The procedure will be effective.
- Double negative: The procedure will not be ineffective.
Positive: You may claim a child born in 1972 or earlier as a dependent, if he or she has a mental or physical disability.
- Double negative: You may not claim anything for a dependent child born in 1972 or earlier, unless the child has a mental or physical disability.
If something has serious consequences, you can use the negative form to explain that something isn't possible or should not be done.
-Examples of using the negative form for something that has serious consequences
-Write: Do not try to locate the source of carbon monoxide. Leave your home immediately and move to fresh air.
- -2.2 Use simple and common words
+Replace long words with short, simple and everyday words that most people understand and use. Simple words have 2 syllables or less. They're easier to scan than long, complex words.
+Example of simple and common words
+Write: ask
+ Instead of: make a request
Write: you must
+ Instead of: you shall
Write: to
+ Instead of: in order to
Write: before
+ Instead of: prior to
Write: get
+ Instead of: obtain
See how the rule for using simple and common words applies to content in French
+ +2.3 Use active voice and positive form
+Whenever possible use the:
+-
+
Active or passive voice
+In an active sentence, the subject does the action. The sentence is clear and direct.
+In a passive sentence, it may not be clear who or what is doing the action.
+Example of passive and active sentences
+Active: We may ask you to provide proof of citizenship.
+ Passive: You may be asked to provide proof of citizenship.
2.4 Use verbs instead of nouns formed from verbs
-Avoid using nouns that are formed from verbs. They can be vague. Verbs alone clearly express the action needed.
-Examples of the use of verbs instead of nouns
-Write: apply
- Instead of: submit your application
Write: consider
- Instead of: take into consideration
Write: modify
- Instead of: make a modification
Write: needs
- Instead of: is in need of
Always use the simplest form of a verb. When possible, use the present tense.
- +Positive or negative form
+Whenever possible, tell people what they may or must do instead of what they may not or must not do. Avoid negatives, double negatives and exceptions to exceptions.
+Examples of positive and negative sentences
+Positive: You're entitled to part of the deduction.
+ Negative: You're not entitled to the entire deduction.
Positive: The procedure will be effective.
+ Double negative: The procedure will not be ineffective.
Positive: You may claim a child born in 1972 or earlier as a dependent, if he or she has a mental or physical disability.
+ Double negative: You may not claim anything for a dependent child born in 1972 or earlier, unless the child has a mental or physical disability.
If something has serious consequences, you can use the negative form to explain that something isn't possible or should not be done.
+Examples of using the negative form for something that has serious consequences
+Write: Do not try to locate the source of carbon monoxide. Leave your home immediately and move to fresh air.
2.5 Avoid jargon, idioms and expressions
-Where possible, avoid using jargon, idioms and expressions. Use the clearest, most popular term for your audience.
-Legal and technical terms and "government-speak" confuse most people.
-People who don't speak English or French might use online tools to translate text. These tools don't always translate idioms and expressions accurately.
-Examples of jargon, idioms and expressions
-Jargon: bench warrant (an order by a judge to arrest someone who didn't show up in court or comply with certain conditions)
-Idiom: to hire a helping hand (meaning to hire an employee)
-Expression: attack your least favourite task first (meaning do your least favourite task first)
-If you must include jargon familiar to your target audience, be sure to:
--
-
Examples of statements that avoid the use of jargon
-Write: You have to file your income tax return (T1) by April 30.
- Instead of: You have to file your T1 return by April 30.
Write: Learn about savings plans that can help you save enough money to retire.
- Instead of: Learn about different types of savings plans that will let you build up your retirement nest egg.
Identify keywords your audience is using to find your content
-Tools you can use to see which search terms are most popular:
--
-
Refer to your analytics to find out which search terms your audience uses to find related content.
- -2.6 Use simple sentences
-Keep sentence structure simple by putting the subject and the verb at the beginning of the sentence and by using the subject + verb + object construction. This structure helps the reader understand what the subject of the sentence is doing by placing the subject first, followed by the verb.
-Avoid complex and compound sentences. They generally contain too much information for people to understand when they're scanning.
-Examples of simple sentences
-Write: Learn about Canada's transportation system. Find information about using paved roads, bike trails, airports and ports across the country.
- Instead of: Canada's vast transportation system enables millions of people each year to travel throughout the country, around the world, and to work and back. From this page you can access a wealth of transportation information related to travelling and commuting.
