Post on 27-May-2017
TypographyManual
TableofContents TypographyManual
1.1–1.11TypeClassification
2.1–2.3Terminology&AnatomyoftheType
3.1–3.11Alignment&Composition
4.1–4.9PageFormats&Grids
5.1–5.8Punctuation&Microtypography
6.1–6.9TextReferences
7Emphasis&Structure
8.1–8.9Numerals&Symbols
9TypeTechnology
AnnotatedContents TypographyManual
OldStyle 1.1
Transitional 1.2
Modern 1.3
Neo-Grotesque 1.4
HumanistSansSerif 1.5
GeometricSansSerif 1.6
SlabSerif 1.7
Monospace 1.8
Blackletter 1.9
Script 1.10
DecorativeDisplay 1.11
TypeCharacteristics 2.1
OpticalIllusion 2.2
TypeClassifications 2.3
Readability 3.1
TypeArea 3.2
CenteredText 3.3
Tracking 3.4
Indent 3.5
WidowandOrphan 3.6
RaggedText 3.7
JustifiedText 3.8
Hyphenation 3.9
WordSpace 3.10
Leading 3.11
GridandDesignPhilosophy 4.1
TheTypographicGrid 4.2
SizesofPaper 4.3
TheTypeArea 4.4
MarginProportions 4.5
WidthofColumn 4.6
Leading 4.7
ConstructionoftheTypeArea 4.8
ConstructionoftheType 4.9
Elipsis 5.1
Hyphen,EnDash,EmDash 5.2
QuotationMarks 5.3
Apostrophe 5.4
Kernings 5.5
Ligatures 5.6
Colon,Semicolon 5.7
Brackets 5.8
ContentPage 6.1
PageNumbers 6.2
RunningHeads 6.3
MarginalNotes 6.4
FootNotes 6.5
Cross-References 6.6
DirectionalLanguage 6.7
CountingSystems 6.8
LineCount 6.9
Emphasis&Structure 7
Numerals 8.1
Lining&Non-LiningNumerals 8.2
RulesForNumbers&Numerals 8.3
Superscript 8.4
Symbols 8.5
TypeTechnology 9
Contributors TypographyManual
1
MargotHoltman,Camilla
Martinsen,ZaraZerny
2
MarikoKuwahara,Mathias
Ringgenberg,LotteSchröder
3
EvaBrøndsted,ChristianIsberg,
YaelWicki
4
MarineDelgado,DorotkaPotyka,
MichelKeppel
5
VictorBrangolo,JasminPeco,
MartinoMorandi
6
ChristoferGoertz,Anthony
Salvador,TanguyWermelinger
7
JuliaBendeler,ElkiBoerdam,
DanielRother
8
ByrtheLemmens,KillianLoddo,
EstherWillering
9
AmbervandenEeden,Marteen
Kanters,KarolineSwiezynski,
RutgerdeVries
w
1 TYPE
C
L A SS
IF
I
C
AT
I ON
Camilla MartinsenMargot HoltmanZara Zerny
Palatino
1.1 OLD STYLE
Ca’DarioGiovanni Dario, 1480, Venice
1.2 TRANSITIONAL
Times
Ditchley ParkJames Gibbs, 1720, Oxfordshire
1.3 MODERN
Didot
Arc de Triomphe Jean Chalgrin, 1806, Paris
1.4 NEO-GROTESQUE
Helvetica
Unité D’HabitationLe Corbusier, 1957, Berlin
1.5 HUMANIST SANS SERIF
Gill Sans
London Underground HQCharles Holden, 1928, London
1.6 GEOMETRIC SANS SERIF
Futura
Café de UnieJacobus Johannes Pieter Oud, 1925, Rotterdam
1.7 SLAB SERIF
Rockwell
Midland Grand HotelGeorge Gilbert Scott, 1861, London
1.8 MONOSPACE
Prestige
The Seagran BuildingMies van der Rohe and
Philip Johnson, 1958, New York
Lucinda Blackletter
1.9 BLACKLETTER
Notre DameMaurice de Sully, 1210-15, Paris
1.10 SCRIPT
Mistral
The Sullivan Building Louis Sullivan, 1904, Chicago
1.11 DECORATIVE/DISPLAY
Broadway
Casa BatlloAntoni Gaudi, 1904-06, Barcelona
Terminology &
Anatomy of the Type
2.1 Type Characteristics
2.2 Optical Illusion
2.3 Type Classifications
2
turn 90o
Typo
grap
hic
Term
s1
2 34
6
7
5
2.1 Type Characteristics
1. C
ap H
eigh
t2.
Ove
rsho
ot*
3. U
nder
shoo
t*4.
Des
cend
er5.
X-h
eigh
t6.
Asc
ende
r 7.
Bas
elin
e
* S
ee c
hapt
er “
Opt
ical
Illu
sion
”
2.1 Type Characteristics
Ser
if
Ser
if: th
e sm
all f
eet a
t the
top
or b
otto
m o
f the
stro
kes
M S
l x
Cou
nter
Cou
nter
: the
whi
te s
pace
in
side
of a
n op
en o
r clo
sed
lette
r GA
eo
Ear
Ear
: the
dro
p th
at h
angs
out
of th
e m
ain
stro
ke o
f the
lette
rra
gcy
Fles
h
Fles
h: t
he w
hite
spa
ce
betw
een
two
lette
rsF
l
2.2 Optical Illusion
Opt
ical
Cor
rect
ion
1
OH
A1.
Geo
met
ric F
utur
a 2.
Fut
ura
Reg
ular
Type
des
igne
rs a
pply
opt
ical
cor
rect
ions
to
lette
rfor
ms
to m
ake
lette
rs a
ppea
r geo
met
ric
2
2.2 Optical Illusion
HStr
oke
Con
tras
t
HH
1 2
2.3 Type Classifications
Wei
ght C
ompa
rison
Bold
Med
ium
Regular
te
1. S
F O
ld R
epub
lic
2. F
utur
a (T
1)
3. G
ill S
ans
3
Type
wei
ghts
are
diff
eren
tly
defin
ed b
y ea
ch ty
pe d
esig
ners
2.3 Type Classifications
Bold
Med
ium
Regular
te
Italic
Ital
ic
Fake
Ital
ic
Italic
Ital
ic
Light Condensed Condensed Medium Condensed
Bold Condensed Extra Bold Condense
Lig
ht E
xte
nded
Exte
nded
Mediu
m
Ex
ten
ded
Bo
ld E
xte
nded
Su
per
Extr
a Bo
ld
Bo
ldM
ediu
mR
egul
ar Li
ght
Old
styl
e Fi
gure
s Li
ght
Type
Fam
ily
Medium Condensed Italic
Extra Bold Condensed Italic Italic
Medium ItalicBold Italic
Bo
ld
Ex
ten
de
d
Ita
lic
Lig
ht E
xte
nded
Exte
nded
Mediu
m
Ex
ten
ded
Bo
ld E
xte
nded
Mariko KuwaharaLotte Schröder
Mathias Ringgenberg
3.5 Indent
3.4 Tracking
3.2 Type area
3.6 Widow and Orphan
3.8 Justified Text
3.10 Word Space
3.AlignmentandComposition
A twenty-four-year-old man, fat, who in order to prevent the hor-ror he saw behind the scenes from coming too close (that was his ability, perhaps his only ability) liked to stop up the holes in his flesh, since it was through them that the monstrousness could stream in, and did so by smoking cigars, Ormond Brasil 10, and by wearing a pair of sunglasses over his regular glasses, and wads of cotton in his ears; this young man, still dependent on his par-ents, and enrolled in some nebulous course of study at a university that could be reached by railroad in two hours, boarded his usual train one Sunday afternoon, time of departure 5:50 p.m., time of arrival 7:27 p.m., in order on the following day to attend a semi-nar that he had already decided to cut.
