Good practice note for writing Rule Book-related documents Iss 1.pdf · Good practice note for...

Good practice note for writing Rule Book-related documents Conventions for language, format, design, structure and text Synopsis: This document contains a set of conventions that have been compiled from the research and testing carried out during the development and drafting of the new Rule Book (GE/RT8000).

Authorised by Signatures removed from electronic version Anne Blakeney Acting Controller, Railway Group Standards

RS/230 Issue 1 August 2003 This document is the property of Rail Safety and Standards Board Limited. It shall not be reproduced in whole or in part without the written permission of the Rail Safety and Standards Board.

Published by: Rail Safety and Standards Board Evergreen House 160 Euston Road London NW1 2DX © Copyright 2003 Rail Safety and Standards Board Limited

Document Withdrawn as of 05/12/2009 Uncontrolled When Printed

Good practice note for writing Rule Book-related documents Conventions for language, format, design, structure and text RS/230 Issue 1 August 2003

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Good practice note for writing Rule Book-related documentsConventions for language, format, design, structure and text

RS/230 Issue 1 August 2003

RAIL SAFETY AND STANDARDS BOARD of 38

Contents Part A A1 Issue record 4 A2 Content 4 A3 Application 4 A4 Health and safety responsibilities 4 A5 Supply 4 Part B B1 Introduction 5 B2 Who the good practice note is for 5 Part C – General guidance on the use of alternative words and terms used C1 Preferred forms of words and phrases 6 C2 Words and phrases that can be used 11 Appendix 1 – General guidance on writing and presenting information 1.1 Conventions 12 1.2 Numbers, dates and measurements 16 1.3 Punctuation 19 1.4 Using capitals 22 Appendix 2 – Specific advice on developing a document including the format, design, structure and text 2.1 The process 25 2.2 Making sure nothing is left out 25 2.3 Structure 26 2.4 Layout, text and presentation 27 Appendix 3 – Examples 3.1 Example 1 31 3.2 Example 2 33 3.3 Example 3 35 References 38




Part A

A1 Issue record This document will be updated when necessary by distribution of a complete replacement. Issue Date Comments One August 2003 Original document

A2 Content Approved by:

Richard Evans, Principal Operations Specialist, Railway Group Standards, Rail Safety and Standards Board

Enquiries to be directed to Rail Safety and Standards Board – Tel: 020 7904 7518.

A3 Application Good Practice Notes are non-mandatory documents providing helpful information relating to the control of hazards and often set out a suggested approach, which may be appropriate for Railway Group members to follow.

A4 Health and safety responsibilities In issuing this document, Rail Safety and Standards Board (RSSB) makes no warranties, express or implied, that compliance with all or any document published by RSSB is sufficient on its own to ensure safe systems of work or operation. Each user is reminded of its own responsibilities to ensure health and safety at work and its individual duties under health and safety legislation.

A5 Supply Controlled and uncontrolled copies of this document may be obtained from Rail Safety and Standards Board, Evergreen House, 160 Euston Road, London, NW1 2DX.





Part B B1 Introduction

The new modular Rule Book (GE/RT8000) is designed to be easier to read, learn, understand and remember than the previous Master Rule Book (GO/RT3000). This has been achieved through the use of language tailored to the level of understanding for the end user, the presentation style and the organisation of the information within the modules and the groups of modules.

All the modules have been awarded the Crystal Mark for clarity by the Plain English Campaign (PEC). The process of gaining the Crystal Mark has been very constructive in building awareness of how the style and language conventions used when drafting documents can contribute to the clarity of the written information they contain. These conventions are brought together in this document.

This document is intended to encourage a consistent style across the industry. It contains the product of the in-depth research and testing, which took place throughout the development of GE/RT8000.

This document contains the following parts: • General guidance on the use of alternative words and terms used. The project team has

developed this during the course of the work. • Appendix: 1: General guidance on writing and presenting information including grammar,

punctuation and the choice of words. • Appendix 2: Specific advice on format, design, structure and text developed from the research

and development of GE/RT8000. This section includes worked examples. B2 Who the Good Practice Note is for This good practice note is mainly, but not totally for: • Individuals within rail and rail support companies who write Rule Book-related instructions. • Procedure writers. • Trainers who teach rules, regulations, instructions and procedures. • Reviewers of rules, regulations and procedures. • Those who authorise Rule Book-related instructions.




Part C – General guidance on the use of alternative words and terms used C1 Preferred forms of words and phrases

One of the most important changes to the new Rule Book has been the use of simpler, easier to understand words and phrases. The following list of words and phrases was developed by the project team in conjunction with the Plain English Campaign during the drafting process of GE/RT8000. It is intended as guidance when writing Rule Book-related instructions, and should not be seen as a restraining list of the ‘right’ and ‘wrong’ words.

In general, the words in the middle column should be used. However, under certain circumstances the words in the first column may have to be used.

