ISO/FDIS 24495-3

ISO/DIS FDIS 24495-3:2025(en)
ISO/TC 37/ WG 11
Secretariat: SAC
Date: 2025-11-252026-01-19
Plain language —
Part 3:
Science writing
Langage clair et simple —
Partie 3: Rédaction scientifique
FDIS stage
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ii
Contents
Foreword . iv
Introduction . v
1 Scope . 1
2 Normative references . 1
3 Terms and definitions . 1
4 Governing principles . 2
5 Guidelines . 3
5.1 Guidelines for Principle 1: Readers get what they need (relevant) . 3
5.2 Guidelines for Principle 2: Readers can easily find what they need (findable) . 5
5.3 Guidelines for Principle 3: Readers can easily understand what they find
(understandable) . 7
5.4 Guidelines for Principle 4: Readers can easily use the information (usable) . 11
Annex A (informative) Overview of plain language guidelines . 13
Annex B Checklist for science writing . 15
Bibliography . 17

iii
Foreword
ISO (the International Organization for Standardization) is a worldwide federation of national standards
bodies (ISO member bodies). The work of preparing International Standards is normally carried out through
ISO technical committees. Each member body interested in a subject for which a technical committee has been
established has the right to be represented on that committee. International organizations, governmental and
non-governmental, in liaison with ISO, also take part in the work. ISO collaborates closely with the
International Electrotechnical Commission (IEC) on all matters of electrotechnical standardization.
The procedures used to develop this document and those intended for its further maintenance are described
in the ISO/IEC Directives, Part 1. In particular, the different approval criteria needed for the different types of
ISO document should be noted. This document was drafted in accordance with the editorial rules of the
ISO/IEC Directives, Part 2 (see www.iso.org/directives).
ISO draws attention to the possibility that the implementation of this document may involve the use of (a)
patent(s). ISO takes no position concerning the evidence, validity or applicability of any claimed patent rights
in respect thereof. As of the date of publication of this document, ISO had not received notice of (a) patent(s)
which may be required to implement this document. However, implementers are cautioned that this may not
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Any trade name used in this document is information given for the convenience of users and does not
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For an explanation of the voluntary nature of standards, the meaning of ISO specific terms and expressions
related to conformity assessment, as well as information about ISO’s adherence to the World Trade
Organization (WTO) principles in the Technical Barriers to Trade (TBT), see www.iso.org/iso/foreword.html.
This document was prepared by Technical Committee ISO/TC 37, Language and terminology.
A list of all parts in the ISO 24495 series can be found on the ISO website.
Any feedback or questions on this document should be directed to the user’s national standards body. A
complete listing of these bodies can be found at www.iso.org/members.html.
iv
Introduction
Science needs to be open to all, and one of the roadblocks to that goal is dense and highly specialized writing.
If the public has access to scientific information that they can read, understand and use, they will gain more
trust in science and be better informed citizens.
This document provides guidelines to help authors make scientific information accessible and useful to wide
and varied groups of readers. These guidelines are based on evidence from research about how people
understand written language. These guidelines are intended to help authors meet the following goals:
— empower those who contribute to science, communicate science and read about science;
— improve comprehension and accessibility for readers of scientific information while maintaining accuracy
and precision;
— enable readers to increase their scientific literacy so they are better able to read, understand and use
scientific information;
— encourage engagement with science among broad public readership;
— create documents that foster dialogue with readers on current scientific issues;
— promote communicating science responsibly and ethically.
v
Plain language —
Part 3:
Science writing
1 Scope
This document establishes governing principles and guidelines for plain science writing. It builds upon the
foundation for plain language established in ISO 24495-1. It is organized according to the four principles
presented in ISO 24495-1.
This guidance focuses on science writing: writing about scientific subjects that is intended for readers with
varying education levels, backgrounds and interests. These readers can range from young students to
decision-makers in industry and government.
The guidance does not explicitly address scientific writing. Such writing is found in scientific journal articles
or academic documents, where experts write for others in their fields of specialization. However, it is possible
that other experts do not work in precisely the same field as the author and may well prefer reading
documents that follow plain language guidance. The principles found in this guidance and in ISO 24495-1 can
help any author who seeks to create a plain language document.
This document applies to printed or digital information that is primarily in the form of text and images. The
guidance in this document applies to most written languages.
2 Normative references
There are no normative references in this document.
3 Terms and definitions
For the purposes of this document, the following terms and definitions apply.
ISO and IEC maintain terminology databases for use in standardization at the following addresses:
— ISO Online browsing platform: available at https://www.iso.org/obp
— IEC Electropedia: available at https://www.electropedia.org/
3.1
author
individual or organization who develops or helps develop documents
Note 1 to entry: The definition of author herein differs from that of author in scientific writing of journal articles or books,
where ethical rules determine who gets credit and legal principles determine who holds copyright.
EXAMPLE Writers, content developers or managers, editors, information architects or designers, information
developers or managers, legislative drafters, public relations officers, technical writers, translators, UX (user experience)
writers, writing project managers.
