Style Guide 2007

Information and
Knowledge Management
UNESCO Bangkok
Style Guide for
English Language
February 2007
Prepared by the Information and Knowledge Management Unit
UNESCO Bangkok is committed to widely disseminating information and to this end

welcomes enquiries for reprints, adaptations, republishing or translating this or other
publications. Please contact publications@unescobkk.org for further information.
Internal UNESCO Bangkok publication procedure documents referred to in this
Guide can also be found at
http://www.unescobkk.org/index.php?id=publication_procedures
CONTENTS
INTRODUCTION ..................................................................................................................................4
ACKNOWLEDGEMENTS ...................................................................................................................4
1. SPELLING..........................................................................................................................................5
1.1 GEOGRAPHICAL NAMES..................................................................................................................6
1.2 NAMES OF ORGANIZATIONS AND TITLES ........................................................................................6
1.3 COLLECTIVE NOUNS .......................................................................................................................6
1.4 CAPITALIZATION ............................................................................................................................7
1.5 ABBREVIATIONS, CONTRACTIONS AND ACRONYMS .......................................................................9
1.6 WORDS AND PHRASES OF NON-ENGLISH ORIGIN .........................................................................11
1.7 MISCELLANEOUS SPELLING RULES...............................................................................................13
2. PUNCTUATION AND GRAMMAR..............................................................................................15
2.1 HYPHENATION ..............................................................................................................................15
2.2 WORD DIVISION ...........................................................................................................................15
2.3 COMMA ........................................................................................................................................16
2.4 FULL STOP (PERIOD) .....................................................................................................................17
2.5 QUOTATION MARKS .....................................................................................................................17
2.6 ELLIPSIS (MARK OF OMISSION)......................................................................................................18
2.7 PARENTHESES AND SQUARE BRACKETS ........................................................................................19
2.8 DASHES ........................................................................................................................................19
2.9 APOSTROPHE ................................................................................................................................20
2.10 MISCELLANEOUS PUNCTUATION RULES .....................................................................................21
3. NUMBERS ........................................................................................................................................22
3.1 DATES ..........................................................................................................................................23
3.2 CURRENCY ...................................................................................................................................24
3.3 MISCELLANEOUS NUMBER RULES ................................................................................................25
4. FORMATTING AND DISPLAYED MATERIALS......................................................................26
4.1 QUOTED MATTER .........................................................................................................................26
4.2 ITALIC ...........................................................................................................................................27
4.3 DISPLAYED MATTER.....................................................................................................................28
4.3.1 Tables...................................................................................................................................28
4.3.2 Figures .................................................................................................................................30
4.4 EQUATIONS ...................................................................................................................................31
5. BIBLIOGRAPHICAL REFERENCES..........................................................................................32
5.1. REFERENCING WITHIN THE TEXT ..................................................................................................32
5.2. PRESENTATION OF REFERENCE LISTS OR BIBLIOGRAPHIES .........................................................33
5.3 BOOKS AND DOCUMENTS .............................................................................................................34
5.4 PERIODICALS ................................................................................................................................36
5.5 ELECTRONIC SOURCES..................................................................................................................37
5.6 FOOTNOTES AND ENDNOTES .........................................................................................................38
5.7 INDEXES .......................................................................................................................................40
5.7.1 Cross-references in Indexes .................................................................................................40
6. PARTS OF A BOOK........................................................................................................................42
6.1 IMPRINT PAGE ..............................................................................................................................42
6.2 GEOGRAPHICAL DISCLAIMER AND SHARING ................................................................................43
7. COPYRIGHT OF EXTERNAL CONTRIBUTIONS ...................................................................44
8. WRITING FOR THE WEB ............................................................................................................45
8.1 WRITING A WEB ARTICLE OR WEB PAGE .....................................................................................45
8.1.1 Headline...............................................................................................................................45
8.1.2 Lead .....................................................................................................................................46
UNESCO Bangkok Style Guide 2007
8.1.3 Body .....................................................................................................................................46

8.1.4 Conclusion ...........................................................................................................................47
8.2 HYPERLINKS .................................................................................................................................47
8.3 IMAGES AND GRAPHICS ................................................................................................................48
8.4 PAGE LAYOUT ..............................................................................................................................48
8.5 KEEPING A WEBSITE ALIVE ..........................................................................................................49
9. PREPARING AN ABSTRACT .......................................................................................................50
9.1 WRITING STYLE ............................................................................................................................50
9.2 SAMPLE NARRATIVE ABSTRACT ....................................................................................................51
10. WRITING WITHOUT BIAS ........................................................................................................52
10.1 AGE ............................................................................................................................................52
10.2 DISABILITY .................................................................................................................................52
10.3 CULTURE ....................................................................................................................................53
10.4 NON-SEXIST LANGUAGE .............................................................................................................54
11. WRITING A PRESS RELEASE...................................................................................................56
11.1 MEDIA RELATIONS .....................................................................................................................56
11.2 PRESS RELEASE APPEARANCE ....................................................................................................57
11.3 LOGOS ........................................................................................................................................57
11.4 PRESS RELEASE CONTENT ..........................................................................................................58
11.5 HEADLINES .................................................................................................................................58
11.5.1 Examples of Long and Obscure Headlines ........................................................................59
11.5.2 Examples of Short, Concise and Explicit Headlines ..........................................................59
11.6 LEADS.........................................................................................................................................59
11.7 CONTACT DETAILS .....................................................................................................................60
11.8 FURTHER INFORMATION .............................................................................................................60
12. CORRESPONDENCE GUIDELINES .........................................................................................61
12.1 PREPARATION OF CORRESPONDENCE..........................................................................................61
12.1.1 Responsibility for Correspondence ....................................................................................61
12.1.2 Signing of Correspondence................................................................................................62
12.2 DRAFTING STYLE AND PRACTICE ...............................................................................................62
12.2.1 Style....................................................................................................................................62
12.2.2 Languages ..........................................................................................................................63
12.2.3 Official and Personal Titles ...............................................................................................63
12.2.4 Reference to Previous Communications ............................................................................63
12.2.5 Introductory Phrase ...........................................................................................................63
12.2.6 Names of Member States and of Heads of State or Government........................................63
12.2.7 References to Resolutions and Decisions...........................................................................64
12.2.8 Reference to Language(s) of Meetings...............................................................................64
12.2.9 Reference to the Programme and Budget of the Organization ..........................................65
12.3 CLEARANCE AND COPIES OF OFFICIAL CORRESPONDENCE .........................................................65
12.3.1 Clearance...........................................................................................................................65
12.3.2 Copies ................................................................................................................................65
12.4 PRESENTATION OF CORRESPONDENCE ........................................................................................65
12.4.1 General Letters ..................................................................................................................66
12.4.2 Circular Letters..................................................................................................................67
12.5 DISPATCHING/ROUTING OF CORRESPONDENCE ...........................................................................67
12.5.1 Fax .....................................................................................................................................67
12.6 ELECTRONIC MAIL .....................................................................................................................68
12.7 SALUTATIONS AND COMPLEMENTARY ENDINGS .........................................................................68
ANNEX..................................................................................................................................................71
ANNEX 1: SAMPLE GENERAL LETTER ................................................................................................71
ANNEX 2: SAMPLE NATCOM LETTER..................................................................................................72
ANNEX 3: SAMPLE FAX ......................................................................................................................73
ANNEX 4: WORD LIST ........................................................................................................................74
ANNEX 5: REFERENCES ....................................................................................................................109
Introduction
The purpose of this guide to writing documents or publications in English is to assist
contributors in conforming with the specifications of UNESCO Bangkok for style,
formatting, language and referencing. The specifications are not intended to make the
authors work more difficult or time consuming, or constrict academic input or
creativity in any way. However, they are a framework that will ensure consistency,
accuracy and easy access for the wide range of readers in the UNESCO Bangkok
audience.
As a compilation and revision of existing UNESCO guidelines with current
international best practice, this guide is not comprehensive but attempts to addresses
the main areas that contributors should consider. Where required the guide refers
readers to other resources to access the most up to date information or more details.
We intend that this guide will assist contributors to UNESCO Bangkok publications
to prepare work that will require fewer changes and therefore reduce the time and
effort that goes into publishing for all concerned.
For enquires about the information contained in this guide or permission to use, adapt
or distribute the guide in part or entirety please contact publications@unescobkk.org
Acknowledgements
This 2007 edition of the UNESCO Bangkok Style Guide for English Language
combines and updates elements of the UNESCO Style Guide (2004), the UNESCO
Bangkok Publications Guidelines and Procedures (2004), the UNESCO Guidelines on
Gender-Neutral Language (1999) and the UNESCO Correspondence Manual (1999).
The expertise and assistance of many UNESCO Bangkok staff was required to
produce this guide, the Information and Knowledge Management Unit is particularly
grateful to: Clive Wing, Caroline Haddad, Mita Gupta, Maki Hayashikawa, Johan
Lindberg, Vanessa Achilles, Alida Pham, Pavinee Kunlong, Ellie Meleissa, Leotes
Marie Luga, Penchun Iamchum, Edwina Fung, and Sirisak Chaiyasook.
The guide was written by Tamara Brawn.
1. SPELLING
With the exceptions noted below, the latest edition of The Concise Oxford Dictionary
should be followed as the authority in the matter of spelling and the use of hyphens
and diacritical marks for all words listed below. If a word is not given in the Concise
Oxford, the Shorter Oxford should be taken as the authority. UNESCO Bangkok has
access through Headquarters to the Oxford English Dictionary online
(http://dictionary.oed.com Login and Password available from the Librarian) and the
Oxford Reference Online (http://www.oxfordreference.com Login and Password
available from the Librarian).
Where the Concise Oxford gives alternative spellings, the preferred spelling should be
used, namely the one which is printed first (for example judgement, judgment). In
cases where one spelling is described as a variant of another, the spelling of
which it is a variant should be used (for example archeology: US variant of
archaeology).
As a companion to the Concise Oxford Dictionary, Fowlers Modern English Usage
serves as a supplementary authority for English usage in UNESCO correspondence
and documents.
The Oxford Guide to Style (revised edition of Harts Rules for Compositors and
Readers) is a valuable guide. It includes not only a section on spelling but also
sections on punctuation, word division, capitalization and foreign-language texts. An
additional guide is The Oxford Dictionary for Writers and Editors. This is useful for
the formation of irregular plurals, the doubling of consonants with suffixes, and the
italicization of foreign words and phrases, for example. Both these guides are now
available in one volume, The Oxford Manual of Style (2002).
Some useful hints can also be picked up from Judith Butchers Copy-Editing (3rd ed,
1992), which although aimed at the professional copyeditor is equally useful for
authors and anyone involved in publishing, as is The Chicago Manual of Style (15th
ed, 2003), which is a model of clarity although its United States usage often differs
from that of UNESCO. The latest edition includes comprehensive guidance on
electronic publishing.
The rules to be followed with regard to capitalization, the names of persons, the
names of States, abbreviations and the names of monetary units are set out in the
sections that follow.
A complete list of commonly used words in UNESCO publications based on the
UNESCO Style Manual 2004, the UNESCO Bangkok Publications Guidelines and
Procedures 2004, the FAO recommended word list and the UN ESCAP house style
2001 can be found in Annex 4 of this guide.
A database of technical terms and acronyms/abbreviations can be found at
http://termweb.unesco.org
1.1 Geographical Names

Geographical names should normally be spelled according to the official usage of the
country concerned, where there exists a local spelling in letters of the roman alphabet:
Beijing, Daejeon, Jakarta,
Where a well-established English conventional form exists, however, it should be
used: Bangkok, Tehran, The Hague, Mumbai, Chennai.
Use United States rather than America(n) where there is a possibility of ambiguity.
Similarly, do not confuse England, Great Britain (England, Scotland and Wales) and
the United Kingdom (Great Britain and Northern Ireland).
Great care should be taken to ensure that titles of UNESCO Member States (as well as
for those of Associate Members) are correct and current. A complete list is available
at
http://portal.unesco.org/en/ev.phpURL_ID=11170&URL_DO=DO_TOPIC&URL_S
ECTION=201.html
1.2 Names of Organizations and Titles

When citing the names of organizations and institutions of an English-speaking
country, the national usage should be followed, as it should for the titles of officials
and styles of address.
When an organization has English as one of its official working languages, the
English spelling and hyphenation that it uses for its own name and the titles of its
officials should be followed.
Examples:
Director-General of UNESCO
Executive Director of UNICEF
Organization for Economic Co-operation and Development (OECD)
Bangladesh Bureau of Educational Information and Statistics
Thailand Ministry of Education
1.3 Collective Nouns

Most collective nouns, such as the names of organizations (the BBC, UNESCO),
companies (Microsoft, Google) or countries (the Cook Islands, the Philippines) are
singular and the following verb should agree: UNESCO is striving to extend
Education for All.
Common exceptions are people, staff and the police (the people are desperate for
food; the staff are going on strike; the police are arresting those responsible). Media,
in the sense television, radio and the press collectively, can take either a singular or
plural verb, but be consistent.
Generally, with collective nouns use a singular verb with the definite article and plural
with the indefinite article.
Examples:
The number of people was large; a large number of people were present.
The percentage of tourists is; a small percentage of tourists were disappointed
An exception may be made when the individuals of a group are emphasized:
The Committee adheres to its decision.
Nouns ending in ics (for example, statistics, ethics, politics) are singular when they
denote an art or science (for example, politics is the art of government); plural when
they denote activities or practices (for example, the ministers politics are
democratic).
1.4 Capitalization
Initial capitals should be used sparingly and consistently within the same publication.
There are several specific cases where initial capitals should normally be used; these
are listed below. A number of problem words (for example western, government,
socialist) are included in the word list (Annex 4).
a. Geographical and political designations
Accepted geographical and political designations take initial capitals for specific
titles, but not for general descriptions.
Examples:
Japanese Government/Government of Japan (but the government issued a decree)
Philippine Sea
Pacific Islands (but island of Nauru)
Mekong River
South-East Asia (but southern Africa geographical)
b. Government and church institutions
When the word state is used in reference to a political unit it should be capitalized
with the name of a specific state (State of Victoria), but not in general references (the
states of Australia).
When the word government is used in reference to a specific government it should
be capitalized (the Nepalese Government), but not in general references (the
government was democratically elected).
The names of specific political parties and religions take initial capitals.
Examples:
The Conservative Party or Conservative policy (but conservative voters, a
conservative dresser)
The Communist Party (but a communist society)
The Roman Catholic Church (but the church was rebuilt)
c. Historical eras and events

Use initial capitals for historical eras, titles of meetings, declarations and conventions
when the full title is given.
Examples:
during the Second World War measures were taken to ensure
at the thirty-first International Conference of Translators it was decided that
the Universal Declaration of Human Rights, in its opening paragraphs
the Convention relating to the Distribution of Programme-carrying Signals
Transmitted by Satellite, discussed in Geneva
Resolution 15.2 adopted by the General Conference of UNESCO at its 25th session
(but during the war ; the convention was attended by ; the resolution was debated
)
d. Miscellaneous capitalization
Initial capitals should be used for proper nouns and trade names such as Windows,
Toyota and Coca Cola.
Volume, number, part, chapter, appendix, figure, table, plate and their abbreviations
(vol., no., fig., etc.) take an initial capital when followed by numbers; the same
applies to words such as section and grade when followed by numbers.
Examples:
The data are given in Table 14
The changes are shown in Figure 7
Prospects, Vol. 23, No. 2, 1993
The school taught children up to Grade 4
Note: Capitals are not used when the above words are used in a general sense.
Examples:
The table opposite lists those countries
The present volume is the last in the present series
The section on drug abuse is particularly apt
Many children drop out after the third grade
Titles of organizations, committees, associations, universities, agreements, contracts,
laws, regulations, treaties, and so on take initial capitals when the full title is given.
Examples:
The Meeting of Experts on Copyright Syllabuses convened by UNESCO
The Executive Committee of the ALAI decided
(but the committee decided that )
Titles of organizations and so on in French and Spanish take an initial capital only.
Example:
the Centre national de la recherche scientifique, meeting at
In general references to trends, designations of movements are not capitalized (the
womens movement, liberation movements).
Names of the seasons (spring, summer, autumn, winter) are not capitalized, nor do
they need a definite article. Seasons should not be used to specify dates, as they vary
according to the hemisphere. The report will be published in spring 2004 could
therefore be altered to The report will be published in early 2004.
Academic subjects (mathematics, history) are not capitalized, with the exception of
languages (English, Japanese).
Names of stars and planets (Sun, Earth, and so on.) should be capitalized if used in a
scientific context but not in descriptive text (sun-baked earth).
In notes use initial capitals for Ibid. or Cf. when they begin a sentence. However, E.g.
and I.e. should be avoided at the beginning of a sentence by using For example,; In
other words,; or by rearranging the note.
1.5 Abbreviations, Contractions and Acronyms

Abbreviations (short forms of words fig.), contractions (using the first and last letter
of a word only dont) or acronyms (initial letters of words BTS) should be used
sparingly in ordinary texts and avoided if they lead to confusion or ambiguity.
a. Expand even familiar abbreviations at the first mention in the text and use the short
form only thereafter.
Examples:
A spokesperson for the World Health Organization (WHO) stated
The figures for gross domestic product (GDP) were not quoted when the report was
published, although GDP had been one of the criteria
b. Avoid explaining a term or expanding an abbreviation a second time. This can
easily occur in a multi-author work. If there are many abbreviations, consider listing
them in an annex.
c. Full stops are used for abbreviations and contractions, including lower case
abbreviations.
Examples:
Abbreviations - B.Sc. ed. fig. Ph.D.
Contractions Dr. Jr. Mr. Sr. St.
d. Specific cases
Do not use full stops for acronyms consisting of initial capitals:
BBC EC ILO UNDP UNESCO UNICEF
Note: United Nations, Papua New Guinea, United States at first mention, thereafter
UN, PNG and USA can be used (with the exception of internal UNESCO documents).
Titles, however, do not change.
Examples:
PNG National Commission for UNESCO,
US Department of Defense.
There is often no need for the definite article before the acronym for an organization.
If the acronym is generally pronounced as a word, it acts like a proper noun and does
not need the; if pronounced as a set of letters; it usually does need the.
Examples:
UNESCO, not the UNESCO; but the BBC, not BBC.
Points of the compass.
Examples:
N, S, E, W, NE, NNE
Geographical coordinates (note space between value and coordinate).
Examples:
23o15' S
40o45' E
Abbreviations of measurements, weights, and so on do not take a plural s.
Examples:
2cm. km. m l. or L. ml. g. kg.
Note: For abbreviations of symbols and units follow the International System of Units
(SI) as defined by the International Organization for Standardization (ISO)
http://www.iso.org/iso/en/prods-services/popstds/quantitiesandunits.html
Temperatures in degrees Celsius and Fahrenheit are presented thus (note space
between value and unit, whereas the degree sign is part of the unit so is closed up).
Examples:
17 oC
80 oF
1719 oC
Temperatures on the Kelvin scale do not take a degree sign (note space between value
and unit).
Example:
298 K
e. Use the following abbreviations in bibliographical references
appendix
bibliography
chapter
collection
compiled/compiler
diagram
edition
editor/edited
enlarged
figure
folio
frontispiece
illustration
app. (plural apps)

bibliog.
ch. or chap. (plural chs)
coll.
comp.
diag.
edn. (plural edns)
ed. (plural eds)
enl.
fig. (plural figs)
fol. (plural fols)
frontis.
illus. (sing. and plural)
10
impression
no date
number
page
paragraph
part
plate
preface
reprint
revised
translated/translator
volume
impr.
n.d.
no. (plural nos)
p. (plural pp.)
para. or ( closed up)
pt. (plural pts)
pl. (plural pls)
pref.
repr.
rev.
trans.
vol. (plural vols)
The full list of UNESCO acronyms can be found at http://termweb.unesco.org/
1.6 Words and Phrases of Non-English Origin

