Editorial Style Guide

Avoid mentioning a person’s age unless it’s specifically relevant to the story. University language and policies must not discriminate based on a person’s age. 

• Older adults: Use this term when referring to adults ages 65 and older—as long as age is relevant to the story. Example: Older adults registered through the Lifelong Learning Program can take university classes without paying tuition. 

Do Not Use 

• Senior: Senior or senior citizen may be considered offensive because it labels people based primarily on their age. (Note: When referring to an undergraduate student, senior is acceptable for students completing their last year of college.) 

When writing about historically underserved groups, you should use the university’s preferred terminology provided in this section of the CU Denver Style Guide. Whenever possible, avoid defining people by the problems they face. Instead, define people in positive terms while also acknowledging the systemic problems that have historically served as barriers.  

Use people-first language and be specific about the groups and the system that affected them. Blacks, Native Americans, and other groups of people do not self-identify as one large, underrepresented group or underrepresented minority. 

NOT: Underrepresented faculty held a listening session.  

YES: Black faculty who are underrepresented in the sciences held a listening session. 

NOT: We must make higher education accessible to underrepresented minorities. 

YES: We must increase enrollment for Black, Native American, and Latino students, as well as for students with disabilities.

To communicate in a way that is true to and respectful of a person's lived experiences, it is important that language accurately reflects the person's gender. When writing about someone, use the pronouns they prefer. If you are unsure which pronouns a person prefers, then ask. If a person's preferred pronouns remain unknown, then use gender-neutral pronouns.

Gender and sex are not the same. Gender is social whereas sex is biological. A person's gender can align with their sex, or it can differ. Both gender and sex can exist on spectrums, neither entirely male or entirely female. Some individuals may use multiple pronouns sets interchangeably.

Use gender-neutral terms (alums, alumni, first-year students)

Gender-neutral terms are more inclusive and representative than gendered terms. For this reason, it is preferable to use terms such as first-year students and first-year instead of freshmen or freshman. Gendered Latin nouns such as alumnus and alumna are not commonly understood in modern English. Alum and alums (or alumni) are easily understood by most audiences.

• We welcome this year’s first-year students to campus.
• During your first year, you will adjust to campus life.
• As an accomplished alum, she inspires current students.
• Several alums formed successful bands while en rolled at CU Denver.

Avoid reference to gender unless it is relevant

Unnecessary or excessive references to gender can indicate bias. Historically, such usage has suggested a person’s gender is unusual in a given context, which perpetuates exclusionary practices. Examples of unnecessary, irrelevant references to gender include female doctor and male nurse.

Do not use "his/her" or " he/she"

When gender is unknown or irrelevant, do not use "his/her" or "he/she." Using a slash this way is no longer preferred in formal writing. Use the third-person singular, or use plural to avoid this altogether.

• A student should contact their advisor for assistance.
• Students should contact their advisors for assistance.
  

Third-person singular

Since 2017, AP has allowed for the use of the third-person singular. Use the singular they, them, and their when referring to a person whose gender is unknown or irrelevant.

• A person should enjoy their vacation.
• Each student shared their perspective.
  

They, them as nonbinary or transgender pronouns

It is appropriate to use they, them, and their if a person identifies as nonbinary or gender fluid. Describe the person the way they want to be described. Some people use male and female pronouns interchangeably. Some people do not use pronouns at all and use only their names.

Though the university typically avoids using honorifics, the title Mx. (pronounced like mix or mux ) is an acceptable, non-gendered alternative to Mr. or Ms. and should be used if the person prefers it.

Do not use gendered pronouns that contradict a person’s gender identity, particularly when writing about a transgender person’s experience prior to their transition. To avoid outing someone, ask for their permission before identifying them as transgender. Trans is acceptable on second reference.

Demi is a nonbinary person, and they appreciate your use of their pronouns.

Mx. Luevano shared their perspective and hopes more students like them feel empowered to speak up.

