Sexualized Violence Policies and Procedures
BCcampus
Victoria, B.C.
Plain Language Best Practices by West Coast Editorial Associates is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License, except where otherwise noted.
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Using plain language is key to ensuring your written documents are easy to access, easy to understand, and easy to act on. Plain language is especially important for documents that are intended to empower the reader who may be under stress – which is the case for sexualized violence policies and procedures for post-secondary institutions. Clear policies inform readers what the institution stands for; clear procedures inform them how to get help and more information.
The purpose of this resource is to provide you with guidance on preparing and revising your own documents through the lens of plain language. By working through one example in detail, it shows you how to keep the focus on the reader, organize the information in order of importance, and use words that most readers will understand.
Of course, using plain language is just part of the process. Developing policies and procedures for large organizations – like post-secondary institutions – necessarily involves many stakeholders. For that reason, it’s important to include others in any plain language review to ensure that your document balances plain language goals with legal and governance requirements.
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This resource is intended to demonstrate best practices in reviewing writing for plain language and provide you with general information and resources on plain language.
The model document is presented in three different versions:
By reading the comments, recommendations, and changes in the different versions, you will have the opportunity to learn how to write or revise your own documents following plain-language principles. You’ll benefit the most if you take the time to compare the different versions and consider the annotations.
The A Plain Language Checklist section provides a checklist of items to consider when reviewing writing for plain language, and the Other Resources section lists some useful plain-language resources.
Each document is provided in two formats:
If accessing this resource on the web, you can hover your cursor over the footnote number to see the comments. If you are using a screen reader, the content of a footnote will be read when the link for the footnote receives focus.
If you click a footnote number, you will be taken to the list of comments, which are compiled at the end of the document. Once there, there is a small return arrow at the end of the footnote that will bring you back to your place in the document.
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The model is based on a portion of an original document from a post-secondary institution (identifiers have been removed).
Take the time to review each version and consider the changes and annotations. You’ll see the evolution of the document and get a glimpse into the plain-language process.
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In Version 1, the editor provided general comments on structure and content. Several comments include some plain language do’s and don’ts; others pose questions to consider.
BEST PRACTICE: Consider how you could respond to the comments and questions to improve the document.
Plain Language Tip
Before you start writing, ask these questions:
The document and accompanying comments for this chapter are provided in two ways:
Terms used in these Procedures are defined in the Policy.Comment [EDITOR1]: A cross-reference to definitions may be helpful, but every effort should be made to write in a way that the reader doesn’t have to rely on a list of definitions to understand the text. Wherever possible, terms should be defined within the text. DO: Use a glossary or list of definitions when needed, but make it as accessible as possible (i.e., keep it within the same document). DO: Use simple terms to avoid readers needing to ross-reference definitions. DON’T: Start a document with the definitions. Readers want information first: definitions belong at the end.
These Procedures set out the process for bringing Sexual Misconduct to the attention of the University and the process the UniversityComment [EDITOR3]: “Down” style (using lower case where possible) is always preferable. DO: Use standard punctuation. DO NOT: Capitalize words unless they are proper nouns or titles. will follow where such matters are brought to its attention.Comment [EDITOR4]: DO: Write directly to the reader (i.e., use second person). DO: Shorten sentences. DON’T: Use passive voice
If a person witnesses or experiences Sexual Misconduct or there is reason to believe Sexual Misconduct has occurred or may occur, the person may pursue one or more of the following options:
The University recognizes that individuals who have experienced Sexual Misconduct may wish to maintain control over whether and how their experience will be dealt with by the University. Which of the above option(s) the individual elects to pursue will impact on the level of that control.
The University may be required to initiate an investigation and/or report alleged Sexual Misconduct to the RCMP, even without the consent of the individual who has experienced the Sexual Misconduct, if:
Should the University initiate an investigation or inform the RCMP about alleged Sexual Misconduct without the consent of the individual who has experienced the Sexual Misconduct, the University will notify that individual that it has done so.