For example, rather than ‘advise’ or ‘inform’, the word ‘tell’ is preferred. However, if someone has to be given instructions then ‘instruct’ should be used, or if an action requires to be authorised, the word has to be ‘authorise’.

Instead of the words in this column…

Use the words in this column…

Comments or example

a minimum of at least at least two

accumulated built up

additionally also

adequate enough

adjacent to next to ‘adjacent’ should still be used

in the term ‘adjacent line’

advise or inform tell

all persons everyone

alter change

alternative other

alternatively or

apply carry out as in: ‘…carry out the

instructions.’

as detailed in as shown in or

as set out in

as required as necessary or

if needed







Comments or example

assistance help In some circumstances

‘assistance‘ should be used,

such as in ‘requesting police

assistance’. or ‘assistance in

rear of a failed train’.

attempt try

authorise allow or

permit or

agree to

be in possession of have with you

come to the same

conclusion

agree

commence start or

begin

complete enter the details on

complete (a form) fill in (a form)

comply with keep to or

follow

concerning about ‘…about the working of the

door’

confined to kept within the limits of

consists formed of

conversant familiar

conversant with

have the required knowledge of

despatch dispatch

determine decide or

find out

‘you must then decide whether’

disregard ignore ‘Ignore’ is acceptable in the

context of ‘ignore the AWS

indication’

enable allow ‘…to allow the passengers

to…’






Comments or example

ensure make sure ‘…you must make sure…’

erect put up

establish find out ‘find out from the person…’

exceed travel at more than ‘You must not travel at more

than 30mph.’

frequently as possible often as possible

has potential to might

if you are unable to if you cannot

imposed introduced or put in place Imposed should still be used

for temporary and emergency

speed restrictions

in a position to able, or

can

in accordance with as shown in

in addition to as well as

in advance beyond (or ahead of)

in rear of on the approach to ‘on the approach to a signal…’

in spite of despite

in use being used

indicate show ‘showing that the equipment…’

irrespective of no matter what ‘...no matter what the height the

water is’

is capable of can

is unable to cannot ‘If you cannot speak with

the signaller…’

manually by hand

means way quickest way

not exceed 30 cm in

depth

no deeper than 30 cm

observe follow or

carry out

follow the instructions







Comments or example

obtain get or

find out

of the about the

of the circumstances of what is happening or what

has happened

on a regular basis regularly

on completion of the

journey

when the journey is over

operative working As in ‘working position’ or ‘is

working’

permitted allowed ‘…working is allowed for the

type of train concerned.’

persons people, personnel

practicable possible ‘as far as possible’ or

‘whenever possible’

prior to before

proceed move on or

continue or

go

rectified put right or

repaired

regarded treated must be treated as a stop

signal

remain stay stay in a position of safety

request ask

require, required need, needed Sometimes required must be

used

especially for a mandatory

obligation, for example ‘you are

required to…’

safeguard protect

simple or easy of a simple nature

situated placed






Comments or example

strays beyond moves beyond

subject to depending on

subsequent further or

later

subsequent to

after or

since or

following

sufficient enough

take into consideration take account of

when necessary if needed or

as necessary

when or where if

where applicable if involved

with effect from from

with respect to about or

for





C2 Words and phrases that can be used

Some words and phrases are perfectly acceptable especially if using other words and phrases could lead to misunderstanding. In these circumstances you must make sure you use them consistently, in other words do not use one particular word or phrase and then an alternative.

The following is a list of words and phrases that have been used in GE/RT8000 where it was considered that using alternatives could lead to a misunderstanding.

Word or phrase Module reference

activation of additional application of appointment of whichever is appropriate full service application means of minimise must be worked operation of position of safety prohibitions provided put the safe operation of the train in danger tandem withdrawn

TW5 section 15 M4 section 4.8 T1A section 1.1 T3 section 2.1 AC2 section 6.1 TW1 section 18.2 T7 section 3.2 AC1 section 2.4 TW5 section 31.3 TW5 section 4.1 G2 section 3 SS2 section 2 P1 section 12.1 TW1 section 10.10 TW3 section 11.2 P1 section 12.2




Appendix 1: General guidance on writing and presenting information 1.1 Conventions

Using examples from GE/RT8000, this section is devoted to conventions that should be followed when drafting a Rule Book-related document.

When starting to write a document few people remember that there may be alternative ways of writing down what they want to say. They will often use their own (subconscious) convention. However, what might appear an obvious choice to one person might appear totally abnormal to another.

The purpose of text is to communicate information, which the reader may not be able to ask you questions about. It should be clear, unambiguous, logical, technically correct, without omissions and interesting. It is important to remove redundant or superfluous explanation, as this tends to convey confusion to the reader. Using the active voice adds clarity as does the use of ‘you’.

Although there are generally accepted rules of grammar and codes of practice for using such things as capital letters, hyphens and italics, there is no universal law that says what may or may not be done.