The TunnelA short story by Friedrich Dürrenmatt
3.1 Readability
Type size, leading and line length have the most effect on the readability of a text.
The sun was shining in a cloudless sky when he left his place of residence. It was summer. The train ran between the Alps and the Jura mountains, past rich villages and small towns, then alongside a river, and after a little less than twenty minutes, shortly after Burgdorf, it dipped into a small tunnel. The train was overcrowded. Having entered in the front of the train the twenty-four-year-old man laboriously worked his way through the crowds to the back, sweating and mak-ing a somewhat befuddled impression. The travelers were crowded together; many of them sat on suitcases. The second-class compartments were filled up as well; only the first-class cars were sparsely booked. When the young man had finally struggled through the tangle of families, recruits, students, and lovers, constantly tossed back and forth by the train, thrown against one body and then another, lurch-ing against stomachs and breasts, he found some room in the last car, indeed so much room that in this third-class section–where cars with compartments arerarely found–he had a whole bench to himself. Directly opposite him in the dosed chamber sat a man who was even fatter than he, playing chess by himself, and in the corner of the same bench, near the aisle, sat a red-haired girl who was reading a novel. Thus he was already sitting by the window and had just lit an Ormond Brasil 10 when the tunnel came, which seemed to last longer than usual. He had traveled this line many times before, almost every Saturday and Sunday for the past year, and had sensed the tunnel’s presence but never really taken note of it. A few times he had in-tended to give it his full attention, but each time it came, he would be think-ing of something else and not catch the brief dip into darkness, and when he would remember to look, deter-mined to notice this time, the tunnel had already passed; that’s how short the tunnel was and how quickly the train passed through it. It was no d i f f e r e n t now: once again he had not taken off his s u n g l a s s e s when they e n t e r e d , since he w a s n ’ t thinking of the tunnel.
Is defined by column width. Around 66 characters per line is considered ideal.
3.2 Type area
Just
a m
omen
t bef
ore,
the
sun
had
been
shin
ing
with
full
inte
nsity
, and
the
land
scap
e tr
ough
whi
ch th
ey w
ere
trav
elin
g (th
e hi
lls a
nd fo
rest
s, th
e di
stan
t Jur
a m
ount
ains
, and
the
hous
es o
f th
e sm
all t
own)
hav
e lo
oked
like
gol
d, so
brig
htly
had
eve
ryth
ing
shon
e in
the
even
ing
light
, so
brig
htly
that
now
he
beca
me
cons
ciou
s of t
he a
brup
t cha
nge
to d
arkn
ess.
Prob
ably
that
was
the
reas
on w
hy th
e pa
ssag
e tr
ough
the
tunn
el se
emed
long
er to
him
. It w
as c
ompl
etel
y da
rk in
the
com
part
men
t, sin
ce, d
ue to
the
tunn
el’s
shor
tnes
s, th
e lig
hts h
ad n
ot b
een
turn
ed o
n; fo
r, an
y se
cond
, the
firs
t glim
mer
of s
un w
ould
sure
ly a
ppea
r in
the
win
dow,
and
wid
en w
ith li
ghtn
ing
swift
ness
, and
bu
rst i
n m
ight
ily w
ith a
full,
gol
den
radi
ance
; but
whe
n th
e da
rkne
ss c
ontin
ued,
he
took
off
his s
ungl
asse
s.
At t
he sa
me
mom
ent,
the
girl
lit a
cig
aret
te, e
vide
ntly
ann
oyed
th
at s
he c
ould
n’t g
o on
rea
ding
her
nov
el, o
r so
it a
ppea
red
to h
im in
the
redd
ish fl
are
of th
e m
atch
; his
wris
t-w
atch
w
ith th
e ph
osph
ores
cent
dia
l sho
wed
him
then
aft
er si
x. H
e le
aned
bac
k in
to t
he c
orne
r be
twee
n th
e w
all o
f th
e co
mpa
rtm
ent
and
the
win
dow
and
bus
ied
him
self
with
his
conf
used
stu
dies
, whi
ch n
o on
e qu
ite b
elie
ved
in, w
ith t
he s
emin
ar h
e ha
d to
at
tend
the
nex
t da
y an
d w
hich
he
wou
ld
stay
aw
ay f
rom
(ev
eryt
hing
he
did
was
ju
st a
pre
text
for
ach
ievi
ng o
rder
be-
hind
the
fac
ade
of h
is a
ctiv
ities
, no
t the
ord
er it
self,
just
the s
ense
of
a po
ssib
le
orde
r, in
vi
ew
of
the
horr
or a
gain
st w
hich
he
padd
ed
him
self
with
fa
t, st
uck
ciga
rs in
his
mou
th,
stuf
fed
wad
s of
cot
ton
in h
is ea
rs),
and
whe
n he
lo
oked
ba
ck
at h
is w
atch
, it
was
six
fifte
en
and
the w
ere
still
in th
e tu
nne
l.
3.3 Centered Text
Is often used for classic text and to create different shapes in the text.
Th
e yo
ung
man
rep
lied
th
at h
e’d
had
no
idea
th
ere
was
suc
h a
siz
able
tun
nel
on
th
is r
oute
, bu
t th
e ch
ess
play
er r
etor
ted,
som
ewh
at a
n-gr
ily,
sin
ce t
his
was
th
e se
con
d ti
me
he
had
be
en i
nte
rrup
ted
in t
he
mid
dle
of
a di
ffic
ult
calc
ulat
ion
, th
at t
her
e w
ere
lots
of
tun
nel
s in
Sw
itze
rlan
d, a
ver
y la
rge
num
ber
of t
hem
in
deed
, an
d th
at e
ven
th
ough
th
is w
as h
is
firs
t vi
sit
to t
his
cou
ntr
y, i
t w
as s
omet
hin
g on
e n
otic
ed r
igh
t aw
ay;
and
besi
des,
he
had
re
ad i
n a
sta
tist
ical
yea
rboo
k th
at t
her
e w
ere
mor
e tu
nn
els
in S
wit
zerl
and
than
in
any
oth
-er
cou
ntr
y. B
ut n
ow,
he
said
, h
e w
as a
wfu
lly
sorr
y, b
ut h
e h
ad t
o gi
ve a
ll h
is a
tten
tion
to
an i
mpo
rtan
t pr
oble
m i
n t
he
Nim
zovi
ch d
e-fe
nse
, so
he
mus
t as
k to
be
left
un
dist
urbe
d.
The t
unne
l had
to en
d at a
ny m
omen
t, any
secon
d; his
wrist
watch
indic
ated a
lmost
six
twen
ty; he
was
anno
yed at
him
self fo
r not
ever h
aving
notice
d the
tunn
el, wh
ich
had b
een go
ing on
for fi
fteen
minu
tes al
ready
and w
as evi
dentl
y a ve
ry sig
nifica
nt
tunne
l, con
sideri
ng th
e spe
ed at
whic
h the
train
was r
unnin
g–pro
bably
one o
f the
longes
t tunn
els in
Switz
erlan
d. It se
emed
rathe
r likely
, there
fore, t
hat h
e had
taken
the
wron
g trai
n, eve
n tho
ugh f
or the
mom
ent h
e cou
ldn’t r
emem
ber a
tunn
el of
this
length
and i
mpo
rtanc
e just t
wenty
minu
tes aw
ay fro
m hi
s hom
etown
by ra
il. So h
e ask
ed th
e fat ch
ess pl
ayer w
hethe
r this w
as the
train
to Zu
rich, w
hich h
e con
firmed
. 3.4 Tracking
Is also called letter spacing and is the equal space betweeneach character.