Where an individual makes a Disclosure to an employee of the University or support person on campus that they have experienced Sexual Misconduct, the employee or support person should:Comment [EDITOR10]: Here the document makes a 180-degree turn to talking to people receiving disclosures/complaints, rather than talking to the person who is making the disclosure/complaint, which veers from the stated scope of explaining how the university will respond. Editing is required to shift back to the reader while retaining this information. DO: Always write to the primary audience. DO: Consider producing different publications for different audiences (e.g., in this case, an information document for university personnel on “how to help” may be in order). DON’T: Lose your focus
Employees of the University to whom a Disclosure is made or who otherwise become aware of Sexual Misconduct are required to notify the Student Services Director (the “Director”)Comment [EDITOR11]: The practice of putting a term in short form in parentheses after the first use of the full term is generally not required unless there is any chance of misreading. DO: Eliminate unnecessary words and, where appropriate,Comment [EDITOR12]: In what circumstances would notifying not be appropriate? DO: Review all language for clarity. University Security. The identities of the individuals involved in the Sexual Misconduct should only be disclosed where reasonably required for University purposes and/or for the purposes of protecting the health and safety of any individual.
The Director and/or University Security who receives the information will assess it and determine whether, based on that information, there is a risk to the healthor safety of anyone. If so, the Director and/or University Security will take steps to protect the health and safety of those at risk. If not, and unless otherwise required by law, the University will not formally investigate a Disclosure.
Should a student, in making a Disclosure, request support or academic accommodation, the student and the Director will meet to discuss the request. Where there is a reasonable basis for the request, the Director will work together with the student and any instructors as appropriate, to ensure that the student receives all necessary reasonable support and/or academic accommodations, while maintaining confidentiality, to the extent that it is reasonably possible to do so.
Complaints must be submitted in writing to the Student Services Director.
Complaints must include sufficient detail of the allegation of Sexual Misconduct to allow the University to conduct an investigation into the Complaint, including the following:
The University recognizes that individuals who have experienced Sexual Misconduct may need some time before they are physically and/or emotionally capable and prepared to prepare and file a Complaint. However, in order to ensure the University is in a position to conduct a full and fair investigation, Complaints should be filed as soon as reasonably possible following the incident of Sexual Misconduct. Any material delay between the Sexual Misconduct and the filing of a Complaint could impact on the investigation and/or the outcome.
When the Director receives a Complaint, their first priority will be to ensure the health and safety of those involved and of all members of the University community. In order to do so, the Director may:
In doing so, the Director will maintain the confidentiality of individuals involved to the extent that it is reasonably possible to do so.
When the Director receives a Complaint, prior to commencing an investigation, the Director will review the Complaint and ensure that it contains sufficient detail necessary for the University to carry out an investigation.Comment [EDITOR14]: Review text to assess whether information is better presented in list format
Where the Director determines there is insufficient detail in the Complaint, the Director will contact the individual who filed the Complaint, advise them of the deficiencies, and allow them the opportunity to provide further details in a timely manner.
Where the Director determines that a Complaint has sufficient detail necessary for the University to carry out an investigation, the Director will initiate the investigation process.
At any point prior to or during an investigation, the University may take interim measures to address any concerns it may have about the well-being of any member of the University pending the investigation, while minimizing the impact on other individuals involved and recognizing the principle of the presumption of innocence. Any interim measures relating to a Complaint should not be perceived as the University prejudging the Complaint.
Where the Complaint involves a student, the University will investigate the Complaint in accordance with the process set out in these Procedures except where a party to the Complaint is an employee of the University, in which case, the University will follow one of the following procedures in investigating the Complaint:
Where the Director determines an investigation is to proceed under these Procedures, the Director will assess the Complaint and, depending on their assessment of the Complaint, their relevant knowledge and expertise, and any other factors they deem appropriate, will:
The Director will advise the parties to the Complaint that an investigation is proceeding under these Procedures, will advise them of the identity of the investigator, will notify them that the investigator will be in contact with them, and will offer both parties the option of seeking support in relation to the Complaint and/or investigation.
The investigator will carry out an investigation into the Complaint. The investigation process will be determined by the investigator and will take into account:
while ensuring procedural fairness.
The investigation process will include, but will not necessarily be limited to:
Where requested by an investigator, all members of the University community are required to cooperate and fully participate in an investigation pursuant to these Procedures. Failure to do so may lead to sanctions or discipline up to dismissal or expulsion.
Where the investigator is not the Director, upon completion of the investigation, the investigator will provide the Director an investigation report which will include a determination of whether or not the Complaint is substantiated.
Following completion of the investigation, the Director will notify the parties to the Complaint of whether or not the Complaint was substantiated.