They should normally, with the exception of the following words and abbreviations,
which have been adopted into the English language, be set in italics.
Word
ad hoc
Meaning
For this purpose, to this
end
a.i. (but ad interim)
e.g. (but exempli gratia)
During the intervening

time, meanwhile
Attached to, connected
with, on the staff
The representative of a
country when a diplomat
of higher grade is not
appointed
The chief aide to the
Secretary General of the
UN Secretariat.
An official announcement
or report
A brief account of ones
career
The easing of strained
relations, especially in
political situations
A decree, demand or
categorical assertion
An example, for instance
migr
An emigrant
attach
charge daffaires
chef de cabinet
communiqu
curriculum vitae
(plural: curricula vitae)
dtente
diktat
Example use
A fee will be charged ad
hoc by the Administrative
Officer
An a.i. injunction was
granted
The educational attach to
the embassy
The PNG charge daffaires
participated in the meeting
The chef de cabinet

commented on the report
The communiqu attracted
much attention
The candidate submitted
her curriculum vitae
To bring about an early
dtente
The diktat will continue to
effect policy
Some French words are
not written in italics when
used in English, e.g.
dtente
Cambodian migr
11
etc. (but et cetera)
forum (plural: forums)
honorarium (plural:
honorariums)
i.e. (but id est)
incommunicado
interim
laissez-passer
liaison
note verbale (plural: notes
verbales)
ombudsman (plural:
ombudsmen)
per annum
per capita
per diem
procs-verbal (plural:
procs-verbaux)
contributed to the
economy through
And so forth, and so on
The students learnt about
edible plants including
corn, wheat, rye, fruit trees
etc.
A place for open public
The meeting ended with a
discussion
public forum on cultural
heritage
Fee for services rendered
The honorariums were
distributed at the end of
the meeting
That is, to say
In the case of wider
distribution, i.e. more
widely than traditional
policymakers
Having no means of
The indigenous population
communication
were incommunicado
A temporary provisional
The interim plan for office
arrangement, adopted in
management between the
the meanwhile
retirement of the AO and
the appointment of a
successor
A permit, a pass
A laissez-passer was given
to enter the World
Heritage Site.
Close cooperation between A liaison developed
units etc.
between ESD and ICT
An unsigned diplomatic
The note verbale was
note written in the third
circulated to all National
person.
Commissions
A person who handles
The issue was addressed to
complaints
the ombudsman
By the year, in each year,
Three reports were
yearly
published per annum
For each person of the
The rate was calculated
population
per capita
A daily payment or
The per diem for missions
allowance
to Samoa is
A detailed written report
The procs-verbal was
of proceedings, minutes
prepared by
versus (abbreviation: vs. or Against, as opposed

v.)
via
By means of, with the aid
of
vice versa
Implies a complementary
statement without
expressing it in words
Up versus down
The policy was distributed
via the network
The booklet can be read
before the toolkit or vice
versa
12
The following Latin words should be italicized:

bis, ter
meaning: twice, three times and so on
inter alia
meaning: among other things
ibid
meaning: in the aforementioned place
loc.cit. (loco citato) meaning: in the place cited
idem (never id.)
meaning: in the immediately preceding reference
op. cit. (opere citato) meaning: in the word cited
When reproducing words of non-English origin it is important to include the
diacritical marks that are placed in various languages above or beneath certain letters
(for example tilde in Spanish) and that have the effect of modifying their
pronunciation. However, the hamza (') and ayn (`) are not used in Arabic
transliterations (Shiite, not Shi'ite).
The names of currencies, such as baht, yuan and yen, should never be underlined, set
in italics or capitalized, except when using abbreviations (for example, USD)
Non-English proper nouns (Centre national de la recherche scientifique) and peoples
names (Genghis Khan) should never be italicized.
As the family name is the first element in un-westernized Japanese and Chinese
names, they should not be inverted in formal or official documents.
Examples:
Chinese Ma You-you (an English name would read Smith John)
Japanese Kimura Naoko
Note: When referencing sources written by Chinese or Japanese authors in the
Harvard system use the standard format of Surname, Initial.
Examples:
Chinese Ma, Y
Japanese Kimura, N
In Thai Khun replaces Mr., Ms. and Mrs. and is followed by the persons first name
or widely used nickname instead of their family name.
Example:
Khun Pina (full name Anuje Pina Sirikit)
For the transliteration of Chinese proper nouns, the Pinyin system of romanized
spelling should be used. Widely known names, however, can be added in the Wade
Giles system in parentheses, for example Mao Zedong (Mao Tse-tung).
1.7 Miscellaneous Spelling Rules

a. Use that in a defining relative clause and which in a non-defining relative clause
(introduced by a comma).
Examples:
Defining clause: The girl made a list of books that had influenced her (not books
generally, but books as defined by the that-clause).
13
Non-defining clause: She always buys his books, which have influenced her greatly
(the clause does not limit or define his books, it gives a reason or introduces a new
fact).
b. In the majority of cases that can be used instead of which, and often that can be
omitted altogether: This is the book [that] she enjoyed most.
c. Used after a comparative, that is redundant: The sooner [that] we do it the better.
d. On to and onto on to is used where on would suffice.
Examples:
if you retire, the work will fall on [to] your colleague
As one word, onto is a preposition:
She poured sauce onto the meal
Or when on is an adverb.
Example:
We ran on to the end of the road
e. Cannot is one word, except where not refers to something other than can.
Example:
The ability to drive can not only increase mobility but also give confidence
f. Due should be used with a noun or pronoun, owing to with a verb.
Examples:
The childrens failure was due to the shortage of books
The children failed owing to the shortage of books
Or substitute resulted from or because of.
Examples:
The childrens failure resulted from the shortage of books
The children failed because of the shortage of books
14
2. PUNCTUATION AND GRAMMAR

2.1 Hyphenation
There are no strict rules for the use of hyphens (see Fowlers Modern English Usage,
3rd edn, 1996), but in general it is advisable to use them sparingly.
The hyphenation adopted in the latest edition of the Concise Oxford English
Dictionary should be followed wherever possible. If a word cannot be found there or
in the word list (Annex 4), the following examples may be useful.
Prefixes
A hyphen is used to join a prefix to the main word when:
a. the prefix ends and the word begins with a vowel, which might lead to phonetic
confusion.
Examples:
pre-eminent
re-employ
extra-uterine
b. the prefixes non-, ex-, self-, are used to make a compound.
Examples:
non-contributory
ex-directory
self-discipline
Fractions and numbers
Use a hyphen in for example twenty-four, two-thirds and three-quarters.
Compound adjectives
a. A hyphen should be used when a compound adjective precedes the noun it
modifies.
Example:
nineteenth-century architecture (but architecture from the nineteenth century)
b. No hyphen is required if the first word of a compound adjective is clearly
recognized as an adverb (usually ending in -ly).
Examples:
readily available information
a poorly constructed sentence
(but a well-known musician)
2.2 Word Division

The division of words at the end of a line of print should, as far as possible, be
avoided (turn off automatic hyphenation in word processing programs). Where
15
division is necessary, The Oxford Spelling Dictionary (2nd edn, 1995) is

recommended, although any good etymological dictionary will be helpful for word
breaks. The major aims are unobtrusiveness and to avoid misleading the reader, as in
read-just, reap-pear, recover/re-cover, recreation/re-creation. A helpful general rule is
to divide between syllables, for example, calen-dar. For word breaks in other
languages see The Oxford Guide to Style (or Harts Rules).
Some general indications can be given here:
a. Divide according to pronunciation, as before suffixes (-ing, -est, -ment, -tion; but
not the shorter suffixes -ed and -er) and after prefixes (pre-, sub-, inter-, extra-).
b. Divide between double consonants (obses-sion), but not between two consonants
that form one sound (fas-hion).
Note: These rules are qualified by those for the division of hyphenated compounds,
thus non-governmental should not be divided before mental, co-education should
not be divided before tion and so on. These compounds can of course be divided at
the hyphen. Avoid dividing personal names.
2.3 Comma
The comma is used to separate clauses and phrases, direct speech, and items in lists.
The following list covers common cases of comma misuse:
a. It should not be used before and in such phrases as men, women and children
But, for clarity, a comma should be used before and in a phrase such as:
consisted of children, adolescents and adults, and many other groups
b. It should not be used after e.g., etc. and i.e. (note that a comma is needed before
these abbreviations).
Examples:
In capital cities, e.g. Thimphu, Ulaanbaatar, Wellington, Suva, Bandar Seri
Begawan
Unity in the midst of diversity of language, religion, etc. was very important
He attacked reactionaries, in other words those whose opinions
(Please note that, unless unavoidable, e.g. and i.e. should not be used in body text and
should be substituted with for example and that is/in other words. They are
acceptable, however, in text within parentheses or footnotes. Quoted matter,
obviously, should not be amended.)
c. It should not be used after street numbers and before postcodes in addresses.
Example:
920 Sukhumvit Road, Prakanong, Bangkok 10110, THAILAND
Note: French addresses are an exemption.
Example:
7, Place de Fontenoy, 75700 Paris
16
d. It should not be used before Ltd, Inc., etc.

Example:
Wiley & Sons Inc.
e. It should not be used before opening parentheses.
Example:
perhaps (and it seems likely) the group
2.4 Full Stop (period)

a. the full stop signals the end of a sentence, usually a complete thought. It can also be
used after abbreviations (see also Section 1.5: Abbreviations and acronyms).
Examples:
Inc. No. p. pp. Vol.
b. after abbreviations of units of measurement (note space between value and unit).
Examples:
15 cm. 100 g. 10 ha. 65 kg. 5 km. 2 m. 350 ml. 8 mm. 5 in.
Note: The plural of abbreviated units is the same as the singular, for example 5 h not 5
hs or 5 hrs (hours)
c. Omit the stop:
in plural abbreviations.
Examples:
eds
vols
at the end of titles and short captions.
Example:
Information Policies in Asia
(but punctuate longer captions, or those of more than one sentence)
d. Omit punctuation before and after website addresses at the end of references, where
they can appear as a separate item.
Example:
http://www.unescobkk.org
If website addresses appear in running text or notes, however, enclose in parentheses
(http://www.unescobkk.org/).
2.5 Quotation Marks

In quoted matter, use double quotation marks, closed up; single quotation marks (also
called inverted commas) should be used for quotations within quotations.
Example:
The report stated: at no time were drop-outs mentioned before that year.
17
Punctuation marks should be placed within quotation marks if they form part of the
original, otherwise they should be placed outside.
a. Placing of commas.
Examples:
Leave me alone, she said, Im tired.
The situation remains, he said, very tense.
Note: there is no comma after remains as it is not a break in the original sentence,
only a break to allow the insertion of the identity of the speaker for the readers
clarity.
b. Placing of footnotes/endnotes
As Smith (1992) insists: This is partly due to a wide experience of education
systems.3
We can see that amateurs,4 who are
c. Placing of bibliographical references
Anderson (1992) is of the opinion that there is no ready-made social programme.
This was proved long ago by Marx (Anderson, 1992).
d. Placing of question marks
The slogan was Who shall be first?
(but Why was the programme put on ice?)
Note: Angle brackets < > should not be used in place of quotation marks in English.
Where text is quoted in languages that commonly use angle brackets, replace them
with English quotation marks.
For information on how to format quotations or text extractions longer than four lines
refer to Formatting and Displayed Materials: Quoted Matter
2.6 Ellipsis (mark of omission)

Use an ellipsis (three spaced points . . .) to denote an omission. The computergenerated symbol is acceptable if used consistently. If the preceding sentence is
complete in itself it should finish with a full stop, followed by a space and the ellipsis.
Examples:
From a strictly personal point of view independence should be achieved.
From a strictly personal point of view, I feel that Jones was right. Independence
should be achieved.
a. Do not use the following to indicate an ellipsis:
()
or
[].
b. An ellipsis should not be used as in French to denote trail-off in a list use etc. or
and so on instead.
c. Placing of punctuation marks with an ellipsis.
Examples:
In an unfinished sentence
- Cannot be dismantled .
18
- it was not foreseen (Lee, 2003).

When complete sentences from the original source are deleted
It was well worth all the effort. Now we must look forward.
2.7 Parentheses and square brackets

Square brackets should be used for:
a. editorial additions to quotations.
Example:
There were many adverse comments on his [Smiths] individual style.
b. parentheses within parentheses.
Example;
The language from which the book was translated (Chinese [Mandarin]) was clearly
shown on the cover.
Note: Use parentheses rather than square brackets for translations or explanations in
text.
Examples:
the steadily increasing number of gurdwaras (places of worship) around the globe
the rise of the Bhangra (traditional dance) industry .
Exception: Round brackets are used in references to resolutions adopted by United
Nations bodies to identify the session of the body concerned remain round even when
appearing within parentheses.
Example:
Resolutions of the General Assembly are identified by an Arabic numeral followed,
in parentheses, by a roman numeral indicating the session (for example, Resolution
3363 (197)).
Note: As shown in the last example, each set of brackets opened should always be
closed, even when they end together.
2.8 Dashes
a. Dashes are used for parenthetical breaks in a text; they help to clarify a complex
sentence. In UNESCO publications, use a word-spaced en rule (symbol in Word
special characters is En Dash, keyboard shortcut Ctrl + - from number key pad).
Example:
The aim was to enhance the efficiency and the relevance of some specific aspects
of
b. A dash is also used (closed up without spaces on either side) in page numbers,
dates, and so on and to denote association, direction, and so on.
Examples:
pp. 1719 193945
UNESCOIIEP northsouth axis
19
c. Use words rather than a dash for from ... to .... or between ... and .... Do not
write, for example: between 612 percent, but between 6 percent and 12 percent.
2.9 Apostrophe
The apostrophe is often misused. It has two functions: to denote possession and to
indicate a contraction.
a. Possession
Singular nouns, including those ending in s, form the possessive by adding s.
Examples:
the ladys handbag
Geralds position
Note: For certain proper nouns, where the addition of a possessive s would create a
buzzing sound, only an apostrophe is added, for example Achilles heel. For other
cases, the s remains.
Examples:
Keatss poems
Dickenss characters.
Plural nouns ending in s form the possessive by the addition of an apostrophe alone.
Examples:
the flies buzzing noises
the teachers recommendations
Plural nouns not ending in s, like singular nouns, form the possessive by adding s.
Examples:
childrens needs
mens department
b. Contractions
A contraction is a word made by joining two other words together but omitting one or
more of the letters at the point of the join, for example, do and not together make
dont.
Examples:
Its Monday today.
They didnt see the film they wouldnt have enjoyed it anyway.
Note: An apostrophe is no longer used to form the plurals of numbers and letters.
Examples:
the 1990s
the 3 Rs, Ps and Qs.
20
2.10 Miscellaneous Punctuation Rules

a. The punctuation marks : ; ? ! should always be closed up to the preceding word
in English.
Example:
happy!
b. Non-breaking spaces should be inserted wherever two units are inseparable.
Examples:
between initials and surname (J.S. Smith)
between number and noun (200 sheep)
between number and unit(s) in measurements (60 oC, 2 m., 16 gm.)
between symbols and numbers (< 5) with the exception of currency symbols which
are closed up (USD$160)
between e.g. or i.e. and the first word of the text that follows
c. In certain phrases it is clearer to use an oblique stroke in place of a hyphen.
Example:
student/teacher ratios
d. An oblique stroke is also used to denote inclusive periods, such as academic and
fiscal years.
Example:
2000/01
Note: UNESCO biennia (being two separate years) are always written 20022003,
with a dash, not a hyphen.
e. An ampersand (&) should only be used in such cases as the following:
Company names (for example, Marks & Spencer)
Research and development no space (for example, R&D)
21
3. NUMBERS
In accordance with traditional conventions, numbers may be expressed in figures or
spelled out in words: the nature of the text is the determining factor. In legal, formal,
literary and narrative style, words are used in certain contexts; in scientific, technical
and statistical texts, figures are used almost exclusively.
Numbers should be spelled out in the following contexts:
a. at the beginning of a sentence (Two hundred and fifty people were injured in the
accident ), or rearrange the sentence (A total of 250 people were injured )
b. in approximate or isolated references to dimensions, weights and measures in nontechnical texts (in the past hundred years)
c. in fractions in narrative text (half an inch; three-quarters of the population)
d. When numbers zero to nine are used in a sentence. From 10 onwards use figures
(10, 101, 506 and so on) except in the above circumstances.
Always use numerals for dates, times, percentages, units of money or measurement,
ages, page references, ratios, scales.
Examples:
25 December 2006
during the 1990s (but the twentieth century is correct)
9 a.m. (not 9.00) 9.05 a.m. (not 9.5) 7.30 p.m.
25 percent (use the symbol in statistical text, tables, figures - 25%)
$17.99
6 ft. 35 mm. 100 kg.
He was 27 years old (but in his twenties)
When the children reach 11 years
A class of 5-year-olds (but a ninety-year-old agreement)
See pp. 222
on page 2 of the book
teacher/student ratio of 1:9 (or 1 to 9)
1:500,000 (map scale)
Note also:
2,000 (not two thousand or 2 thousand)
3 million (not 3,000,000)
7.5 million (not 7,500,000)
(but 3,574,900)
a. Billions
In UNESCO, as in that of the United Nations generally, billion is taken to be
equivalent to a thousand million, and NOT to a million million, as in British usage.
b. Dots and commas
Four-figure numbers and over, unless set out in tabular form, require commas.
Examples:
9,999
13,673
421,876,123
22
Note: Omit the comma in four-digit page references and dates.