Using words, phrases, capitals, italics, numbers and units differently leads to inconsistency and possible confusion for the reader.

1.1.1 Abbreviations, acronyms and contractions

The first time a group of words to be abbreviated appears in a text, give the words in full with the abbreviation in parentheses – for example track circuit block (TCB).

If the term appears in a heading, the abbreviation should not be included until it first appears in the text.

Thereafter, use the abbreviated form. There is no reason why the words to be abbreviated should be capitalised when they appear in the text, for example signal passed at danger (SPAD). Abbreviations, on the other hand, usually are capitalised as it makes them easier to read. They do not need full stops. We suggest that you compile a list of abbreviations as you check a text, and supply it as an appendix to your document.

Please note that NR is not an acceptable abbreviation for Network Rail. It should always be written in full.

Acronyms (abbreviations which form words), such as Spate (speed previously advised terminated early) are sometimes written with an initial capital only.

Latin abbreviations such as etc, eg, and ie should be avoided and therefore should not appear in the document, use instead, ‘and so on’, ‘for example’ and ‘that is’.





1.1.2 Ampersands

The contracted ‘and’ – & (known as an ampersand) – is not used unless it is part of a recognised abbreviation, or where it forms part of a name or title, for example:

‘Standard RT/ES/S/10064: General instructions to staff working on S&T equipment’

1.1.3 Compound adjectives

In the phrase ‘wrong-direction movement’, wrong-direction is an adjective describing the movement and the two words are hyphenated. Similarly:

on-track plant no-signaller token one-train working

Also included are compound numbers between 21 and 99, for example, thirty-four, ninety-six, and fractions: two-thirds, three-quarters. But not if the first word is an adverb ending in -ly, for example:

the rapidly repaired breakdown

If the words follow the noun, they should not be hyphenated:

a movement in the wrong direction

1.1.4 Split infinitives

Examples of infinitives are:

to go to repair to look to drive to listen

An infinitive is split when a word or words comes between the ‘to’ and the verb:

to boldly go to rapidly repair to quickly look to competently drive to clearly listen

A split infinitive may almost always be unsplit without making the sentence less attractive.

to slowly drive away to drive slowly away to drive away slowly

But if you can’t find a way of unsplitting the infinitive, leave it split.

1.1.5 Agreement

The ‘subject’ of a sentence and the verb must ‘agree’ – in that they are either both singular or both plural. Sometimes a singular (or a plural) gets between the subject of the sentence and the verb, leading to a lapse of memory and incorrect verb usage, as in the following example:




These arrangements include most aspects of the operation of the train on Network Rail controlled infrastructure, but excludes safety arrangements wholly inside the train.

should read:

These arrangements include most aspects of the operation of the train on Network Rail controlled infrastructure, but exclude safety arrangements wholly inside the train.

1.1.6 Singular words

Some words are singular:

each everyone everybody anybody either neither nobody none

An organisation or company is generally singular even if it sounds plural. Remember, there is only one Rail Safety and Standards Board, so it’s

Rail Safety and Standards Board says . . . or Rail Safety and Standards Board has . . .

NOT Rail Safety and Standards Board say . . . or Rail Safety and Standards Board have . . .

Also treat as singular:

companies (even if they sound plural) the Government the council the public the Inspectorate committee/association regulator the team the board





1.1.7 Plural words

The following words are plural:

agenda criteria (singular = criterion) data (singular = datum) media.

Political correctness can lead to singular/plural conflicts: Avoid sexist language. Instead of using:

chairman – use chairperson or chair fireman – use fire-fighter manned - staffed signalman – use signaller

Sometimes, the words can be reframed to avoid the use of ‘he’ or ‘she’:

Any changes he proposes to undertake = Any proposed changes

1.1.8 ‘That’ and ‘which’

There is a difference between using ‘that’ and ‘which’, examples of which are shown below:

He reported the first accident that was a serious one. (There were several accidents, but some had not been serious.) He reported the first accident, which was a serious one. (The only accident was a serious one.)

1.1.9 The passive voice

In the following example, the first sentence is passive and the second is active:

The report was issued by the inspectorate. The inspectorate issued the report.

A sentence can be made active by putting the person or thing doing the action in front of the verb. This aids clarity. The passive voice often requires the reader to make a decision about who is ‘doing’ and this can lead to confusion about responsibilities.

For example:

Passive

A documented safe system of work that takes account of the risk assessment in the local working environment must be prepared by a competent person, communicated and implemented.




Active

Change the passive to the active for a clearer and more effective message:

A competent person must prepare, communicate and implement a documented safe system of work that takes account of the risk assessment in the working environment.

The passive voice can be used when conveying a problem or where detachment is an advantage:

There has been a misunderstanding . . .

1.1.10 Italics

Italics are generally avoided, because research has shown that they make text harder to read. They are used in GE/RT8000 only for the titles of modules and other Rule Book-related publications. For example, Sectional Appendix.

