In “4 Ways to Adjust Your Prose Style for a Public Audience,” James Lang reminds us that writing for non-experts—whether in essays, books, or blog posts—draws on the same skills good teachers use in the classroom. His advice boils down to four strategies: break up text so readers can process it, highlight what’s most important, explain unfamiliar language, and write with warmth and personality.

While Lang’s tips target public writing, they’re just as useful for how we write to students. Think about the documents they see most—syllabi, assignments, policies, rubrics. When those are dense, vague, or written in a flat, formal tone, students can feel lost before they even start the work. But if we design these materials with clarity and care, we reduce confusion and help students feel more supported. Put simply: writing like you teach doesn’t just serve a general audience—it’s essential in the classroom.

From Public Writing to Writing for Students

Sometimes we forget how it feels to be a novice in our field, like our students are. What seems obvious to us may feel overwhelming to students encountering it for the first time. Lang’s strategies remind us that a little intentionality in how we write can make a big difference in how students understand and connect with us. Here are a few ways to adapt his four strategies for course materials.

Give Students Room to Breathe

Use headings, bullets, and white space to make long documents manageable. In your syllabus, label sections clearly—“Course Goals,” “How to Reach Me,” “Late Work Policy”—so students can find answers quickly. In assignments, separate the background from the actual task, deadlines, and grading details. Avoid walls of text that intimidate; instead, design materials that students can scan, revisit, and actually use.

Highlight What Matters

Once the structure is clear, make the key points unmissable. Use bold or italics sparingly for emphasis—especially due dates, key terms, or requirements (and reserve underlining for hyperlinks to avoid confusion). For important instructions, use short sentences or lists (e.g., “Submit as PDF. No Google Docs.”) to make sure nothing gets missed. When something’s especially important, call it out clearly: “This assignment must be submitted before class begins—no late work accepted.” And in rubrics, clearly spell out what strong work looks like, rather than hiding it in jargon.

Teach Your Jargon

Of course, clarity isn’t just about formatting; it’s also about language. Terms like “scaffolded,” “peer review,” or “thesis-driven” are part of our daily language, but not necessarily part of our students’. Define them. When you introduce course-specific language, give brief definitions or examples to anchor students’ understanding: “This is a reflective response paper—not a summary. Focus on your reactions, questions, and connections.” Explaining terminology isn’t lowering expectations; it’s teaching.

Write Like a Human

Finally, remember that tone matters. A syllabus written in a welcoming voice can set the tone for the whole course. Build trust by adding a brief course welcome, an “About Me” section, or occasional personal comments: “I know reading theory can feel abstract at first—hang in there, we’ll unpack it together.” Even policy statements benefit from this approach. For example, instead “NO LATE WORK ACCEPTED,” you might try: “Because we review these in class, late submissions can’t be accepted. Let me know ahead of time if something’s in the way.” The goal isn’t to lower expectations, but to communicate them with empathy.

Final Thought

Think of your course materials as an extension of your teaching. The same strategies that help students understand you in class can help them understand you on the page or screen. When your documents reflect clear structure, accessible language, and a supportive tone, you’re not just delivering information—you’re building relationships.