Writing & Verbal Language
Whether writing website content, content for brochures and marketing, making presentations, drafting course outlines, emails, or any other form of written or verbal content, use inclusive language. This means being aware of the words that you choose to use and their meaning. By doing so, you can avoid any intentional or unintentional exclusion or stereotyping, and be empathetic, open, and welcoming to our diverse community.
Language and vocabulary are always evolving, which the examples below demonstrate. The recommended inclusive writing examples below are based on vocabulary that was researched and considered best practice at the time of this version of the guide. This document will be updated regularly as best as possible; please contact imi@utoronto.ca if you have questions or suggestions.
Inclusive writing means:
- Choosing words with care, and if you are unsure about terminology or approach, connect with others for feedback and input.
- Being mindful of your own assumptions and your own place, as language and experiences evolve. Be aware of what you perceive as a “norm”.
- Being respectful of an individual’s or group’s wishes as they relate to word choice, and asking for permissions and clarity. When writing about an individual or group, the way that you refer to them should be determined by the individual or group.
Clear Language
We have a community of people from around the world, who speak different languages and who have had different life experiences. Be mindful of colloquialisms: do not use slang, jargon, short-forms or other words that may not be easily understood by everyone in the IMI community.
Person-First and Identity-First Language
Be mindful that an individual or group’s preference should always be considered when writing or presenting information about others, notably if the person prefers person-first or identity-first language. In person-first language, the person is the emphasis – not the condition or circumstance. In identity-first language, the condition is the focus, allowing the person to claim or identify themselves in their chosen way. Person-first is a respectful approach to begin with.
| Instead of: | Use: |
|---|---|
| “victim”, “survivor” | “person who has experienced…” |
| “addict” | “person with a substance abuse disorder”; “person who uses substances” |
| “homeless person” | “person without housing”; “person who is unhoused” |
Gender Identity, Expression, and Sexual Orientation
Learn about gender identity and gender expression. U of T’s Sexual & Gender Diversity Office offers resources and training to help you learn. Information on and the difference between sex, gender identity, gender expression and pronouns can be found here. Gender and sex are distinct terms, and there is no binary to either.
When writing or speaking about a person, use their name, and their pronouns. Never assume; if you are unsure, use “they/their/them”. When writing about groups of people, use gender-inclusive words, like “people” or “students”.
Avoid binary language, which implies only two sexes or only two genders; you can use a phrase such as “all sexes” or “all genders”.
Separate biology or anatomy from gender. Inclusive writing does not link anatomy or bodily processes to gender.
Examples include:
| Instead of: | Use: |
|---|---|
| “opposite sex” | “another sex” |
| “opposite gender” | “another gender” |
| “guys” for a mixed-gender group | “people” |
| “spokesman”, or other unnecessarily gendered role | “spokesperson” |
| “mother” or “father”, or other heteronormative assumption | “parent” or “guardian” |
| “preferred pronouns”, which dismiss an identity as a choice | “pronouns” |
| “nursing mothers” | “parents” |
| “mankind” | “humankind” |
| “man-made” | “artificial”, “human-caused” |
Here are more detailed examples on how to replace gender-specific pronouns when writing, both formally or informally, respectfully borrowed from the UN Gender Inclusive Language guide:
| Instead of: | Use: |
|---|---|
| “A staff member in Antarctica earns less than he would in New York” | “A staff member in Antarctica earns less than one in New York.” |
| “If the student is not satisfied with the committee’s decision, he can ask for a rehearing.” | “A student who is not satisfied with the committee’s decision can ask for a rehearing.” |
| “A staff member must indicate she has familiarized herself with the policy.” | “A staff member must indicate that they have familiarized themselves with the policy.” |
| “The director must continue his/her efforts to engage the employees.” | “The director must continue efforts to engage the employees.” |
| “The author of the paper must have direct and reliable evidence of the situation he is describing.” | “The author of the paper must have direct and reliable evidence of the situation being described.” |
Racialized Peoples, including Black and Indigenous People
Many commonly used words in the English language have roots that are damaging to equity-deserving groups. Be aware of the words you choose, and learn about the meaning and history behind language when you are writing. CBC offers an article with commonly used words that you can read.
Be as clear and specific as you can when you are writing about a person or a group of people. For example, do not use the broader “BIPOC” when you are specifically writing about a specific Black person or group of people, or Indigenous person or group of people. As another example, be aware that terms such as “African American” do not apply to all Black people, and therefore this is not a term that should be used without consultation. “Black” should always be capitalized, since the term references the shared culture identity. The same is not true for “white”, which references only skin colour.
With respect to the term “BIPOC”, be aware of the connotation that grouping all non-white peoples together conflates their experiences, and the term “BIPOC” continues to evolve in meaning. Using the term “racialized people” can be more inclusive. Consider your purpose if wanting to use 'BIPOC' in your writing and whether it may be more inclusive and respectful to refer distinctly or collectively to Black, Indigenous, and/or racialized students/scholars/communities.