The chess player’s reply was polite but unequivocal; the young man realized he could not expect an an-swer from him. He was convinced that his ticket would not be accepted; and when the conductor, a pale, gaunt man, remarked, rather ner-vously it seemed, to the girl, that she had to change trains in Olten, the twenty-four-year-old man still did not abandon hope, so firmly convinced was he that he had boarded the wrong train.
3.4 Tracking
The correct value of tracking is depending on size and design of the typeface itself.
‘I’m sure I owe something. I’m supposed to be going to Zurich,’ he said without taking the Ormond Brasil 10 out of his mouth, and hand-ed the conductor his ticket.
‘You’re in the right train, sir,’ the conductor replied after examining the ticket.
‘But we’re driving through a tunnel!’ the young man exclaimed with annoyance and quite forcefully, for now he was determined to clear up this bewildering situation. The conductor said that they had just passed Herzogenbuchsee and were approaching Langenthal. ‘It’s true, sir, it ’s twenty past six now,’
‘But we have been driving through a tunnel for the past twen-ty minutes,’ the young man insisted. The conductor seemed not to understand.
‘This is the train to Zurich,’ he said, glancing at the window himself now.
‘Twenty after six,’ he said again, somewhat uneasily this time, it seemed; ‘Olten’s coming up soon, time of arrival six thirty-sev-en p.m. There must have been bad weather all of a sudden, that would account for the night, maybe a storm, yes, that must be it.’
‘Nonsense.’ The remark came from the man occupied with the problem of the Nimzovich defense, who was annoyed because he was still holding out his ticket without the conductor’s taking any notice.
‘Nonsense, we are driving through a tunnel. You can see the rock wall clearly. Looks like granite. There are more tunnels in Switzerland than anywhere in the world. I read it in a statistical yearbook.’
The space one uses to separate one paragraph from another is called indent. It can be used positive or negative relative to the text.
3.5 Indent
The
cond
ucto
r, fin
ally
tak
ing
the
ches
s pl
ayer
’s tic
ket,
assu
red
the
pass
enge
rs a
gain
, al
mos
t pl
ead-
ingl
y, th
at t
he t
rain
was
hea
ding
fo
r Zur
ich,
whe
reup
on th
e tw
en-
ty-f
our-
year
-old
de
man
ded
to
spea
k to
the
chie
f con
duct
or. H
e w
as a
t th
e fro
nt o
f th
e tr
ain,
the
co
nduc
tor
said
, an
d be
sides
the
tr
ain
was
hea
ding
for
Zur
ich,
it
was
six
tw
enty
-five
now
, and
in
twel
ve m
inut
es t
hey’d
be
stop
-pi
ng in
Olte
n,
acco
rdin
g to
the
su
mm
er s
ched
ule;
he
trav
eled
on
this
trai
n th
ree
times
a w
eek,
he
said
.
The
youn
g m
an se
t out
towa
rd th
e
front
of t
he tr
ain.
He f
ound
it ev
en
hard
er to
walk
in th
e ov
ercr
owde
d tra
in t
han
he h
ad e
arlie
r go
ing
in
the
oppo
site
dire
ctio
n. Th
e tra
in
mus
t ha
ve b
een
runn
ing
at g
reat
sp
eed,
for i
t was
mak
ing
a fea
rsom
e th
unde
ring
noise
. He h
ad re
mov
ed
the c
otto
n wa
ds fr
om h
is ea
rs w
hen
he e
nter
ed t
he t
rain
; no
w he
re-
plac
ed th
em. Th
e pe
ople
he p
asse
d be
have
d ca
lmly.
The t
rain
was
in n
o wa
y di
ffere
nt fr
om o
ther
trai
ns h
e ha
d ta
ken
on S
unda
y af
tern
oons
, an
d he
cou
ld se
e no
sign
s of a
larm
an
ywhe
re.
In a
sec
ond-
clas
s ca
r, an
Eng
lishm
an
stoo
d in
the
aisle
by
the
win
dow
with
a
radi
ant
smile
, tap
ping
his
pipe
aga
inst
th
e gl
ass.
‘Sim
plon
,’ he
said
. In
the
din-
ing
car,
too,
eve
ryth
ing
was
nor
mal
,ev
en th
ough
all
the
seat
s wer
e ta
ken
and
anyo
ne o
f th
e tr
avel
ers
or t
he w
aite
rs
serv
ing
cutle
ts a
nd r
ice
coul
d ha
ve n
o-tic
ed th
e tu
nnel
. The
you
ng m
an fo
und
the
chie
f co
nduc
tor,
who
m h
e re
cog-
nize
d by
his
red
pouc
h, a
t the
exi
t of t
he
dini
ng c
ar. T
he y
oung
man
fou
nd t
he
chie
f co
nduc
tor,
who
m h
e re
cogn
ized
by
his
red
pouc
h, a
t the
exi
t of t
he d
in-
ing
car.
They don’t look nice, harm reading, don’t make sense and should always be avoided.
3.6 Widow and Orphan
‘May
I he
lp y
ou’ a
sked
the
chie
f con
duct
or, a
tall,
cal
m m
an w
ith a
ca
refu
lly te
nded
bla
ck m
oust
ache
and
rim
less
eye
glas
ses.
’We
have
bee
n in
a tu
nnel
for t
he p
ast t
wen
ty-fi
ve m
inut
es,’
said
the
youn
g m
an.
The
chie
f con
duct
or d
id n
ot lo
ok a
t the
win
dow,
as t
he
twen
ty-f
our-
year
-old
had
exp
ecte
d; h
e tu
rned
to th
e w
aite
r ins
tead
.‘G
ive
me
a bo
x of
Orm
ond
10.’ h
e sa
id, ‘I
smok
e th
e sa
me
bran
d as
this
gent
lem
an h
ere.
’ Bu
t tha
t bra
nd o
f cig
ars w
as n
ot a
vaila
ble,
so th
e yo
ung
man
, ha
ppy
to h
ave
foun
d a
poin
t of c
onta
ct, o
ffere
d th
e ch
ief
cond
ucto
r a B
rasil
. ‘Th
anks
,’ sai
d th
e ch
ief c
ondu
ctor
. ‘I’ll
har
dly
have
any
tim
e to
bu
y on
e in
Olte
n, so
you
’re d
oing
me
a bi
g fa
vor.
Smok
ing
is im
port
ant.
May
I as
k yo
u to
follo
w m
e? ’
He
led
the
twen
ty-f
our-
year
-old
into
the
bagg
age
car,
whi
ch
was
in fr
ont o
f the
din
ing
car.
‘Afte
r thi
s com
es th
e en
gine
,’ the
chi
ef c
ondu
ctor
said
as t
hey
ente
red
the
room
. ‘W
e’re
at th
e he
ad o
f the
trai
n.’
A fe
eble
yel
low
ligh
t was
sh
inin
g in
the
bagg
age
car.
The
grea
ter p
art o
f th
e ca
r was
onl
y va
guel
y di
scer
nibl
e. Th
e sid
e do
ors w
ere
lock
ed,
and
the
dark
ness
out
side
only
pen
etra
ted
thro
ugh
a sm
all b
arre
d w
indo
w.