Replace complex sentence structures with direct statements.
-Examples of direct statements
-Write: You have until April 30 to file your tax return.
- Instead of: The period of time that you have to file your tax return ends on April 30.
Replace noun strings (a series of 2 or more nouns used to name something) with direct statements.
-Examples of statements that avoid chains of nouns
-Write: The evaluation team will submit its final report on the training program in September.
- Instead of: The training program evaluation team will submit its final report in September.
Surround a long sentence with shorter ones because it helps people understand the long sentence.
- +See how the rule for active voice and positive form applies to content in French
+ +2.4 Use verbs instead of nouns formed from verbs
+Avoid using nouns that are formed from verbs. They can be vague. Verbs alone clearly express the action needed.
+Examples of the use of verbs instead of nouns
+Write: apply
+ Instead of: submit your application
Write: consider
+ Instead of: take into consideration
Write: modify
+ Instead of: make a modification
Write: needs
+ Instead of: is in need of
Always use the simplest form of a verb. When possible, use the present tense.
+See how the rule for using verbs instead of nouns formed from verbs applies in French
+ +2.5 Avoid jargon, idioms and expressions
+Where possible, avoid using jargon, idioms and expressions. Use the clearest, most popular term for your audience.
+Legal and technical terms and "government-speak" confuse most people.
+People who don't speak English or French might use online tools to translate text. These tools don't always translate idioms and expressions accurately.
+Examples of jargon, idioms and expressions
+Jargon: bench warrant (an order by a judge to arrest someone who didn't show up in court or comply with certain conditions)
+Idiom: to hire a helping hand (meaning to hire an employee)
+Expression: attack your least favourite task first (meaning do your least favourite task first)
+If you must include jargon familiar to your target audience, be sure to:
+-
+
Examples of statements that avoid the use of jargon
+Write: You have to file your income tax return (T1) by April 30.
+ Instead of: You have to file your T1 return by April 30.
Write: Learn about savings plans that can help you save enough money to retire.
+ Instead of: Learn about different types of savings plans that will let you build up your retirement nest egg.
Identify keywords your audience is using to find your content
+Tools you can use to see which search terms are most popular:
+-
+
Refer to your analytics to find out which search terms your audience uses to find related content.
+See how the rule for jargon, idioms and expressions applies to content in French
+ +2.6 Use simple sentences
+Keep sentence structure simple by putting the subject and the verb at the beginning of the sentence and by using the subject + verb + object construction. This structure helps the reader understand what the subject of the sentence is doing by placing the subject first, followed by the verb.
+Avoid complex and compound sentences. They generally contain too much information for people to understand when they're scanning.
+Examples of simple sentences
+Write: Learn about Canada's transportation system. Find information about using paved roads, bike trails, airports and ports across the country.
+ Instead of: Canada's vast transportation system enables millions of people each year to travel throughout the country, around the world, and to work and back. From this page you can access a wealth of transportation information related to travelling and commuting.
Replace complex sentence structures with direct statements.
+Examples of direct statements
+Write: You have until April 30 to file your tax return.
+ Instead of: The period of time that you have to file your tax return ends on April 30.
Replace noun strings (a series of 2 or more nouns used to name something) with direct statements.
+Examples of statements that avoid chains of nouns
+Write: The evaluation team will submit its final report on the training program in September.
+ Instead of: The training program evaluation team will submit its final report in September.
Surround a long sentence with shorter ones because it helps people understand the long sentence.
+See how the rule for using simple sentences applies in French
+ +2.7 Use short sentences and paragraphs
+Be concise. Use as few words as possible to express an idea. By being concise, you'll help everyone, even specialists, complete the task they set out to do.
+Keep sentences and paragraphs short to make them easier to scan on any screen size. People who have learning disabilities may find it difficult to scan and understand long sentences and paragraphs.
+Try to keep sentences under 20 words. You can do this by:
+-
+
Examples of shortened sentences
+Write: We received your request for funding and approved it.
+ Instead of: We received your request for funding, which we've thoroughly reviewed and approved in a timely manner.
Write: We'll consider any type of investment.
+ Instead of: Any type of investment will be taken into consideration.
Try to keep paragraphs to 3 sentences. You can do this by:
+-
+
See how the rule for using short sentences and paragraphs applies in French
+ +2.8 Explain references to legislation
+When explaining a requirement that comes from an act or regulation, avoid mentioning the act or regulation by name. Include only the information people need to complete the task.