The use of italics in the Index to GE/RT8000 differs from this and is explained on the first page of each part of the Index

1.2 Numbers, dates and measurements

1.2.1 Numbers

In the text, write numbers one to nine as words; 10 and over as numerals.

Do not confuse O (lower-case o) and 0 (zero), especially in postcodes.

1.2.2 Dates

In text use the form 6 December 2003 not 6th December 2003 or 6th Dec 03

For periods of time, use 1998–99, 1999–2000, 2000–01. The form 1998/99, 1999/2000 is used for Financial years.

1.2.3 Times

The 24-hour clock is generally used. For example, section 4.2 of module AC1 says:

…if the ECO gave you a message at 1815 hours…

Write: 0730 hrs, not:

07:30 hrs

07.30 am

7.30am

7.30 hours.

Write: ‘between 1400 and 1700 hours’ not ‘between 1400–1700 hours’.





1.2.4 Expressing distance

The following principles have been used by RSSB, which should be used for consistency when transferring distances from old documents to new:

• For distances of three metres or less, the metric distance only should be shown. The imperial equivalent should not be given.

• Distances less than one metre should be given in millimetres not centimetres or imperial measurements such as inches.

• For distances over three metres, the metric measurement plus the imperial equivalent should be given in yards or fractions of a mile.

• The word ‘or’ should not be used, for example, 100 metres (100 yards).

• In the case of a distance, which has been calculated to a close equivalent for example, 45m (50 yards), 400m (¼ mile), no additional words are required.

• In the case of a rough equivalent, the word ‘approximately’ should be used, either applied to both (‘…approximately 200 metres (200 yards)…’) or to the imperial (‘…200 metres (approximately 200 yards)…’) as appropriate.

Further examples are given in the following table of metric and imperial measurements.




Table 1.2.4 Metric and imperial measurements

Previous Measurement New Measurement

Within 2m (6’ 6”) Within 2m

1.25m (or 4 feet) 1.25m

3m (10 feet) 3m

At least 2m (or 6’ 6”) At least 2m

Approx 1m (or 3 feet) Approximately 1m

915mm or 3 feet 915mm

About 50m (or 55 yards) Approximately 50m (55 yards)

183m (or 200 yards) 183m (200 yards)

400m (or ¼ mile) 400m (¼ mile)

200m (or 200 yards) 200m (approximately 200 yards)


At least 1.75m (or 6 feet) At least 1.75m

At least 2km (or 1 ¼ mile) At least 2km (1 ¼ mile)

2m (or 6 feet) 2m


Within 400m (or ¼ mile) Within 400m (¼ mile)

At least 2km (or 1 ¼ miles) At least 2km (1 ¼ miles)

Not exceed 200m (or 200 yards) …not exceed 200m (approximately 200 yards)

At least 100m (or 100 yards) At least 100m (approximately 100 yards)

183m (or 200 yards) 183m (200 yards)

Not less than 45m (or 50 yards) Not less than 45m (50 yards)

Approximately 183m (200 yards) Approximately 183m (200 yards)

Not more than 50mm (or 2 inches) Not less than 3m (or 10 feet) Not more than 75mm (or 3 inches)

Not more than 50mm Not less than 3m Not more than 75mm

Up to 1.8m (or 6 feet) Up to 1.8m

Within 2.75m (9 feet) Within 2.75m

Within 600mm (2 feet) Within 600mm





1.3 Punctuation

1.3.1 Full stop (full point)

Full stops should be kept to a minimum. They should not be used in abbreviations, for example, write AC (not A.C.), DO train (not D.O. train).

Do not use a full stop at the end of a heading.

1.3.2 Comma

Care should be taken when using commas since too many can be as distracting or confusing as too few.

The comma, like any other punctuation mark, is to help readers to understand the sense of text by breaking it into chunks. In the following example, consider the change in meaning as the placement of the commas change:

I will make enquiries perhaps with a director.

I will make enquiries, perhaps with a director.

I will make enquiries perhaps, with a director.

I will make enquiries, perhaps, with a director.

In a complex list of items a comma may be used before the final ‘and’.

The flag is red and green, white with spots, and has a stripe down the middle.

Note that there should be a single space after full stops and commas.

1.3.3 Semi-colon

The semi-colon is stronger than the comma; if you count a one-beat pause for a comma, count two for a semi-colon. The semi-colon signals that you are introducing a new but related topic into a sentence rather than using a conjunction or starting a new sentence. The semi-colon is rarely, if ever, used in GE/RT8000

1.3.4 Colon

Similarly to the semi-colon, it is rarely used in GE/RT8000, except to introduce a list, for example when introducing bullet points.

Note that there should not be a space before semi-colons and colons.