Ther
e w
ere
suitc
ases
st
andi
ng a
bout
, man
y of
th
em w
ith h
otel
stic
kers
pa
sted
on
them
, and
som
e bi
cycl
es a
nd a
bab
y ca
rria
ge.
The
chie
f con
duct
or h
ung
his
red
pouc
h on
a h
ook.
3.7 Ragged Text
The ragged text creates uneven line length. Avoid distracting shapes in the rag.
The
ch
ief
cond
ucto
r, st
ill
hold
ing
the
Orm
ond
Bra
sil
10 b
etw
een
his
lips
with
out
smok
ing,
ha
d sp
oken
ex
-tr
emel
y so
ftly,
but
with
suc
h di
gnity
and
so cl
early
and
em-
phat
ical
ly th
at h
is w
ords
wer
e au
dibl
e de
spite
the
wad
s of
co
tton
and
eve
n th
ough
the
ro
arin
g so
und
of th
e tra
in w
as
man
y tim
es lo
uder
her
e th
an
in th
e di
ning
car
.
‘May
I he
lp y
ou?’
he a
sked
aga
in, w
ithou
t loo
king
at t
he y
oung
m
an; h
e beg
an in
stea
d to
fill
out f
orm
s in
a boo
klet
he h
ad ta
ken
from
hi
s pou
ch.
‘We’v
e bee
n in
a tu
nnel
sinc
e Bur
gdor
f,’ re
plie
d th
e tw
enty
-fou
r-ye
ar-o
ld w
ith d
eter
min
atio
n. ‘Th
ere
is no
suc
h tu
nnel
on
this
line.
I kno
w th
e ro
ute.
I tak
e it
both
way
s eve
ry w
eek.
’ The
chie
f con
duc-
tor k
ept w
ritin
g. ‘S
ir,’ h
e fina
lly sa
id, s
tepp
ing
up cl
ose t
o th
e you
ng m
an, s
o cl
ose
that
thei
r bod
ies n
early
touc
hed,
‘sir,
ther
e is n
ot m
uch
I can
tell
you.
I d
on’t
know
how
we
got i
nto
this
tunn
el; I
hav
e no
exp
lana
tion
for
it. B
ut I
ask
you
to c
onsid
er th
at w
e ar
e m
ovin
g on
trac
ks. Th
e tu
n-ne
l the
refo
re m
ust
lead
som
ewhe
re. Th
ere
is no
evi
denc
e of
the
re
bein
g an
ythi
ng w
rong
with
the
tun
nel,
exce
pt o
f co
urse
tha
t it
does
n’t e
nd.’
3.8 Justified Text
All the lines have the same length from left to right.
‘In th
at c
ase
I mus
t ask
you
to p
leas
e st
op th
e tr
ain,
’ sa
id
the
youn
g m
an
impa
tient
ly.
‘I do
n’t u
nder
stan
d a
wor
d yo
u’re
say
ing.
If
som
ethi
ng
is no
t rig
ht
abou
t th
is t
un
ne
l,
the
exist
ence
of
whi
ch y
ou y
ours
elf
can’t
ex
plai
n, t
hen
it’s
your
dut
y to
sto
p th
e tr
ain.
’ ‘S
t
o p
t
h e
t
r a
i n
?’th
e ch
ief
cond
ucto
r slo
wly
rep
lied.
Thi
s, he
sa
id,
had
cert
ainl
y cr
osse
d hi
s m
ind
too.
Whe
re u
pon
he c
lose
d hi
s bo
okle
t and
put
it
back
into
the
red
pouc
h, w
hich
was
sw
ingi
ng
back
an
d fo
rth
on it
s hoo
k. T
hen
he c
aref
ully
lit h
is O
rmon
d.
‘Sho
uld
I pu
ll th
e em
erge
ncy
brak
e?’ t
he
youn
g m
an a
sked
and
was
abo
ut t
o re
ach
for
the
brak
e ha
ndle
abo
ve h
is he
ad w
hen
he
lurc
hed
forw
ard
and
bang
ed in
to t
he w
all.
A
baby
car
riage
rolle
d to
war
d hi
m, v
alise
s ca
me
slidi
ng a
long
, an
d th
e ch
ief
cond
ucto
r, to
o, st
agge
red
oddl
y th
roug
h th
e ba
ggag
e ca
r with
hi
s ar
ms
st
re
tc
he
d ou
t be
fore
hi
m.
‘We’r
e go
ing
dow
n hi
ll’ t
he c
hief
con
duc-
tor
said
, lea
ning
aga
inst
the
fro
nt w
all
of t
-he
car
nex
t to
the
tw
enty
-fou
r-ye
ar-o
ld m
a-n,
but
the
ant
icip
ated
cra
sh o
f th
e hu
rtli-
ng t
rain
aga
inst
a r
ock
wal
l, th
e te
lesc
opin
-g
of j
amm
ed, c
rum
bled
car
s, di
d no
t ha
pp-
en. I
stea
d th
e tun
nel a
ppea
red
to re
sum
e a le
v-el
cou
rse.
The
doo
r at
the
oth
er e
nd o
f th
-e
car
open
ed. I
n th
e gl
arin
g lig
ht o
f the
din
-in
g ca
r th
ey c
ould
see
peo
ple
raisi
ng g
lass
-es
to e
ach
othe
r; th
en th
e do
or c
lose
d ag
ain.
‘C
ome
into
the
engi
ne ro
om,’
the
chie
f c-
ondu
ctor
sai
d, lo
okin
g in
to t
he t
wen
ty-f
our-
year
-old
man
’s fa
ce w
ith a
pen
sive
and,
it s
u-dd
enly
see
med
, thr
eate
ning
exp
ress
ion.
The
-n
he u
nloc
ked
the
door
nex
t to
whi
ch t
he-
y w
ere
lean
ing
agai
nst
the
wal
l. A
sto
rm li
k-e,
hot b
last
of a
ir st
ruck
them
with
suc
h fo
r-ce
that
they
sta
gger
ed a
gain
st th
e w
all.
At t
he sa
me
time
a te
rrify
ing
tum
ult f
illed
the
bagg
age
car.
‘We
have
to c
limb
over
to th
e en
gine
,’ th
e ch
ief
cond
ucto
r sc
ream
ed a
lmos
t in
audi
bly
into
the
youn
g m
an’s
ear,
and
disa
ppea
red
in
the
rect
angl
e of
the
open
doo
r, th
roug
h w
hich
on
e co
uld
see
the
brig
htly
lit w
indo
wpa
nes o
f th
e lo
com
otiv
e sw
ingi
ng b
ack
and
fort
h. T
he
twen
ty-f
our-
year
-old
follo
wed
with
det
erm
i-na
tion,
eve
n th
ough
he
coul
dn’t
see
wha
t the
se
nse
of th
is cl
imbi
ng w
as. H
e cl
ung
to o
ne o
f th
e iro
n ra
iling
s th
at w
ere
atta
ched
to e
ither
si
de o
f th
e pl
atfo
rm h
e ha
d st
eppe
d on
, but
th
e te
rrify
ing
thin
g w
as n
ot t
he h
orre
ndou
s w
ind,
whi
ch a
bate
d as
the
you
ng m
an a
p-pr
oach
ed th
e en
gine
, but
the
clos
e pr
oxim
ity
of th
e w
alls
or th
e tu
nnel
, whi
ch h
e co
uldn
't se
e, si
nce
he h
ad to
fully
con
cent
rate
on
the
engi
ne, b
ut w
hich
he
coul
d se
nse
as h
e st
ood
ther
e, sh
aken
to h
is bo
nes b
y th
e po
undi
ng o
f th
e w
heel
s and
the
whi
stlin
g of
the
air.
