Editorial guidelines for lunduniversity.lu.se

See the different British and American English spellings below, grouped by category. Use these rules as a guide, but note that there may be some exceptions.

-sation- versus -zation

• Write digitalisation, not digitalization.
• Write organisation, not organization.

-ise versus -ize

• Write organise, not organize.
• Write realise, not realize.
• Write recognise, not recognize.

-yse versus -yze

• Write analyse, not analyze.
• Write catalyse, not catalyze.

-our versus -or

• Write behaviour, not behavior.
• Write colour, not color.
• Write labour, not labor.

-ll- versus -l-

• Write travelling, not traveling.
• Write cancelled, not canceled.
• Write counsellor, not counselor.

-l versus -ll

• Write fulfil, not fulfill.
• Write enrol, not enroll.

-re versus -er

• Write centre, not center.
• Write theatre, not theater.
• Write litre, not liter.

-er versus -or

• Write adviser, not advisor.

-ce versus -se (nouns)

• Write practice, not practise (vice versa for verb).
• Write licence, not license (vice versa for verb).
• Write defence, not defense.
• Write offence, not offense.
• Write pretence, not pretense.

-se versus -ce (verbs)

• Write practise, not practice (vice versa for noun).
• Write license, not licence (vice versa for noun).

-ogue versus -og

• Write dialogue, not dialog.
• Write catalogue, not catalog.
• Write analogue, not analog.

-ae- or -oe- versus -e-

• Write aesthetic, not esthetic.
• Write gynaecologist, not gynecologist.
• Write leukaemia, not leukemia.
• Write anaemia, not anemia.
• Write paediatric, not pediatric.
• Write manoeuvre, not maneuver.

It can be difficult to know when British and American English have different words for something, and which one(s) to use.

We actually use a mixture of both on the website, depending on the context. Some words are more commonly used internationally. In other cases, the alternative can lead to confusion or misinterpretation. Choosing the right words consistently ensures that our content is clear to everyone.

Native speakers are likely to know both versions, although there may be subtle differences in meaning.

Commonly used British English words

The following words are more common in British English than American English:

• Autumn versus fall
• Holiday versus vacation
• Timetable versus schedule
• Adviser versus advisor
• Flat versus apartment
• Lift versus elevator
• Queue versus line

Other examples exist, but are less common for university websites.

When we don't use standard British English words

We don't use standard British words in the following cases:

• Use semester (American English) instead of term. Our academic year is divided into spring and autumn semesters. In the United Kingdom, it is common to have three terms.
   
• Use grade (American English) rather than mark. Some of our audiences (non-native speakers or speakers of American English) may be less familiar with the British word.

In British English, a course usually refers to an entire programme of study. It can also refer to a single unit within a programme, but this is more commonly called a module. To avoid confusion:

• Use programme for an entire programme of study, such as a Master's programme.
   
• Use course for a single unit of study, such as a maths course.
   
• Use module to refer to a smaller unit within a programme or course.

Use the link below to find out more about grammar differences. Some of these are only relevant to informal writing:

British and American English – dictionary.cambridge.org

Lund University

Write Lund University with two capital letters in English, L and U. In Swedish, it is written as Lunds universitet with a small u.

• Lund University brings together researchers and students from around the globe.
• Research at Lund University makes a difference locally, nationally and globally.

The University

Write the University with a capital letter U only when referring directly and specifically to Lund University.

• The University has three campuses in southern Sweden.
• If you are interested in collaborating with the University, see below.

This only applies if there are no words between 'the' and 'university' and the reference is more general. In all other cases, use a small 'u':

• Lund University ranks as the top university in Sweden for sustainability.
• Lund University is the broadest full-scale university in Sweden.

References to 'our university' are quite unusual. See if you can use 'we' instead, or use a small 'u'.

When referring to another university, avoid capitalising the word university.

A university

Use a small letter for the word university in general references. 

• We are a university with a strong focus on social and environmental sustainability.
• As a university, we offer a wide range of international opportunities for students and staff.

Full/official names of organisational units should be capitalised:

• Students at the Faculties of Humanities and Theology can choose from a wide range of stand-alone courses.
• Lund University School of Economics and Management has many exchange partners.

After introducing the official name, use small letters for the definite form, for example, 'the faculty', 'the school', 'the centre' and 'the department'. Also use small letters for broad terms such as 'research group':

• The Faculty of Engineering is one of the largest faculties at Lund University. It has 10,000 students and 1,500 staff. The faculty is known for its strong focus on practical applications that make a difference.
• The faculty/school/department/centre is well known for its international focus.
• The research group has published groundbreaking results.

This is to avoid repetition and unnecessary formality, and to improve readability.

Note that the definite form 'the University' is the only exception where we use a capital letter.

