Copywriting Guidelines
for external publications
Pare every sentence to the bone, taking out every redundant
word, so that only the message remains, gleaming like a medal in a
velvet-lined box.
Nigel Graber, award-winning copywriter
Mightierthan.com, Copywriting that means business
Corporate Relations
Design and Publications
2009–2010 edition
At a glance
· Provoking a reaction
– page 3
Our key values
Avoid offending
· Don’t say you’re funny: tell a joke
– page 3
Demonstrating the point
Copy that ticks all the boxes
· Be clear and direct
– page 4
Clear, concise and Confident
· Write short, simple sentences
– page 4
Complicated sentences and Plain English
· Hyperbole – avoid over-exaggeration
– page 6
Adjectives and superlatives
· Cut! – remove those very unnecessary words
– page 6
· Avoid stating the obvious
– page 7
· Keep active
– page 7
The active and passive voice explained
· Avoiding clichés
– page 9
Cliches explained
Cliches in use
· Be specific
– page 10
· Prove what you say
– page 10
Substantiate your claims
· Our glorious heritage
– page 10
Bring the past into the present
· Tone of voice
– page 11
Jargon and acronyms
Polite and personal
Tips
· Structure
– page 12· Breaking up the text
– page 13· Duty and responsibility
– page 13· University house style
– page 15House Syle Guide
Note about the word marque· What makes Birmingham different?
– page 16
· Further information and resources
– page 17· Feedback notice
– page 20Provoking a reactionThe key idea for the University
image is provoke: provoking thought and action, provoking debate
and change. This is expressed through our four key values:
1.Encouraging inquiry
2.Shaping thoughts and opinions through debate
3.Challenging convention
4.Making an impact
In keeping with this, our communications should provoke a
reaction. We can use the four values to assess their effectiveness.
How well do they:
· Excite curiosity and encourage people to look into the subject
in more detail?
· Stimulate discussion and debate?
· Challenge conventional thinking or approaches?
· Spur people to do something in response?
Avoid offending
There is a difference between ‘provoking’ a reaction and causing
offense. Always check that your text is inclusive and equal to all;
that it does not use inappropriate and disrespectful language in
relation to gender, race or ethnicity, sexuality, religion or
faith, age, social class or disability.
Don’t say you’re funny: tell a jokeRather than telling people
that the University of Birmingham ‘provokes’– provide an example
that demonstrates the point; such as –
‘Forget comfortable structures…your competitor today will be
your partner tomorrow. Business will be more like an amoeba –
sticking together when it works, breaking up when it doesn’t.’
Professor Leslie de Chernatony, Professor of Brand Marketing
The opening statement of your copy can have the same effect by
being:
· Contentious – something controversial will provoke thought and
debate
· Unconventional – something out of the ordinary will add the
element of surprise
· Intriguing – something new or fascinating will inspire
curiosity
Here is a piece of University text that ticks all the boxes:
‘Why are you sitting comfortably? The main component of you and
your chair is empty space. With only one part in 1015 containing
matter, it is remarkable that the chair and your body are
distinguishable’.
Undergraduate Prospectus 2009 – Physics degrees
This immediately opens a debate with and challenges the reader.
The tone of voice is demonstrated rather than stated.
Be clear and direct
Your text should be:
· Clear – your meaning is unmistakable and easily understood by
the reader
· Concise – you only need a few words to get your point
across
· Confident – you are certain that what you are saying is
true
Write short, simple sentences
Long and complicated sentences can be difficult to understand in
printed documents and this effect is increased on the web. Here are
three examples from the Plain English Campaign
(www.plainenglish.co.uk), the organisation who champion the use of
crystal-clear communication:
‘Seasonal forecasts indicate how slowly-varying large-scale
climate influences make particular seasonal conditions more likely
than others. Random, unpredictable factors (‘chaos’) also partly
determine year-to-year variations, and these will sometimes
override large-scale influences. Such uncertainties make a
probabilistic format, as used here, advisable for seasonal
forecasts.'
In other words: We can’t predict what the weather will be
like.
‘High-quality learning environments are a necessary precondition
for facilitation and enhancement of the ongoing learning
process.’
In other words: Children need good schools if they are to learn
properly.
‘If there are any points on which you require explanation or
further particulars we shall be glad to furnish such additional
details as may be required by telephone.’
In other words: If you have any questions, please phone.