+If you must include the name of the act or regulation, always give a plain-language description. First, explain what your audience needs to know and why they need to know more about the act or regulation. Then, you may add the reference to the act or regulation.
+Examples of references to legislation
+Write: You can apply for your child to become a Canadian citizen after they arrive in Canada as a permanent resident.
+Related links
+-
+
Instead of: After your child arrives in Canada as a permanent resident, you can apply for citizenship on the child's behalf under section 5.1 of the Citizenship Act.
+See how the rule for explaining references to legislation applies in French
+ +2.9 Check the reading level of the content
+Check the reading level of your text. Make sure that it meets the reading level you're targeting based on the literacy needs of your audience. Do this every so often while you're writing content. You can use various tools to do this.
+Readability tools help you check if content is too wordy or complex. Writing content at a reading level above grade 8 can make it difficult for many people to understand or complete their task.
+Use a readability tool
+You can use a readability tool like Flesch-Kincaid to check the reading level of your English content. This tool is available as part of Microsoft Word. It generally reflects the years of education needed to understand the text.
+To use Flesch-Kincaid:
+-
+
You can check the reading level of a whole page or just part of a page. To check the reading level:
+-
+
If your text contains technical terms that consist of long, multi-syllable words that you need to use for your specialized audience, remove these terms before you test the content for readability to see whether the surrounding text can be simplified. Reinsert the technical terms once you've simplified the surrounding text.
+The Readability Statistics dialog box will appear and show the Flesch-Kincaid grade level.
+
+ Figure 2 - Text version
+A screen capture of Microsoft Word's readability statistics dialog box shows that a sample of text got a Flesch-Kincaid reading level of 5.8.
+In newer versions of Microsoft Word, search for "Flesch-Kincaid" using the help feature.
2.7 Use short sentences and paragraphs
-Be concise. Use as few words as possible to express an idea. By being concise, you'll help everyone, even specialists, complete the task they set out to do.
-Keep sentences and paragraphs short to make them easier to scan on any screen size. People who have learning disabilities may find it difficult to scan and understand long sentences and paragraphs.
-Try to keep sentences under 20 words. You can do this by:
+Follow the reading level requirements
+Evaluate the reading level of content as follows for:
-
-
Examples of shortened sentences
-Write: We received your request for funding and approved it.
- Instead of: We received your request for funding, which we've thoroughly reviewed and approved in a timely manner.
Write: We'll consider any type of investment.
- Instead of: Any type of investment will be taken into consideration.
Try to keep paragraphs to 3 sentences. You can do this by:
+Verify whether the content is easy to understand
+Readability tools reveal the reading level of your content, but they can't tell you whether it makes sense.
+To check whether your content is easy to read and understand, test it:
-
-
2.8 Explain references to legislation
-When explaining a requirement that comes from an act or regulation, avoid mentioning the act or regulation by name. Include only the information people need to complete the task.
-If you must include the name of the act or regulation, always give a plain-language description. First, explain what your audience needs to know and why they need to know more about the act or regulation. Then, you may add the reference to the act or regulation.
-Examples of references to legislation
-Write: You can apply for your child to become a Canadian citizen after they arrive in Canada as a permanent resident.
-Related links
+If your content has a high reading level, or if usability testing shows low task completion, try to:
-
-
Instead of: After your child arrives in Canada as a permanent resident, you can apply for citizenship on the child's behalf under section 5.1 of the Citizenship Act.
- -2.9 Check the reading level of the content
-Check the reading level of your text. Make sure that it meets the reading level you're targeting based on the literacy needs of your audience. Do this every so often while you're writing content. You can use various tools to do this.
-Readability tools help you check if content is too wordy or complex. Writing content at a reading level above grade 8 can make it difficult for many people to understand or complete their task.
-Use a readability tool
-You can use a readability tool like Flesch-Kincaid to check the reading level of your English content. This tool is available as part of Microsoft Word. It generally reflects the years of education needed to understand the text.
-To use Flesch-Kincaid:
--
-
You can check the reading level of a whole page or just part of a page. To check the reading level:
--
-
If your text contains technical terms that consist of long, multi-syllable words that you need to use for your specialized audience, remove these terms before you test the content for readability to see whether the surrounding text can be simplified. Reinsert the technical terms once you've simplified the surrounding text.
-The Readability Statistics dialog box will appear and show the Flesch-Kincaid grade level.