Degree types

Use capital letters for degree types: 

• We offer around 140 Master's programmes and 10 Bachelor's programmes.

Specific programmes or courses

Use capital letters only when referring to a specific programme or course by its full name:

• The Bachelor's in International Business is very popular.
• The Master's Programme in Geology gives you in-depth knowledge of geology.
• The course Advanced Cancer Biology covers the key concepts of cancer biology from the laboratory to the clinic.

General subject or research areas

Use small letters when referring to a general subject area within education or research:

• Find out more about studying architecture and design at Lund University below.
• You can take stand-alone courses in history or anthropology.
• Sustainable planet – environmental and sustainability challenges

Note that the last example is a page header, so it needs a capital letter at the beginning (and no full stop at the end). However, the second word of the research area, 'planet', still starts with a small letter.

Job titles when used with a name

Use capital letters for formal job titles when used in direct association with a name/person (including in contact information):

• Vice-Chancellor Erik Renström welcomed the new students.
• Read Vice-Chancellor Erik Renström's blog.
• The committee awarded the grant to Professor Svensson and her team.

Other references to titles

Use small letters when the title is used without a name or in a more general sense:

• Erik Renström took up the position of Lund University's vice-chancellor.
• Read the vice-chancellor's blog.
• The professor manages to attract a lot of funding.

Use small letters for titles in general references:

• All deans are invited to the meeting.
• Three senior lecturers will give a speech at the ceremony.

Capitalise the names of people and places:

• Erik Renström is a qualified medical doctor and professor of experimental endocrinology.
• We have many students from European countries such as Germany and the Netherlands.

Use capital letters for days of the week and months of the year.

• Monday, Tuesday, ...
• January, February, ...

Write website names with a small initial letter (for example in link texts): 

• Register your move abroad at skatteverket.se
• File a complaint at digg.se
• Check English requirements – universityadmissions.se
• About residence permits at migrationsverket.se

Use capital letters only when writing the name of the external party in the link text, for example:

• Visit the Swedish Tax Agency website

Note that the link texts above are examples – they are not linked to actual content. Items in bulleted lists that contain full sentences should normally end with full stops (see the sections on lists and link writing below). However, link texts should never end with full stops.

Check if a possessive form is really necessary. In some cases, you can drop the 's or ' without changing the meaning.

In other cases, a verb or an alternative phrase will make the sentence clearer. Possessive pronouns such as 'our' and 'its' may be more natural than using 's or '.

Here are a few examples:

• Original: The course's requirements include group work.
• Rewrite: The course requirements include group work.
   
• Original: The students' union is very active.
• Rewrite: The student union is very active.
   
• Original: The lecturer's advice to the students was to attend all the lectures.
• Rewrite: The lecturer advised the students to attend all the lectures.
   
• Original: The team's performance was better than expected.
• Rewrite: The team performed better than expected.
   
• Original: The University's position in rankings has improved.
• Rewrite: Our position in rankings has improved.
   
• Original: The company's recruitment policy was updated.
• Rewrite: The company updated its recruitment policy.

Note that each of the rewrites is shorter and more direct than the original.

Check if a passive form is really necessary. You can often rewrite passive sentences in the active voice to make them clearer and more direct.

Use the active voice to show who is doing or involved in the action. This makes the sentence more engaging.

Here are a few examples:

• Original: The scholarship was given to the most promising students.
• Rewrite: The most promising students received the scholarship.
   
• Original: The invitation will be sent by the organisers.
• Rewrite: The organisers will send the invitation.
   
• Original: The results have been analysed by the researchers.
• Rewrite: The researchers have analysed the results.
   
• Original: The project was completed by the team.
• Rewrite: The team completed the project.
   
• Original: The experiment is conducted by the researchers.
• Rewrite: The researchers are conducting the experiment.
   
• Original: The conference is being organised by the committee.
• Rewrite: The committee is organising the conference.

Note that each of the rewrites is shorter and more direct than the original.

Check if a negative form is really necessary. You can often rewrite negative sentences in a positive form to make them clearer and more direct.

Use positive language to create a more engaging and constructive tone.

Here are a few examples:

• Original: Don't hesitate to contact us if you have any questions.
• Rewrite: Feel free to contact us if you have any questions.
   
• Original: The project group didn't meet the deadline.
• Rewrite: The project group missed the deadline.
   
• Original: The student didn't submit the assignment on time.
• Rewrite: The student submitted the assignment late.
   
• Original: There was no improvement in the test results despite the design changes.
• Rewrite: The test results stayed the same despite the design changes. 
   
• Original: The professor didn't approve the proposal.
• Rewrite: The professor rejected the proposal.
   