Here is another mouthful of nonsense with a more palatable
translation:
‘I utilised a multitined tool to process a starch resource’
In other words: I used my fork to eat a potato
Source: Scott Adams, creator of The Dilbert Principle
(http://www.dilbert.com) a satirical take on the corporate
world
By way of further example, here, are alternative ways of
introducing the University’s Ironbridge Institute:
Introduction 1: Whilst the Ironbridge Institute, set in the
famous Ironbridge Gorge, which is a world heritage site, may only
be 30 miles from the University’s Edgbaston campus, through
attractive countryside, it feels a world away from cosmopolitan
Birmingham.
Introduction 2: Ironbridge is a world heritage site and the
location of the University’s Ironbridge Institute. Only 30 miles
from the University and the city, this is a tranquil area of great
natural beauty.
Too many clauses or sub-clauses (introduction 1) obscure the
meaning of the sentence. If the sentence structure is limited to
two or three clauses (introduction 2), the reader will move through
the text more swiftly. They will also retain more information.
The average sentence length should be between 15 and 20 words.
For variety you will want to include sentences that are longer and
shorter than this, but we recommend this as an average.
Simple sentences aid clarity and will appeal to more groups
within your target audience than over-elaborate sentence
structures. Avoid using the double negative: for example, say a
welcome addition to the University rather than a not unwelcome
addition to the University. While such structures can be very
effective in creative writing, they can be confusing in a
publication such as an undergraduate prospectus, especially for
readers whose first language may not be English.
Long paragraphs can similarly confuse the reader and obscure
meaning. When aiming to communicate messages clearly and simply,
paragraphs should not exceed more than four sentences.
Hyperbole – avoid over-exaggeration
Naturally, you are very proud of the University and want to tell
everyone how wonderful we are. This is when you are vulnerable to
attacks of hyperbole, or runaway enthusiasm and over-exaggeration –
‘the University of Birmingham is the best place to be in the entire
Universe!’. Well, perhaps you wouldn’t go that far, but you might
go this far:
‘This world-leading university offers excellent teaching from
well-renowned staff who are global experts in their field, carrying
out cutting-edge research within a beautiful campus.’
On its own, this sentence does not contain any meaningful
information and raises a number of additional questions in the
reader’s mind;
· In what way is Birmingham a world leading university?
· In what way is the teaching excellent and is it ‘more
excellent’ than at competitor institutions?
· Who are these global experts and what have they done?
· What is the nature of this cutting-edge research?
· Is the campus more beautiful than any other?
Hopefully you know the answers to these questions – but if we
make these claims then we must be able to support them (see Prove
what you say on page XX). Over-use of adjectives (a word that
describes or qualifies a noun or pronoun) and superlatives (a word
expressing the highest degree of comparison), reduces the
credibility of the sentence. If adjectives are restricted to only
one or two per sentence (maximum) the text becomes more informative
and credible, inspiring trust and confidence.
Cut! – remove those very unnecessary words
Readers need to grasp your message as quickly and effectively as
possible. Words that do not increase their understanding or add to
the meaning of the text should be deleted. Take the heading of this
section, for example: ‘Cut! – remove those very unnecessary words’;
we could do just that until it becomes Cut unnecessary words.
More examples
There is no significant difference in meaning between the longer
versions (a) and cut versions (b) of these sentences:
(a) It is usually the case that the University closes during the
Christmas period (b) The University usually closes during the
Christmas period
(a) The University always extends a very warm welcome to
international students from across the globe
(b) The University extends a warm welcome to international
students or evenThe University welcomes international students
(a) Sport contributes to academic life and this is very much the
case at Birmingham
(b) Sport is central to life at Birmingham.
Over-use of words such as ‘more’, ‘most’, ‘more and more’,
‘very’, ‘very much’ to create emphasis reduces the confidence of
the tone of voice. Question whether they are needed at all. Read
and re-read text to ensure that every word and every sentence are
needed.
Avoid stating the obvious
The front cover of your leaflet is emboldened with ‘University
of Birmingham: College of Enlightenment and Metaphysics: School of
Paracryptozoology: MSc programmes’ and your first paragraph inside
the leaflet begins ‘This leaflet has been designed to provide you
with information about MSc programmes of study in the School of
Paracryptozoology in the College of Enlightenment and Metaphysics
at the University of Birmingham’. Why? None of this information
needs to appear in a recruitment leaflet; it’s obvious. If the
words add nothing new, delete them.