1.3.5 Apostrophe

Apostrophes denote:

a) letters omitted, for example, ‘you mustn’t acknowledge it’. This particular form is not used in GE/RT8000, and should be written in full, for example, ‘you must not acknowledge it’

b) possessives, for example, ‘Driver’s Ticket’.

A plural possessive is shown by putting the apostrophe after the final ‘s’ – the inspectors’ reports (from several inspectors). But remember that plural words take the apostrophe before the final ‘s’ – people’s safety, children’s tickets.

Possessive pronouns (that is one that refers to the p ossessor and the thing possessed) do not have apostrophes

his, hers, yours, theirs, its, ours

Note that ‘it’s’ is not used because it is a contraction of ‘it is’ or ‘it has’:

When the train fails its test, it’s dangerous.

Do not use apostrophes in plurals (for example assisting train’s – so-called ‘greengrocers’ apostrophes’) or in plurals of abbreviations (COSSs, SPADs, TOCs not COSS’s, SPAD’s, TOC’s).

You should beware of software spell-check functions that suggest an apostrophe every time it sees a word ending in ‘s’, especially ‘its’.

1.3.6 Quotes (‘speech marks’)

Always use ‘single quotes’ rather than “double quotes” for material you wish to distinguish in this way.

1.3.7 Hyphens and dashes (‘en-dashes’)

Use hyphens to join associated words to form compound nouns (formed by two or more nouns) and compound adjectives:

out-of-gauge loads right-side failure setting-back movements

However, note that certain commonly used terms are not shown with hyphens:

signal box track circuit actuator

But if the first part is an adverb ending in -ly, a hyphen is not required:

the rapidly repaired breakdown

Generally if the two parts of the word are stressed you should use a hyphen:

short-term audio-visual

Note that prefixes such as auto, mis, non, super and the like should not stand alone; they should always have hyphens or become part of the word.





Hyphens should be used in numbers

twenty-one

10-year plan

18-month programme

or as fractions

two-thirds

They are useful for separating similar vowel sounds

co-ordinate pre-empt co-operate re-enter

The main purpose is to help avoid ambiguity, for example

four year old trains

Is it

four-year-old trains or four year-old trains?

Use en-dashes to join associated nouns of similar ‘weight’, for example:

road–rail vehicles

1.3.8 Oblique stroke (forward slash)

You should avoid ‘/’ when possible;

monitoring/audit = monitoring or audit (or both).




1.4 Using capitals

1.4.1 General rules

Research shows that a lot of initial capital letters in a text breaks up the visual flow of the piece and therefore makes reading and understanding the information more difficult. Capitals should therefore be kept to a minimum. Using capitals just to make something appear more important should be avoided.

There has been general inconsistency about using initial capital letters for words such as the names of equipment or roles. Below are examples where lower case should be used:

absolute block lines automatic warning systems (AWS) down fast, down slow, up fast, up slow infrastructure controller operations controller permissive working person in charge pilotman rules and regulations signal passed at danger single line working single or bi-directional line temporary block working temporary speed restriction track circuit block train protection and warning system (TPWS) working by pilotman wrong-direction speed restriction board

You should use capitals for:

• names of people, places, trade names and institutions

• recognised permanent group for example Safety Advisory Board, Infrastructure Liaison Group; but not for example ‘set up a safety advisory board, or infrastructure liaison group’.

• days of the week and months

• special calendar days – Christmas, Easter.

• certain abbreviations – but remember just because something uses capitals for its abbreviation or acronym, it does not mean that you should use them when spelling the term out in full. So, COSS, but controller of site safety; and IWA but individual working alone.

• titles of books and other publications – Sectional Appendix, The Working Manual for Rail Staff

• associations – Association of Train Operating Companies

• legal documents and industry standards – The Health and Safety at Work Act 1974, Railway Group Standards.





You should not use capitals for:

• north, south, east or west, unless part of an area or title – North West Region, East Anglia

• generic names of departments or job titles

• terms that are defined in the definitions section of a Railway Group Standard

• company standards.

A limited number of specific terms should be written with initial capital letters. These include:

Limit of Shunt (board or signal) Operations Control (but not operations controller) Route Cards Route Lists Signal Box Special Instructions Train Register

Or titles of forms:

Driver’s Single Line Working Ticket Single Line Working Form Release of Controls Form

1.4.2 Departments and organisations

Where you are referring to a specific region, each word should start with a capital, for example, Eastern Region. Where you are referring to the Network Rail regions, in general the lower case should be used, for example, Network Rail, the train operating companies and the northern regions.

1.4.3 Job titles

Job titles should be written in lower case, for example, ‘operations controller’. Capitals would only be used if the person was named, for example, ‘John Smith, the Chief Executive’ and this does not normally occur in Rule Book-related documents.

1.4.4 Formal inquiry

When referring to a ‘formal inquiry’, lower case should be used unless the inquiry has a specific title, for example, The Ladbroke Grove Formal Inquiry.