3.9 Hyphenation
Allow your program to hyphenate. Don’t hyphenate more than two times in a row. Hyphenation will have a grammar impact on the text.
Exh
aust
ed, t
he y
oung
man
lean
ed a
gain
st a
w
all,
whe
n al
l of a
sudd
en it
bec
ame q
uiet
, for
as
soon
as t
he c
hief
con
duct
or sh
ut th
e do
or,
the s
teel
pla
tes o
f the
gia
nt lo
com
otiv
e mut
ed
the
rack
et so
that
it c
ould
har
dly
be h
eard
. ‘W
e lo
st th
e O
rman
d Br
asil
as w
ell,’
said
th
e ch
ief c
ondu
ctor
. ‘It
was
n’t s
mar
t to
light
on
e be
fore
all
that
clim
bing
, but
the
y br
eak
easil
y if
you
don’t
hav
e a
box
with
you
, on
ac-
coun
t of t
heir
leng
th.’
Aft
er th
e pe
rilou
s pr
oxim
ity o
f the
sto
ne
wal
ls, th
e yo
ung
man
was
gla
d to
be
dist
ract
-ed
by
som
ethi
ng t
hat
rem
inde
d hi
m o
f hi
s or
dina
ry l
ife l
ess
than
hal
f an
hou
r ag
o, o
f th
ose
chan
gele
ss d
ays
and
year
s (c
hang
eles
s be
caus
e he
had
onl
y be
en li
ving
tow
ard
the
mom
ent
at w
hich
he
had
now
arr
ived
, thi
s m
omen
t of
cav
ing
in, o
f th
e ea
rth’
s su
rfac
e su
dden
ly g
ivin
g w
ay, o
f plu
ngin
g pr
ecip
itous
-ly
to th
e bo
wel
s of t
he e
arth
).
He f
elt a
s if h
e wer
e roc
ketin
g with
the s
peed
of
star
s int
o a w
orld
of s
tone
. A n
arro
w le
dge r
an
alon
g the
side
of th
e loc
omot
ive,
and a
bove
it an
iro
n ra
iling
curv
ed ar
ound
the l
engt
h of
the e
n-gi
ne: T
his
mus
t be
the
way
, he
conc
lude
d; h
e w
ould
have
to ri
sk a l
eap o
f abo
ut th
ree f
eet. A
nd
so h
e suc
ceed
ed in
gra
spin
g ho
ld o
f the
raili
ng,
and i
nche
d his
way
alon
g the
ledg
e, w
ith hi
s bod
y pr
esse
d aga
inst
the l
ocom
otiv
e; bu
t thi
s gra
dual
ad
vanc
e did
not b
ecom
e tru
ly te
rrify
ing u
ntil
he
had r
each
ed th
e sid
e of t
he en
gine
, whe
re he
was
no
w fu
lly ex
pose
d to
the i
mpa
ct o
f the
roar
ing
hurr
ican
e and
the m
enac
ing w
alls
of st
one,
whi
ch
cam
e sw
eepi
ng in
, brig
htly
lit by
the e
ngin
e.
He
pulle
d on
e of
th
e br
own
cart
ons
from
hi
s rig
ht
coat
po
cket
an
d of
fere
d th
e ch
ief
cond
ucto
r an
othe
r ci
gar,
put
one
in
his
own
mou
th
as
wel
l, th
e ch
ief
cond
ucto
r of
fere
d a
light
, an
d ca
refu
lly
they
bo
th
drew
on
th
e fla
me.
‘I th
ink
very
hi
ghly
of
th
is O
rmon
d,’
the
chie
f co
nduc
tor
said
, ‘b
ut
you
have
to
dr
aw
hard
, ot
herw
ise
they
go
ou
t,’
wor
ds
that
m
ade
the
twen
ty
four
-yea
r-ol
d su
spic
ious
, be
caus
e he
se
nsed
th
at
the
chie
f co
nduc
tor
didn
’t lik
e to
th
ink
abou
t th
e tu
nnel
ei
ther
, w
hich
w
as
still
co
ntin
uing
ou
tsid
e (it
w
as
still
co
ncei
vabl
e th
at
it w
ould
su
dden
ly
end,
as
a
drea
m
can
sudd
enly
en
d).3.10 Word Space
When justifying text, the white space between words is essential for good readability.
‘Six forty p.m.’ said the young man after looking at the luminous dial of his watch. ‘We’re supposed to be in Olten by now.’ And he thought of the hills and forests that had still been there recently, showered with gold by the setting sun. Thus they stood, smoking, leaning against the wall of the engine room. ‘Keller’s my name,’ the chief conductor said, drawing on his Brasil. The young man did not relent. ‘All that climbing around the engine was pretty dangerous,’ he remarked, ‘at least for someone like me who isn’t used to it. So I’d like to know why you brought me here.’ The chief conductor replied that he didn’t know, that he had only wanted to give himself time to think. ‘Time to think,’ repeated the twenty-four-year-old. ‘Yes,’ said the chief conductor, ‘that ’s it,’ and continued smoking. The engine seemed to tilt forward again. ‘We could go into the engineer’s cabin, ’Keller suggested; how ever, he remained standing irresolutely by the engine wall. Thereupon the young man walked down the aisle. When he opened the door to the engineer’s cabin, he stood still. ‘Empty,’ he said to the chief conductor, who joined him at the door, ‘the engineer’s cabin is empty.’ They entered the room, lurching due to the enormous speed with which train along with it. ‘See for your-self,’ said the chief conductor, the engine did not obey. They had done everything to stop it as soon as they had noticed the change in the train’s route, Keller assured him, but the machine had just raced on and on, ‘It’ll keep on racing,’ said the twenty-four-year-old, pointing to the speedometer. ‘Ninety. Has this engine ever done ninety?’ ‘No more than sixty-five,’ replied the chief conduc-tor. ‘Precisely,’ said the young man ‘Precisely. The speed is increas-ing. It’s pointing to a hundred and twelve now. We’re falling.’
The white space between the lines is essential for good readability.
3.11 Leading
He stepped up to the window, but was unable to hold himself upright. His
face was pressed against the glass, due to the fantastic speed of their de-
scent. ‘The engineer?’ he shouted, staring at the masses of rock that soared
upward in the glaring arc lights, zooming toward him and vanishing above
and beneath him and on both sides of the engineer’s cabin.
‘Jumped off,’ Keller shouted hack. He was sitting on the floor now, leaning
against the switchboard, ‘When?’ asked the twenty-four-year-old stub-
bornly. The chief conductor hesitated a little and had to light another
Ormond, his legs level with his head, since the train was tilting more and
more steeply. ‘Five minutes after it started,’ he said then, ‘A rescue was out
of the question by then. The man in the baggage room jumped off too,’
‘And you?’ asked the twenty-four-year-old, ‘I’m the chief conductor. Be-
sides, I have always lived without hope.’