Keep active
It is better to use the active voice when writing for University
publications rather than the passive voice. Here is a choice
explanation of the difference between the two styles of
writing:
‘A sentence written in the active voice is the straight-shooting
sheriff who faces the gunslinger proudly and fearlessly. It is
honest, straightforward; you know where you stand. A sentence
written in the passive voice is the shifty desperado who tries to
win the gunfight by shooting the sheriff in the back, stealing his
horse, and sneaking out of town.’ (Source: Sherry Roberts: The
Roberts Group, 1992,
http://www.editorialservice.com/11ways.html)
Readers understand the meaning of active sentences more quickly
than passive ones because the agent (that is ‘the doer’ or subject
of the sentence) comes before the verb (the action).
Examples
Active: I read the booklet on Original Thinking
Passive: The booklet on Original Thinking was read by me
Active: The Vice-Chancellor welcomed the students
Passive: The students were welcomed by the Vice-Chancellor
Active: The Careers Centre provides a drop-in service
Passive: A drop-in service is provided by the Career’s
Centre
Active: The main campus is located in Edgbaston
Passive: Edgbaston is the location of the main campus
We recommend that you use the active rather than passive voice
unless there is a good reason not to do so, as in the following
hypothetical case where the more apologetic tone of the passive
voice reduces the impact of what is being said:
Passive: A mistake was made by the University in charging the
wrong fees for its MSc in Paracryptozoology.
Here, passive writing helps the writer avoid responsibility and
remain anonymous, whereas the stronger active alternative leaves no
room for doubt .
Active: The University made a mistake in charging the wrong fees
for its MSc in Paracryptozoology .
Use your judgment.
Avoiding clichés
Clichés were originally intended to provide us with ready-made,
memorable words and phrases to save the bother (the perspiration)
of having to come up with something original (the inspiration)
every time we need to produce engaging text. Over the years, these
words and phrases have been overused to the extent that most people
know them well and can predict what is coming next.
‘Many a shining phrase became dull through over-exposure and
instead of slotting into place with a crisp click landed with the
dull and stultifying thump of inevitability.’
(Source: Munro: Clichés and How to Avoid Them; Chambers, 2005,
p.3)
Cliché-ridden text suggests that the writer is indolent and
lacking in original thought and ideas; surely the antithesis of
what the University stands for.
Here are some examples of clichés you might be tempted to
use:
acid test
address the issue
all things considered
ballpark figure
behind the scenes
chain reaction
deliver best practice
each and every
experts agree
from start to finish
golden opportunity
hidden agenda
in the final analysis
jewel in the crown
keep you posted
leading light
magnum opus
needless to say
on a daily basis
put on the back burner
quantum leap
run of the mill
safe and sound
second to none
state-of-the-art
take on board
terra firma
too numerous to mention
up and running
vast majority
well and truly
when all is said and done
year-in, year-out
Here are a dozen of them in use:
Now that our magnum opus programme is up and running, the School
of Paracryptozoology has state-of-the-art facilities that are
second to none. Each and every student has access to these on a
daily basis. Needless to say, the benefits of joining one of our
research teams are too numerous to mention, but you can be assured
that from start to finish, we will deliver best practice, so that
you can make the most of your golden opportunity. You will be well
and truly looked after on a campus that is the jewel in our crown,
where you will be safe and sound. Don’t put your decision to join
us on the back burner; take that quantum leap now and prove that
you are not just a run of the mill student.
Whenever you are tempted to use a stock phrase, question what it
means. Consider re-working your text, either to explain the idea
more clearly or use more interesting language.
Be specific
Try to be specific, as provable examples are preferable to
general statements (Refer back to Hyperbole and see the following
section).
Prove what you say
Whenever claims are made to promote the University, evidence
needs to be provided that will validate the claim. ‘Provoke’ is not
an excuse to make unfounded, sensational statements. However strong
our statements may be, they must always be proven; either within
the sentence, in the text that follows, pictorially, with data or
through a quotation.
Example – ‘The University was founded on a most radical
vision.’
We need to substantiate this claim with further evidence:
‘The University grew out of the radical vision of our first
Chancellor, Joseph Chamberlain, to create a new model for higher
education. Founded in 1900, Birmingham broke away from the Oxford
and Cambridge collegiate system to become England’s first modern
university.’