List of gendered language and alternatives

• freshman, freshmen: first-year, first-years, first-year students
• alumna, alumnus: alum
• woman doctor: doctor
• spokesman: spokesperson
• actress: actor
• chairman chair: chairperson
• man power: work force, employees

Commonly misused gender terms

• Intersex: Use people-first language (people with intersex, people born with intersex traits). Do not use hermaphrodite.
• Transgender: Avoid phrases like "she identifies as transgender" (or "he identifies as queer" or "they identify as nonbinary"). Also, avoid the term "transgender status." This language implies these identities are a choice. Instead, use "she is transgender." Trans is acceptable on second reference. Do not use transgendered with an "ed" at the end (people are transgender, similar to being gay or lesbian—not gayed or lesbianed).
  
• Nonbinary: No hyphen in nonbinary. Use third-person pronouns or the pronouns the person prefers. You can use both male and female pronouns interchangeably if that is how the person prefers their pronouns to be used.
  
• Gender fluid: Gender fluid refers to a person who does not have a fixed gender.
  
• LGBTQ +: CU Denver’s preferred term is LGBTQ+. Use the plural LGBTQ communities rather than the singular LGBTQ community to accurately reflect the plurality of experiences and identities encompassed. Do not use LGBT. Because failures of inclusion have been internal as well as external for the many different communities loosely grouped as LGBTQ +, consider whether LGBTQ + is appropriate in the context you are writing. Investigate whether a more specific term is appropriate, particularly for individuals who may feel doubly minoritized within LGBTQ + communities.
• Queer: Not all members of LGBTQ communities accept the term queer, which prior to its reclamation was largely used as a pejorative. It is important to ensure that it is applicable to the individual or group to which you are referring. If you are unsure, then ask.

Do Not Use

• Transsexual: Though the word may be acceptable in an increasingly limited scope of separate contexts, never use transvestite to refer to a person who is transgender.
• Transvestite: May be considered offensive, particularly if used to describe an individual who is transgender. Tranny is in all cases considered derogatory. Cross-dresser may be used if it is preferred by the individual, though it should not be used to describe a person who is transgender.
• Hermaphrodite: Use people with intersex, or people born with intersex traits.
• Normal: Do not refer to cisgender or heterosexual people as normal as it perpetuates exclusion.
• Sexual preference: Do not use as it implies queer identities are a choice.
• Sex change: Use sex reassignment or gender transition.

Language is constantly changing to more accurately reflect the reality of all our experiences. If you encounter an issue which is not addressed above, look to resources such as GLAAD Media Reference Guide for further guidance.

The interconnected nature of social categorizations such as race, class, and gender, regarded as creating overlapping and interdependent systems of discrimination or disadvantage; a theoretical approach based on such a premise. (Note that consideration of one’s intersectionality is extremely important to communicating with respect and appropriateness.)

• Use people-first language: People who are experiencing homelessness or people who are homeless. Examples: The anti-camping law discriminates against people who are homeless. The coalition works to help people experiencing homelessness. The student, who was homeless during the fall semester, found affordable housing.

• Use people-first language (people with x). Do not indicate a person’s disability or illness unless it’s relevant. Examples: The student, who is visually impaired, listens to audio recordings of textbooks. The professor with Parkinson’s disease prefers to teach online.
• Do not indicate if a person has a disability or illness unless it’s relevant to the story.

Do Not Use

• differently abled: This term is considered condescending or offensive.