-
- Figure 2 - Text version
-A screen capture of Microsoft Word's readability statistics dialog box shows that a sample of text got a Flesch-Kincaid reading level of 5.8.
-In newer versions of Microsoft Word, search for "Flesch-Kincaid" using the help feature.
-Follow the reading level requirements
-Evaluate the reading level of content as follows for:
--
-
Verify whether the content is easy to understand
-Readability tools reveal the reading level of your content, but they can't tell you whether it makes sense.
-To check whether your content is easy to read and understand, test it:
--
-
If your content has a high reading level, or if usability testing shows low task completion, try to:
--
-
See how the rule for measuring content for readability applies in French
+ +3.0 Tone
@@ -591,12 +609,14 @@ title: "Canada.ca Content Style Guide"Instead of: How do I renew my passport?
Exception
You may use "my" in content, page titles and links for proper names (such as My Service Canada Account).
-See how the rule for writing directly to the audience applies in French
+ +3.2 Use "we" to refer to the Government of Canada
@@ -634,10 +654,12 @@ title: "Canada.ca Content Style Guide"Write: If you plan to travel to or transit through the United States, find out about the rules you need to follow from U.S. Customs and Border Protection.
Instead of: If you plan to travel to or transit through the U.S., CBSA encourages you to visit the U.S. Customs and Border Protection website for information on the U.S. Western Hemisphere Travel Initiative, and the requirements for entering or returning to the U.S.
See how this rule applies to content in French
- +See how the rule for referring to the Government of Canada applies in French
+ +See how this rule applies to content in French
- +See how the rule for expressing an obligation or a recommendation applies in French
+ +4.2 Underlining, bold and italics
-Formatting must support the most important information on the page.
-Don't combine styles, like underlining and bold formatting, unless it's part of the hyperlinked text found on a topic page.
-Underlining
-Use underlining for links only.
-Bold
-Use bold for emphasis, but use it sparingly: the more you use it, the less effective it is.
-Italics
-People with dyslexia or other reading disorders may find it difficult to read italicized text.
-Don't use italics:
--
-
Follow The Canadian Style's rules for applying italics for the following:
--
-
4.3 Symbols
-Some symbols make web content more difficult to read while others improve readability. Research whether they're understood by a wide audience before using them.
-Ampersand
--
-
Percent
--
-
Currency
--
-
4.4 Abbreviations and acronyms
-Don't use an abbreviation or acronym unless it's better known to the widest audience than its long-form equivalent. For example:
--
-
Research common keywords
-Check your analytics to find out what keywords your audiences are using to find your content.
-If you have to use a multi-word term more than once on a web page, use the full term the first time you use it. For any further uses of the term:
--
-
Always spell out an abbreviation the first time you use it on a page.
-Example of statements that avoid the use of abbreviations and acronyms
-Write: There are 15 client contact centres across Canada.
- Instead of: There are 15 CCCs across Canada.
Write: The act strengthens the Government of Canada's commitment to…
- Instead of: The EEA strengthens the Government of Canada's commitment to…
Include abbreviations that your audience uses in your metadata (for example, in the description field) to help search engines find your page more easily.
-Avoid abbreviations and acronyms by rethinking the content
-If your content contains a lot of abbreviations and acronyms, rethink its structure. Consider placing related content under distinct headings and sections.
-For example, when introducing legal requirements, use the title of the act once, if necessary, and then talk about what people "must" do. The context will make it clear that the things they "must" do are requirements under the act. Don't use the abbreviation for the act, because it makes the text harder to follow.
-Close the topic before referring to other obligations under different legislation.
-Latin abbreviations
-Avoid using e.g. and i.e. Use clearer alternatives instead, for example:
-Write: for example, such as, or like
- Instead of: e.g.
Write: that is, in other words
- Instead of: i.e.
You may use these abbreviations when space is limited, for example, in a table or a figure.
-4.5 Contractions
-Use contractions that people use when they speak. They're easier to scan than the full form.
-Use most positive contractions of auxiliary verbs. For example:
--
-
Use some negative contractions of auxiliary verbs. For example:
--
-
Use, but don't confuse:
+See how the rule for capitalization and punctuation applies in French
-
-
Uncommon or more complex contractions can be harder for people with low literacy skills to understand.
-Don't use:
--
-
Negative contractions: exceptions
-Don't use contractions when there is a critical difference between two things, for example, between doing and not doing something.