Each claim need not be substantiated in the same way. But unless
we can prove that ‘We provide a teaching experience unparalleled in
the UK’, we cannot claim it.
Note: Any claim we make can be challenged by students, the
general public, HE councils and other bodies, other HE
institutions, and the Education Media. If it appears in print or on
our website, it had better be accurate, true and provable. If there
is any doubt, don’t say it.
Our glorious heritage
The University is proud of its history, but the value of our
heritage is measured by how it benefits the institution today.
Previously, our heritage was portrayed as a benefit in itself. This
often overshadowed our contemporary achievements, which needed to
be addressed.
We recommend that facts of history are not used in isolation,
but only where they provide context or validation for current or
future activities.
Example
Rather than a statement such as: ‘The University was founded 104
years ago, and boasts a long tradition of excellence’, we need to
be more specific about what this means and how it might be valuable
to the reader, as follows:
‘With over 100 years of research activity and teaching
experience, contemporary research activity ranks Birmingham in the
top five institutions in the UK for research excellence. Our
research into pioneering learning techniques benefits our students
and staff and informs the development of University learning
facilities.’
Tone of voice
Your tone of voice will change according to two elements:
1. the audience you are addressing
2. the purpose of the document
For the purposes of recruitment literature, the tone should be
informal, but not casual. The language should be intelligent but
not arrogant or pompous.
Jargon and acronyms
You can sound unnecessarily arrogant and alienate your reader by
using jargon, suggesting that you expect them to know as much about
the subject as you do. The use of jargon (specialist language) is
only appropriate if you are confident that your reader will easily
understand it.
Be cautious also of using phrases and acronyms such as ‘RAE’,
that might be very familiar to you but not necessarily to your
reader. Question whether your reader will understand them; or are
they likely to google RAE where they discover that it can mean
Royal Academy of Engineering, Revolution Against Evolution, Real
Academia Española, or Research Assessment Exercise. If you make
your reader feel inferior, or make them struggle to fill in the
gaps in information, they will stop reading.
This does not mean that you cannot use jargon and acronyms; just
be aware of why you are using them, and that they are entirely
appropriate for your target audience. If you do want to use
acronyms to save space, make sure that you have written it in full
the first time of using, so your reader has a reference point.
Polite and personal
The terms you and we are the preferred form for addressing the
reader. They create a welcoming and engaging tone of voice without
becoming patronising. There may be certain formal publications
where this is not appropriate, but these are likely to be in the
minority.
Tips
· Always write with your audience in mind
· Communicate with them from one human being to another
· Write for them and to them
· Treat your reader with respect
· Read what you have written from their point of view
Structure
The combination of ‘provoke and proven’ provides a starting
point for structuring your text. Ask yourself three questions
before you start to write:
1. Have I got something provoking to say?
2. Have I got the facts to back it up?
3. Can I make it relevant to my reader and prompt them to
act?
If you answer ‘yes’ to each question, you can begin.
Start your piece with something arresting – the challenging
statement suggested in point 1. This will need to be substantiated
(point 3) and then expanded on in the information that follows.
You close with a ‘call to action’. This is a final paragraph
that lets the reader know how they can continue the conversation –
who do they call, where can they get more information, is there
something more specific you would like them to do?
Breaking up the text
You can take your reader on an easy journey through your text by
employing a few simple devices:
· Paragraphs – start a new paragraph as often as possible to
present your reader with manageable chunks of text rather than
weight blocks of it
· Bullets and lists – bullets draw attention to a particular
piece of text and are great for lists (modules within a programme)
and outlining the steps in a process (how to apply for a
course)
· Headings and subheadings – an intriguing main heading will
grab your reader’s attention; then help them along by using
mini-headings to break up the copy
· Artwork – liven up your copy with photographs, drawings, inset
quotes, tables and anything else you can use by way of
illustration
Duty and responsibility
When you write for University printed or online publications,
you take on certain duties and responsibilities to ensure that you
comply with legal requirements currently placed on higher education
institutions. This will have an impact on your tone of voice, style
of writing, the information you are required to give and the visual
material you use to enhance your copy. Much of this falls under the
heading of ‘good practice’ anyway, and experienced copywriters will
automatically pay attention to such detail.
Material must be anti-discriminatory
Everyone at this university has a legal duty not to discriminate
against students (or fellow staff) on the grounds of race, gender,
disability, age, religion, sexual orientation or belief.