[SOURCE: ISO 24495-1:2023, 3.4, modified - note— Note to entry added and “professional writers” replaced
with “writers” in the example.]

3.2
image
visual representation of information
EXAMPLE Chart, diagram, drawing, flowchart, graph, icon, infographic, map, picture, photograph, table.
[SOURCE: ISO 24495-1:2023, 3.6]
3.3
noun string
noun stack
sequence of two or more nouns combined to present a single concept
Note 1 to entry: Noun strings make comprehension difficult.
EXAMPLE Sea turtle nesting beach, hospital employee safety protocol violation report form.
3.4
science writing
writing about scientific subjects that is intended for readers with varying education levels, backgrounds and
interests
EXAMPLE A briefing on sea-level rise to help homeowners decide whether or not to buy flood insurance, a plain
language summary of a clinical trial report intended to help patients understand the evidence behind the risks and
benefits of semaglutide therapy for weight loss.
3.5
scientific writing
writing by scientists for readers who share their specialist knowledge
EXAMPLE A meta-analysis of 10 years of data on sea-level rise along the mid-Atlantic coast of the United States, a
study of cardiac amyloid deposits based on autopsies of 10 patients who died as a result of amyloidosis.
4 Governing principles
The guidelines in this document are based on the four governing principles in ISO 24495-1:
— Principle 1: Readers get what they need (relevant).
— Principle 2: Readers can easily find what they need (findable).
— Principle 3: Readers can easily understand what they find (understandable).
— Principle 4: Readers can easily use the information (usable).
The principles and guidelines in ISO 24495-1 apply to creating all documents, including science writing, in
plain language.
Annex A provides a visual overview of the principles and all guidelines. Annex B provides a checklist to help
authors apply this document.
5 Guidelines
5.1 Guidelines for Principle 1: Readers get what they need (relevant)
5.1.1 Initial steps
Principle 1 focuses on what authors should do before they start drafting. Authors should consider the
following general guidelines outlined in ISO 24495-1:2023, 5.1:
— Identify the readers.
— Identify the readers’ purposes for reading.
— Identify the context in which readers will read the document.
— Select the document type or types.
— Select content that readers need.
Useful guidance can also be found in Reference [5under reference [5].].
In addition to these general guidelines, authors should consider the specific guidelines for science writing that
are in this document.
5.1.2 Characterize the readers
For science writing it is important to plan and adapt plain language based on the particular readers an author
hopes to reach. Understanding the readers helps the author in many ways; for example, to determine what
terminology to use, how to organize the content, how to identify critical information, what evidence to provide,
and where to publish.
Characterizing the readers is particularly important in science writing, since the writing is intended to reach
readers who have widely varied backgrounds in science. The writing should be as accessible as possible while
still providing accurate and precise scientific information.
Science authors should characterize their readers by asking questions such as these:
a) Are there distinct groups of readers with different backgrounds and purposes for seeking information?
What range of educational backgrounds can be expected?
b) Do readers seek general information on a current topic, perhaps through websites or media outlets? What
level of knowledge are readers likely to have about the topic? How familiar are they with domain-specific
terminology?
c) Do readers need scientific evidence to solve problems, make decisions or endorse a policy; for example,
conservation groups, government workers, funding agencies, review boards or project managers? What
explanations do they need to understand the content in context?
d) What level of data literacy can be expected among the intended readers? What help are readers likely to
need to interpret data?
e) Do readers need to make decisions concerning health and safety? Are some readers likely to be in critical
situations? Do some readers need help understanding complex disease mechanisms?
f) Do readers represent varying specializations who are regular readers of popular scientific magazines and
journals? Can the content be made accessible without over-simplification?
5.1.3 Identify the genre
Authors should become familiar with and follow the conventions of established genres, recognizing that these
conventions change over time. Science writing takes many forms, including fact sheets, patient information,
science books for the public, product information and instructions, public relations releases, research
summaries, science blogs and websites. Some genres of science writing explicitly call for plain language; for
instance, plain language summaries of research reports and Cochrane Reviews, which are systematic reviews
[3]
of healthcare interventions written for both professionals and the general public.
5.1.4 Identify the purpose
Authors should identify the purpose of the document and express that purpose in a way suited to the readers
and the genre. For example, the document’s purpose can be to answer the readers’ questions, advise them on
actions to take or help them solve a problem. One common purpose of science writing is to help broad groups
of readers understand scientific research by providing an overview or summary.
The purpose should be clear in the title or headline and should typically be stated at or near the beginning of
the document. Defining readers and their purposes for reading will encourage authors to check for and remove
information that is unnecessary, irrelevant, misleading or confusing.