Examples:
pp. 113456 (but a work comprising 1,156 pages)
AD 1131 AH 1323
3000 BC 9000 BP
(but 3,000 years before our era)
Five-figure dates take a comma; five-figure page references do not.
Examples:
10,000 BP
pp. 1214952
c. Decimals are shown by the use of a decimal point (and NOT by a comma).
Examples:
7.4
14.36
3.333
d. The number of decimal places depends on the context, but avoid mixing when
comparing data (add zeros to keep the number of decimals places consistent).
Examples:
5.60
3.33
19.20
3.1 Dates
a. The day is followed by the month and year without commas (8 October 2006).
b. When the day of the week is specified, follow it with a comma (Sunday, 8 October
2006).
c. Periods of two days should be referred to as follows:
The meeting was held on 7 and 8 October (not from 7 to 8 October).
d. Periods longer than two days should be referred to as from (date) to (date).
Example:
The meeting was held from 8 to 12 October (neither 812 October, nor from 812
October).
e. For ranges of years, the last two digits should always be retained: 200506. For
academic or fiscal years, use an oblique stroke: 2005/06. UNESCO bienniums
always take the full form: 20052007.
f. If dates according to the Muslim lunar calendar are used, the corresponding dates
according to the Christian calendar should be given after them, separated by an
oblique stroke.
Example:
23
AH 429/AD 1037.
Note: If both systems are to be used throughout a document, it may be useful to
include a note to that effect and omit AH and AD: 429/1037.
g. Muslim/Christian periods should be expressed 334447/9451055, not 334/945
447/1055.
h. Centuries given according to both systems should take the form: third/ninth
century; third and fourth/ninth and tenth centuries.
i. If dates according to the Buddhist lunar calendar are used, the corresponding dates
according to the Christian calendar should be given after them, separated by an
oblique stroke
Example:
BE 2550/AD 2007
Note: If both systems are to be used throughout a document, it may be useful to
include a note to that effect and omit BE and AD: 2550/2007.
Note: Follow examples in g and h above for Buddhist periods and centuries as they
are presented for Muslim dates.
j. Dates followed by Ma (millions of years ago) or Ka (1,000 years ago) never take a
minus sign.
Example:
180 Ma, not -180 Ma
j. Decades should be referred to as follows, in the 1980s. The years from 2000
onwards can be referred to as follows, in the early twenty-first century or between
2005 and 2015.
k. Centuries should be designated not by numbers, and never by roman numerals, but
by letters in lower case.
Example:
During the eighteenth century...
l. UNESCO prefers to use the 12 hour clock (for example 3 p.m. rather than 15.00),
however for scheduling and programming the 24 hour clock can be more useful. The
most important thing is to be consistent throughout each publication.
3.2 Currency
Abbreviations and symbols for units of currency should be used only if it is absolutely
clear to what currency reference is made. The unit should be written in full at the first
mention if there is any possibility of ambiguity, for example: He reported that 20
million Thai baht had been contributed. Thereafter an abbreviation should be used,
for example, THB 20 million.
24
a. When the unit is written in full it follows the amount (40 rupee), when a symbol is
used it precedes the amount (INR 40). For a list of standard currency abbreviations
see http://www.jhall.demon.co.uk/currency/by_abbrev.html
b. There should be no space between the symbol for the unit of currency and the
numerals (USD$75,000). If there is no possibility of ambiguity, as there could be
between American and Canadian dollars, the $ symbol can be used alone for USD$.
c. Currency abbreviations (THB, CNY, USD), similar to symbols, take a nonbreaking space (USD 1 million, THB 17.5).
3.3 Miscellaneous Number Rules

In text, avoid writing numerals as they might be spoken.
Examples:
25, 50, 75 and 100% should be written 25 percent, 50 percent, 75 percent and 100
percent
16, 18 and 30 m. should be written 16 m., 18 m. and 30 m.
For pagination and number spans in references, bibliographies, indexes and notes,
number as follows.
Examples:
p. 7
pp. 19
pp. 12251345
Numbered paragraphs with subdivisions should be presented as follows:
1. These are the types of property quoted in the report: (a) administrative; (b)
commercial; (c) residential, (i) houses, (ii) flats, (iii) mobile homes; and (d)
institutional.
2. Other types of property were mentioned in the annex.
25
4. FORMATTING AND DISPLAYED MATERIALS

For the latest directives on font, logo and graphics UNESCO Bangkok staff should
consult Nas\Administrative Texts\Publication Procedures 2006. Further information is
also available from the UNESCO Bangkok design team, contactable at
publications@unescobkk.org
4.1 Quoted Matter

Quotations should not generally exceed one paragraph in length. When submitting
text, any quotation made in translation must be accompanied by the original language
version because UNESCO publications may be translated into other languages, one of
which may be the original of the quotation.
If a passage is quoted in the original language but a published translation into French,
Spanish or English is known to the author, this translation, or at least a full
bibliographical reference to it, should be supplied separately.
Quotations in text are treated in two ways, according to length:
a. Isolated words or short quotations (four lines or less of text) use double quotes
closed up (see also Section 2.5: Quotation marks). This type of quotation is run on
with the preceding text.
Example:
Time has described shale-oil as a researchers dream and an economists nightmare.
b. Longer quotations (extracts of more than four lines of text) are normally set in a
type size smaller than that of the text and should be indicated clearly, such as by
indentation. A line space is inserted above and below the quoted matter. Opening and
closing quotes are not required and double quotes are used for a quotation within the
quoted matter.
Example:
The study (Brawn, 2006) found that there were
substantive differences between experts on two general
constituents of the inquiry method: the specific roles of
teacher and student in the inquiry process, and the emotional
context in which the inquiry is carried out. (p.21)
Experts who stress the affective objectives believe that these problems are related to
relationships between
Note: Where more than one paragraph is quoted, an extra line space is not required
between paragraphs, but indent the first line of each paragraph after the first.
c. In English-language quotations, respect the spelling of the original (as in British or
American usage, or hyphenation). Latin for thus [sic] no full stop may be used
in brackets to draw attention to a quoted error or doubtful conclusion.
26
4.2 Italic
Italic should be used sparingly; using it to signify emphasis should be avoided unless
absolutely necessary. Words and expressions of non-English origin (other than proper
nouns) are usually written in italic. Familiar abbreviations such as et al., etc., ibid., i.e.
and op. cit. are however roman. Examples of usage are given in the word list (Annex
4).
Italic is used for:
a. titles of published works, except for the Bible and the Koran (titles of chapters,
articles and unpublished papers are not italicized but are placed within quotation
marks in text, unquoted in bibliographical references).
Examples:
In the chapter entitled Two familiar faces, in his book Staying the Course, James
P. Appleton describes
Appleton, J. P. 1985. Two familiar faces. Staying the Course
b. titles of periodicals and newspapers.
Examples:
Museum, Vol. 44, No. 1, 1992
in the Bangkok Post, it was reported that the war
c. titles of plays, films, television and radio programmes.
Examples:
Romeo and Juliet
Gone With the Wind
King Naresuan II
d. titles of operas, oratorios and ballets; but concertos, symphonies, and so on are set
in roman, unquoted. Quotation marks may be used for the popular title of a work.
Examples:
Mozarts The Magic Flute
Beethovens Ninth Symphony
the New World symphony
e. titles of paintings and sculptures.
Examples:
the Mona Lisa
Pablo Picassos Guernica
but, Calders statue of George Washington
f. names of ships (apart from their prefixes), oil platforms and space vehicles; but use
roman for types of ships, and so on.
Examples:
H.M.S. Britannia
Voyager 2
27
Polaris submarines
g. biological genera, species and varieties (genus capitalized, species lower case).
Examples:
Pinus halepensis
the Aleppo pine
However, roman is used for families of plants and animals.
Examples:
Cactaceae
Homaridae
h. mathematical variables (including Greek characters), but roman is used for
chemical symbols and abbreviations of functionals.
Examples:
2ab + 4xy = 6c
Cr(N2H5)2(SO4)2
F(t/ha) = Pmax + sinT
i. names of parties in legal cases.
Example:
State of Wyoming v. Jameson
4.3 Displayed Matter

Displayed matter, that is, any material separate from the main text, may include
tables, figures, text boxes and equations.
Note: The author must gain signed permission from the originating individual or
organization for all displayed matter that is to be included in UNESCO publications.
For more information and template permission request letters please consult the
UNESCO Bangkok Publication Contribution Guidelines 2006 (NAS\Administrative
Texts\Publication Procedure 2006)
4.3.1 Tables
Special attention must be paid to tables; few are perfectly presented in the typescript.
To avoid repetition and to ensure clarity, the presentation may have to be modified.
a. Tables should be numbered and any missing text references to table numbers
supplied. Numbering should be consecutive throughout the work, unless it consists of
articles by different authors (for example in proceedings of symposia, or in
periodicals), where the numbering should be by article. In multi-author books, the
tables may be numbered by chapter or by volume, as appropriate. Table numbers and
text references to them dispense with the need to place tables immediately after their
reference in the text. Avoid in the table/figure/box above/below, but use in Table
6, and so on.
28
b. All table columns should have clear and concise headings. Column headings should
normally be set horizontally and (apart from the first and last headings) centred over
their columns. There should be no final punctuation. If all the numbers in one column
refer to the same unit, the name (or an abbreviation) of the unit should be included in
the column heading wherever possible (within parentheses).
c. In columns of numbers, the comma is replaced by a thin space. Align the numbers
to the right, or on the decimal point, for identical forms of data but centre the columns
for mixed data or ranges. Avoid a decimal point to one place after some numerals
(30.2), to two places for others (22.47) and none after others (78) when comparing
data. Add zeros to equalize, in this example 30.20, 22.47, 78.00.
d. Generalize within tables the abbreviation n.a. to mean not applicable and an en
rule to mean not available. A key at the bottom of the table is useful for readers.
e. Avoid vertical rules in tables.
f. Footnotes to the table itself should be in smaller font than the table and placed
above the final rule of the table (that is, within the table), not at the bottom of the
page.
g. Sources should be treated as a final unnumbered footnote, introduced by Source: or
Sources: in italic, not indented.
Below is the type of presentation to be adopted for tables. To avoid loss of data or
transfer between columns, always use the word-processor table function rather than
tabulations to set out tables. As a general rule, table text and caption should be set one
size smaller than the main text, column headings and notes two sizes smaller.
Table 7. Statistical Publications: Number of Titles and Publications per year
Frequency
of issue1
Bureau
Number of titles2
Other
Total
Daily
Weekly
Fortnightly
Monthly
Eight-weekly
Quarterly
Half-yearly
Yearly
Less
frequently
Total
1.
2.
3.
4.
964
43
2
120
152
413
3
2
13
10
1
18
7
12
2
56
3
2
1
106
1
61
9
132
154
469
Total number
of publications
per year
780
104
26
1 272
6
244
18
132
31
2 613
Data supplied by the publishers.

Data given are for 1968.
As from 1976, appears monthly.
Does not include Statistical Bulletin.
29
Source: Ironmonger, D. S. 1977. National primary socio-economic data structures. International

Social Science Journal, Vol. 29, No. 4, p. 786.
Note: The source should be given in Harvard style (see Section 5: Bibliographical
references). If full bibliographical details appear elsewhere in the publication it is
acceptable to note below the table footnotes the authors surname, date of publication
and page reference, for example, Source: Ironmonger (1977, p. 786). If there are
several sources, separate them with semicolons, for example, Smith (1994a); Roger
and Jones (1992); adapted from Maxwell et al. (1995). The same rule applies to
sources of figures.
4.3.2 Figures
Figures include charts, graphs and photographs.
a. All figures for inclusion in publications should be submitted as separate, clearly
identified image files.
b. All charts and graphs should be labeled parallel to the axis, with the quantity
measured and the unit used.
Examples:
Gross intake rate (%) (note the use of upper and lower case, unit in parentheses)
Note: All numbers over four digits on graph axes, labels and sources take a comma.
Examples:
10,000
-4,500
c. Each figure should be numbered, with a brief description giving the source. The full
reference should be noted in the bibliography.
d. Figures in Word format are unsuitable for editing and authors should contact
UNESCO if they have any doubts about the quality of the material or what software
to use.
e. Where colours have been used in graphs and charts, they must be clearly
differentiated if they are to be printed in black and white.
f. If photographs have been scanned and imported into the typescript, each colour
image should have a minimum definition of 300 dpi and each black and white image a
minimum of 600 dpi. Below this, images will need to be rescanned. The authors must
supply a good quality slide or photograph whenever the definition of the scanned
image is poor.
g. It is important to verify if the publication is to contain a colour plates section. If so,
these figures must be identified as plates and numbered sequentially as Plate 1,
Plate 2, and so on. Identifying these at the outset avoids the task of redefining figures
and maps as plates at a later date; a time-consuming process which can result in
having to renumber figures and references to them throughout the text.
30
4.4 Equations
a. Times New Roman is the best typeface to use for scientific or mathematical
formulae because it has the most complete set of symbols. A hard copy printout of the
Word file(s) should be supplied to ensure that the correct formulae are set. (In coauthor works, different type sizes or styles may be used by authors for the
equations/figures in their chapter.)
b. Do not mix styles for equations (10 x 20 km; 10 km by 20 km). Use the
multiplication sign in the Symbol font () rather than a letter x or X.
c. Short formulae can be set in the line of text rather than displayed, in which case use
an oblique stroke for division.
Example:
(a + b)/(c + d).
31
5. BIBLIOGRAPHICAL REFERENCES
Bibliographical references should contain in clear, succinct and standardized form the
elements required to enable the reader to identify sources that were used for the work.
These elements should, therefore, be given in a uniform manner and a particular
order. The Harvard system has been adopted for this purpose in UNESCO Bangkok
publications.
5.1. Referencing within the text

In this system the author and/or year of publication are placed within parentheses in
the text and the full reference in a list at the end of the chapter or article (or sometimes
grouped together at the end of a work).
All published works referred to in the text must appear in full in the reference list.
Work that is not referred to specifically in the text can be listed under further reading.
Text calls to references are made by inserting the authors surname and the year of
publication in parentheses following the relevant section.
Example:
a historical site once on land is now underwater because of earthquakes or changes
in sea level (Engelhardt, 2006),
But if the authors name forms part of the sentence, it is not repeated in the
parentheses.
Example:
Unfortunately, as Kosonen (2005) finds in the case of Indonesia
A reference to a work by two authors is presented in the same format (note the use of
and rather than &).
Examples:
girls are given fewer opportunities to speak (OGara and Kendall, 1996) and are
Similarly, research reviewed by OGara and Kendall (1996) has demonstrated
Should there be three or more authors of a single work, the name of the first is given,
followed by et al. (however all the authors must be listed in the reference list).
Example:
all forms of electronic interaction between Government and the Citizen (Gupta et
al., 2004).
If more than one work is referred to, the authors names should be separated by
semicolons and presented in alphabetical order.
Example:
some of the most common (Chowdhury, 1993; Derbyshire, 2000; Kane, 1995)
32
If there are repeated references to the same work in the same section of text, try to
avoid duplication by using just one reference per paragraph, if no other work has been
cited since the last reference to the repeated work.
When referencing a direct quote use the formats above but include the page number
where the quote appears in the source.
Example:
The implementation of E-Government in a country requires a [conducive]
environment (NIC, 2005, p. 17)
NIC (2005, p. 17) states that the implementation of E-Government in a country
requires a [conducive] environment
5.2. Presentation of Reference Lists or Bibliographies

Bibliographical references should contain elements essential for sure and rapid
identification. To ensure that these are presented uniformly in all UNESCO Bangkok
publications, the principles outlined below should be applied.
Entries in the reference list are listed alphabetically by authors surname or corporate
author. If more than one work by an author is given, these are arranged
chronologically. When two or more titles by the same author and published in the
same year are listed, the references are arranged alphabetically by title with a, b, c,
and so on added after the date. Names beginning with separate prefixes such as Van
Dyke and de Beer are treated the same way as when the prefix is attached to the
name, as in the case of Vanderbilt.
Example:
Van den Berg, C. 1998. Work and Life of Highland Women. Phnom Penh, CARE
Cambodia.
Watt, R. 2004a. Highland Childrens Education Project. Phnom Penh, CARE
Cambodia
Watt, R. 2004b. Teacher education in Cambodias remote areas. The Journal of
Cambodian Studies, Vol. 1, No. 1, pp. 20-28.
UNESCO Bangkok discourages the use of unidentifiable sources but understands with
the increasing use of the Internet identifying the author in particular can be difficult.
In the absence of author(s), entries should be listed alphabetically by which ever of
the following is available in order of preference: the corporate author, the editor of the
work or the title of the work (disregarding definite and indefinite articles).
Single-author works are listed before dual-author works and the latter before multiauthor works when these concern the same initial author.
Example:
OKeefe, P.J. 2002. Shipwrecked History: A Commentary on the UNESCO
Convention on Underwater Cultural History. Leicester, Institute of Art and
Law.
OKeefe, P.J. and Nafziger, J.A.R. 1994. The draft convention on the protection of the
underwater cultural heritage. Ocean Development and International Law, Vol
391, p. 25.
33
For Arabic names, ignore the prefix al- in alphabetical order for example: al-Bahman,
Bardouz, al-Hamad, Hamdan, Al Soroosh, and so on.
For Asian names, the order of names should be as used in the country of origin, for
example, Wong Wai Sum (Chinese, Wong being the family name would be
referenced Wong, W.S.), Nizam (a single Indonesian name would be referenced
without an initial), Varaporn Bovornsiri (Thai, although Bovornsiri is the family name
the author would be referenced Varaporn, B.); Ngo Doan Dai (Vietnamese, Ngo being
the family would be referenced Ngo, D.D.).
Where a translation of a title is given after the original it is set in roman and placed in
square brackets.
Example:
Ozawa, Y. and Yoshino, M. M. 1992. Shkik Chsah [Methods in Local
Climatology]. Tokyo, Asahi. (In Japanese.)
There is no need to list the country of publication if the publisher is located in the
capital city (Bangkok, New Delhi), an exception being made for New York. The
abbreviation of the state or province should be added for smaller North American
towns, in which case there is no need to add USA or Canada.
For co-publications, link places of publication, and names of publishers, with an
oblique stroke /.
Example:
. 1999. UNESCO Statistical Yearbook 1999. Paris/Lanham, Md., UNESCO
Publishing/Bernan Press.
A series title or document number is given at the end of the reference in parentheses,
full stop inside.
Example:
Sangster, B. A. 2000. What is Curricular Evaluation and why are they saying such
terrible things about it? West Lafayette, Ind., Purdue University Press.
(Education Studies, 35.)
If several chapters are cited from a work listed separately, the chapter entries may use
a short form of that work.
Example:
Hawarden, F. S. 1988. Specialized uses of computerized cartography. Stott and
Strickland, op. cit., pp. 13746. Stott, G. H. and Strickland, W. C. (eds). 1988.
Maps and Mapmakers, Vol. 2. London, Century Editions.
5.3 Books and Documents