‘Without hope,’ repeated the young man, who now lay snug against the glass pane of the engineer’s cabin, his face pressed over the abyss. ‘We were still sitting in our compartments and had no idea it was all over,’ he thought. ‘It seemed as if nothing had changed yet, but actually the shaft leading down had already swallowed us up.’ ‘I have to go back,’ the chief conductor shouted now, ‘they’re probably panicking in the cars, trying to climb back as far as possible.’ ‘I’m sure,’ replied the twenty-four-year-old man, thinking of the fat chess player and the girl with the novel and the red hair. He offered the chief conductor his remaining cartons of Ormond Brasil 10. ‘Take them,’ he said, ‘you’ll just lose your Brasil again while climbing back.’ ‘Aren’t you coming along?’ the chief conductor asked. He had raised himself up and with a great effort began to crawl up the funnel of the aisle. The young man looked at the meaningless instruments, at the ridiculous levers and switches surrounding him in the glaring light of the cabin. ‘A hundred and thirty,’ he said. ‘I don’t think you’ll be able to reach the cars above us at this speed.’ ‘It is my duty,’ the chief conductor shouted. “Cer-tainly,” the twenty-four-year-old man replied, without looking back to witness the chief conductor’s senseless undertaking. ‘I must at least try,’ shouted the chief conductor, who had climbed to the far end of the car by now, pressing his thighs and elbows against the metal walls for sup-port, but as the loco-motive tilted down further, plunging straight toward the earth’s core with terrifying speed, so that the chief conductor found himself dangling directly over the twenty-four-year-old, who was lying face down at the bottom of the engine on the silver window of the engi-neer’s cabin, his strength gave way. The chief conductor dropped and fell onto the switchboard. There he lay, bleeding profusely, next to the young man, gripping his shoulders. ‘What shall we do?’ the chief conductor shouted once more into the young man’s ea through the echoing roar of the walls hurtling toward them, while the young man, his fat body useless and no longer protection, lay glued to the window of the engineer’s cabin, sucking in the abyss with his eyes, which he had opened wide for the first time. ‘What shall we do?’ screamed the chief conductor again: to which, without turning his face from the spectacle as the two wads of cotton were blown upward with arrow like swiftness by the monstrous draught that burst in of a sudden, the twenty-four-year-old replied with spectral serenity:
‘Nothing.’
3.11 Leading
3.4 Tracking
3.1 Readability
3.3 Centered Text
3.7 Ragged Text
3.9 Hyphenation
5.55.6
5.1
5.2
5.4
Ellipsis
Hyphen, en dash,em dash
Quotation marks
Apostrophe
Kernings
Ligatures
Colon, Semicolon
Brackets
5.2
5.3
5.4
5.5
5.6
5.7
5.8
5.1
Punctuation & Micro-
typography
5
–I’ll take a coffee with
sugar…
–It’s coffee break... finally.
Reminder The ellipsis in a text are used to make a pause. At the end of a sentence, it’s to leave some- thing unfinished.
The ellipsis uses periods but it’s a glyph that is only one charac- ter. It cannot be made with three periods.
×periods
ellipsis
Shortcutalt+;
ELLIpSIS…
‘One sugar cube or three spoons?One cube please.’
Punctuation & Microtypography − 5.1
‘I just want-ed to create
a link, but –obviously–
it wentwrong at5.1– 5.2.’
ReminderHyphens and endashes are important tools. You have to know their meaning and their function. The hyphen is a connector and the en dash a separator.
The hyphen is the smallest stroke and it is used for compound names and line breaks.
While the en dash (this stroke is the lentgh of the letter N) is used as a parenthesis, or to insert a comment in a text. It is also used to make ranges between numbers.
In Europe the em dash (lentgh of the letter M) is used as a symbol for text refe-rences and titles (as seen in the top right corner of this page).
hyphen for line break
en dash to insert
en dash insert a half space before and after
Shortcuten dash alt+-em dash alt+shift+-
HYpHEN, EN dASH & EM dASH- – −
When you use a hyphen rather than an en dash, or the opposite, it’s like using the wrong tool – there is a conflict between the structure of the text and its meaning.
Punctuation & Microtypography − 5.2
‘There’s a “thin space” between typography and
orthography’
« Un “espace fine” sépare la typographie et l’orthographie ».
When quoting, the punctuation is out of the quotes if it’s not part of the sentence,
as the period in the example above.
English
singleanddoublequota-tionmarks
French
guillemets
In case of a nested quote use double quotation marks or repeat the guillemets.
ReminderQuotation marks are punctuation marks used in pairs to set off speech, a quota-tion, a phrase, or a word. They come as a pair of opening and clos-ing marks.Every language has its own differ-ent marks.There is usu-ally two types of marks that you can nest one into each other when necessary.
In most cases, insert a thin space inside the quotation marks.
In French it’s a rule, in other languages it’s an aesthetical choice.
Shortcut « alt+\» shift+alt+\thinspace shift+alt+cmd+m
Shortcut ‘alt+]’shift+alt+]“alt+[”shift+alt+[
QuOTATION MARKS‘ ’
»C’è uno ›spazio sottile‹ fra la tipografia e l’ortografia?«
„Ein ‚kleiner Raum‘ trennt
Typografie und Orthografie!“
The punctuation goes inside the quotation marks, instead, when it’s part of the quote
itself, as in the two examples in this page.
German
gänsefüßchen
It’s also common to use inward-pointed guil-lemets, double and single, like in swiss.
Swiss
virgolette,guillemets,anfürungs-zeichen
Punctuation & Microtypography − 5.3
Shortcut » shift+alt+\« alt+\‹ shift+alt+3› shift+alt+4
Shortcut „ shift+alt+,“ alt+[‚ ,‘ alt+]
‘I likerock’n’rollbut not
drum'n'roll’
ReminderThe apastrophe is a small character that symbolizes the disappea-rance of a letter and it’s used to connect a word with a contract form of another.
By default, with a lot of fonts and programs, when you press the button apos-trophe key the program inserts the symbol for minutes('), which is wrong.
apostrophe
×minutesinches
Shortcutsometimes the word proces-sors correct it automatically, If this is not the case use shortcut alt+shift+]
ApOSTROpHE’
Similar in appearance, and situated on the same key, these two symbols have complete different uses and meanings.
Punctuation & Microtypography − 5.4
‘Will you please sit.’‘Look, this
chair is quite faraway from the
table. But I’ll fix this
problem.’
×the letters are too close to each other. It’s create stains in the word.
-103
−134
+46
+12
-95
−73−75−42
+49
+85
+29+54
+25 +134 +119
+205
+72 +64
−70−70
-103
−70
+85
+44
ı
ı
ı
ı
ı
ııı
ı
ı
ıı
ı ı ı
ı
ı ı
ıı
ı
ı
ı
ı ×this kerning is too wide, it’s create holes, the reading is affected.
Shortcutto quickly fix the kernings, put the curser between two letters, press alt and switch with the left and right arrows.
ReminderKerning is the adjustment of the space between a couple of letters.The goal of it is to give the blank space between this pair of letters a consistent white space. Finding the right kerning depends on the typeface, the x-height and the size.
Tracking differs from kerning in that tracking is the adjustment of space for large groups of letters and entire blocks of text. use tracking to change the ove-rall appearance and readability of the text, making it more open or dense.
In Indesign, the symbol of kerning is A\V and trac-king is A V.
When the kerning is correct, there is an equilibrium between the black and white,in order to make the reading easiest.
KERNINGS
A word will looks wrong wherever the kerning is not equal. In many cases an uneven kerning is the cause of misunderstanding and disturbance of reading.
Punctuation & Microtypography − 5.5
An efficientuse of space.
When using a ligature it’s like looking for the finest
detail.
ReminderA Ligature is an aesthetical and graphical link between letters. It occurs when two or more characters are connected into a new glyph. The most common is ‘fi’. In serif fonts the dot of the ‘i’ would come in contact with the terminal of the ‘f’.The ligature was invented to avoid this problem.