1.4.5 Common errors

The following table provides examples of common errors when using capitals.

Wrong

Right

(The) Company Company Procedures Engineering Company Independent Chair Level Crossing Overhead Line Equipment Network Rail Controlled Infrastructure Railway Group Members Railway group safety plan Railway Group standard Railway safety case Railway Industry rule book Signal Passed at Danger Standard Train Operating Companies Working group

(the) company company procedures engineering company independent chair level crossing overhead line equipment Network Rail controlled infrastructure Railway Group members Railway Group Safety Plan Railway Group Standard Railway Safety Case railway industry Rule Book signal passed at danger standard train operating companies working group

Table 1.4.5 List of common errors





Appendix 2: Specific advice on developing a document including the format, design, structure and text 2.1 The process

If the document to be re-drafted or written is long and detailed, it may help to follow the following process:

a) initiation (note the external and internal drivers for producing the document, for example legislation)

b) outlining (titles and grouping of subject matter) c) drafting d) editing (content, style, plain English, grammar and spelling) e) reviewing f) validating g) authorising h) distribution

Each draft document should be identified by title, issue number and date of issue. Each title page should be marked ‘draft copy’.

You should consider a system for recording the management, storage and distribution of draft documents.

2.2 Making sure nothing is left out

When drafting instructions or detailed information from existing material, keep track of the information you have covered. A simple way to do this is to put a tick against each line in the source text when you have included the content in the structure of the new document. Take the opportunity to check if the information is really appropriate for the document. The following are a selection of questions, which may help to decide if the information belongs in the document.

a) Is this instruction or information already covered in an existing document, for example, GE/RT8000? If yes, then is it necessary or helpful to repeat it?

b) Will this information enhance the understanding of the subject or instruction? If no, then leave it out.

c) Is this information specific to this task, role, company? If no then is it covered in other documentation?

e) Is this information or instruction still valid for the person or task it was originally intended for? If no, has it been superseded?

When the document is completed, it is recommended that you produce a disposition statement to show:

• The transposition of instructions from the source material, clause by clause, from the old document to the new.

• Any explanations for differences, omissions, amplifications or clarifications.




2.3 Structure

2.3.1 Stage 1

When writing safety-related instructions in particular, the preliminary analysis and restructuring is the most important stage where the greatest improvements in clarity can be achieved. It is worth spending time at this stage. The text should be broken down into subjects that relate naturally to one another. These should then be organised into a logical flow. Information or instructions for different individuals should be separated where it makes sense to do so.

If you look at GE/RT8000 you will see that the modules have been grouped by tasks often done by individuals from different companies:

• Personal safety and general responsibilities • Signals • Station working, shunting • Train working • Permissible speeds and speed restrictions • Mishaps, incidents and extreme weather • Working by pilotman • Infrastructure activities (track and signalling work, on-track machines) • AC Electrified lines • Train signalling.

If you take module TS1 Signalling general instructions and compare the new framework with that of GO/RT3062 (Signalling General Instructions) you will see how in the new module the subjects are grouped under umbrella headings. This is in marked contrast to the structure of GO/RT3062.

2.3.2 Stage 2

The copy should then be organised in to three different categories:

• main information – instructions • critical information – imperatives, safety, responsibility • background information – important but outside the main flow.

In GE/RT8000:

• instructions are the main body of the text • critical information is contained in red boxes • background information appears at the bottom of the page with the symbol in blue in the text

to indicate further information is given below. Wherever appropriate, the copy should be organised in the sequence in which activities take place.





2.4 Layout, text and presentation

2.4.1 Cover title

Only the first letter of the first word should be capitalised, for example, module G1 General safety responsibilities.

2.4.2 Headings

There should be three levels of heading. The first two are numbered and the third is a sub-heading identified with a), b), c). For example:

2 Competence and responsibilities 2.1 Competence a) Designated person b) Person working alone

Three levels of numbering, for example, 3.2.1. have been used in the Train signalling regulations to enable the existing regulations, which are familiar, to be broadly retained.

2.4.3 Text

This should be in plain text in short sentences (15-20 words) and contained in short paragraphs.

2.4.4 Bullet points and lists

Bullet points may be used to introduce lists. If the list consists of short items, start each item with a lower case (small) letter and put a full stop only after the last item. Do not include a semi-colon at the end of each item. If the list consists of longer items and complete sentences, start each item with a capital letter, and put a full stop at the end of each.

Introduce a list with a colon (NOT a colon followed by a hyphen or dash :-).

Each item in a bullet-pointed list should follow smoothly from the introducing phrase (try reading the text aloud).

It is very often clearer to break a long sentence into its components and present them as a bullet-pointed list.

Instead of:

The procedures must ensure that in the event of an emergency, all necessary information is passed to those who need it, that information is acted upon promptly and in the proper manner, that there is liaison with emergency services, the taking of prompt remedial action, – including e.g. fire-fighting and the giving of first aid, emergency drills and exercises, and arrangements for co-operation and co-ordination of action, with other railway operators, (for example, between a station operator and the infrastructure controller at the station) are catered for.