The order of bibliographical elements, together with the relevant punctuation, is
shown below.
Author (surname in upper and lower case, followed by initial(s) with non-breaking
spaces) or corporate author (government, public body, institution, and so on.). Two
authors are separated by and; if more than two separate by commas with and
34
before the last name. Exceptionally, if multiple authors names are unavailable, et al.
may be used after the first author.
Punctuation: stop
Year of publication.
Punctuation: stop
Chapter title (roman, lower case in English except first word and proper nouns).
Punctuation: stop
Book or document title (italic, main words and proper nouns capitalized in English)
Punctuation: stop (if edition or volume follow, comma)
Edition, volume (if any, for example, 2nd edn, Vol. 1).
Punctuation: stop
Editor, translator, compiler, and so on. (if any).
Punctuation: stop
Place of publication.
Punctuation: comma
Publisher.
Punctuation: comma
Page reference (if any, for example, pp. 99100).
Punctuation: stop
Number of volumes, and so on., tables, figures, maps, bibliography, appendix, index,
and so on.
(abbreviated as shown in Section 1.5:Abbreviations and separated by commas).
Punctuation: stop
Title of series or document number (if any, roman, in parentheses).
Punctuation: stop (inside parentheses)
Note on original language (if applicable, in parentheses).
Punctuation: stop (inside parentheses)
Examples with single author:
Leaventhorpe, J. C. 1987. Scandinavian Influence on Northern English Dialects, 2nd
edn, Vol. 1. Oxford, Oxford University Press.
UNESCO. 1975. UNISIST Guidelines for the Organization of Training Courses.
Paris, UNESCO, pp. 99100. (Doc. SC/75/WS/29.)
. 1999. UNESCO Statistical Yearbook 1999. Paris/Lanham, Md., UNESCO
Publishing/Bernan Press.
Examples with multiple authors:
35
Blaney, H. L. and Suza, W. W. 1988. Wildlife in Western Europe. London,

Hutchinson, illus.
Smith, R., Richards, J. and White, S. 1990. The Flora and Fauna of Europe and
Africa. London, Hutchinson.
Examples with corporate author:
United Kingdom. British Library. 1992. The State of Libraries Today. London, The
Stationery Office.
__.1995. Lending Division. Microfiches. London, The Stationery Office.
Examples with translated title:
Alkahaer, H. R. 1960. Det Danske Marked [The Danish market]. Charlottenlund,
Almqvist & Wiksell. (In Danish.)
Ozawa, Y. and Yoshino, M. M. 1992. Shkik Chsah [Methods in Local
Climatology]. Tokyo, Asahi. (In Japanese.)
Examples with author of chapter and editor(s):
Simmons, J. 1999. Education for development reconsidered. M. P. Todaro (ed.), The
Struggle for Economic Development. New York, Longmans, pp. 26275.
Hawarden, F. S. 1988. Specialized uses of computerized cartography. G. H. Stott and
W. C. Strickland (eds), Maps and Mapmakers, Vol. 2. London, Century
Editions, pp. 13746.
Example with series title (in parentheses):
Sangster, B. A. 2000. What is Curricular Evaluation and why are they saying such
Terrible Things about it? West Lafayette, Ind., Purdue University Press.
(Education Studies, 35.)
Example with volume editor in series with general editor:
Adams, J. 1980. After Piaget. B. Russell (ed.), Adolescents in the 1970s, Vol. III of
Cognitive Behaviour (gen. ed. A. Mansell). London, Varsity Press, pp. 123
28.
Example with unpublished work:
Menon, V. 1998. Popular Princes: Kingship and Social Change in Travancore and
Cochin, 18701930. Ph.D. thesis, University of Oxford, UK.
Note: Personal communications are not listed in bibliographical references but details
are given in parentheses in the text (J. W. Brown, personal communication,
December 2003).
5.4 Periodicals
The order of bibliographical elements, together with the punctuation following each,
is given below.
space). If two authors are separated by and; if more than two separate by commas
36
with and before the last name; if a corporate author with more than one element,
separate by full stops.
Punctuation: stop
Date.
Punctuation: stop
Title of article (roman, first word and proper nouns capitalized in English).
Punctuation: stop
Title of periodical (unabbreviated title italic, main words and proper nouns
capitalized in English); if abbreviation is necessary use the form given in the World
List of Scientific Periodicals but do not mix abbreviated and full titles in the same
work.
Punctuation: comma (if place of publication follows, no punctuation)
Place of publication (if applicable) (roman, in parentheses).
Punctuation: comma
Volume (if applicable, abbreviated Vol.).
Punctuation: comma
Number (if applicable, abbreviated No.).
Punctuation: comma
Page reference.
Punctuation: stop
Examples with abbreviated journal titles:
Blaney, H. L. 1984. Vegetation in Namibia. J. Agric. Res., Vol. 43, No. 3, pp. 12227.
Blaney, H. L. 1985a. Vegetation in Zambia. J. Agric. Res., Vol. 44, No. 4, pp. 3238.
Blaney, H. L. 1985b. Vegetation in Zimbabwe. J. Agric. Res., Vol. 44, No. 2, pp.
14258.
Examples with full journal titles:
Derrickson, F. 1987. Transformation and success: the politics and culture of scientific
achievement. Anthropology and Science Quarterly, Vol. 13, No. 2, pp. 35578.
Lazarev, V. N. 1971. Novye dannye o mozaikah i freskah Sofii Kievskoj [New facts
on the mosaics and frescoes of St Sophia, Kiev]. Vizantijkski Vremennik
(Moscow), Vol. 15, p. 151.
Libby, T. J. and Carlson, F. F. 1993. How can we define comparative education?
Prospects, Vol. 23, No. 1, pp. 2324.
5.5 Electronic Sources

More and more work is being published electronically and may never appear in
conventional print form. These sources are in a constant state of flux but still have to
be cited as found when a text is prepared by the author (access date). As punctuation
37
is an important part of many internet addresses, certain conventions of citation

punctuation have been changed and/or adapted, such as the omission of full stops.
The order of bibliographical elements, together with the punctuation following each,
is given below.
space). If two authors are separated by and; if more than two separate by commas
with and before the last name; if a corporate author with more than one element,
separate by full stops.
Punctuation: stop
Date of Posting/Revision.
Punctuation: stop
Name of page (italic, main words capitalized in English)
Punctuation: stop
Name of institution/organization affiliated with the site (roman, first word capitalized
in English)
Punctuation: stop
URL (as stipulated by the website or webpage, maintaining all punctuation and
capitalization)
Punctuation: none
Access date month, year (in parentheses following the word Accessed)
Punctuation: none
Examples:
___. 2001. Russian Education System. National information center on academic
recognition and mobility of the Ministry of Education of the Russian
Federation. http://www.russianenic.ru/english/rus/index.html (Accessed 30
January, 2007)
UNESCO. 2006. What is Gender and why is it so important? Gender in education
unit, UNESCO Bangkok. http://www.unescobkk.org/index.php?id=4572
(Accessed 30 January, 2007)
5.6 Footnotes and Endnotes

Notes should be used to supply additional information to the text. It is often possible
and indeed preferable to integrate much note material, sometimes all of it, into the
text. Bibliographical details should be converted into a Harvard text call (for
examples see examples 1, 2, 3 below). All notes require a reference in the main text
(for examples see examples 4, 5, 6, 7 below).
Whether the notes are footnotes or endnotes depends on several factors. Endnotes are
not so convenient for the reader, but easier as far as composition and makeup of the
publication are concerned. For periodicals and works containing numerous notes too
38
lengthy to be inserted in the text, it is better to use endnotes. This avoids difficulties at
the page makeup stage and improves the appearance of the printed page. If an endnote
system is used, it is essential that notes should not be added or deleted at proof stage
as, in this method, the notes are numbered consecutively throughout the chapter or
article, and any change involves renumbering.
If footnotes are used, they should be numbered consecutively by chapter regardless of
whether printed at foot of page or grouped at end of chapter or article.
When a note requires a reference that is used in the associated text, op. cit. and ibid.
should be used for references on the same or facing page only of the printed work. In
notes use initial capitals for Ibid. or Cf. only when they begin a sentence.
For footnotes and endnotes, superscript numbers (without parentheses) are used in the
text, placed after the punctuation mark. Ordinary numbers are used in the note itself.
Example:
the constitution of Nepal.1
1. The constitution of Nepal has been amended and replaced several times in the last decade. For more
information consult
In general, notes should be set two sizes smaller than the main text.
The following examples illustrate footnotes or endnotes containing bibliographical
references that should be referenced within the text.
1. Instead of: See Calvin, L. R. 1987. Buildings and equipment. Public Library
Services for Children. Paris, UNESCO,.pp. 31934. (UNESCO Public Library
Monographs, 7.)
Insert at the appropriate point in text (Calvin, 1987).
2. Instead of: Cf. Hicks, J. R. 1989. Value and Capital. 1st edn, App. Chap. III,
Oxford, Oxford University Press.
Insert at the appropriate point in text (Hicks, 1989).
3. Instead of: Stern, R. A. M. 1996. Save our recent past. Architecture (AIA), Vol. 85,
No. 5, pp. 77, 79, 81, 83.
Insert at the appropriate point in text: (Stern, 1996).
The following examples illustrate how footnotes or endnotes containing should be
used to add information to the text.
4. For a fuller discussion, see Young Lee, P. 1997. Modern architecture and the
ideology of influence. Assemblage. No. 34. pp. 629.
5. Peterson (1983) does not subscribe to this view.
6. He was also awarded a degree from the same university two years later. See ibid.
39
7. This is not really a convincing argument if we take into account the facts contained
in Kennedy, F. G. 1992. The Post Cold War World. Chicago, New Horizon Press.
5.7 Indexes
As indexing is a specialized task and too complex for detailed discussion here, readers
are referred to such works as British Standard 3700: 1988, Preparing Indexes to
Books, Periodicals and Other Documents, and M. D. Andersons Book Indexing
(Cambridge University Press, rev. edn 1985). Specimen entries are given below,
however, to illustrate indentation of subentries. Note that turnover lines should be
indented farther than the start of the last subentry.
Most computerized systems now have indexing software, but authors or copyeditors
should still indicate all entries and subentries on an electronic file to which the system
will add the page numbers. Care should be taken that there is no confusion between
entries. The system may not be able to distinguish between, for example, the name
Wells and wells for drawing water.
Example:
Abbreviations, 7599, 10910,
11113, 177, 186
ambiguity in, 86, 88, 9094,
10102
apostrophes in, 75, 8788, 90
in footnotes, 87, 91100
reference numbers, 92
sections, 93, 95, 97, 100,
12123
Abstracts of papers in multilingual
editions, 22324
Accents, 16, 18
If subentries are numerous, to save space they may be run on between semicolons
(note turnover indentations).
Example:
Limestone in England and Wales, 1730
carboniferous, 1920, 2223, 24; crinoidal, 20, 21;
jurassic, 24, 25, 2627; magnesian, 30;
other types, marbles, etc., 2930
Lintels, 21130, 26169, 276, 285, 28889
arched, 285; carved, 263, 268; plain, 212, 228
London clay, 115, 122
5.7.1 Cross-references in Indexes
40
For a concise guide see Judith Butchers Copy-Editing, from which the following
points are taken:
a. Cross-references should correspond to existing entries in word order, punctuation
and page references.
b. If the entry is only a cross-reference, the heading is followed by a comma and see
in italic. If the cross-reference forms only part of the entry, see also is more
appropriate.
c. If the cross-reference is to an entry with few page references, it is better to have all
page references in both places (avoid some in one and some in the other).
d. It may be helpful to cross-reference an abbreviation to its full form (and vice
versa), or cross-reference from a synonym or alternative to the form used in the text.
41
6. PARTS OF A BOOK
The following list shows the preferred order of preliminary pages and other elements
in UNESCO publications. Essential elements are italicized.
Title page (with title of book, author and publisher)
Verso of title page (with imprint, ISBN and disclaimer(s), if necessary)
Table of contents
List of figures and/or tables
Glossary
Acknowledgements
Preface
Introduction or Foreword
Text
Appendices
Bibliography or references
Index
6.1 Imprint Page

The required geographical disclaimer for the imprint page (verso of title page), to be
used in first and subsequent editions and reprints, can be found below.
First edition
Published in 2007 by
United Nations Educational, Scientific and Cultural Organization
(UNESCO)
P.O. Box 967, Prakanong Post Office
Bangkok 10110, Thailand
ISBN: [number]
[further editions]
(C) UNESCO 2007
Printed in [country]
Second and subsequent editions

First published in 2006 by
United Nations Educational, Scientific and Cultural Organization
(UNESCO)
P.O. Box 967, Prakanong Post Office
Bangkok 10110, Thailand
Printed by [printer, town]
Second edition 2007
ISBN: (Presentation as above, but note change of ISBN;
keep original copyright date and add new edition date)
(C) UNESCO 2006, 2007
42
Printed in [country]
Further impressions or changes

Follow the examples above for presentation, but add any further changes as follows:
Second edition 2007
Second impression 2008
Second edition 2007
Third edition 2009
Second edition 2007
Third edition 2009
Second impression October 2009
Note: The copyright date and ISBN remain unchanged on reprints.
6.2 Geographical Disclaimer and Sharing

When necessary (for certain publications such as directories, yearbooks, maps or
statistical surveys, or for any publication dealing with frontiers and boundaries, past
and present), the following sentence should be added (usually on verso of title page).
The designations employed and the presentation of material
throughout this publication do not imply the expression of
any opinion whatsoever on the part of UNESCO concerning
the legal status of any country, territory, city or area or of its
authorities or concerning the delimitation of its frontiers or
boundaries.
Note: The above provision also applies to co-publications.
General comment to be included on the verso of title page of all UNESCO Bangkok
publications.
UNESCO Bangkok is committed to widely disseminating
information and to this end welcomes enquiries for reprints,
adaptations, republishing or translating this or other
publications. Please contact publications@unescobkk.org for
further information.
43
7. COPYRIGHT OF EXTERNAL CONTRIBUTIONS

It is the responsibility of the author(s) to obtain written permission from the copyright
holder to reproduce all images (including but not limited to photographs, maps,
illustrations, diagrams and tables) copied from another publication without
modification. Full credit must be given to the copyright holder in the list of
illustrations. UNESCO must receive a signed letter from the copyright holder
confirming permission to reproduce the original figure/photograph. A letter and
template response is available to assist authors and Project Officers in requesting
permissions (see NAS\Administrative Texts\Publication Procedure 2006 or
http://www.unescobkk.org/index.php?id=publication_procedures)
No copyright permission need be obtained for illustrations (diagrams, tables, and so
on.) containing data which have been rearranged, taken from multiple sources or
which include the authors original data, but the source of all data must be clearly
identified.
The format for crediting images is Organization/Photographers name
Examples:
UNESCO/S.Baker
CARE/J.Smith
44
8. WRITING FOR THE WEB

It is important to note that writing for web pages is different from writing for printed
materials. Things to remember include:
a. 80 percent of the time internet users scan web page content rather than read
word by word.
b. users can only see part of the page content at a time.
c. reading on-screen is 25 percent slower than reading on paper (Furu, 2005).
However the general rules of good writing still apply, including consideration of
who the target audience is and how the content will be used.
In addition, writers need to remember to provide only useful information, and limit
jargon and acronyms as much as possible. It is best to use simple words that all
readers understand.
To boost the impact of your web page:
a. select keywords carefully, as many readers will find the page through search
engines
b. carefully plan the layout. For example, consider such things as: the spacing of
the information, font size and type, the use of images, graphics, subheadings,
bullets, bold text for keywords and hyperlinks.
8.1 Writing a Web Article or Web Page

Each article or web page should consist of the following: headline, lead, body and
conclusion. In addition, the web page should contain hyperlinks to other relevant web
pages, and, where appropriate, the page should contain images and graphics.
8.1.1 Headline
Function: To allow the reader to quickly understand what the article is about.
Requirements:
1. Concise (between 4 and 12 words; max 100 characters)
2. Explicit (give the reader a good insight of the content)
3. Understandable (avoid acronyms or jargon)
4. Catchy (but still explicit)
5. Use relevant keywords (useful for search engine indexation)
6. Lowercase (except acronyms and proper nouns)
Example: Angkor Wat World Heritage site under threat
45
8.1.2 Lead
Function: To sum up the main points of the information contained in the article or
page.
Requirements:
1. Limit the lead to one concise paragraph (between 30 to 60 words; max 400
characters).
2. Follow the Five W+ H rule in order to cover all essential information.
3. Do not include any links in the lead paragraph.
Five W+ H rule = A guide to topics to cover in order to provide the necessary
information about your project/event/research.
What is the project/event/research?
Who are the key players in the project/event/research?
When will/did the project/event/research happen?
Where will/did the project/event/research occur?
Why will/did the project/event/research occur?
How will/did the project/event/research occur?
Example: The latest version of the UNESCO "ICT in Education Policy Makers'
Toolkit" was released in the Philippines in November 2006 in response to the need,
identified by policy makers in the Asia-Pacific region, for a systematic approach to
integrating ICT into education at the national level.
8.1.3 Body
Function: To explain the project/event/research, to develop reasoning, to provide
some examples and to emphasize some details.
Requirements:
1. Apply the inverted pyramid rule (structure the content with interesting facts
and colorful details at the start of the body of the text with the least important
information placed at the bottom of the story).
2. Use short sentences (15 to 20 words).
3. Use simple vocabulary and style (avoid passive voice, long phrases, acronyms
and jargon).
4. Divide information into paragraphs.
5. Limit each paragraph to just one idea, ideally found in the first sentence.
6. Put keywords in bold and use bulleted lists (without exaggeration).
7. Limit the volume of each page (between 500 and 4000 characters).
46
8.1.4 Conclusion
Function: To leave your readers satisfied and to allow them to get more information.
Requirements:
1. Where appropriate, offer "read more" or "see also" hyperlinks.
2. Propose interactivity (give options to contact the programme manager,
subscribe to updates, attend a forum, send suggestions, or share experiences
and so on).
3. Impart a sense of future action.
8.2 Hyperlinks
Function: To provide the reader with further information.
Requirements:
1. Preferably group hyperlinks outside of the body text (hyperlinks are an
incentive to go astray). Do not hyperlink the headline/title or any section of the
lead.
2. Write explicit hyperlinks - the reader should know exactly what content is
behind the link.
3. Hyperlinks should not be too short, nor too long (a link spanning 3 to 7 words
is acceptable).
4. Avoid redundant links (which lead to the same destination).
5. Pair the link with a short descriptive text (commented links).
6. Always warn an internet user when language changes or when the target
content is not a web page (PDF, Word document, and so on.) and in these
cases provide the size of the file, for example: (PDF, 240KB). Try to keep the
size of downloadable documents small so as to minimize the time users spend
waiting for downloads (if it takes too long, users will get impatient and leave
the website).
7. Regularly check links to make sure they are still live.
Example:
Learn more about the GENIA:
About GENIA
GENIA people
GENIA resources
47
8.3 Images and Graphics