You can discriminate by not including, or not paying attention
to the needs of all categories of people within these groups. Be
aware, for example, that if you refer to ‘the Christmas break’,
that people of other faiths may have a different festive calendar
to adhere to. They may require days off (including exam days) that
are not part of the University’s usual closed days and holidays;
you will need to make provision for this and explain what that
provision is.
Positive duty
As a higher education institution in the public sector, we have
an additional responsibility which places a ‘positive duty’ on the
University to promote race, gender and disability equality. You do
this in copywriting by including information that shows an inherent
understanding of the needs of all groups and by welcoming
diversity. You might, for example, say: ‘The School welcomes
students from a variety of backgrounds and with a range of
abilities and disabilities’.
New inclusions
The new Equality Bill (April 2009) extends this ‘positive duty’
to include age, sexuality, religion or belief, and socio-economic
status. You might, therefore, need to make explicit that: ‘The
School welcomes students of all ages from a variety of faith,
cultural and socio-economic backgrounds, and with a range of
abilities and disabilities’.
The Bill is likely to receive Royal Assent in the spring of
2010. You can find out more information about the Equality Bill on
the Government Equalities Office website at:
http://www.equalities.gov.uk/equality_bill.aspx
Images
Any photographic or graphic images you use within your
publications should also pay ettention to equality and diversity
issues by including representatives from as many of the named
groups as possible. At least make sure that not everyone in your
photographs is young, good-looking and able-bodied.
Find out more
See the ‘Useful information and resources’ section on page XX.
We also produce a checklist to help you measure the effectiveness
of your publicity material.
University house style
‘A publisher’s house style embodies their stated preference for
how copy is produced and set; this allows the efficient output of
texts that are as internally consistent and error-free as
possible.’ Oxford Style Manual. Ed. R M Ritter, Oxford University
Press (2003), p.43.
A separate University House Style Guide for printed material is
available. The guide is designed to complement other elements of
the University’s brand, and to be used in conjunction with these
copywriting guidelines. It reflects modern practice and ensures our
external publications are accessible to a wide range of audiences.
It covers the key areas of grammar and usage where standardisation
is desirable as part of the University’s corporate identity.
Online Communications also have a compatible house style guide
for our online content to use when writing for the University
website. See the section on ‘Useful information and resources’ on
page XX.
Note about the word marque
The definite article ‘The’ has been dropped from the word marque
of the University, which now reads University of Birmingham.
However, in the general run of text the definite article should
still be used but with a lower case letter t. For example: For
2010, tuition fees at the University of Birmingham will be…
Within University of Birmingham publications or web pages, the
shortened versions the University or Birmingham can be used.
What makes Birmingham different?
Always ask yourself this question. Why? Because every UK
university, according to its own publicity, has a safe and idyllic
campus with wonderful facilities in a fantastic location; conducts
groundbreaking research (having the best staff in the country), and
does extremely well in the latest RAE and league tables. So, which
of these six statements belongs to us?
a) We are proud of our reputation for innovative, proactive
relationships with industry and the public services that makes us
not just a centre for academic excellence, but also a force for
positive change in the real world.
b) Our work is groundbreaking and diverse. One of our key
strengths is bringing together people from different backgrounds,
adding fresh perspectives to problem solving. In order to achieve
this, we build relationships with partner institutions across the
world. To assist collaboration, we constantly invest in
cutting-edge technologies.
c) We have always had a reputation for innovation and thinking
differently. We were one of the first universities to understand
the importance of links with business and industry. We have now
built up a network of partnerships and collaborations that benefit
all students...Our degrees prepare students for work in the 21st
century by emphasising the development of those skills demanded by
today’s employers.
d) Research combines creative thinking with practical
application. Our partnerships with industry, government and the
public sector ensure that our research contributes to developments
on a regional, national and international level. Groundbreaking
research also drives our teaching forward.
e) The University is a dynamic, twenty-first-century
institution, founded on a tradition of academic excellence, which
spans more than a century. Our postgraduate students pioneer new
ways of thinking, and leave the University ideally equipped to make
an invaluable impact in their future careers, research and daily
life.
f) A research-active university, we have a distinguished
reputation for providing outstanding education as well as a rich
social experience for our students... A number of recent
developments are helping to consolidate our worldwide academic
reputation.