Consider the improvement in clarity when the sentence is rewritten using a bullet-pointed list:

The procedures must make sure that, if an emergency arises:

• all necessary information is passed to those who need it • the information is acted upon promptly and properly • the emergency services are alerted.

Prompt remedial action should be taken including:

• fire-fighting • administering first aid • emergency drills and exercises • co-operation and co-ordinating action with other railway operators (for example, between a

station operator and the infrastructure controller at the station).

If possible, you should avoid presenting points indented (using en-dashes) within a set of bullet points (as in the example below). This will avoid a ’a list within a list’, known as nesting. Create a link and a new set of bullet points. It helps the reader keep track of the text.

The procedures must make sure that, if an emergency arises:

• all necessary information is passed to those who need it • the information is acted upon promptly and properly • the emergency services are alerted • prompt remedial action is taken, including:

– fire-fighting – administering first aid – emergency drills and exercises – co-operation and co-ordinating action with other railway operators (for example,

between a station operator and the infrastructure controller at the station).

2.4.5 Numbered lists

Numbered lists are a helpful way to describe procedures or actions that can (or must) be performed in a logical or prescribed order. Roman numerals (for example, IV, VIII, XI) should not be used, as it cannot be assumed that everyone will understand them. Alphabetical lists should have a single bracket after the letter. For example: a), b), c).

In a list of items requiring individual identification in the text, each item should be preceded by a number followed by a single brackets, for example, 1), 2), 3). If further subdivision of an item is necessary, each subdivided item should be preceded by a lower case letter followed by a single closing parenthesis, for example, a), b), c). If no text is used between the numeric identification and the fist letter subdivision, only one closing bracket should be used, for example, 3a) and not 3)a).

In a simple list in which the items do not require individual identification, each item should be preceded by a bullet point.

Note the use of en-dashes (see Punctuation) to make a ‘list within a list’.

Long lists should be avoided. If more than 8 –10 points are required, or more than one level of ‘lists within lists’, try re-writing.





2.4.6 Presentation If you adopt a modular format and/or layout based on GE/RT8000, the following conventions for the layout are recommended.

a) The front cover should be the same colour as other documents or modules in the ‘suite’ and

should include the title and module number.

b) A title page should be included followed by a page which states the intended user or users

of the document.

c) A contents list should be provided as the main navigational tool.

d) A running header should appear on each page together with the section number.

e) Index numbers should appear in the margin for the first level and second level number

should appear inside the text column.

f) Use critical information boxes sparingly for information that is vital to carrying out the task

or instruction.

g) Use information boxes for supporting information. Place the information symbol

immediately after the relevant word or phrase with the information at the bottom of the

page.

h) Use responsibility indicators to show who is responsible for a task or tasks if there is a clear

need to follow the structure of GE/RT8000. These should appear in the margin in green.

Repeat the responsibility indicator at the top of each page.

i) All pages (except the covers) should be numbered.

2.4.7 Typeface, font size and colour

In order to create a simple, clean look to a document you should limit the use of typefaces to one. Arial is used in GE/RT8000 because it clear and easy to read.

The recommended font size is 12 point leading and 9 point for the main text. The text should be black with colour used for specific purposes such as section numbers and subheadings. This limits any difficulties with poor or coloured lighting. Red should not normally be used for text and certainly not in blocks of text or in capitals.

Italics should be used without quotation marks and for titles of publications, for example, Sectional Appendix.

Bold should be used sparingly for example, for headings and where special emphasis is required. Bold capitals are extremely difficult to read in blocks of text.

2.4.8 Diagrams and references

Diagrams should appear next to the text, which the diagram supports.

The following should always appear under the diagram (unless introduced in a passage of text):

a) A diagram reference number

b) A title.




All diagram references should include the module or document reference number, a full stop and the sequential diagram number. For example, Diagram T3.3 denotes the third diagram in GE/RT8000 module T3.





Appendix 3 This appendix gives examples of text from GO/RT3000 and GO/RT4100/1 and how it has been rewritten in GE/RT8000. 3.1 Example 1 This is an extract from Section F (i) clause X.4.1 (i) of GO/RT3000 X.4.1 Procedure for setting points

(i) The signaller must:

• come to a complete understanding with the Points Operator about which points are involved

• make use of the Route List if there is one provided • tell the Points Operator which point ends require to

be set and/or secured and in which position (i.e. ‘Normal or Reverse) as indicated by the point end identification plate where provided

• describe to the Points Operator the route that requires to be set geographically (e.g. Down fast to Down Slow)

This is how it appears in section 5.2 of module T5 Operating power-operated points by hand

5.2 Actions by the signaller

signaller You must: • reach a clear understanding with the points operator about

what is to be done • make use of the Route List (if provided) • tell the points operator which point ends need to be set or

secured (or both) and in what position (normal or reverse as indicated by the point end identification plate

• tell the points operator which route is to be set or secured (or both), for example Down Fast to Down Slow’

• tell the points operator to operate the points by hand.