-Example of statements showing differences that are critical and not critical
-Critical: Do not drive while taking this medicine.
- Not critical: Most people don't have reactions to the flu vaccine.
This rule doesn't apply in French.
- +4.6 Numbers
-General
--
-
Ages
--
-
4.7 Dates
--
-
Write: July 31, 2016, or just July 31 if the year is already clear
- Instead of: July 31st, 2016, or July 31st
-
-
Date ranges
--
-
4.8 Times
--
-
4.9 Phone numbers
-Use non-breaking hyphens (Ctrl+Shift+Hyphen) in phone numbers. For example:
--
-
4.2 Underlining, bold and italics
+Formatting must support the most important information on the page.
+Don't combine styles, like underlining and bold formatting, unless it's part of the hyperlinked text found on a topic page.
+Underlining
+Use underlining for links only.
+Bold
+Use bold for emphasis, but use it sparingly: the more you use it, the less effective it is.
+Italics
+People with dyslexia or other reading disorders may find it difficult to read italicized text.
+Don't use italics:
+-
+
Follow The Canadian Style's rules for applying italics for the following:
+-
+
See how the rule for bold, italics and underlining applies in French
+ +4.3 Symbols
+Some symbols make web content more difficult to read while others improve readability. Research whether they're understood by a wide audience before using them.
+Ampersand
+-
+
Percent
+-
+
Currency
+-
+
See how the rule for symbols applies to content in French
+-
+
4.4 Abbreviations and acronyms
+Don't use an abbreviation or acronym unless it's better known to the widest audience than its long-form equivalent. For example:
+-
+
Research common keywords
+Check your analytics to find out what keywords your audiences are using to find your content.
+If you have to use a multi-word term more than once on a web page, use the full term the first time you use it. For any further uses of the term:
+-
+
Always spell out an abbreviation the first time you use it on a page.
+Example of statements that avoid the use of abbreviations and acronyms
+Write: There are 15 client contact centres across Canada.
+ Instead of: There are 15 CCCs across Canada.
Write: The act strengthens the Government of Canada's commitment to…
+ Instead of: The EEA strengthens the Government of Canada's commitment to…
Include abbreviations that your audience uses in your metadata (for example, in the description field) to help search engines find your page more easily.
+Avoid abbreviations and acronyms by rethinking the content
+If your content contains a lot of abbreviations and acronyms, rethink its structure. Consider placing related content under distinct headings and sections.
+For example, when introducing legal requirements, use the title of the act once, if necessary, and then talk about what people "must" do. The context will make it clear that the things they "must" do are requirements under the act. Don't use the abbreviation for the act, because it makes the text harder to follow.
+Close the topic before referring to other obligations under different legislation.
+Latin abbreviations
+Avoid using e.g. and i.e. Use clearer alternatives instead, for example:
+Write: for example, such as, or like
+ Instead of: e.g.
Write: that is, in other words
+ Instead of: i.e.
You may use these abbreviations when space is limited, for example, in a table or a figure.
4.10 Addresses
-Mailing addresses
+See how the rule for abbreviations and acronyms applies in French
+ +4.5 Contractions
+Use contractions that people use when they speak. They're easier to scan than the full form.
+Use most positive contractions of auxiliary verbs. For example:
+-
+
Use some negative contractions of auxiliary verbs. For example:
+-
+
Use, but don't confuse:
+-
+
Uncommon or more complex contractions can be harder for people with low literacy skills to understand.
+Don't use:
+-
+
Negative contractions: exceptions
+Don't use contractions when there is a critical difference between two things, for example, between doing and not doing something.
+Example of statements showing differences that are critical and not critical
+Critical: Do not drive while taking this medicine.
+ Not critical: Most people don't have reactions to the flu vaccine.
See how the rule for contractions applies in French
+ +4.6 Numbers
+General
+-
+
Email addresses
-Spell out email addresses instead of embedding them within your text.
-Write:
+ +Ages
+-
+
See how the rule for numbers applies in French
+-
+
4.7 Dates
+-
+
Write: July 31, 2016, or just July 31 if the year is already clear
+ Instead of: July 31st, 2016, or July 31st
-
+
Date ranges
+-
+
See how the rule for dates applies in French
+-
+
4.8 Times
+-
+
See how the rule for times applies in French
+-
+
4.9 Phone numbers
+Use non-breaking hyphens (Ctrl+Shift+Hyphen) in phone numbers. For example:
+-
+
See how the rule for phone numbers applies in French
+ +4.10 Addresses
+Mailing addresses
+-
+
[Organization name or person name]
+ [Additional delivery information]
+ [Suite or office]-[Civic number] [Street name] [Abbreviated street type] [Abbreviated street direction]
+ [City] [Two-letter province or territory abbreviation] [Postal code]
Example of a mailing address.