The most com-mon ligatures have been drawn for lower-case:fl, ff, ffi, ffl, fi, fj, ct, st.
Some ligatures exist only in certain languages such as æ in Norwegian, ß in German and œ in French.
ShortcutLigatures don’t have shortcuts. Sometimes the wordprocessor corrects them au-tomatically, othe-rwise you should always refer to the glyph window and change them manually.
LigaturestypefaceTimes
LIGATuRES
A ligature merges two letters together for better readability and use.
Punctuation & Microtypography − 5.6
To Do List:cover, still
to prepare; kerning and
ligatures, on the way; new photo
shoot; and it’s done!
Reminder Colon informs the reader that what follows proves and explains, or simply provides elements of, what is referred to before.Semicolon is used to make a pause that is longer than a comma and shorter than a period; or in lists.
At personal taste you can add a thin space before colons.In the same way you can add a double space after colons or semicolons.
use semicolon between items in a list con -taining punctuation, especially commas,
so the semicolons function as serial commas.
5.7COLON & SEMICOLON: ;
There’s paren-theses (round brackets) and parenthesis (all the text inside two
round brack-ets [or square
brackets]).
Reminderparentheses are used to add supplementary information in a text, in a way you can remove it without altering the meaning of a sentence.usually round brackets are in-formation that is part of the origi-nal text, while the square brackets are used to show that the comment is added by someone other than the original author.Another use for square brackets is to refer to a strucure like page numbers, captions etc.
You can nest parentheses in your text by using different types of brackets (round,
square, braces) or just all round brackets.
Punctuation & Microtypography − 5.8BRACKETS( [
Victor BrangoleauMartino MorandiJasmin peco
Text References
Notes
A simple representation of a content page from the book ‘Le partage du sensible’. The content page first lists the number of the section, followed by the title and finally followed by the page number in reference to where the chapter is located in the book.
Content Page
Title
Le partage du sensible Design
Jérôme Saint-Loubert Biê Publsher
La Fabrique-éditions ISBN
978–2913372054
Chapter and section titles in order of appearance in the text along with the respective page number.
6.1
Index
Page Numbers
Title
Post-Propaganda Design
Jonas Staal Publsher
Fonds BKVB ISBN
978-9076936215
Notes
In ‘Post-Propaganda’, the page number is contained in the bottom left of the right hand printed page. As an observation, right hand pages are seen first, left hand pages second.
(1) Page numbering starts from the book cover, however it is not commonly printed on the cover. Printing of the page numbers typically starts after the content page.
A system used to number the pages of a book. This includes blank pages and sometimes the front(1) and back covers.
6.2
Running Heads
Title
Sheila Hicks, Weaving as Metaphor Design
Irma Boom Publsher
Yale University Press ISBN
978–0300116854
The title of a section or chapter of a book that runs continuously throughout the printed pages and is separated from the main body of text.
Notes
Running heads on a printed page should be discernible and easily found when scanning through the pages. Running heads are also referenced in the content page alongside the beginning page number of the section.
6.3
A note used for references, citations or commentary written by the author and set within the margins of the printed page.
Marginal Notes
Notes
It is best to distinguish notes from the text by way of position, scale, typeface or color. In ‘Open Cities’, notes are set in the margin of the page in a type size that is two points smaller than the body text. The line length is also shorter than that of the body text. Where a note is a general observation by the author, a cross-reference is not needed.
Title
Open Cities Design
Mevis & Van Deursen Werkplaats Typografie Publsher
Martien de Vletter, SUN ISBN
978–9085067832
6.4
Similar to marginal notes, however foot notes are set at the foot(1) of the printed page instead of the margin. Useful when there is not enough space for notes to be set within the margin
Notes
In ‘Letter to Robin Kinross’, the foot note is contained within the bottom area of the printed page and is set in a smaller type size than the body text to create a separation between the two. The cross-reference is set as a superscript number within the text and referenced in the foot note the same size as the foot note text.
(1) Take care not to confuse foot-notes with end-notes which are placed at the end of the text instead of within the foot of the page.
Foot Notes
Title
Letter to Robin Kinross Design
Sam de Groot Publsher
True True True ISBN
978–9490006013
6.5
A tool for referencing related material elsewhere in the same document. Used to flag text(1) in reference to images, citations, or comments to support the text.
Cross-References
Title
The World of Madelon Vriesendorp Design
Kasia Korczak Publsher
Architectural Association ISBN
978–1902902630
Notes
Notes that reference text should include a cross-reference within both the text and within the note so that the reader can link the two together. It is common to see the referenced image on the same spread as the reference, however this could also link to an Index of images somewhere else in the book.
(1) Cross-references deal with phrases or words in a text that relate to other relevant material located within the book.
6.6
Used in conjunction with images, or related figures, to connect the material to images elsewhere(1) in the text by describing it’s location without the need for cross-references.
Directional Language
Title
Ways of Seeing Design
Richard Hollis Publsher
Penguin Books ISBN
978-0140135152
Notes
Common terms used as directional language: Top, Bottom, Left, Right, Top Right, Top Left, Bottom Left, Bottom Right, Middle, Middle Top, Middle Bottom, Opposing Page, This Page etc… These are used in conjunction with the location of where the image is placed on the page.
(1) In ‘Ways of Seeing’, the images situated within the text have no captions. Rather, the captions are all contained within an index of images with this directional language to help the viewer understand which image refers to which caption.
6.7
A writing system developed to express order using a consistent format. These systems(1) can be applied throughout a text where a sequential system is needed.
Counting Systems
Notes
Numbering systems are helpful when dealing with lots of various material such as pages, images, tables, graphs or any material that will benefit from the use of a sequence. In ‘Dot Dot Dot 16’, there are various graphs that the authors reference using both numbers and letters.
(1) Common numbering systems: Hindu-Arabic numeral system.
[ 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 ]
[ 01, 02, 03...10 ]
[ 001, 002, 003...100 ]
[ 1-1, 1-2, 1-3, 2-1...3-1...4-1... ]
[ 1.1, 1.2, 1.3, 2.1...3.1...4.1... ]
Roman numerals
I II III IV V VI VII VIII IX X ]
Alphabetical systems
[ A B C D E F...Z ]
Alpha + Numerical systems
[A1 A2 A3 B1 B2 B3... ]
Title
Dot Dot Dot 16 Design
Stuart BaileyDavid ReinfurtRaimundas Malasauskas Publsher
Dexter Sinister ISBN
978–0979465413
6.8
Numbers typically found in the margin of a text, usually in increments of five or ten, to assist the reader with their position within a paragraph.
Line-Count
Title
Dictionary and Encyclopedia of paper and paper-making Design
E.J. Labarre Publsher
Swets & Zeitlinger, Amsterdam ISBN
None Available
Notes
Line-counting is typically found in poetry, dictionaries, encyclopedias, lexicons or other reference material. This can be applied to any text, however it is most beneficial when a text has lots of heavy information and it will benefit the reader to be able to scan the lines. In the “Dictionary and Encyclopedia of paper and paper-making”, the line-count system is found to the right of the text within the margin.
6.9
Notes
The image used for the title page of this chapter, 6: Text References, is a scan from the chapter six title page of John Berger’s ‘Ways of Seeing’.