Functions: To break text aridity, to illustrate contents or to convey the information
itself.
Requirements:
1. Use graphics only when they serve a function.
2. Ensure you have the right to use a visual. Refer to the UNESCO Bangkok
Publication Guidelines (NAS\Administrative Texts\Publication Procedure
2006) for more information on gaining permissions.
3. Use visuals that add informational value to your textual content (graphic
charts, geographical maps, photographs of places or people and so on).
4. Give your visuals a short descriptive name (accessible to visually impaired
visitors and search engines).
5. Photos should always relate to the topic on the page.
6. Use a short caption (max 100 characters) that explains the link between the
image and the information on the web page.
7. Provide a full copyright mention, including the name of the picture owner as
well as the name of its author (photographer, illustrator). UNESCO uses this
format: UNESCO/photographers name. Example: UNESCO/ D.Elias
8. Photos need to be small in size. Total web page size should be between 40 and
60 Kb.
Tips:
a. Photoshop and Picasa allow you to reduce the size of photos specifically for
the web (even up to 2 Kb) prior to including them in your site.
b. Photos should be in GIF or JPEG format.
8.4 Page Layout

It is important for web pages to be well laid out. This contributes to the readability
and attractiveness of the site.
Tips for layout:
a. Use short sentences.
b. Allow enough spacing between sections or information, but be wary of too
much white space.
c. One to three sentences in a paragraph.
d. Add photos/illustrations/graphs.
e. Identify keywords with bold text.
f. Use bullets to highlight points and break down long text (maximum nine
bullets for a single list).
g. Follow the same layout for all web pages within the site to ensure consistency.
48
8.5 Keeping a Website Alive

In order to remain interesting and attractive to users, a website should be dynamic,
and the information it provides should be continuously updated.
Tips to keep your website alive:
a. Encourage content production (news, events, new websites, new publications,
and so on) by members of the unit.
b. Regularly create fresh news items and upload them to the website (remove or
archive old news items).
c. Highlight best content by also featuring it on the home page.
d. Ensure that provided content is of high quality and is of interest to your target
audience.
e. Do not leave pages blank or pages under construction for a long time.
f. Answer questions sent by visitors. If you get the same questions being asked
repeatedly, create a page containing answers to frequently-asked questions.
g. Promote the website (for example, by creating an e-mail newsletter).
h. Analyze traffic statistics. Use web statistics to find out which pages are most
visited and which are least visited to understand whether people are viewing
the most important pages of your website or not, and where improvements are
necessary. Google Stats is a free easy to use program that tracks access to
each page of a website.
i. Analyze the evolution of other success indicators (for example, newsletter
subscriptions and publication orders) in order to find out whether your website
is reaching the targeted audience or not.
j. Listen to user feedback (for example, frequently asked questions, surveys, user
tests, press releases) and respond to feedback by making changes to web pages
where appropriate.
For more information on creating a website and web writing techniques see:
Furu, N. 2005. Content Strategy http://www.content-strategy.com (Accessed
January 2007)
UNESCO. 2005. How to Create a Website: Guiding Principles. New Delhi,
UNESCO
49
9. PREPARING AN ABSTRACT
All substantive UNESCO Bangkok publications will be included in UNESCO and
external databases (such as ERIC). Abstracts are not required for brochures, posters,
leaflets and data sheets. The author of each publication should provide a one
paragraph narrative abstract summarizing the following elements:
Purpose: presenting the objectives and or hypotheses of the research, project or
publication.
Methodology: providing the sample size, geographic location, ethnic/racial factors,
variables, controls, conditions, tests, description of research design or project, details
of sampling techniques, data gathering procedures.
Results: describing the experimental or theoretical results obtained, data collected,
causal relationships and correlations noted, and effects observed.
Conclusions: recording the outcomes and findings and their relationship to the
purpose of the research and or project.
Recommendations: stating the implications for policy or practice, applications, and
suggestions for follow-up, future studies, or further analysis.
Additional data: enclosed in parentheses, noting the existence and number of
references, tables, graphs, exhibits, test instruments, appendices, or other
supplemental materials in the publication.
For Meeting Reports, please include the following sections within the abstract:
Purpose: briefly introduce background of meeting and its objectives
Methodology: nil
Results: summary of the meeting
Conclusions and Recommendations: outcomes, future actions and or
recommendations
Additional data: as above
9.1 Writing Style
Use specific words, phrases, concepts, and keywords from the publication
Use precise, clear, descriptive language
Write from an objective, rather than evaluative, point of view
Define unique terms and acronyms the first time used
Write one paragraph, from 150 to 400 words in length
Use complete sentences
Write in the third person; do not use I or we
Use verbs in the active voice
50
9.2 Sample narrative abstract

(Purpose) The purpose of this study was to examine the short-term effects of a two-way
bilingual education programme on the literacy development of students in kindergarten
and first grade. (Methodology) Two groups of children were compared in terms of their
academic achievement in English language arts. The groups included students with
limited English proficiency (LEP) as well as students who were not LEP. One group was
instructed in English approximately 70 percent of the time and in Spanish approximately
30 percent of the time in a two-way bilingual education (Extended Foreign Language
[EFL]) programme. The academic performance of these students was compared with that
of a group of students who attended the same school, but were enrolled in a regular
programme. Participants were 46 treatment group students in kindergarten, compared
with 41 other kindergarten students, and 57 first graders, compared with 71 other first
graders. (Results) Results indicate that after one year of the intervention, there were
statistically significant differences between the two groups only in sight vocabulary (at
kindergarten and Grade 1) and in alphabet (kindergarten). In all other areas of language
development, there were no statistically significant differences between the achievement
scores of the two groups. (Conclusions) Results show that students in the EFL
programme make adequate academic progress, confirming the usefulness of the two-way
bilingual programme in reducing the achievement gap between LEP students and others.
(Recommendations) Educators need to increase their knowledge of the effects of
instructional programmes on the language acquisition of LEP students in order to improve
the students' academic development. (Additional data) (Contains three tables)
Note: The recommended narrative abstract element labels, shown in bold in the
sample above, do not appear in the published abstract. More information about
writing abstracts can be found at:
http://www.eric.ed.gov/ERICWebPortal/resources/html/help/help_popup_submission
_abstract.html
51
10. WRITING WITHOUT BIAS

Writers should understand the reason why UNESCO attempts to remove stigma when
preparing work, rather than rely solely on the examples provided here. The use of
certain language can unintentionally infer a bias towards groups in the community.
Social change will continually alter the way we talk about ourselves and others, and
this fluidity should be reflected in the language we choose. In addition the information
provided below, UNESCOs Sector on HIV and AIDS has produced a very useful
document on writing about and for HIV and AIDS UNESCO Guidelines on
Language and Content in HIV- and AIDS- Related Materials
http://unesdoc.unesco.org/images/0014/001447/144725e.pdf
10.1 Age
Being old is often equated with undesirable attitudes, such as dependence, rigidity of
thought and the inability to learn new things. The elderly is not now regarded as an
acceptable term, whereas terms such as pensioners and senior citizens may be
accepted by some but not by others. Older people is generally accepted by all.
Images should be avoided which portray older people as clumsy or frail, in contrast to
younger members of the family. Neither should a link be assumed between youth and
beauty or between age and ugliness.
10.2 Disability
When discussing people with disabilities in general, it is easy to fall into the trap of
using discriminating language.
a. Marginalizing: people cannot be fitted into a homogeneous category defined by a
disability, as using terminology such as epileptics, the blind, the deaf, and so on
often does. Instead, use people with epilepsy, blind people, deaf people.
b. Patronizing: reinforcing the image of people with disabilities as unfortunate or
pathetic in some way, rather than as people with legitimate expectations and equal
rights to accessible public facilities and to employment for example. Language such
as confined to a wheelchair or victim of AIDS should be avoided. Equally
undesirable is the hero treatment whereby someone with a disability succeeds
despite his/her disability rather than because of his or her ability. Trying too hard can
however be condescending: people who are blind do use terms like See you later.
The following table lists some examples of how it is usually possible to avoid giving
offence.
Instead of these
the disabled (disability is defining
feature)
handicap
Try these
people with a disability
impairment, condition, disorder,
difficulty, disability
52
spastics, epileptics
mental handicap
mental age
victim of, crippled by, suffering
from
confined to a wheelchair
deaf
the blind
people with cerebral palsy, people with

epilepsy
learning difficulties, learning disabilities
severe/profound learning difficulties
person who has /person with
wheelchair user, impaired mobility
hearing impaired, profoundly deaf
blind or partially sighted person, visual
impairment
10.3 Culture
The nature of the work at UNESCO means that we are constantly dealing with many
varied cultures. Cultural diversity refers to the plurality of human cultures and cultural
expressions in a specific region or in the world as a whole. The plurality and richness
of values, beliefs, traditions, language and ways of life deserve equal respect and
dignity which lays the foundation for intercultural dialogue and peace. Hence,
recognizing and tolerating cultural diversity the common heritage of humanity
through the language we use should be promoted and encouraged (UNESCO, 2004).
Racism can be understood as beliefs and attitudes that discriminate against or
marginalize people judged to be different. It can be expressed unintentionally in
writing when only the views and values of the predominant group are presented.
For texts intended for an international readership avoid a patriarchal, Western or
white ethnocentric approach.
The two most common forms of racial and or ethnic bias are omission and
stereotyping:
a. Omission: the inclusion of certain points of view or experiences and the exclusion
of others can greatly influence the reader. It can be inferred from omission that some
forms of art, music, beliefs or social organization are considered worthy of mention
while others are of less significance therefore ignored.
b. Stereotyping: members of minority groups may be portrayed with characteristics
such as laziness or criminality, or seen as inferior or threatening. Even benign
stereotyping can be misleading. Roles are often stereotyped by skin colour, as they are
by gender.
For more information on writing to include cultural diversity refer to the UNESCO
Bangkok Cultural Diversity Lens
http://www.unescobkk.org/index.php?id=2529
53
10.4 Non-sexist Language

Gender equality is about equal valuing of women and men; of their similarities and
their differences. UNESCO avoids using gender-specific words for general terms (for
example; layman, mankind) to reduce ambiguity and stereotyping. The aim is not to
alter already established texts, but to consider the alternatives in current texts by using
neutral alternatives (for example; non-specialist, humanity).
The following table gives examples of how it is usually possible to improve the level
of accuracy while avoiding giving offence. Where both sexes are meant, it is always
preferable to use a term that includes, or at least does not exclude, women and girls.
Instead of these
best man for the job
businessman/woman
cameraman
chairman/woman
charwoman, cleaning lady
craftsman/woman
fireman
forefathers
foreman/woman
headmaster/mistress
housewife/husband
layman
maid
man, mankind
man (v.)
man and wife
manhood
man-month
man-made
manning
manpower
men of letters
policeman/woman
right-hand man
salesgirl/man/woman
spokesman
sportsmanship
statesman/woman
steward/ess
taxman
waitress/waiter
working man/mother/wife
Try these
best person for the job
entrepreneur, executive
camera operator, camera crew (pl.), photographer
chair, chairperson, convener, head
cleaner
artisan, craftsperson, craftworker
firefighter
ancestors, forebears
supervisor
head teacher
homemaker
non-specialist
domestic worker
humanity, human race
operate, staff, work at
husband and wife
adulthood
work-month
artificial, manufactured, synthetic, humaninduced
staffing
human resources, labour force, personnel,
workers, workforce
literary people, writers
police officer, police (pl.)
chief assistant, deputy
sales/shopassistant/agent/clerk/representative/staff
(pl.)
spokesperson, representative
fairness, good humour, sense of fair play
leader, politician
airline staff, cabin crew (pl.), flight attendant
tax collector/inspector, tax office
server
breadwinner, wage-earner, taxpayer, worker
54
workman
workmanlike
worker, operative
efficient, proficient, skilful, thorough
GENIA is a network of gender focal points in Ministries of Education across Asia

designed to share information and lessons on gender and education. In 2004 GENIA
updated their Toolkit for education planners and implementers which included a
series of Gender Lenses. A gender lens is a thinking technique which encourages
users to image wearing a pair of glasses. Through the left lens you can see the needs,
participation and realities of women and through the right lens you can see the needs,
participation and realities of men. The technique requires you to aim on always seeing
with an equal combination of both lenses. Each Gender Lens gives writers and
project officers the opportunity to confirm that their work adequately addresses the
participation, needs and realities of both women and men. For more information on
the toolkit and full list of the current Gender Lenses please refer to
http://www.unescobkk.org/index.php?id=4624
55
11. WRITING A PRESS RELEASE

11.1 Media Relations
Though increasingly recognized as essential, media relations are too often treated as
an afterthought: something to be done, late and in a hurry, if time permits. As
keeping ordinary citizens informed about issues and developments in the fields of
culture, education, the sciences and communication is a key part of the UNESCO
mandate, the Public Information team encourages Project Officers to plan ahead for a
media approach.
Two myths about media relations need to be dispelled. The first is that they require a
significant financial investment. In reality all that is required is a good story facts,
figures, analysis distributed in good time to the right people. This requires a certain
amount of energy, but very little money. The second myth is that media relations are a
complex matter to be handled by specialists only. The truth is that what media
relations require to be effective is an understanding of how the press and electronic
media work, common sense and practice.
The following guidelines include information from the UNESCO Media Relations
handbook, which provides practical advice on the dos and donts of relations with the
media.
Barton, M. 2003. Media Relations A Handbook for National Commissions and
UNESCOs Partners. Paris, Imprimerie Barnoud Bonchamp-les-Laval.
Nas\Administrative Texts\Publication Procedures 2006\Style Guide
56
11.2 Press Release Appearance

A final press release should look like the example below:
a. Size
Preferably, a press release fits on one A4 page. Ideally it should not exceed two A4
pages for reader friendliness.
b. Readability
For readability the line spacing should be 1.5 lines (choose Format > Paragraph >
Line spacing > 1.5 lines). The font used for press releases is Arial 11.
11.3 Logos
If the unit has a special logo, as in the example above with the EFA logo, it should be
placed in the top right corner of the release. When a galaxy of logos is required they
should be placed at the bottom (see example below). Note that when many logos are
used the UNESCO Bangkok contact details move from the footnote to a block in the
bottom left corner above the logos.
57
11.4 Press Release Content

There are many similarities between writing a press release and writing for the web in
that you need to grab the readers attention immediately and leave them interested
enough to follow up. In addition it should be remembered that the nature of a press
release requires the content to be newsworthy.
Prior to beginning writing it is essential to identify the target audience and the purpose
of the press release.
Use simple words that are easily understandable and provide only useful information.
Try to limit jargon as much as possible.
11.5 Headlines
The function of a headline is to allow the reader to quickly understand the content. It
should entice the reader to continue reading.
A good headline is
a. concise (between 4 and 12 words, a maximum of 100 characters) and news oriented
b. catchy but explicit (giving the reader a good insight of the content)
c. understandable (avoid acronyms or jargon)
d. with keywords
e. with uppercase for main words and proper nouns only
f. only uses widely known acronyms (for example, the use of UNESCO is acceptable)
58
11.5.1 Examples of Long and Obscure Headlines

IYP2005 UNESCO ICTP SPIE - STO Optics Teaching Regional Workshop
Implementation of Resolution 1483 on Iraq: Kochiro Matsuura says UNESCO
stands ready to assume fully the special responsibilities assigned to it by its
mandate, particularly in the fields of education and culture
CBEC, SIUT and UNESCO Joint Conference and Workshop on Bioethics
Education
Training and Professional Development of Teachers and Other Facilitators for
Effective Use of ICTs in Improving Teaching and Learning
11.5.2 Examples of Short, Concise and Explicit Headlines
Angkor Wat World Heritage Site under Threat
Equipping Remote Schools in Bhutan with ICT
Why Gender in Education is Important
Sowing Seeds of Peace in the Mekong River Basin
11.6 Leads
Barton (2003) writes that the most important part of a press release is its opening
paragraph. This is often called a lead. It is where the news must be presented. If it
is a survey/report that is being released, describe the main finding/conclusion right
away in the very first sentence. Then follow immediately with how significant it
appears to be.
If you are announcing a meeting/conference, start by listing the important issues it
will be addressing, not by the formal title of the affair and the names of the presiding
officers and VIPs in attendance.
The function of a lead is to sum up the gist of the information contained in the article.
The format for a lead is as follows:
a. Limited to one short paragraph
b. Concise (between 30 to 60 words, a maximum of 400 characters)
c. Follow the five W rule in order to give all essential information
The five Ws and one H
-
Who
What
59
Where
When
Why
How
A simple guideline that journalists often use is the example where a house is on fire
and you have to run to get the fire brigade a few blocks away from the scene. When
you reach the station, you are out of breath but you can still shout out two sentences.
These sentences have to be as clear and as concise as possible for it to make sense.
Writing a lead is very similar to this.
11.7 Contact Details

Dont forget to add a contact person for the media. If they have questions concerning
the press release, the programme or project or the organization they need someone to
call immediately. If available also provide them with a URL to the Unit website with
updated information about the project.
11.8 Further Information

The Public Information team can assist in writing and distributing press releases or
media information packages to all forms of local, regional and international media
including websites and blogs. All releases are uploaded into the press room of the
UNESCO Bangkok website, and this link
http://www.unescobkk.org/index.php?id=3995 can be included on press releases to
inform members of the media about the mission and projects of the office.
60
12. CORRESPONDENCE GUIDELINES

The information in this section is based on the 1999 UNESCO Correspondence
Manual with the addition of specific information that reflects the Asia and Pacific
region, and the structure and procedures of the Regional Bureau. The guidelines cover
the drafting, presentation, submission and dispatch or routing of the Bureaus official
correspondence. It is consequently addressed to all members of the Bureau who are
involved in the preparation or finalization of written communications.
For further information on correspondence, including guidance on writing to and on
behalf of Headquarters, please consult the1999 UNESCO Correspondence Manual,
which can be found at Nas\Administrative Texts\Publication Procedures 2006\Style
Guide. Due to the constantly changing nature of contact information regarding
member states and UNESCO associate members, those lists do not appear in these
guidelines. Updated lists can be found at http://portal.unesco.org/en/ev.phpURL_ID=11170&URL_DO=DO_TOPIC&URL_SECTION=201.html
12.1 Preparation of Correspondence