The answer is d); the others belong to a) Manchester, b)
Sheffield, c) Warwick, e) Nottingham, and f) Hull.
It is almost tempting to coin the phrase ‘Unispeak’ because the
phrases appear so similar in style, tone and word choice. If we
really want to stand out from the crowd, we need to say something
new, or find new ways of saying it. As a copywriter, it is your job
to do just that.Useful information and resources
University PDF documents
Design and Publications produce the following:
· Copywriting Guidelines (complete version)
· Copywriting Guidelines (summary document)
· House Style Guide (complete version)
· House Style Guide (summary document)
· Checklist for assessing publicity material
Dictionary and thesaurus
Every copywriter needs a good dictionary and thesaurus. Using
them on a regular basis will improve your copywriting skills. Which
publisher you choose is up to you, but we recommend using the
Oxford English Dictionary (OUP) and Roget’s Thesaurus
(Longman).
Online dictionary and thesaurus
While we recommend that you have hard copies of these available
to you, you can also use an online dictionary
(http://www.askoxford.com) and thesaurus (http://www.roget.org);
make sure that it is UK English usage and not American.
Copy-editing guide
We recommend the following book: Butcher’s copy-editing: The
Cambridge Handbook for Editors, Copy-editors and Proofreaders,
Fourth Edition; Butcher, Drake and Leach, Cambridge University
Press, 2006. Please note, however, that this does not take
precedence over the University’s own house style and copywriting
guidelines.
Spellcheckers
These will not find all the errors in your copy, so try not to
rely on them. If you want proof, key in the boxed text and then do
a spell check on it:
They’re know miss steaks in this peace off righting cause we
used special soft wear witch checks your spelling. It is mower or
lass a weigh too verify. However is can knot correct arrows inn
punctuation ore usage: it will not fine words witch are miss used
butt spelled rite.
Check out the competition
It is a good idea from time-to-time to take a look at other
universy websites to get a feel for how they write to promote
themselves. You can always learn from other people’s examples of
good practice – and from their mistakes.
Visit the following websites for live A–Z listings of all UK HE
institutions linking directly to their web pages:
· UK Universities and University Colleges
http://web.bham.ac.uk/info/ukuwww.html
· Colleges and Universities – United Kingdom
http://web.mit.edu/cdemello/www/uk.html
Plain English Campaign
We recommend that you have a look at the Plain English Campaign
website and take advantage of their free guides on writing, special
subjects and grammar. This is the organisation that specialises in
clear communication and campaigns against gobbledygook, jargon and
misleading public information. They produce a Plain English
magazine, also accessible online, and provide training courses.
http://www.plainenglish.co.uk
Equlaity and diversity issues
Visit the following pages on our website:
· Main Equality and Diversity website
www.equality.bham.ac.uk
· Equality and diversity for staff
www.equality.bham.ac.uk/staff
· Equality and diversity for students
www.equality.bham.ac.uk/students
· Human Resourceswww.hr.bham.ac.uk/equality
You may also like to visit the Equality Challenge Unit website
at: http://www.ecu.ac.uk where you will find information relating
to the promotion of equality and diversity in higher education.
RNIB ‘See it right’ guidelines
Visit the RNIB website to find information on making your
information (text and images) accessible to people with a variety
of sight problems.
http://www.rnib.org.uk/professionals/accessibleinformation/Pages/see_it_right.aspx
Writing for the web
Online Communications have produced a house style guide for
online content to use when writing for the University website.
These guidelines are compatible with the guidelines for printed
material and are also available in PDF format. Find them at:
https://www.intranet.bham.ac.uk/onlinecomms/housestyle
You might also want to look at W3C (World Wide Web Consortium)
Web Content Accessibility Guidelines (WCAG) 2.0 at:
http://www.w3.org/TR/WCAG
We are always in the process of reviewing our copywriting and
house style guidance with a view to incorporating further advice
about writing for University printed and online pubications.
If you have any comments about this or any other guidance notes
we have produced, or have suggestions for other writing issues we
might cover, please contact us by telephone or email.
We would also be interested to hear how you think we might make
this document more user friendly.
Carole Wale Peter Kiddle
Tel: 42582 Tel: 46683
Email: [email protected] [email protected]
This document is available in other formats.
Please contact: details to be added here when available
University of Birmingham
Corporate Relations
Creative Media – Design and Publications
Aston Webb Building
Edgbaston, Birmingham
B15 2TT