Design
Christofer GoertzAnthony SalvadorTanguy Wermelinger
7
A visual investigation
about text hierarchy and
emphasis
Emphasisand Structure
introduction
Some things are important. Some things are not. In this world there is a oversupply of information. Information is everywhere and accessible to anyone. People are getting lost. But that’s why we, graphic designers,
are here! We stand in between the pile of information and the consumer of that information. We work as translators, translating this information into accesible codes and formats. In order to distinguish the most important from the least important, we must structure the information intelligently. Using these structures we attract interest and help the viewer to capture the most important information at once. Hierarchy in a text helps the viewer find connections, reasons and explanations.
introduction
To make things as clear as possible you should identify the different levels a text has and apply only exactly that amount of typographical levels. Not more and not less. The information should communicate effectively to the audience it wants to reach. Next to typographical information,
certain codes (symbols, images) are used to help the viewer find the information he is identyfing with. These differ vastly according to the audience that is being adressed.One important tool to create hierarchy
is using emphasis. There are no written rules to express what it is to emphasize. We should just try it, compare it and show it.
Original Invitation
Original Hierachy
Restructured Hierachy
Restructured Invitation
Original Informative sign
• Consider installing an automatic fire sprinkler system in your residence.
• Ask your local fire department to inspect your residence for fire safety and prevention.
Last Modified: Thursday, 06-Apr-2006 09:48:55 EDT
What to do During a Fire If your clothes catch on fire, you should:
• Stop, drop, and roll - until the fire is extinguished. Running only makes the fire burn faster.
To escape a fire, you should:
• Check closed doors for heat before you open them. If you are escaping through a closed door, use the back of your hand to feel the top of the door, the doorknob, and the crack between the door and door frame before you open it. Never use the palm of your hand or fingers to test for heat - burning those areas could impair your ability to escape a fire (i.e., ladders and crawling).
Hot Door Cool Door
Do not open. Escape through a window. If you cannot escape, hang a white or light-colored sheet outside the window, alerting fire fighters to your presence.
Open slowly and ensure fire and/or smoke is not blocking your escape route. If your escape route is blocked, shut the door immediately and use an alternate escape route, such as a window. If clear, leave immediately through the door and close it behind you. Be prepared to crawl. Smoke and heat rise. The air is clearer and cooler near the floor.
• Crawl low under any smoke to your exit - heavy smoke and poisonous gases collect first along the ceiling.
• Close doors behind you as you escape to delay the spread of the fire.
• Stay out once you are safely out. Do not reenter. Call 9-1-1.
Original Hierachy
Restructured Hierachy
Restructured Informative Sign
Original School Announcement
Original Hierachy
Restructured Hierachy
Restructured School Announcement
byElki BoerdamJulia BendelerDaniel Rother
Numerals & Symbols 8
Roman numerals might have derived from handsigns.
Numerals are signs that represent a number, like 8 or VIII. Numbers stand for a quantity, like eight.
The most commonly used systems of num erals are the Roman and Arabic systems.
Roman numerals are represented by letters of the latin alphabet:
I II III IV V VI VII VIII IX X
It’s a system that’s based on cumulative quantities and doesn’t include a zero.
Roman numerals are commonly used in numbered lists, clock faces, page numbering, months of the year and the numbering of annual events.
8.1Numerals
Arabic numerals are the graphic symbols from 0 to 9. Today they are the most common representation of numerals in the world.They descended from Indian numerals.
Via Arabic trade they reached Europe in the middle ages. Colonialism spread the system over other large parts of the world. The system was revolutionary because it includes a zero and positional notation.
Numerals & Symbols
8.1Numerals
First the zero wasn’t part of the numeral system. It evolved from a little cross to the ellipse shape as we know it now.
Numerals & Symbols
Arabic numerals are represented in lining and non-lining numerals.
Lining numerals have the same height as capitals and they all have the same character width, therefore they allign in tables, fomulas and alongside capitals.
Non-lining numerals, also known as hanging-, old style-, lowercase- or text figures, have individual heights and character width, this enables them to blend in with text and small caps.They are included in some serif fonts and can be found in the glyphs.
Lining & Non-Lining Numerals 8.2
Lining figures are big and solid unlike letters. They appear like grey bars in a text. Therefore some fonts have slightly smaller designed numerals. If not, you could scale the numerals down to a 98%.
Because numerals are set in a certain monospace this can give an incoherent look, especially the small shape of the 1 and combinations like 74. This can be solved by kerning.
For dimension settings use a multiplication sign × and not a lowercase x.
Numerals & Symbols
8.2Lining & Non-Lining Numerals
w
Numerals & Symbols
Rules for Numbers & Numerals 8.3
It’s common to see 14:00 in Europe and 2 p.m. in the USA. The expression o’clock is only used when numbers are spelled out.
In Europe it is normal to order day-month-year. In America it’s common to order year-month-day.
Large numbers are separated with a period, the Brits use a comma.
Spell out numerals under 10.
Don’t start a sentence with a numeral.
Superscript numerals are commonly used for footnotes. They are set in superscript as an expression of their relative importance. It keeps them out of the flow of the main text and makes them easier to find when looking quickly through a page. They are put at the end of phrases or sentences.
The superscript is meant to have a little distance from the letter and for readability it might be necessary to increase the weight.
Many fonts include a set of superscript numbers, however not all of them are well designed. In that case, numerals set at a reduced size and an elevated baseline are the only choice.
For the actual footnoot you use normal sized numerals, not superscript.
Numerals & Symbols
8.4Superscript
The smaller the type, the more space you need between the letter and the superscript.
First Zapf dingbats, then Windings and in the bottom Webdings.
Numerals & Symbols
A symbol is pictorial representation of an idea.
Symbols are supposed to be universal and don’t need translation on the contrary of words.
Every font includes some everyday symbols:
@ # $ £ ¥ % & § ¶ ©
But there are several type families which only consist out of symbols; called dingbats. Weare most familiar with Zapf dingbats, Wingdings and Webdings.
Symbols 8.5
Byrthe Lemmens Killian Loddo
Esther Willering
Numerals & Symbols
On the frontcover of this chapter is an image of the Cosmic Egg.All Arabic numerals are contained within the ellipse of the zero.
Chapter 9
type teChnology
Idea & desIgn
amber van den eedenMaarten KantersKaroline swiezynskirutger de Vries
ContrIbutIons
david bennewithlinn eriksenna KimKalle Mattssongerard unger
InspIratIon
doris boermanKarel Martensheidrun ostererstefan seigmeisterWolfgang WeingartJob Wouters
1897
Index
p. 1 Chapter page. Image by Kalle Mattsson, 2009.p. 2 Image by linn eriksen, 2009.p. 3 Image by na Kim young, 2009.p. 4 photo by amber van den eeden, 2009. Museum stichting lettergieten 1983 te Zaandam.p. 5 Image by david bennewith, 2009.p. 6 brunner, l. & Wälchli, t. (2009). the schönsten livres svizzeri 2008. the present Issue.p. 7 http://elbanet.ethz.ch/wikifarm/schulenamnetz/ uploads/Main/otlet_univers_livre.jpgp. 8 newspaper article contributed by gerard unger, 2009.p. 9 text by david bennewith, 2009.p. 10 brunner, l. & Wälchli, t. (2008). die plus beaux libri swiss 2007. the past Issue. p. 11 brunner, l. & Wälchli, t. (2009). the schönsten livres svizzeri 2008. the present Issue.p. 12 unknown.p. 13 Image contributed by gerard unger, 2009.p. 14 Image by na Kim young, 2009.p. 15 Image by david bennewith, 2009.p. 16 text contributed by na Kim young, 2009.p. 17 gantois, J.M., de loore & Camiel W.h. (1979). uFo’s en andere vreemde natuurverschijnselen. Zutphen, thieme.p. 18 Index.