Where the Complaint is not substantiated, the respondent to the Complaint will not be subject to sanctions or discipline for the alleged conduct complained of in the Complaint.
Where a Complaint is substantiated, the University will take steps it determines appropriate to address the substantiated Complaint which may include:
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Version 2 shows the major changes made by the editor using Track Changes in Word. (Note that some portions are not shown for ease of reading; for example, where larger portions were moved from one place to another, the deleted portion is not shown.)
Track Changes can be hard to follow, but they are worth studying to see how the editor deleted unnecessary or repetitive words and phrases, reorganized content for better flow, and generally smoothed the language.
BEST PRACTICE: Review at least some of the tracked changes to study the plain language process.
Plain Language Tip
To write effectively:
The document and accompanying comments and edits for this chapter are provided in two ways:
Terms used in these procedures are as defined in the policy.
These procedures set out the process for bringing Sexual Misconduct to the attention of the and explain the steps you can take to notify the university of an incident of sexual misconduct. They also explain the process the university will follow in cases of sexual misconduct. where such matters are brought to its attention.
If a person witnesses or experiences If youComment [EDITOR19]: Plain language principle: wherever possible, write directly to the reader (use second person –“you”). Comment [EDITOR20]: Suggest putting “experienced” before “witnessed” so victims are addressed first. have experienced or witnessed sexual misconduct, or there is reason to believe or you know sexual misconduct has occurred or may occur, the person may pursue one or more of the following options you have three options to notify the university:
You can choose one, two, or all three of these options. For example, you may decide you want to make a disclosure, and then later elevate the notification to a formal complaint.Comment [EDITOR22]: Examples help to clarify instructions.
The university recognizes that individuals who have experienced sexual misconduct may wish to maintain control over whether and how the university will deal with their experience. The choice you make on how to notify the university will affect your level of control.Comment [EDITOR23]: I have moved this up from the original section on maintaining control and rearranged the information from that section throughout to make it clear in each choice provided
Should the If the university initiates an investigation or informs the RCMP about alleged sexual misconduct without the consent of the individual your consent, the university will notify that individual you that it has done so.
The university recognizes that individuals who have experienced Sexual Misconduct may wish to maintain control over whether and how their experience will be dealt with by the university. Which of the above option(s) the individual elects to pursue will impact on the level of that control.
Where an individual When you make a disclosure of sexual misconduct to an employee of the university or support person on campus that they have experienced Sexual Misconduct, you can expect the employee or support person should to:
Employees of the University to whom a Disclosure is made University employees who receive a disclosure or who otherwise become aware of sexual misconduct are required to notify the Student Services Director (the “Director”) and, where appropriate or university security. The identities of the individuals involved in the Sexual Misconduct should only be disclosed where reasonably required for University purposes and/or for the purposes of protecting the health and safety of any individual. They will not disclose your identity (or the identity of anyone else involved) unless required for university purposes to protect the health and safety of any individual.
The Director and/or university security who receives the information will assess it and determine whether, based on that information, there is a risk to the health or safety of anyone anyone’s health and safety. If so, the Director and/or university security they will take steps to protect the health and safety of those at risk. If not, and unless otherwise required by law, the university will not formally investigate a disclosure unless required by law.
Should a student, in making a Disclosure, request If you ask for support or academic accommodation when you make a disclosure, the student and the Director will meet to discuss the request. the Director will meet with you to discuss your request and work with you and any instructors, as needed, to meet your needs. The Director will keep the information confidential as far as possible. Where there is a reasonable basis for the request, the Director will work together with the student and any instructors as appropriate, to ensure that the student receives all necessary reasonable support and/or academic accommodations, while maintaining confidentiality, to the extent that it is reasonably possible to do so.
When the Director receives a complaint, their first priority will be is to ensure the health and safety of those involved and of all members of the university community. In order to do so To do this, the Director may:
In doing so, The Director will maintain the confidentiality of individuals involved to the extent that it is reasonably possible to do so as far as possible.
If you make a formal complaint against another student, the Director will take the following steps:
Where the Director determines there is insufficient detail in the Complaint,the Director will contact the individual who filed the Complaint, advise them of the deficiencies, and allow them the opportunity to provide further details in a timely manner.
Where the Director determines that a Complaint has sufficient detail necessary for the university to carry out an investigation, the Director will initiate the investigation process.