Written communications from UNESCO to Member States and Associate Members,
international intergovernmental organizations (IGOs) and non-governmental
organizations (NGOs) and the international intellectual community as a whole must
be clear and accurate in content, correct in form, direct and precise in style, and
attractively set out. The principles outlined below are intended to guide and assist
Bureau members whose task it is to draft, key in, format or dispatch official
correspondence.
12.1.1 Responsibility for Correspondence
The responsibility for drafting outgoing communications and for their
substance/factual accuracy lies with the units concerned. They are normally
responsible for keying in the text of the communication, checking the name, title and
address of the addressee, obtaining clearance and dispatching the original and copies.
A copy of the correspondence must be kept in the records of the originating unit and
filed in accordance with current filing procedures and plans.
Replies to incoming communications should be prepared and dispatched promptly. If
for any reason a reply has to be delayed, an interim acknowledgement should be sent
to the author of the communication.
The staff member responsible for drafting a reply should ensure that all
questions raised in the original communication are answered and should, where
appropriate, request other units to provide the necessary information. All
communications, not only from national authorities and regional or international
bodies, but also from the public, should be given careful attention and answered. A
61
form letter may be used where a large number of communications deal with a subject
on which the policy of the Director-General has been clearly set.
When a letter being sent out requests a reply (standard letters and circular letters, in
particular), it should always indicate the name, address, telephone and fax numbers,
and e-mail address of the member of the unit to whom the answer should be sent.
12.1.2 Signing of Correspondence
The nature and importance of the subject, the status of the addressee and the rules on
the delegation of signature determine who is to sign a letter. Mail dealing with
programme execution can be signed by the Unit Chief, or by a competent staff
member to whom that authority has been delegated, it being understood that he or she
has to obtain the necessary clearance and send copies to those concerned.
Correspondence to be signed by these staff members is normally limited to technical
matters and follow-up action. It will not initiate or establish policy decisions.
Letters to Heads of State or Government are signed by the Regional Director.
Standard letters to NGOs and IGOs can bear the signature of the Regional Director or
Unit Chief.
In the absence of the Regional Director, the senior official standing in for him or her
signs on behalf of the Regional Director; the latters name appears on the
correspondence.
12.2 Drafting Style and Practice

12.2.1 Style
Official written communications (which at UNESCO are mostly letters) addressed to
Heads of State or Government, Ministers, National Commissions, Permanent
Delegates of Member States and observers from non-Member States are drafted
according to strict protocol and established diplomatic usage. The Regional Director
will review a draft of all letters that require his or her signature prior to dispatch. A
less formal style may be used for letters to members of the public or officials of other
institutions of the United Nations system.
Refer to other sections of this style guide for assistance with language and writing
rules to be followed.
Section 12.4 below contain directives on margins, spacing, the address and other
matters relating to the presentation and dispatch of correspondence; the most
frequently used salutations and complimentary endings are reproduced in Section
12.7.
62
12.2.2 Languages
Correspondence signed by officials of the Bureau is usually drafted in English. If

correspondence is dispatched in any other language, a copy in English must be
attached and stored in the Unit files.
12.2.3 Official and Personal Titles

Great care should be taken in the use of official and personal titles in the address,
salutation, complimentary ending and text of communications. If there is any doubt,
the Administrative Assistant to the Regional Director should be consulted. A list of
titles and the associated greetings can be found in Section 12.7. In addition to the list
provided it should be noted that in Thailand although the Royal Family and the
honoary title of Mom Rajawong (addressed Dear M.L. Name) are the only people that
officially require specific reference, it is a courtesy to formally address those with the
title of Khunying (Dear Khunying Name).
12.2.4 Reference to Previous Communications
Where there has been previous correspondence on a subject, the text of a
communication should contain a precise reference to the last communication, with an
indication of the date, subject and, where appropriate, the reference number, for
example, In reply to your letter . . . of 5 November 2006 concerning ... or Further
to my letter . . . of...
12.2.5 Introductory Phrase
In cases where the Regional Director is to sign a reply to a letter on behalf of the
Director-General, the first sentence should read: I am pleased (or, exceptionally: I
have the honour) to reply to your letter of . . . addressed to the Director-General
concerning . . . or On behalf of the Director-General, I acknowledge with thanks
receipt of your letter of . . . , concerning.
The form The Director-General has asked me to reply to your letter of . . .
concerning ... is also acceptable when the aim is to give a less formal tone to the
letter.
12.2.6 Names of Member States and of Heads of State or Government
The list of Member States and Associate Members of UNESCO and their contact
details is available at http://portal.unesco.org/en/ev.phpURL_ID=11170&URL_DO=DO_TOPIC&URL_SECTION=201.html
63
The list of Heads of State or Government can be obtained at

http://ercintranet.unesco.org/mailman/mailmanselectfr.htm
12.2.7 References to Resolutions and Decisions
When reference is made to a General Conference resolution or an Executive Board
decision, its number, the session at which it was adopted and the body concerned
should be indicated as in the following examples:
a. General Conference resolutions
In the body of the text:
Resolution 31 adopted by the General Conference at its 29th session
or, more briefly,
29 C/Resolution 31.
In passing reference:
(29 C/Resolution 31) or (29 C/Res. 31).
b. Executive Board decisions
In the body of the text:
In accordance with decision 3.1 adopted by the Executive Board at its 150th
session
or In accordance with 1.50 EX/Decision 3.1.
In passing reference:
(I50 EX/Decision 3. I) or (150 EX/Dec. 3.1).
If reference to the number, title and date of a resolution or decision is not enough, the
relevant paragraphs may be cited or even, in some cases, the entire text of the
resolution or decision may be attached to the communication.
12.2.8 Reference to Language(s) of Meetings
Letters of invitation to a meeting should indicate the language(s) in which the
proceedings will take place and in which interpretation will be provided. These
languages may be specified when there are two or three of them, or indicated by the
phrase the working languages of the General Conference in the case of the six
languages (Arabic, Chinese, English, French, Russian and Spanish) referred to in Rule
53 of the Rules of Procedure of the General Conference.
64
12.2.9 Reference to the Programme and Budget of the Organization

As its title indicates, the C/5 document is a Draft Programme and Budget. It is
therefore incorrect to speak of the Draft C/5 document. Once approved by the
General Conference, it becomes document C/5 Approved (Approved Programme
and Budget for ).
12.3 Clearance and Copies of Official Correspondence

12.3.1 Clearance
The purpose of the clearance process is to ensure that the Organizations policies,
regulations and statutory texts, Executive Board decisions and General Conference
resolutions have been respected; obtaining clearance does not make the person
drafting the letter any less responsible for its content.
Letters have to be cleared by the Unit Chief and the Regional Director (if deemed
necessary) prior to distribution.
All correspondence for the signature of the Director-General must receive final
clearance from the Regional Director.
12.3.2 Copies
The sectors/bureaux/offices/units that are to receive copies after the letter has been
signed should be identified and indicated on the draft and the copies of each letter. In
addition, there should be:
a. one copy to the field office for any activity involving their region or country;
b. one copy to any sector/bureau/office/unit with an interest in the activity in question;
c. one copy to the National Commission of the Member State concerned, when the
correspondence is official;
d. one copy to the secretariat of the Director-General (Sec/DG) for any letter affecting
his or her schedule.
e. two copies to the Distribution and Mail Section attached to the envelope;
f. one copy to remain in the originating unit file;
g. one copy to any other unit whose clearance is required
12.4 Presentation of Correspondence

Example letters and fax transmissions are included in the Annex of this guide.
65
12.4.1 General Letters

All letters should be on UNESCO letterhead (NAS\forms\official_letterhead). All
letters and faxes must have a reference number as described below. The rules of
presentation are as follows:
The text should be aligned on the left under the initial r of reference and justified
on the right. Single spacing is normally used. If a letter is very short, it may be in oneand-a-half spacing. Each new paragraph should be indented five spaces and separated
from the preceding paragraph by two lines. For letters of more than one page, each
page except the first should bear a page number in Arabic numerals between hyphens
(-2-). Each page after the first should have at least three lines of text in addition to the
complimentary ending.
The reference consists of a file number according to the subject matter of the
correspondence followed by the unit code and next number in the sequential
correspondence list, ending with the year, for example, 141.5/IKM/083/07
The date should appear on the right on the same horizontal line as the reference and
should be in the form 15 August 2007. As much as is possible, it should be the date
on which the letter was actually signed.
Except in the cases of the Director-General, the Deputy Director-General, an
Assistant Director-General or the Director of the Executive Office, who are identified
by their title at the top of the letter, the name of the signatory should be followed by
his or her title (these two indications together with the signature form the signature
block).
The address, which consists of the name, title and address of the addressee, should
appear, with the same margin as the text, in the bottom left-hand corner of the first
page, even if the letter runs to more than one page. The contractions Mr., Mrs. or Ms.
should be used. In letters to Ambassadors and Permanent Delegates with the rank of
ambassador, the title His Excellency or Her Excellency (which may be
abbreviated to H.E.) precedes the name of the addressee.
Example:
Mr. Sheldon Shaeffer
Regional Director
UNESCO Bangkok
920 Sukhumvit Road
Prakanong, Bangkok
Thailand 10110
Enclosures (Encl.) should be mentioned in the text. The total number should be
indicated at the end of the text, at the left-hand margin. When a letter with enclosures
is dispatched, care should be taken to ensure that the enclosures mentioned are in fact
enclosed. Their number and volume will affect the choice of envelope.
The initials in capitals of the drafting official, separated by a slash from the initials in
lower case of the person who typed it (for example, SS/pk) should appear in the
bottom left-hand corner. When correspondence is signed by the Regional Director the
66
Unit Chief should initial the file copy. The recipients of copies are listed at the bottom
of the page. Save for exceptional circumstances, the distribution list is shown on the
original.
12.4.2 Circular Letters
Circular letters (CL) are identically-worded letters that generally are information
only, and can be signed by the Regional Director or Unit Chief, depending on the
subject matter.
CLs are on standard UNESCO letterhead paper, with the subject indicated at the
beginning of the letter before the salutation, and the name of the Regional Director or
Unit Chief and his or her title at the end. An information copy is sent systematically to
all relevant National Commissions, with the appropriate indication clearly marked at
the end of the text, after the signature, at the left-hand margin.
The originating unit obtains the clearance of the Regional Director, if necessary.
12.5 Dispatching/routing of Correspondence

Correspondence is conveyed to the Distribution and Mail Section (ADM) in sealed
envelopes with a reference identifying the sender (name or title and sector). Both
general letters and circular letters are dispatched to the unit mailing list, the bureau
mailing list and copies as specified in Section 12.3.2 above
12.5.1 Fax
The UNESCO Bangkok fax template (Nas\forms\fax) is to be used for all signed
letters dispatched via fax. The fax number of the addressee should preferably be
added after the address in the bottom left corner of the first page. The subsequent
dispatch, by normal mail, of the original signed and dated letter will depend on the
judgment of the drafting officer based on the recipient, signatory and subject matter.
Examples:
The status of the recipient: If, in an exceptional circumstance, a fax needs to be sent to
a Head of State, the original should of course be dispatched to him or her
subsequently through the normal channels; conversely, it is to be noted that many
communications within the United Nations system are sent by fax only.
The nature and importance of the subject matter: Specific questions concerning the
organizational or material arrangements for a meeting may, for example, be dealt with
by fax. It is preferable that the original be dispatched when it addresses substantive
matters or complex topics. It is essential that it be dispatched when it addresses any
matter having legal implications, since a fax has only limited legal validity.
In ordinary cases and for reasons of economy, a fax alone will suffice. When the
original is not dispatched, it should be kept in the file, along with the fax transmission
report.
67
It is always the responsibility of the originating unit to fax a signed letter.
12.6 Electronic Mail

E-mail is a cheap and rapid means of communication whose use is therefore to be
encouraged. It cannot, however, be used for the official correspondence which is
the subject of this Guide.
12.7 Salutations and complementary endings

Reigning monarchs:
Your Majesty,
Please accept, Your Majesty the assurances, of my most profound respect.
(In the body of the letter the words Your Majesty and Your Majestys should be
substituted for you and your.)
Crown Prince of Japan:
Your Imperial Highness,
Please accept, Your Imperial Highness, the expression of my profound respect.
(Royal) Highnesses:
Your (Royal) Highness,
Please accept, Your (Royal) Highness, the expression of my profound respect.
Presidents of Republics:
Your Excellency,
Please accept, Your Excellency, the assurances of my highest consideration and
respect.
President of the United States:
Dear Mr./Madam President,
Yours sincerely,
Prime Minister of Great Britain:
Dear Prime Minister,
68
Yours sincerely,
Asia Pacific Ministers, Secretaries of State, and so on., in formal communications:
Your Excellency,
respect.
Other Ministers, Secretaries of State, and so on., in formal communications:
Sir/Madam,
Accept, Sir/Madam, the assurances of my highest consideration.
Otherwise:
Dear Minister/Secretary of State/and so on.,
Yours sincerely,
Ambassadors:
Your Excellency,
respect.
Secretary-General of UN:
Dear Secretary-General,
Yours sincerely,
Heads of UN Agencies:
Either by name for example, Dear Mr. Shaeffer - or Dear Colleague,
Yours sincerely,
Heads of National Commissions of UNESCO
Sir/Madam,
Accept, Sir/Madam, the assurances of my highest consideration.
The Pope:
Your Holiness,
69
Please accept, Your Holiness, the assurances of my deepest respect.

Cardinal:
Your Eminence,
Please accept, Your Eminence, the assurances of my profound respect.
Archbishop:
Dear Archbishop,
Yours sincerely,
Monsignor:
Dear Monsignor (name),
Yours sincerely,
Patriarchs of Orthodox Churches:
Your Beatitude,
Please accept, Your Beatitude, the assurances of my highest consideration and
profound respect.
70
ANNEX
Annex 1: Sample General Letter
71
Annex 2: Sample Natcom Letter
72
Annex 3: Sample Fax
73
Annex 4: Word List

The Word List that follows is far from exhaustive. The words have been selected as
they are either high use words or words that UNESCO spells differently from the
Concise Oxford Dictionary, latest edition. Thus, if a word does not appear below use
the Concise Oxford Dictionary spelling. The most important thing to remember is that
word usage should be consistent throughout the document.
aerial
about (for numbers,

e.g. about 3,000; about one third;
fordates, use around)
aeroplane
above-mentioned
afterwards (not afterward)
abridgement (not abridgment)
a fortiori
abscise (not absciss)
after-effect
access
age group (age group 15-19)
acknowledgements
(not acknowledgments)
ageing
Act
Adaptor
accommodation
(not accommodations)
aforementioned
age-limit
age-reporting
age-specific (adj.)
agenda (plural: agendas)
ad hoc (not italics)
aide-memoire (plural: aides-memoires)
ad infinitum (not italics)
airborne
AIDS (acquired immunodeficiency
syndrome)
addendum (plural: addenda)

ad lib
advertise
air-conditioning, airconditioned
advice (n.), advise (v.)
aircraft, airliner (but air cargo or air

freight)
adviser (but The Regional Advisor)

advisory
aeon
air-dried (adj.), airdry

(v.)
airdrop
airfield
74
airlift
airtight
apartheid
appal, appalled, appalling
all right (not alright)
apparatus (plural: apparatuses)
all-time (adj.)
appendix (plural: appendices) (anat. or

zool.), appendixes (books)
along with (together with

preferred)
alternate(ly) means by turns,
take turns (v.) alternative(ly)
implies a choice between
alternatives
apprise
a posteriori
a priori
archeological
alumnus (plural: alumni)

artwork
amid (not amidst)
artefact (not artifact)
among (not amongst)
artisan (n.), artisanal (adj.)
anaemia (not anemia)
Asia-Pacific
analogue (computer)
Asia and the Pacific region
analyse (not analyze)
asylum-seeker
anti-abortion
audiocassette, audiotape, audiovisual
antenna (plural: antennae) (zool.)
antennas (aerials)
antenatal
Australasia (use Oceania)

automobile (use car or vehicle)
avant-garde
antinatalism
anti-aircraft
antibody
B
backlog
antifertility
backstop (n. and adj.) (support etc

preferred)
antimicrobial
back-up (n. and adj.), to back up (v.)
and/ora simple or will usually

suffice
backward (adj.),
backwards (adv.)
Anglophone (English-speaking
preferred)
balance of payments (n.),

balance-of-payments (adj.)
75
bacterium (plural: bacteria)
biennium (plural: biennia) (period of

two years)
balance sheet
bilateral
bandwidth
bilingual
barefoot,
barefooted
billion (1 000 million)

Bill (in Parliament)
bare-handed
baseline
base-period
migrations,
estimates
bimonthly (twice a month or every two

months. Best to specify)
bio (compounds formed with this
prefix area closed, except before some
vowels, e.g. bio-available, bio-assay,
but bioelectricity, bioenergy)
base-year (adj.)
bioengineering
basis (plural: bases)
bioethics
beforehand
bioindustrial
beehive
bis
beekeeper,
beekeeping
birth control
beeswax
birth rate
behaviour
birth weight
belligerent
biweekly (twice a week or every two

weeks. Best to specify)
benchmark
Black (ethnic: use with caution)
benefited, benefiting
blackboard
best-seller
blueprint
bi (compounds formed with this prefix
are closed)
boat-builder, boatbuilding,
boatmaker, boat-making
biannual (twice a year)

biased
bona fide (adj., adv.), bona fides

(n.)
biennial (every second year)
bookbinding
76
bookkeeping
bore hole
bushmeat
by-law
bottle-feed, bottle-feeding
bypass
bottleneck
by-product
bookseller
bystander
bourgeois
byte (computer term)
Braille
brain drain
break down (v.),
breakdown (n.)
C (Celsius, centigrade) (note space

between value and unit, whereas the
degree sign is part of the unit so is
closed up e.g. 35 C)
breakthrough (n.),
break through (v.)
c. (circa)
Cabinet (of ministers)
break up (v.),
break-up (n.)
caf
breastfeed,
breastfeeding
caliber
Calorie (with upper-case C 1 000
kilocalorie) (abbrev. kcal preferred
Btu (British terminal units)
calorie (when used as a measure, food

energy preferred, e.g. groundnuts can
contribute needed food energy to the
diet, not groundnuts can contribute
needed calorie)
budgeted, budgeting
can, canning
build up (v.), build-up (n.)
candour
built-in (n.)
cantaloupe
built-up (adj.)
cancel, cancelled, canceling,

cancellation
breastmilk
bride price
bureau (plural: bureaux)

burn, burnt (past participle)
canvas (cloth)
canvass (to solicit)
bus, buses, busing (not busses,

bussing)
capacity-building (n. and adj.)
bush fire
capital
77
capitalist
centuries (spell out the name of

centuries, e.g. the twenty-first century)
Capitol (building)
cf. (abbrev. of compare)
car (not automobile)
chalkboard
carcass (plural: carcasses)
changeover (n.), change over (v.)
caregiver
channelled, channeling
care provider
charge daffaires (plural: charges)

chastise
caretaker
checklist
carte blanche
carry over (v.),
checkpoint
carry-over (n. and adj.)
check-up (n.), to check up (v.)
case-by-case (adj.)
chef de cabinet
cash flow
cheque (mode of payment)
caseload
chequebook
case study
chequers
catalogue (not catalog)
chequerboard
catalyse (not catalyze)
childbearing
cattle (head of cattle, e.g. 12 head of

cattle, not 12 cattle)
childbirth
childcare (n. and adj.)
cattle breeder, cattle feed, cattle hide