5.1.5 Plan the document
Before drafting a document, authors should plan in these ways:
a) Establish the primary purpose and the key messages of the document.
b) Identify background information the readers need to understand the context.
c) Outline the key sections or chapters needed to logically develop the content.
d) Determine how the content should be organized to ensure a logical flow of information.
e) Plan for a balanced level of information complexity that neither overwhelms the readers nor
oversimplifies content.
f) Determine whether and how evidence (data, observations, studies) and examples will be integrated to
support each point or argument.
g) Determine what images (charts, graphs, tables, diagrams, photographs) will enhance understanding and
where they should be placed.
h) Determine how much attention should be given to methods used to gather evidence. Some general readers
would benefit from a brief discussion of methods so they understand how evidence was gathered. More
specialized readers would want to know the details of methods so they can evaluate the reliability of
results. For certain readers, details of method can be overwhelming or confusing.
i) Identify any counter arguments and how they can be addressed.
j) Determine the unknowns, uncertainties or limitations of the scientific information to be presented. How
much confidence can be placed in these understandings? What is not yet known with certainty?
k) Identify conclusions or statements of significance that will leave readers with a sense of the importance
of the information presented.
l) If appropriate, identify action steps that can be followed. Describe how the information presented can be
used by the readers.
m) Identify any additional materials (appendices, glossaries, references, etc.) that are needed to support the
main content.
5.1.6 Present content ethically
In addition to following the guidance in ISO 24495-1:2023, 5.1.6 f), authors should respect scientific ethics, as
follows:
a) Present data fairly, in an unbiased and impartial manner, without skewing, selecting or distorting them to
favour a particular perspective or interpretation.
b) Indicate the limits and uncertainties of current knowledge; for example, whether results of drug tests
apply to all populations or whether biology studies apply in other geographic areas or under other
conditions.
c) Be careful not to mislead readers through headlines, illustrations or statements that do not faithfully
represent the factual information.
d) Consider offering an evaluation of the reliability of source publications and their publishers, in the present
era of preprints, misinformation, withdrawn studies, and predatory journals.
e) State potential conflicts of interest or sources of bias; for example, whether the author works for an
organization involved in a study or has received payment, contracts or gifts from funders of a study
mentioned in the document.
f) Consider privacy, confidentiality and social consequences when communicating sensitive data, such as
personal data about participants (especially children), data about ethnic or social groups or information
pertaining to people with health conditions or disabilities. Refer to ethical protocols or guidelines if
appropriate to the context and genre.
g) Do not plagiarize, falsify or fabricate information.
h) Be transparent about any technological aids in writing or producing images; for example, images
manipulated by graphics programs, content generated by artificial intelligence, or text written with the
assistance of artificial intelligence.
5.2 Guidelines for Principle 2: Readers can easily find what they need (findable)
5.2.1 Initial steps
Principle 2 ensures that readers can easily find what they need. Authors should consider the following general
guidelines about document structure outlined in ISO 24495-1:2023, 5.2:
— Structure the document for readers.
— Use information design techniques that enable readers to find information.
— Use headings to help readers predict what comes next.
— Keep supplementary information separate.
Readers should be able to quickly determine the scope of the document and whether it serves their purposes.
The following techniques in 5.2.2, 5.2.3 and 5.2.4 help readers find and use what they need.
5.2.2 Provide an overview
Authors should orient readers at the beginning of a document by considering the following techniques.:
— Provide an informative summary or list of key points at the beginning of long or complex documents.
— If useful, describe the scope of the document, indicating what it does or does not cover.
EXAMPLE This fact sheet covers the major causes of human deaths on Earth according to World Health Organization
statistics. Note that data are missing for some countries.
5.2.3 Structure the document for the intended readers
Authors should establish a cohesive structure for science writing that meets the needs of the readers, aiding
them in finding what they need and engaging with scientific content effectively. Authors should consider the
following:
a) Prioritize key information by arranging information hierarchically, placing essential details in prominent
positions and leading the narrative with the most essential details, such as the main conclusions, the real-
world implications or the practical applications of the information.
b) Clearly demarcate different sections or different types of content with visual cues such as borders, lines,
space breaks, boxing, shading or indentation.
c) Provide clear transitions; for example, signalling shifts in topic with transitional phrases and sentences to
guide readers and foster a cohesive narrative. Transitions can signal various types of connections.
EXAMPLE logicLogic (therefore, however, in conclusion), time (then, after five minutes), addition (also, moreover)
and attitude (obviously, not surprisingly).
d) For documents with many figures or tables, provide links to allow readers to go directly to the data.
e) Direct readers to additional information to learn more. Pointers to additional information can take the
form of links to web pages, lists of recommended readings or viewings, or mention of agencies or
organizations that are good sources of information.
5.2.4 Provide navigational support
Especially in longer documents, authors should give readers signposts to the document organization to
support the differing routes that readers take through documents:
a) For long or complex documents, provide a table of contents.
b) Provide bookmarks, links, page numbers or other support for navigation.
c) Include informative headers and footers.
d) Use headings. In addition to following the guidance in ISO 24495-1:2023, 5.2.3 and 5.2.4, make sure
headings in long documents are hierarchical and that the hierarchy is clear. Clarity can be achieved, for
instance, through consistent and coherent use of
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