At any point prior to At any time before or during an investigation, the university may take interim measures to address any concerns it may have about the well-being of any member of the university pending the investigation, while minimizing the impact on other individuals involved and recognizing the principle of the presumption of innocence. upholding the principle that a person is presumed innocentComment [EDITOR30]: Simplify words and phrases where possible. until found guilty.
If you make a formal complaint against an employee, the university will investigate in one of the following ways:Comment [EDITOR32]: “Party to a complaint” (used in the original) is not helpful language. Besides being legalese, it is not clear, because both the person making the complaint and the person accused are a “party.”
In both these cases, the university will provide you with a copy of the relevant procedures at the start of the investigation.
Where When the Director determines an investigation is to proceed under these Procedures, the Director will assess the Complaint and, depending on their assessment of the Complaint, their relevant knowledge and expertise, and any other factors they deem appropriate, will: should proceed, they will decide the next steps depending on their assessment of the complaint. They will either:
The Director will advise the parties to the Complaint everyone involved in the complaint that an investigation is proceeding under these Procedures, will advise them of the identity of the investigator, will notify them that the investigator will be in contact with them, and will offer both and who the investigator will be. They will also notify those involved that the investigator will contact them, and offer the option of seeking support in relation to the complaint and/or investigation.
The investigator will carry out an investigation into the Complaint. The investigation process will be determined by the investigator and will take into account The investigator will determine the investigation process, considering:
while ensuring procedural fairness.Comment [EDITOR34]: Removed this phrase because without a clear definition it is not helpful. Also, the entire process implies “procedural fairness,” so I don’t think you need it.
The investigation process will include, but will not necessarily be limited to:
Where requested by an investigator, all members of the university community are required to cooperate and fully participate in an investigation pursuant toComment [EDITOR36]: “Pursuant to” is legalese (and the phrase isn’t needed in this sentence for the meaning). these Procedures. Failure to do so may lead to sanctions or discipline up to dismissal or expulsion. If they do not, they may be sanctioned or disciplined. This may include being dismissed or expelled.
Once the investigation is complete, the investigator will write a report that will state whether the complaint has been proven.Comment [EDITOR37]: I have changed “substantiated” here to “proven,” acknowledging that there is a slight difference in meaning. Please review and okay, if possible (in which case other references to “substantiated” can also be changed). If it can’t be changed, can “substantiated” be briefly defined? What does it take to be “substantiated”? If the investigator is someone other than the Director, they will give the report to the Director. Where the investigator is not the Director, upon completion of the investigation, the investigator will provide the Director an investigation report which will include a determination of whether or not the Complaint is substantiated.
Following completion of the investigation, The Director will notify the parties to the Complaint those involved of whether or not the complaint was found to be substantiated.
Where If the complaint is not substantiated, the respondent to the Complaint will not be subject to sanctions or discipline for the alleged conduct complained of in the Complaint. the person accused will not have any sanctions or discipline imposed.
Where a If the complaint is substantiated, the university will take steps it determines appropriate to address the substantiated Complaint determine appropriate action, which may include:
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Version 3 is the result of all comments and changes. It also incorporates any answers to questions that were sent to the post-secondary institution throughout the revision process.
BEST PRACTICE: Compare the finished version to the original, how has it improved? Is there anything more you can do to help the reader?
Plain Language Tip
To write effectively:
The document for this chapter is provided in two ways:
Terms used in these procedures are as defined in the policy.
These procedures explain the steps you can take to notify the university of an incident of sexual misconduct. They also explain the process the university will follow in cases of sexual misconduct.
If you have experienced or witnessed sexual misconduct, or you know sexual misconduct has occurred or may occur, you have three options to notify the university:
You can choose one, two, or all three of these options. For example, you may decide you want to make a disclosure, and then later elevate the notification to a formal complaint.
The university recognizes that individuals who have experienced sexual misconduct may wish to maintain control over whether and how the university will deal with their experience. The choice you make on how to notify the university will affect your level of control.
If the university initiates an investigation or informs the RCMP about alleged sexual misconduct without your consent, the university will notify you that it has done so.
When you make a disclosure of sexual misconduct to an employee of the university or support person on campus, you can expect the employee or support person to:
University employees who receive a disclosure or who otherwise become aware of sexual misconduct are required to notify the Student Services Director or university security. They will not disclose your identity (or the identity of anyone else involved) unless required for university purposes or to protect the health and safety of any individual.