+Integrity Regime
+ Departmental Oversight Branch
+ Public Services and Procurement Canada
+ Portage III Tower A 10A1
+ 105-11 Laurier St
+ Gatineau QC K1A 0S5
4.11 Words and expressions in transition
-Words and expressions in transition are those written commonly in 2 or more different ways. Reduce confusion by using the following spellings:
+Email addresses
+Spell out email addresses instead of embedding them within your text.
+Write:
-
-
This rule doesn't apply to content in French.
- -Instead of: Email us to submit a request.
See how the rule for addresses applies in French
+-
+
4.11 Words and expressions in transition
+Words and expressions in transition are those written commonly in 2 or more different ways. Reduce confusion by using the following spellings:
+-
+
See how the rule for words and expressions in transition applies in French
+This rule doesn't apply to content in French.
+5.0 Content structure
@@ -1264,10 +1308,12 @@ title: "Canada.ca Content Style Guide"Description metadata field: The description metatdata is the content you see under the blue hyperlinked text in search results. Avoid listing only keywords, because search engines might ignore these. Write 1 or 2 short sentences that summarize the page. Make sure they contain keywords that people use when searching for your content (for example, abbreviations familiar to your audience).
Refer to the section on plain language for tips on using simple and common words as keywords.
See how this rule applies to content in French
- +See how the rule for writing useful page titles and headings applies in French
+ +For example, listing provinces and territories in alphabetical order could be appropriate.
If you present content in alphabetical order in English, also present it in alphabetical order in French to provide the same intuitive experience.
See how this rule applies to content in French
- +See how the rule for using lists to support scanning applies in French
+ +See how this rule applies to content in French
- +See how the rule for using tables to organize data applies in French
+ +See how the rule for using images applies in French
+ +6.2 Include alternative text for images
@@ -1959,10 +2011,12 @@ title: "Canada.ca Content Style Guide"Decorative images don't require additional information to make them accessible or visible to search engines. Use the null indicator as the alternative text (alt="").
-See how this rule applies to content in French
- +See how the rule for alternative text for images applies in French
+ +Work with your web team to determine the best way to include the long description information. They'll guide you on how to make sure the image is accessible to people using assistive technology. They'll also ensure that your image meets the Canada.ca Content and Information Architecture Specification.
-See how this rule applies to content in French
- +See how the rule for long descriptions applies in French
+ +See how this rule applies to content in French
- +See how the rule for transcripts to describe audio and video files applies in French
+ +Providing links to other relevant web pages can help people find related information quickly. Links to your pages from other pages may also help improve where your page ranks in search results.
Be sure to select related links carefully. Too many links on a page can cause people to leave the page without reading important information or can discourage them from completing a task.
See how this rule applies to content in French
- +See how the rule for using links strategically applies in French
+ +Instead of:
To ensure that you are paid the maximum Employment Insurance (EI) benefit rate that you are entitled to, complete the Claimant Attestation - Highest Weeks of Insurable Earnings (Variable Best Weeks) form with the required information about your highest weeks of insurable earnings in the last 52 weeks of employment or since the start of your last claim, whichever is the shorter period of the two.
See how this rule applies to content in French
- +See how the rule for writing descriptive links applies in French
+ +7.3 Make sure that links work
Make sure that your links work. Check that they take people to the correct page, which contains up-to-date information, in the appropriate official language. Links that don't work frustrate people and hurt the credibility of your content.
-See how this rule applies to content in French
- +See how the rule for verifying links applies in French
+ +Example of a link that leads to content only available in French
Write: Find out how to renew your French passport while abroad in Canada (French only).
-See how this rule applies to content in French
- +See how the rule for non-government content applies in French
+ +7.5 Linking to internal-to-government content
In most cases, public-facing content should not link to content that is accessible only through internal government networks. Occasionally, the audience for content that is accessible to the public may be primarily internal.
When a link leads to content available only on internal government networks, write "(accessible only on the Government of Canada network)."
- -See how this rule applies to content in French
- +