Explanation of example 1

In this example, the text has been restructured to make it active instead of passive.

Bold text has not been used together with italics, and the Latin i.e. and e.g. and the use of ‘and/or’

The use of simpler words has made the text much clearer and easier to understand.





3.2 Example 2 This is an extract from Section G clause X.4.2 and X.4.2.1 of GO/RT3000

X.4.2 Starting train with slam doors

X.4.2.1 You must:-

• take special care when you are closing slam doors to make sure they are properly closed • check any door which you have any doubt as to whether it is properly closed, even if it means delaying the train • lock and label out of use immediately, any door which is,

or might be, defective, and, if necessary, tell the Guard or Driver what you have done.

(This includes a door:-

- where the handle does not readily return back to the horizontal position when the door is closed, or

- which is stiff in the frame)




This is how it appears in section 7.1 of module SS1 Station duties and train dispatch

7.1 Starting a train with slam doors

Closing slam doors on a train You must take special care when you are closing slam doors to make sure they are properly closed. If you are not sure whether a door is properly closed, you must check even if it means delaying the train.

Defective slam door If you become aware of any door that is, or might be, defective You must immediately: • lock it and label it out of use • tell the guard or driver. You must consider a door to be defective if: • the handle does not easily return to the horizontal position when

the door is closed • the door is stiff in the frame.

Explanation of example 2

Again in this example the text has been restructured to make it active rather than passive and divided into two separate instructions:

• Closing doors on a slam door train, and • Defective slam door

The use of red in the text has not been used, as it is distracting, and the second part of the instruction (in brackets and italics) has been rewritten as part of the overall instruction.

The result is a much more clear and precise set of instructions.

signaller





3.3 Example 3 This is an extract from Section Z clause 9.1, 9.1.1 and 9.1.2 of GO/RT4100/1 9.1 PRECAUTIONS TO BE TAKEN WHEN CLIMBING ON TRACTION UNITS AND

VEHICLES 9.1.1 A person must never climb above the floor level of the driving

compartment on traction units (except on unwired lines where there is no OLE above or adjacent to the traction unit) unless the OLE has been isolated and earthed and an Overhead line Permit issued.

9.1.2 A person must never climb or be upon the roofs or open upper

decks of vehicles, or upon the steps giving access to the roof of any vehicle, unless the OLE has first been isolated and earthed and an Overhead Line Permit issued, except:-

• on unwired lines where there is no OLE above or adjacent

to the vehicle, or • under the specific conditions detailed in local instructions

(see clause 11.3), or • where a local isolation is allowed, such other assurance

has been received




This is how it appears in section 3.6 of module AC1 AC electrified lines

3.6 Precautions that must be taken when

working on traction units or other vehicles

a) Traction units

Except as shown below, you must never climb above the floor level of the driving cab on a traction unit

You may only do this:

• on a line where there is no OLE above or adjacent to the

traction unit • if the OLE has been isolated and earthed and an Overhead

Line

b) Other vehicles

Except as shown below, you must never climb on the roofs or open upper decks of vehicles, or the steps giving access to the roof of any vehicle

You may only do this: • on a line where there is no OLE above or adjacent to the

vehicle if the OLE has been isolated and earthed and an Overhead Line Permit has been issued

• if the specific conditions in local instructions have been met (as shown in section 3.8 of this module)

• if local isolation is allowed and you have received an assurance that this has been done.

all concerned





Explanation of example 3 Section 9.1 of section Z is over-complicated, not easy to read and therefore not easy to understand. Section 9.1.1 starts off with red text then italics then an exception and finally a condition (unless). Section 9.1.1 is similar but the exceptions are shown as bullet points GE/RT8000 has divided the text into two clear sections:

• Driving cabs • Other vehicles.

The important part of the rule is that no one should climb above a certain level when a train or vehicle is on an AC electrified line, this text has therefore been placed into a red box in each section with the exceptions and conditions written as active text...’You may only do this…’ The result is a set of instructions that are more precise, less complicated and easier to understand.




References Railway Group Standards

GE/RT8000 Rule Book (comes into force 6 December 2003)

GO/RT3000 Master Rule Book (superseded by GE/RT8000 with effect from 6 December 2003)

GO/RT3062 Signalling General Instructions (superseded by GE/RT8000 with effect from 6 December 2003)

GO/RT4100/1 Rule Book Section Z (Part i) – AC Electrified Lines (superseded by GE/RT8000 with effect from 6 December 2003)

The catalogue of Railway Group Standards and the Railway Group Standards CD-ROM give the current issue number and status of documents published by RSSB.


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