• African American: No hyphen; may be used for Black people who live in the U.S. Follow an individual's preference if known. Example: Many African American students attended the chancellor's town hall on diversity.
• Asian: Use national origin if known for people who reside in Asian countries; Asian may be used if national origin is unknown or for people of multiple countries. Example: The delegation included three ambassadors from Asian countries.
• Asian American: No hyphen. May be used for Americans of Asian descent. Use national origin when possible or follow an individual's presence. Example: The Asian Student Union organized events for students from over 22 countries, including Filipino American and Indian American students.
• BIPOC: Acronym for Black, Indigenous, and People of Color. Capitalize all letters. May be used to describe people of races other than white in the U.S. Example: The BIPOC students met in the student union.
• biracial: No hyphen; may be used for people who identify as biracial. Example: Jennifer Montrose, who calls herself a biracial artist, exhibited at Emmanuel Gallery.
• Black: Capitalize Black when referring to people. Example: The Black students wanted more diverse authors represented in the syllabus.
• Chicano, Chicana: Refers to Mexican Americans, primarily in the Southwestern U.S. Use only when it's a person's preference. Chicana is the feminine form. Example: John Hernandez, a Chicano graduate student from Texas, found a home at CU Denver. Maria Martinez and Ana Romano founded Chicanas in Denver, a student affinity group.
• Chicanx: A gender-neutral alternative to Chicano and Chicana. Follow an individual's preference. Example: Chicanx artist Josefina Mestas graduated from CU Denver.
• Diversity, Equity, and Inclusion (DEI): CU Denver uses Diversity, Equity, and Inclusion in that order when referring to equity-related programs.
• Filipino, Filipina: Refers to people from The Philippines. Filipino is the masculine form; Filipina is the feminine form. Example: Filipino student Juan Luna visited his family in The Philippines over spring break. Rosemary Rodriguez, a Filipina American musician, plays guitar and drums.
• Filipinx: A gender-neutral alternative to Filipino and Filipina. Follow an individual's preference. Example: Garcia, a Filipinx biologist, is studying how disease affects marmots.
• First Nation: The preferred term for Indigenous people of Canada. Example: First Nations people are original inhabitants of the land that is now Canada.
• Hispanic/Latinx: CU Denver's preferred term is either Hispanic or Latinx. Hispanic refers to people whose ancestors are from a Spanish-speaking area or country (may exclude Brazil and Portugal). Latinx is gender neutral and refers to people whose ancestors are from a Spanish-speaking area/country or who are from a country in Latin America. When writing about individuals, use national origin when possible or follow an individual's preference. Example: Hispanic student enrollment has increased since CU Denver was officially designated as a Hispanic-Serving Institution. Guatemalan student Juan Robles was a member of the Latinx Student Alliance. Men and women from the Latinx community requested the meeting.
• Indigenous (adj.): Capitalize when referring to original inhabitants of a place. Example: The Indigenous students drafted a land acknowledgment statement.
• Latino, Latina: Term for people whose ancestors are from a Spanish-speaking area/country or who are from a country in Latin America. Latina is the feminine form. Latinos is the plural for an all-male group or mixed-gender group. Latinas is the plural for a group of women. For groups, use Hispanic or Latinx. For individuals, use national origin when possible or follow an individual's preference. Example: Latinx students went to the poetry reading. A group of Hispanic students decorated their caps for the graduation ceremony. The Columbian American student had difficulty getting her student visa.
• minoritized: May be used to describe historically underserved groups. Example: Minoritized faculty are having a meeting to discuss their representation on the board.
• multiracial: No hyphen. May be used for people who identify as multiracial. The multiracial assistant professor taught Latin American Literature and Afro-Caribbean Literature.
• Native American, American Indian: Both terms are acceptable for an Indigenous person of different tribal affiliations living in the U.S. Follow an individual's preference if known. When possible, specify the person's tribal affiliation. Avoid Indian when referring to Indigenous people. Examples: She is a Navajo student representative. He is a citizen of the Cherokee Nation. The Native American students formed their own affinity group.
• people of color: May be used to describe people of races other than white in the U.S. Do not capitalize. Example: The ethnicity data included statistics about people of color.
• white: Do not capitalize when referring to people, per AP style. Example: Some white students said they disagreed with the policy.

Do Not Use:

• Aborigine: Term is considered offensive by some Indigenous Australians.
• Brown: When referring to skin color, this term is imprecise and interpretations vary.
• Caucasian: This term is imprecise, as it originally used for people for the Caucasus mountain range (mostly Russia and Georgia); not synonymous with white.
• Minority: When referring to people of color or underrepresented groups, avoid minority for two reasons: 1. minority may connote unimportance or less important than the majority and 2. people of color may be in the majority.
• Orient, Oriental: When referring to people of Asian descent, avoid Orient and Oriental, as it originated at a time when Asians were considered to have subordinate status.
• Slave: Enslaved people is preferred. Slave is dehumanizing. Slave may be used in a quote or in historical context.
• Transracial: Do not use for people who have adopted a different racial identity; it may be considered offensive by BIPOC and people who are transgender.