(but cowhide), cattle owner
child-rearing
CD-ROM
child-spacing
CD video
Church (as religious body) but church

(building)
ceasefire (n. and adj.)

centimeter (cm.)
classmate,
classroom
centre, centred, centring
clamour, clamorous
centerpiece
clear-cut (adj.) (meaning evident)
78
clear-eyed
compliment (expression of praise)
clear-headed
comprise
computer terms (follow manufacturers
spelling for hardware and software
names, e.g. PageMaker 7, Quark
Xpress. Many ordinary English words
also have a specific
computer sense, e.g. access (v.), add-in
(n., adj.), database, data file, debug,
format (formatted), off-line (adj.),
program (programming, programme),
real-time (adj.), real time (n.)
clear-out (n.), clear out (v.)

clear-sighted
clearing house
clich
clientele
clipboard
compromise
closed-end (adj.)
concurrence
co- (most compounds closed, but note
co-author, co-chair, coinvestor, coworker)
connection (not connexion)

cont. (abbrev. for continued)
co-education
consensus
coefficient
convenor (not convener)
co-exist, co-existence
co-operate
co-financing
co-opt
colloquium (plural: colloquiums)
colour, colourless
continual (going on for a long time,

recurring at intervals, seeming never to
come to an end)
combatant, combated, combating

consortium (plural: consortia)
commit, committed, commitment
continuous (uninterrupted)
committee
co-ordinate
common sense, common-sense
co-production
communiqu
copy-edit; copyeditor
compel, compelled
compendium (plural: compendiums)
co-publisher
complement (something that

completes)
co-residence
co-respondent
79
co-sponsor
countrywide
cornerstone
coup, coup detat (plural: coups

deetat)
corrigendum (plural: corrigenda)

co-worker
cost accounting
crisis (plural: crises)
cost-effectiveness (n.), cost-effective
(adj.), cost effective (adv.)
criterion (plural: criteria)
cost-efficiency
criticism
cost recovery (n.),

cost-recovery (adj.)
criticize
council (n.) (administrative body)
cross-breed (n. and v.), cross-breeding,

cross-bred (adj.)
councilor
cross-check
counsel (n.: singular and plural)

(advice, to advise)
cross-cutting
cross-examine
counseling, counselor (adviser)

counter (compounds closed up)
cross reference (n.), cross-reference

(v.)
counteract
cross-section
counter-argument
cross-tabulation
counter-attack
counter balance
curriculum (plural: curricula)

curriculum vitae (plural: curricula
vitae)
counterclaim
cut-and-paste
counterclockwise
cut back (v.),

cutback (n.)
counterculture
cut-down (adj.)
countermeasure
cut-in (n.)
counterproductive
counter-revolution
cut off (v.), cut-off (n. and adj.)
counter-terrorism
countryside
data (always use as plural)
80
databank
database
demining (preferred: mine clearance)

demise
data collection (n.),

data-collection (adj.)
dependant (n.)
dependent (adj.)
datum (plural: data)

day care (n.), daycare (adj.)
depository (person with whom a treaty

is deposited)
data file
despatch (dispatch preferred)
data processing (n.), dataprocessing

(adj.)
desiccate
derestricted
data sets
desk-bound
data sheet
desktop
daylight
desktop publishing (abbrev. DTP)
daytime
despise
day-to-day
dtente
deadline
develop, developed
dead weight
devise
death rate
diameter (not diametre)
debug (computer term)
diaspora
decades (use figures, e.g. the 1960s,
not the sixties and not the 1960s)
decision-maker, decision-making (n.
and adj.)
diarrhoea (not diarrhea)

different from (not different than or
different to)
de facto
Director-General
defence
disguise
de jure
demagogy
demand-driven (adj.)
disk (all use including computing) but

compact disc
discolour,
discoloration
demarche
81
discreet (polite, tactful)

discrete (separate)
disenfranchise (preferred to
disfranchise)
Dr. (use only for United Nations

personnel who are medical doctors.
Mr. for those who have Ph.D.)
drop-off (n.), drop off (v.)
drop-out (n.), to drop out (v.)
dispatch
drug-taking (n. and adj.)
dissension
drug trafficking
dissociate
dryland(s) (n.), dry land (adj.)
doctorate
dogma (plural: dogmas)
donor dependence, donor-dependent
(adj.)
donor-funded
doubling time
down payment
due (should only be attached to a noun

or pronoun, often with the verb to
be, e.g. Crop failure was due to
drought. Owing to is used with a verb,
e.g. The crops failed owing to drought.
(Not The crops failed due to
drought.) Both due and owing are
financial terms and tend to be
overused. It is better to substitute
result from, because, etc, e.g. Crop
failure resulted from drought, or The
crops failed because of draught.)
downstream
downtime, downtrend
duty-free
downtown (adj.), down town (adv.)
dwelling unit (place, house)
downward (adj.), downwards (adv.)
dyke, not dike
draft (text)
dysfunction(al)
draught (air and animal)
dressmaker, dressmaking
early-initiation countries
draw back (v.), drawback (n.)
early-marriage patter
early warning system
drawdown (n.)
drier (adj., n.) or dryer (n.), but be
consistent
drift net (n.), drift-net (adj.)
drinking water
earmark
east(tern) (a geographical direction or
an area within a country)
East(ern) (a major region, e.g. East
Africa)
82
eastward (adj.), eastwards (adv.)
end result
earth (sun, moon)
end use, end-user
eastern Europe (geographical)
energy-efficient
Eastern Europe (political)
enquire, enquiry (referring to a

request for information) (cf.
inquiry)
ecosystem
EC (European Community)
(supersedes previous EEC)
enrol, enrolled, enrolling, enrolment

en route
eco- (compounds closed up, e.g.

ecoclimate)
ensure (to make sure, cf. insure)

enterprise
ecozone
entrepreneur
Eid al-Fitr
equal, equaled
e-commerce
educationist (not educationalist)
e.g. (not followed by a comma and not
used with etc.)
equip, equipped,
equipping
equipment (not equipments)
et al. (preferred: and others)
elite
erratum (plural: errata)
elitist
et seq.
e-learning
e-mail
embargo (plural: embargoes)
et al. (only used for references within a

text when there are more than three
authors; never use in a bibliography
unless it is impossible to find all the
authors names)
embarkation
migr
encase (not incase)
etc. (redundant after lists preceded

by: for example,including, such as,
or the like, since these expressions
mean, without ambiguity, that the list
that follows is not complete)
encyclopedia
euro (e.g. 2 million euros)
endeavour
ever-user (n.), ever-used (adj.)
end-point
end product
ever-married (pred. adj.), ever-married

(attrib. adj.)
83
every day (adv.)
fall (autumn preferred for the

season)
everyday (adj.)
fallout (n.)
exaggerate
Excel (Microsoft programme)
excise
farther, further (use farther for literal

distances, further for everything else,
e.g. We must travel two kilometres
farther. I can go no further with this
project.)
exercise
favour, favourable,
ex officio
favourite (not favor)
exorbitant
federal
expel, expelled, expelling
export-processing zones
feedback (n.), to
feed back (v.)
expose
fertilizer (not fertiliser)
ex post facto
fewer, less (use fewer for countable

items, less for amounts, e.g. fewer
horses, less rice)
extra- (compounds closed up, except

when followed by a or a proper
noun, e.g. extra-atmospheric,
extra-Community trade.
fiche (fiches)
field test (n.), fieldtest (v.)
extrabudgetary
fieldwork, field worker
extra-curricular
film-maker
extrajudicial
filmstrip
extralegal
fine-tune (v.), fine tuning (n.)
extramarital
fiord
extraregional
extraterrestrial
first, second, etc (not firstly, secondly,

etc)
extra-uterine
first aid, first-aid kit
extramural
firsthand, second-hand, third-hand

(adj.), but at first hand
F
fact sheet
first-rate (adj.)
84
fish (plural: fish, unless referring to

more than one species of fish)
fishmeal, fishnet
forward (adj., v.),

forwards (adv.)
fourfold
five-year plan
First World War (not World War I or
variants)
Fourth World (use least-developed

countries)
franchise
fledgling
flier, flyer but be consistent
flip chart
francophone (French-speaking
preferred)
-free (compounds hyphenated, e.g.
disease-free, germfree)
flow chart
freelance
focus (plural: focuses) (focal points)
(foci mathematics)
frescoes
focused, focuses, focusing
freshwater (adj.)
fetus (not foetus)
fulfil, fulfilled,
-fold (compounds closed up, e.g.

twofold, twentyfold)
fulfilling
fulfillment
follow-up (adj. and n.), follow up (v.)

further (see farther)
foodstuff
forbear (ancestor)
forego (to precede)
forestall
for ever
forgo (to go without)
format, formatted,
formatting, formatter (computer
terms)
formula (plural: formulae as in
math., chem..) but formulas (as in
methods, politics)
forum (plural: forums)
G
gauge
gender-neutral
gender-specific
gigabyte (computer term), (abbrev.
GB)
goodbye (plural: goodbyes)
good-neighbourly (adj.)
good will (virtuous intent), goodwill
(kindly feeling, benevolence,
reputation of business)
governing bodies
85
government (lower case when general,

but upper case for a specific
government, e.g. British Government)
Grade 6 (schools)
half a dozen, half-dozen
gram (g.)
halfway
grammar
half-yearly
grapefruit, grapevine
handbook
graph paper
hand-delivered
grassroots (n.), grass-roots (adj.)
handcraft (v., n.),

handicraft (n.)
greenhouse
grey (not gray)
ground cover
groundnut
ground rule(s)
groundwater
groundwork
Group of Eight (G-8)
haemorrhage
handout
harbour
hardback
hard copy (computer term)
hard cover
hard-working
Headquarters (UNESCO)
Group of Seven (G-7)
health care (n.), health-care (adj.)

health centre
growth-centre (adj. only)
heartfelt
guerrilla
heat-resistant
heavy-duty (adj.)
guestimate (avoid),
(guess or estimate preferred)
guidebook
hectare (abbrev. ha)
guidelines
gunfire
gynaecology
gypsy
heterogeneous (composed of parts of

different kinds; mixed)
heterogenous (having origin in an
outside source)
high-income (attr. Adj.)
high/low-mortality range
86
high-mortality-risk groups
hyperinflation
historic, historical (not to be used

interchangeably), A historic event (NB
not an historic event) is one that makes
history even if it only happened ten
minutes ago; a historical event is one
that occurred in the past and has been
recorded by historians)
HIV (human immunodeficiency virus)

HIV-positive
home care (n.), home-care (adj.)
Ibid., ibid.
-ics (construe nouns ending in
ics [statistics, ethics, politics] as
singular when they denote an art or
science, e.g. politics is the art of
government. Construe them as
plural when they denote activities or
practices, e.g. the senators politics are
democratic.)
home-grown
ICT (Information and Communication

Technology)
home-made
idem
home page
i.e.
homeowner(ship)
imperil, imperilled
homoeopathic,
homoeopathy
improvise
homogeneous
(consisting of parts all of the same
kind)
inasmuch as
inbred, inbreeding
inbuilt
homogenous
(corresponding in structure because
of common origin)
incise
honorarium (plural: honoraria)

honorary, honour, honourable
incommunicado
horsepower
hotbed
hydroelectric
hydropower
hydrosystem
income-generation
in-country
in depth (adv.), in-depth (adj.)
index (plurals: indexes lists in a
book; indices mathematical,
economics and statistical)
indispensable
infrared
hygiene
87
infrastructure
intercultural
in-house
interdepartmental
initial, initialing
interdependence
initialize
interdisciplinary
inquire (not enquire), inquiry (referring

to a formal investigation)
interdivisional
interethnic
innovate
intergovernmental
in-migrant, in-migration
inter-group
inpatient
inter-industry
input (n., v.) (computer term)
inter-institutional
in-service
in-session (adj.)
in situ
interlink, interlinkage
interministerial
International Labour Organisation (not
Organization)
in so far
install, installation, instalment
Internet
instill, instilled
interoffice
insure (take out insurance)
interorganizational
inter- (compounds closed up, e.g.

interaction, intercountry,
interdepartmental, intergovernmental,
interregional, interrelated)
interprovincial
interracial
interregional
interactive
interrelate
interagency
intersectoral (not sectorial)
inter alia
interspace
interannual
inter-State (between countries)
interbirth
intercensal-survival (adj.)
interstate (between states within a

country)
intercountry
intersubregional
88
interunit
in-service
Kilobyte (abbrev. KB) (computer

term)
in toto
kilogram (abbrev. kg.)
intra- (compounds closed up, except

before a vowel)
kilometre (abbrev. km.)
intra-agency
kilovolt-ampere (abbrev. kVA)
intracountry
kilowatt (abbrev. kW)

kilowatt-hour (abbrev. kWh)
intradistrict
intrafamily
intra-industry
Intranet
know-how (n.) (expertise, knowledge

preferred)
knowledgeable
Koran
intraregional
intra-urban
L
label, labelled, labeling
intrauterine
laborious
in vitro
labour, labourer
in vivo
labour-force (adj.)
inward (adj.),
inwards (adv.)
labour-internsive
ipso facto
its (possessive), its (it is)
IV drug users
labour-market (adj.)
laissez-faire
laissez-passer
landholder
J
jail (not gaol)
landlocked
jewellery
landmark
Jr. (abbrev., not preceded by a

comma and not followed by a full
stop, e.g. John Jones Jr.)
landmass
judgement
landowner,
landownership
landmine
89
landslide
life-history data
land use (n.), landuse (adj.)
lifelong
large scale (n.),

large-scale (adj.)
lastly (avoid)
life-saving
last-mentioned
lifestyle
lawmaker
life table (n.), life-table (adj.)
law-making
lifetime
laserdisc
-like (compounds usually hyphenated,

e.g. business-like, but note lifelike)
lifespan
late-marriage pattern
lay off (v.), lay-off (n.)
like (incorrect for as, as though, as if,

such as)
lay out (v.), layout (n.)
line drawing
LCDs (least developed countries)
litre (avoid abbreviating)
lead (n, pres., v.),

led (past, past part.)
liveable
live birth
lead time
live-born
learned (past tense and past participle)
life weight
leaseholder
living space
least-developed countries (abbrev.
LCDs)
loc. cit (preceded by name of author)
leukaemia
log in, log on, log off, log out (v.)
level, leveled, leveling
login, logon, logoff, logout (n.)
liaise
long-lasting
liaison
long-standing (adj.)
licence (n.), license (v.)
long-term (adj.),
long term (n.)
licensee, licenser
life cycle
lookout (n.), look out (v.)

loophole
90
lower age-limit
marketplace
low-income (attr. adj.)
market town
low-prevalence pattern
mark up (v.), mark-up (n.)
low-variant projects
marriage timing; marriage-timing

pattern
Ltd
marshal, marshaled
M
MA (Master of Arts)
M&E (abbrev.) (monitoring and
evaluation)
masters degree (e.g. MA, M.Sc.)

master plan
mass media
machine readable
material (concerned with matter)
macro (compounds formed with this

prefix are closed; exception
macrounit)
matriel (stock-in-trade, available

means)
macroeconomics
macroscopic
Madame (plural: Mesdames)
mainframe
mainland
manifold
man-hour
mankind (humanity, human kind
preferred)
man-made (human-induced, caused
by humans, caused by human
activities preferred)
manoeuvre, manoeuvrability
manpower (workforce, human
resources, labour, personnel
preferred)
many-sided
matrix (plural: matrices)

maximum (plural: maxima)
meager
meantime
meanwhile
medieval
medium (plural: mediums as in life
sciences, art; but media as in press,
communications)
medium-high/low
medium-sized (adj.) (e.g. small and
medium-sized companies)
medium-variant (adj.)
meeting place
megabyte (abbrev. MB) (computer
term)
91
mega-city
midstep
member-days
mileage
member countries
millennium (plural: millennia)
memorandum (plural: memoranda)
millimeter (mm.)
Member States (of UNESCO)
mine clearance (n.) (rather than

demining),
merchandise (n. and v.)

mine-clearance (adj.)
meter (instrument);
metre (m) (unit of length)
method-specific rates
micro (compounds formed with this
prefix are closed; exceptions:
microorganism, microunit)
minefield
mini- (compounds closed up, e.g.
minibus, minicassette)
minicomputer
misadvice (n.), misadvise (v.)
microcomputer
misspelled
microeconomics
misstate
microelectronics
Mlle(s) (no period)
microenvironment
Mme(s) (no period)
microfiche (plural: microfiches)
microfilm
microwave
mid- (compounds: mid-1980s, midyear, mid-point, mid-term, but midday,
midnight, midsummer, midway,
midweek)
mobilize, mobilization
model, modeled
modus operandi
moneys (pl) but monies if referring to
assorted currencies
money-laundering
mid-air
middle age (n.), middle-aged (adj.)
moneylender,
moneylending
middle class (n.), middle-class (adj.)
money market
middleman (intermediary preferred)
moneys
middle-sized
mono- (compounds closed up except

when followed by a vowel, e.g.
monounsaturated)
mid-1950(s)
92
Monsieur (plural: Messieurs)
multiprogramming
moon (sun, earth)
multipurpose
mores
multiracial
mould (not mold),
multiround
moulder, moulding, mouldy
multistage
movable
multisectoral
Mr., Mrs., Ms.
multitasking
M.Sc. (Master of
Science)
multitrack
multiyear
much-needed (adj.)
multiple-choice (adj.)
multi- (compounds closed up unless
followed by i, e.g. multi-institutional)
mutatis mutandis
multibilateral
Muslim
multicentre
multidimensional
nave
multidisciplinary
naivety
multiethnic
National Commissions (for UNESCO)
multifacet
nationwide
multigenerational
near by (adv.),
multilateral
nearby (adj.)
multilingual
neighbour
multimedia
neonatal
multimillion
nevertheless
multinational
never-use(r) (n.)
multiphase
newborn
multiprocessing
newsletter
93
nonetheless
offence but offensive
north(ern), northeast(ern), northwest(

ern) (a geographical
direction or an area within a country)
offhand
No. (number)
offprint
non (compounds formed with this

prefix are hyphenated but note
nonconformity)
off season (n.)
non-committal
offshoot
offshore
offline (adj.), off line (n.)
offset
non-compliance
offspring (singular and plural)
non-confidential
off-the-shelf
non-conformist
oilfield
non-cooperation
old age (n.), old-age (adj.)
non-existent
ongoing (adj.)
non-formal
on-line (adj.), on line (adv.)
non-governmental
on-shore
non-self-governing
on-site
non-numeric
onto (use on to)
northward (adj.), northwards (adv.)
notebook
onward (adj.),
onwards (adv.)
note verbale (plural: notes verbales)
ombudsman (plural: ombudsmen)
noticeable
op.cit. (preceded by name of author)
nursing home (n.), nursing-home (adj.)
organize,
organization
O
occur, occurred, occurring, occurrence
organization chart (not organigram or

organizational chart)
OECD (Organisation for Economic

Cooperation and Development)
Organization (capitalized when

referring to UNESCO)
off-colour
orient (not orientate)
94
out- (compounds closed up)
override
outbid
overrule
outburst
overrun
outflow
oversimplify
outgoing
overspend
outgrow
over-the-counter
ou-tmigrant, out-migration
over-the-top
out-of-date (attrib. adj.), out of date