With respect to Indigenous Peoples, be aware of your phrasing. “Indigenous Peoples in Canada” is appropriate. “Canada’s Indigenous People” is not appropriate. UBC offers an Indigenous Peoples: Language Guidelines that you can read. When writing about a specific Indigenous Person or Nation, use the name of that Nation. “Peoples” should always be plural, as it reflects that there are many Indigenous Nations and Peoples in the world with differing cultures.
Be mindful of terms that are used colloquially. Research terms you are unsure about to learn their historical meaning. For example, referring to something as a “cakewalk” is harmful; the origin of this word stems to slavery on plantations, in which Black slaves were forced to compete for cake or food by dancing. “The Peanut Gallery”, similarly, has roots in slavery and poverty, referring to the uppermost, least-desirable seats in a place, typically for segregation purposes.
| Instead of: | Use: |
|---|---|
| “racial minority”, “visible minority”, “person of colour” | “racialized person” or “racialized group”; "equity-deserving communities" |
| Generic terms for a specific group or person | Specific terms, where appropriate |
Abilities/Disabilities and Neurodiversity
Ableism is discrimination and social prejudice against people with mental or physical disabilities. Ableist words, terms or phrases are oppressive towards disabled people.
A person’s disability will frequently not be relevant to the writing, so be aware of this in an effort to avoid stereotyping. Humber College offers an Inclusive Language in Media Guide that you can read.
If you are writing about mental health, neurodiversity, or disability in the context of a person or people, always ask about how they would like to be written about. As referenced earlier, “first-person language” focuses on the person, before the status (example: a person in a wheelchair). “Identity-first language” emphasizes that their status is part of their identity, and not a designation (example: wheelchair user).
Do not use unnecessarily emotional language when writing about a person’s disability. Use capital letters when referring to a culture (example: Deaf culture).
Be mindful of ableist language that has been historically insulting, intentionally used as slurs or to be hurtful, or language that may be used colloquially in euphemisms that are unintentionally hurtful or exclusionary.
| Instead of: | Use: |
|---|---|
| “special needs” | “person with a disability” |
| “physically challenged” | “person who has a disability” |
| “hearing impaired person” | “person who is hard of hearing” |
| “blind to”, “turn a blind eye to” | “willfully ignorant”, “ignoring” |
| “deaf to” | “ignoring”, “feigned ignorance” |
| “dumb” | “ignorant”, “uninformed”; or to refer to a Deaf person use “Deaf person” |
| “lame” | “boring”, “uninteresting” |
Mental Health
Be aware of the differences in terminology related to mental health or mental illness. “Mental health” refers to a person-focused approach, rather than a psychiatric diagnosis. “Mental illness” refers to a diagnosis requiring medical care.
Avoid taking a tone or using language that suggests that either is a negative experience. Be aware of terms that are hurtful and stereotypical, such as “crazy” or “victim of”. Neither should you use terms like “normal” or “abnormal”. Instead, use descriptive language, and use context in your descriptions, leaning on a person-first approach. For instance, say “Joan is a person with depression”, instead of “Joan suffers from depression”.
| Instead of: | Use: |
|---|---|
| “mentally ill” | “person with a mental health condition” |
| “crazy”, “nuts” | “person living with a mental illness” |
Ageism
Ageism is a form of discrimination toward older people. In communications, be mindful to use neutral terms such as “we”. Where appropriate, use specific age ranges instead of saying “older”. Avoid using emotional language or framing age as a negative life experience.
| Instead of: | Use: |
|---|---|
| “the elderly” | “older adults” |
| “seniors” | “the older population”; “people who are older” |
Common Phrases to Avoid
The following are examples of common phrases that are harmful, and should be avoided.
| Phrase to Avoid: | Context: | Instead Use: |
|---|---|---|
| “Crazy”, “bonkers”, “nuts” | Negative implications for mental health and wellness | Depends on the context. When commonly used to describe something unexpected, try “disorganized”, “unbelievable”, “outrageous” |
| “Stakeholder” | Offensive to Indigenous communities as a result of abuse of land rights | “partner” |
| “Pipeline” | Offensive to Indigenous communities as a result of abuse of land | “pathway” |
| “Spirit Animal” | In some cultures, refers to a spiritual guide | “muse”, “guide” |
| “Tribe” | Used offensively toward Indigenous People or out of place | “group” |
| “Powwow” | Used flippantly to refer to short meetings, denigrating the true nature of a powwow in Indigenous cultures | “meeting”, “chat” |
| “killing it” | Violent context | “doing a great job” |
| “take a stab at” | Violent context | “give it a try” |
| “get gypped” | Racial stereotype of Romani people | “ripped off” |
| “committed suicide” | Suggests a crime or judgement | “died by suicide” |
| “child prostitute” | Suggests consent | “child who has been abused and/or exploited" |