The Director and/or university security who receives the information will assess it and determine whether there is a risk to anyone’s health or safety. If so, they will take steps to protect those at risk. If not, the university will not formally investigate a disclosure unless required by law.
If you ask for support or academic accommodation when you make a disclosure, the Director will meet with you to discuss your request and work with you and any instructors, as needed, to meet your needs. The Director will keep the information confidential as far as possible.
When the Director receives a complaint, their first priority is to ensure the health and safety of those involved and of all members of the university community. To do this, the Director may:
The Director will maintain the confidentiality of individuals involved as far as possible.
If you make a formal complaint against another student, the Director will take the following steps:
At any time before or during an investigation, the university may take interim measures to address any concerns about the well-being of any member of the university, while minimizing the impact on other individuals involved and upholding the principle that a person is presumed innocent until found guilty.
If you make a formal complaint against an employee, the university will investigate in one of the following ways:
In both these cases, the university will provide you with a copy of the relevant procedures at the start of the investigation
When the Director determines an investigation should proceed, they will decide the next steps depending on their assessment of the complaint. They will either:
The Director will advise everyone involved in the complaint that an investigation is proceeding and who the investigator will be. They will also notify those involved that the investigator will contact them, and offer the option of seeking support in relation to the complaint and/or investigation.
The investigator will determine the investigation process, considering:
The investigation process will include, but will not be limited to:
Where requested by an investigator, all members of the university community are required to cooperate and fully participate in an investigation. If they do not, they may be sanctioned or disciplined. This may include being dismissed or expelled.
Once the investigation is complete, the investigator will write a report that will state whether the complaint has been proven. If the investigator is someone other than the Director, they will give the report to the Director.
The Director will notify those involved whether the complaint was found to be substantiated.
If the complaint is not substantiated, the person accused will not have any sanctions or discipline imposed.
If the complaint is substantiated, the university will determine appropriate actions, which may include:
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When reviewing a document for plain language, it’s helpful to follow a checklist to guide your work. You can use the one in the next section; others are available from the resources provided in the Other Resources section.
A readability test uses a mathematical formula to measure reading ease. It is just one tool to evaluate writing, and it needs to be used along with all the other plain language tactics illustrated in the model document.
The chart below shows the improvement in the final version of the model document compared to the original.
Document version | Number of words | Flesch-Kincaid reading level | Readability grade (Readable.com) |
---|---|---|---|
Original | 2,365 | 16 | D |
Final | 1,815 | 13 | C |
The final document is 23% shorter than the original, which by itself aids readability significantly. The other scores show that the document could be made more plain by using fewer technical terms, introducing more active voice, and editing even harder. Keep in mind, however, that readers are influenced by what they bring to the document: prior knowledge, education level, and motivation. What is plain to one audience may not be plain to another.
As well, as noted in the Introduction, plain language considerations must be balanced against the requirements of all stakeholders, which makes revising policy and procedures particularly challenging.
Readability tests are best used to measure improvement from version to version and to give you the opportunity to consider further what improvement may be appropriate for your document and your readers. Use readability tests in your work to reinforce your practice.
Plain Language Tip
Get to the point as directly as you can; never use a big word if a little one will do.
— Emily Carr
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Here are a few helpful resources to learn more about applying plain language principles to your documents. A simple Google search for plain language resources will unveil several other helpful publications and websites.
Plain Language Tip
Be the reader!
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We acknowledge with respect the xʷməθkʷəy̓əm (Musqueam), Skwxwú7mesh (Squamish) and Səl̓ílwətaʔ/Selilwitulh (Tsleil-Waututh) nations and the Lək̓ʷəŋən (Lekwungen) speaking peoples from the Songhees and Xwsepsum (Esquimalt) Nations, and the W̱SÁNEĆ peoples on whose lands the Plain Language Best Practices: Sexualized Violence Policies and Procedures was created.
This plain language resource was a collaboration between BCcampus, West Coast Editorial Associates, and the Ministry of Advanced Education, Skills and Training.
We acknowledge BCcampus and the Ministry of Advanced Education, Skills and Training for funding and managing this project.
Finally, we would like to acknowledge the readers of this plain language resource, who are bravely taking steps to create, evaluate, and improve their sexualized violence and misconduct policies and procedures for the safety of all students, staff, and faculty in the B.C. post-secondary sector.