(pred. adj.)
overthrow
overuse
outsource
overutilize
outward (adj.), outwards (adv.)
overvalue
over (compounds formed with this
prefix are closed)
overview
overall (adj. and n.)
ovum (plural: ova)
over age 5
owing (see due)
overcrowding
own-financial base
overdevelop
own-revenue base
overemphasize
overestimate
pediatric
overflight
panelist
overflow
paperback
overpopulation
para- (compounds formed with this

prefix are closed)
overprint
overproduction
overrate
overreport
parallel, paralleled
paralyse, paralysation, paralysis
paramedical
paramilitary
95
participation programme
person (plural: persons, peoples)
particle board
person-day
part-time (adj.), part time (adv.)
persona non grata
passer-by (plural: passers-by)
phenomenon (plural: phenomena)
payback (n.)
pay day
photo- (compounds formed with this

prefix are closed, e.g. photoelectric,
photocopier (n.), photocopy (n. & v.)
payload
photochemistry
payroll
photoemission
peace-building
photo finish
peacekeeper, peacekeeping (adj. and

n.)
photo-offset
phylum (plural: phyla)
peacemaker, peacemaking
piecemeal
peacetime
piece-rate (adj.),
pedagogue
piece rate (n.)
penchant
piecework
peoples participation
pinpoint
per annum
pipeline
per capita
place name
percent (use % only in tabular matter,
e.g. 3%)
plebiscite
percentage
plus (plural: pluses)
per diem
P.O. Box
perennial
policyholder
perinatal
policy maker
peri-urban
policy-making
per se
popularize
96
post- (compounds formed with this

prefix are closed except when
confusion might arise, e.g. post
harvest or when followed by t, e.g.
post-transitional)
pre-date
p. (referring to a specific page,

e.g. p. 40,
pre-establish
pre-eminent
pre-empt
pre-feasibility
pp. (referring multiple or the total
number of pages, e.g. pp. 50 pp. 40-45)
pre-flight
postgraduate
pre-industrial
post-harvest
pre-investment
post-marital
premarital
post-mortem
premise
post-natal
premium (plural: premiums)
post-neonatal
pre-modern
post-partum
prenatal
post-session
pre-school
post-war
pre-select
post-cold-war
present (at present = now, at the

moment), presently (shortly)
power plant
pre-service
power sharing
pre-session
practice (n.), practise (v.)
pre- (compounds formed with this
prefix are closed except where
confusion might arise, e.g. pre-empt,
pre-set, pre-test, pre-war)
pre-set
pre-test, pre-testing
pretence
preconceive
prima facie
prcis
primary-school teacher
pre-Columbian
primeval
pre-condition
principal (first in rank) (n. and adj.)
97
principle (fundamental truth) (n.)
prototype
printout (n.), print out (v.)
psychosocial
print run
public health (adj.)
prize (reward) but price (value of a

thing sold or bought)
privatize
privilege
proactive
problematical (problematic preferred)
quasi (avoid where possible; if

necessary to use, hyphenate, e.g. quasiofficial)
quarrel, quarreled
questionnaire
quick-witted
pro-choice
program (computers) but programme
(general)
prologue
pronatalism
-proof (compounds formed with this
suffix are usually closed except when
confusion might arise, e.g. acid-proof,
failure-proof, gas-proof)
proof-reader
proof-sheet
propel, propeller
prophecy (n.), prophesy (v.)
pro rata
prorate
pro tempore
proscribe (to prevent or ban a practice,
etc.)
proved (has beenproved, but
proven ability or case)
R
R&D (abbrev.) research and
development
radioactive
radioisotope
rainfall
rain-fed
rainforest
rainwater (n.)
-raising (compounds formed with this
suffix are hyphenated, e.g. cattleraising, awareness-raising)
raison detre
rancour but rancorous
range area
rangeland(s)
rapporteur
rapprochement
ratepayer
98
ratio (plural: ratios)
re-emphasize
re- (compounds formed with this prefix

are closed except when followed by
e or where necessary to distinguish
meaning, e.g. recount/re-count,
resort/re-sort, recover/re-cover,
reform/re-form)
re-employ
re-enter
re-establish
re-evaluate
reactivate
re-examine
readmit
reacquisition
referendum (plural: referendums)

reflection (not reflexion)
reaffirm, reaffirmation
regime
reafforestation
realize
regrettable
region-wide
reallocate
regroup
real-time (adj.), real time (n.)
(computer terms)
regular budget
reappoint
regular programme
rearm
reinforce
rearrange
reinstate
record-keeping
reinsure
re-create (to create again), recreation

(leisure)
reissue
reorganize
recur, recurrence (not reoccur or

reoccurrence)
reorient
redefine
re-route
redeploy
rerun
re-edit
resume
re-educate
reutilize
re-elect
revoke but revocable
re-emerge
rethink
99
revise
savannah (preferred to savanna)
rewrite
savour
right to life (n.), right-to-life (adj.)
sceptic, skeptical,
skepticism
rigour
schoolbooks
rigorous
riverbank
schoolchild,
schoolboy,
schoolgirl
riverbed
schoolroom
riverside
river water (n.)
roadblock
schoolteacher (but primary-school

teacher)
sea bed, sea floor,
sea freight, sea level
roadside
sea water (n.)
rock salt
sea wall
roll-call
sectoral
roll-playing
second-best
rollover (n.)
second-degree
role
root crop
round table (n.), round-table (adj.)
second hand (n.),

second-hand (adj. and adv.)
Second World War (not World War II
or variants)
rumour (not rumor)

rundown (n., adj. reduction in
numbers),
run-down (decayed, weakened)
self- (compounds formed with this

prefix are all hyphenated)
semi-annual
runoff
semicircle
rural-urban (demographic movement),

rural/urban (comparison)
semi-skilled
semi-weekly
S
saleable
serosurveillance
100
setback (n.), set back (v.)
socialist
set-up (n.), to set up (v.)

sewage (waste matter)
socio- (compounds formed by this

prefix are usually closed, but note
socio-economic)
sewerage (system of drains)
socio-cultural
sex-selective
sociometric,
sociometry
sexual-activity data/group/table
sought-after (adj.)
sexual-orientation group
shanty town
southward (adj.),
southwards (adv.)
shellfish
South-East Asia
shortcomings
specialize
shortfall
speciality (not specialty)
shortlist (n. and v.)
spectrum (plural: spectrums

politics; spectra science)
short-lived
spelled (preferred to spelt)
short-term (adj.), short term (n.)
short-wave (adj.), short wave (n.)
Specialized Agencies (when referring

to specific agencies)
shut-down (n.), shut down (v.),
spillover (n. and adj.), spill over (v.)
side effect
splendour
sideline
spreadsheet
sine qua non
St. (abbrev. for Saint)
sizeable
skillful
staff (a collective noun, which takes

plural verb; for individuals, use staff
members)
slow down (v.), slowdown (n.)
standby (n. and adj.), stand by (v.)
slum-dweller
stand-alone
small-scale (adj.),
small scale (n.)
starting-point
statewide
smoulder (not smolder)
101
stationary (not moving)
subcontract
stationery (paper)
subculture
status-conscious
subdistrict
state (n. and adj.)
subdivide,
status quo
subdivision
stillbirth
subeditor
stillborn (adj.)
subentry
stockpile
subgroup
stocktaking
subhead,
stopgap
subheading
storehouse, storeroom
subissue
storey (building)
subitem
straightforward
subject matter
stratum (plural: strata)
subparagraph
sub- (compounds formed by this prefix

are closed, except sub-Sahara)
subpopulation
subprogram (computing only)
subaccount
subprogramme
subarctic
subarea
subregion,
subregional
subatomic
sub-Saharan
subcommittee
subsection
subcategory
subsector
subcentre
subset
subcommission
subsoil
subcommittee
substandard
subcontinent
substructure
102
subsystem
symmetry
subtitle
sympathize
subtotal
symposium (plural: symposia)
subunit
synchronize
sugar cane
synergy
sulphur
synthesis (plural: syntheses)
sun (moon, earth)
synthesize
supercede
system (United
Nations)
supercomputer
system-wide
superconductor
supercontinent
supercool
superpower
T
tailback
tail-end
tailspin
supersede (never supercede)

superstructure
take-off (n.), take off (v.)
supervise, supervisor
takeover (n.), take over (v.)
supra
tape recorder (n.),

tape-record (v.)
supranational
surface mail
surface-to-air
surface water (n.), surface-water (adj.)
surplus (plural: surpluses)
surprise
surmise
syllable
tap-water
target, targeted, targeting
tariff
task force
taxpayer
teamwork
teenage(r)
telegram
syllabus (plural: syllabi)
103
televise
time lag
ten (spell out all numbers up to ten in

text, unless used with a measure, e.g. 5
percent)
time limit
terrain
time-saving
test-ban (adj.)
timescale
test run
time series
test-tube
time-serving
textbook
time-span
theatre
timetable
thermodynamics
time trial
thermoelectric
time zone
thermonuclear
title page
Third World (use developing

countries)
today
time period
ton
three-phase
top-down (adj.)
three-pronged
topsoil
three quarters (n.), three-quarters (adj.)
total, totalled, totalling
throw away (v.), throwaway (n. and
adj.)
towards (not toward)
tideline
town planning
tin, tinning
toxaemia
tidewater
tradable
time-consuming
trade-in (n.), trade in (v.)
time deposit
trademark
time frame
trade-off (n.), trade off (v.)
time-horizon
trafficking, trafficker
104
trial-test
two-faced
training-ground
twofold
tranquil
two-thirds (n.), two-thirds(adj.)
tranquillity
typeface
tranquillize
typesetting
type size
trans- (compounds formed with this

prefix are closed)
transatlantic
transboundary
transferable, transference
transferred, transferring
travel, travelled, travelling
treatise
treble
tripwire
TV
tyre
U
ultrasonic
ultraviolet
unbiased
uncooperative
uncoordinated
troubleshoot, troubleshooter
under- (compounds formed with this

prefix are closed)
tumour
under age 5
turbocharger
underdeveloped, but developing (of

countries)
turboject
turnaround (n.) (but turnround of
refugees or migrants)
turning point
turnkey (adj.)
turnover
twin-engined
twin-screw
underemployed,
underemployment
underenumerate
underestimate
underground
underlie
undernutrition
underperform
two-dimensional
105
underprivileged
uproot, uprooted
underrate
upward (adj.),
underreport
upwards (adv.)
underrepresent
urban-dweller
Under-Secretary-General
urban-rural (demographic movement)
underserved
urban/rural (comparison)
underuse
usability
underutilize
usable
underwater (adj. and adv.)
use-effectiveness (when modified)
under way
use failure
under-weight
use-failure rate
UNAIDS
user-friendly
UNDP
use
UNESCO
utilize, utilization
UNFPA
USSR (no points)
UNICEF
unidirectional
valour, valorous
United Kingdom (when referring to

Great Britain and Nth Ireland)
value added tax
United States (not U.S., U.S.A. or

America, but USD$50.00. Adjective
American is permissible)
unmistakable
value-for-money
value system
versus (abbrev. vs)
up-country
verandah
via
update, up-to-date, but bring up to date

upgrade
vice-chairman (preferred: vicechairperson)
upper age-limit
vice-president
106
vice versa
waste-water (adj.)
video camera
water-borne
video cassette
watercourse
videoconference
waterfall
videodisc
water level
video-display
watershed
video film
water supply
videograms
watertable
video recorder
waterway
videotape (n. and v.)
waterworks
videotape recorder
wavelength
Viet Nam
webcast
viewpoint
webmaster
vigour, vigorous
web page (n.), webpage (adj.)
vis--vis
website
vortex (plural: vortices)
weekday
weekend
wage earner
well-being
wage-earning (adj.)
well-founded (adj.)
wallchart
well known (n.),

well-known (adj.), e.g. a well-known
man, but a man who is well known
-ward (adj.), -wards (adv.), e.g. an

upward movement, moving upwards
warlike
warplan
wartime
waste water (n.),
western (geographical)
Western (political and cultural)
while (not whilst)
whiteboard
107
wholehearted
work-plan (adj.)
-wide (compounds formed with this

prefix are closed, e.g. countrywide,
nationwide, worldwide but hyphenate
economy-wide, island-wide,
organization-wide, systemwide)
workroom
widespread
work site
wide-scale (adj.) but on a wide scale
workstation
wide-ranging
workweek
wide-reaching
world power (n.)
willful
World War I (use First World War)
withhold
World Wide Web (the Web)
windbreak (n.)
worldwide
-wise (avoid except in words such as

clockwise)
worth while (the cause is worth

while), but be worth while
woman-month
worthwhile (a worthwhile cause)
woman-year
write off (v.), write-off (n.)
word-process (v.), word-processing

(n.)
word processor
workday
workforce (n. and adj.)

work-hour
working hours
workload
workman (avoid), use worker
worksheet
workshop
X-ray
yearbook
year-end
year-long (adj.)
year-round (adj.)
work permit
zeros (not zeroes)
workplace
zigzag
work plan (n.),
108
Annex 5: References
Furu, N. 2005. Web Writing Content Strategy http://www.content-strategy.com
(Accessed 26 October 2006)
UNESCO. 2004. Cultural Lens: Annex 4. Culture Unit, UNESCO Bangkok.
http://www.unescobkk.org/index.php?id=2529 (Accessed December 2006)
RECOMMENDED READING (available in the Library)
Anderson, M. D. 1985. Book Indexing. London, Cambridge University Press.
Butcher, J., Drake, C. and Leach, M. 2006. Butchers Copy-Editing: The Cambridge
Handbook for Editors, Copy-editors and Proofreaders. Cambridge, Cambridge
University Press.
Burchfield, R.W. 2004. Fowlers Modern English Usage. Oxford, Clarendon Press.
---- 2006. The Chicago Manual of Style. 15th edn. Chicago, University of Chicago
Press.
Ritter, R.M. 2002. Oxford Guide to Style. New York, Oxford University Press.
Ritter, R.M. 2003. The Oxford Manual of Style. New York, Oxford University Press.
Ritter, R.M., Stevenson, A. and Brown, L. 2005. The Oxford Dictionary for Writers
and Editors. New York, Oxford University Press.
Soanes, C. and Stevenson, A. 2005. Concise Oxford Dictionary. 11th edn. New York,
Oxford University Press.
Trumble, W.R., Brown, L. and Stevenson. A. 2004. Shorter Oxford English
Dictionary. New York, Oxford University Press.
USEFUL WEBSITES
http://databases.unesco.org/thesaurus/
UNESCO Thesaurus particularly for translating or English as a second language
speakers.
http://termweb.unesco.org/
UNESCO terminology search including acronyms
http://unterm.un.org/ UN term search
http://databases.unesco.org/thesaurus/other.html
A collection of links to UN glossaries and terminology databases
http://ercintranet.unesco.org/mailman/mailmanselectfr.htm
109
Contact information for correspondence for example: name and address of Natcoms.
110

Style Guide 2007

Загружено:

Сведения о документе

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

Style Guide 2007

Загружено:

Авторское право:

Доступные форматы

Information and

Prepared by the Information and Knowledge Management Unit

UNESCO Bangkok is committed to widely disseminating information and to this end

UNESCO Bangkok Style Guide 2007

8.1.3 Body .....................................................................................................................................46

UNESCO Bangkok Style Guide 2007

UNESCO Bangkok Style Guide 2007

UNESCO Bangkok Style Guide 2007

1.1 Geographical Names

1.2 Names of Organizations and Titles

1.3 Collective Nouns

UNESCO Bangkok Style Guide 2007

UNESCO Bangkok Style Guide 2007

c. Historical eras and events

UNESCO Bangkok Style Guide 2007

1.5 Abbreviations, Contractions and Acronyms

UNESCO Bangkok Style Guide 2007

app. (plural apps)

UNESCO Bangkok Style Guide 2007

The full list of UNESCO acronyms can be found at http://termweb.unesco.org/

1.6 Words and Phrases of Non-English Origin

a.i. (but ad interim)

e.g. (but exempli gratia)

During the intervening

UNESCO Bangkok Style Guide 2007

The chef de cabinet

etc. (but et cetera)

forum (plural: forums)

versus (abbreviation: vs. or Against, as opposed

UNESCO Bangkok Style Guide 2007

The following Latin words should be italicized:

1.7 Miscellaneous Spelling Rules

UNESCO Bangkok Style Guide 2007

UNESCO Bangkok Style Guide 2007

2. PUNCTUATION AND GRAMMAR

2.2 Word Division

UNESCO Bangkok Style Guide 2007

division is necessary, The Oxford Spelling Dictionary (2nd edn, 1995) is

UNESCO Bangkok Style Guide 2007

d. It should not be used before Ltd, Inc., etc.

2.4 Full Stop (period)

2.5 Quotation Marks

UNESCO Bangkok Style Guide 2007

2.6 Ellipsis (mark of omission)

UNESCO Bangkok Style Guide 2007

- it was not foreseen (Lee, 2003).

2.7 Parentheses and square brackets

UNESCO Bangkok Style Guide 2007

2.10 Miscellaneous Punctuation Rules

UNESCO Bangkok Style Guide 2007

Note: Omit the comma in four-digit page references and dates.

UNESCO Bangkok Style Guide 2007

UNESCO Bangkok Style Guide 2007

3.3 Miscellaneous Number Rules

UNESCO Bangkok Style Guide 2007

4. FORMATTING AND DISPLAYED MATERIALS

4.1 Quoted Matter

UNESCO Bangkok Style Guide 2007

UNESCO Bangkok Style Guide 2007

4.3 Displayed Matter

UNESCO Bangkok Style Guide 2007

Data supplied by the publishers.

UNESCO Bangkok Style Guide 2007

Source: Ironmonger, D. S. 1977. National primary socio-economic data structures. International