When marking possession with a word that ends in “s,” use an apostrophe after the “s” consistently. Do not add an extra “s” after the apostrophe.

EXAMPLES:

• Lewis’ class
• Descartes’ theory
• girls’ uniforms

Commas

For the sake of consistency and simplicity, always use the serial comma (also called an Oxford comma) in a series or list. This is a break from AP Style, which uses it only when necessary for clarity.

EXAMPLES:

• Attendees included students, faculty, and staff.
• I had orange juice, toast, and ham and eggs for breakfast.
  

Quotations

When quoting verbatim, always place periods and commas within the closing quotation mark. Dashes, colons, semicolons, question marks, and exclamation marks go inside the closing mark only when they apply to the quoted material. When they apply to the whole sentence, they are placed outside of the mark.

EXAMPLES:

• “What did Simon Say?” was the name of the song.
• "Did you hear what the teacher said?" she asked her classmate.
• What was the theme of “The Road Not Taken”?

En Dash

Use an en dash with a space on either side to indicate a range, replacing the words “through” or “to”:

EXAMPLES:

• They rated the course on a scale of 1 – 10.
• Lecture is from 9 a.m. – 11 a.m.
  

NOTE:

• It’s acceptable to replace the en dash with a hyphen when operating in a word processor that does not permit special characters.

---

Em Dash

Use an em dash with no spaces on either side to mark a break in thought or to add emphasis.

EXAMPLES:

• He will travel to Europe this summer—if he passes all of his classes.
• The space has been renovated—including the student lounge—to reflect a change in the way people work.
  

NOTES:

• Mac keyboard shortcut for en dash: Option + Minus key
• Mac keyboard shortcut for em dash: Shift + Option + Minus key
• PC keyboard shortcut for en dash: Control + Minus key
• PC keyboard shortcut for em dash: Control + Alt + Minus key

Hyphens

Use hyphens in compound modifiers (two or more words that modify the same noun), to avoid ambiguity, or if the word that follows a prefix begins with a capital letter. For compound words or words with prefixes and suffixes, check the dictionary (AP uses Webster’s New World College Dictionary).

EXAMPLES:

• World-class university, full-time student
• un-American, mid-March
• co-worker, coworking
• campuswide, nonresident

---

Phone Numbers

Use hyphens in phone numbers with no spaces on either side.

EXAMPLE:

• 303-315-2154

Per AP style, spell out numbers under 10; use figures for numbers 10 and up.

For percentages, use numerals and percent sign, no space. (Note: New rule in 2019.)

Avoid beginning sentences with numerals. When a sentence does begin with a number, always spell the number out. Years are the only exception.

For times, denote a.m. or p.m. with lower-case letters with periods, no spaces between. Use a colon to separate hours and minutes. Do not use a colon and zeros for on-the-hour times.

In phone numbers, use hyphens with no spaces on either side.

Always use numerals with street addresses, ages, dollars and cents, measurements, temperature, millions and billions, and congressional districts.

EXAMPLES:

• She had five pennies, and he had 20.
• The difference was 20% (Note: New rule in 2019.)
• Twenty-five people joined. 2019 was the year of the Lynx.
• 10 a.m., 4:30 p.m.
• 303-333-3333
• 1380 Lawrence St.
• He was 10 years old. The 10-year-old girl watched the younger children. The university is 50 years old.
• The ticket was $7.50. Sodas used to be 25 cents. He earned $25 an hour.
• He was 6-foot, 5-inches. The hole was 5 feet deep. The speed limit was 40 miles per hour.
• It was minus-5 degrees. It was a balmy 85 degrees.
• 5 million, 25 billion,100 million
• She was from the 4th Congressional District.