• Original: The event didn't attract many people.
• Rewrite: Few people attended the event.

Note that each of the rewrites is shorter and more direct than the original.

Whenever possible, choose

• simpler
• more intuitive and straightforward
• less formal, and/or
• shorter

synonyms or near synonyms. Always consider the context to see if the simpler synonym fits in. 

For example, you may decide to use:

• keep instead of maintain
  • Original: Maintain a record of your expenses.
  • Improved: Keep a record of your expenses.
     
• begin/start instead of commence/initiate
  • Original: Classes will commence next week.
  • Rewrite: Classes will start next week.
     
• use instead of utilise
  • Original: Utilise the library resources for your research.
  • Rewrite: Use the library resources for your research.
     
• get instead of acquire
  • Original: You need to acquire a student ID card.
  • Rewrite: You need to get a student ID card.
     
• help/support/enable instead of facilitate
  • Original: The new system will facilitate online learning.
  • Rewrite: The new system will support online learning.
     
• need instead of require
  • Original: Prior studies of 30 ECTS are required for enrolment in this course..
  • Rewrite: Prior studies of 30 ECTS are needed for enrolment in this course.
     
• must/need to instead of are to/are required to
  • Original: You are (required) to attend the orientation session.
  • Rewrite: You must attend the orientation session.
     
• about instead of regarding
  • Original: She asked a question regarding the scholarship requirements.
  • Rewrite: She asked a question about the scholarship requirements.
     
• on instead of about
  • Original: Read the article about study tips.
  • Rewrite: Read the article on study tips.
     
• in instead of within
  • Original: We offer programmes and courses within fire and water engineering.
  • Rewrite: We offer programmes and courses in fire and water engineering. 
     
• also/in addition/and/at the same time instead of furthermore/moreover
  • Original: She enjoys robotics. Furthermore, she is a talented musician.
  • Rewrite: She enjoys robotics and is also a talented musician.
     
  • Original: They won by a clear margin. Moreover, they broke several records.
  • Rewrite: They won by a clear margin. In addition, they broke several records.
  • Second rewrite: They won by a clear margin and broke several records.
     
  • Original: He is taking extra courses. Moreover, he is working part-time.
    Rewrite: He is taking extra courses. At the same time, he is working part-time.
     
• question instead of inquiry/enquiry/query
  • Original: Do you have an inquiry about your application?
  • Improved: Do you have a question about your application?
     
• thesis instead of dissertation
  • Original: He's working on his Master's dissertation.
  • Rewrite: He's working on his Master's thesis.

In general, avoid using words or phrases that are likely to be familiar only to university staff or researchers.

For example:

• Use doctoral studies (preferably, or PhD studies) instead of third-cycle studies.
• Use Bachelor's and Master's programmes instead of undergraduate and postgraduate programmes, as this can be ambiguous in English.

If you really can't find a way around a difficult or more internal term*, introduce it and explain it clearly. Also avoid overusing it. 

For example:

• Note that insurance claims may have a deductible (part of the cost that you have to pay).
• The virus is highly pathogenic, which means it can easily cause illness and damage. It's important to identify such viral variants in time to prevent outbreaks.
• These bacteria are pan resistant, meaning they are resistant to all antibiotics. Preventing their spread or finding effective treatments is crucial.
• Point-of-care testing, which is done right where patients are treated (for example, in hospitals or clinics), provides immediate results and speeds up medical decisions.

*Sometimes it's difficult to avoid a term altogether, for example because:

• it's used in an external system or application platform, or in official documentation/legislation that you're referring to
• it's the only way to describe a subject or area, or
• it's an international standard in education or research.

Common contractions such as it's, we're, we'll, you're, you'll, there's, can't, isn't, don't, doesn't and didn't are widely understood and generally make your content more engaging and easier to read. Screen readers also usually interpret contractions without any problems.

If you're not sure about a specific contraction, try reading the sentence out loud. If it sounds natural and the meaning is clear, it's probably OK to use it.

For example, write:

• You're welcome to ask us any questions.
• There's a webinar for new students next week.
• Don't forget to register for your courses.

Consider the context, audience and tone

Consider the context, audience and tone to see if contractions are appropriate. Depending on the type of content and the audience, it may or may not make sense to use contractions. For example, it may be more appropriate to use contractions in student content than in news articles.

When writing more formal texts, important instructions or critical details (such as a deadline or legal requirement), the full form may be more appropriate and clearer. Always consider the balance with the rest of the text and be as consistent as possible when writing for the same audience.

Avoid complex, unusual and unclear contractions

Certain contractions may be more difficult for some audiences (for example, non-native speakers or people with cognitive disabilities) to process quickly and accurately. These include less common combined negatives (such as shouldn't, wouldn't, aren't) and contractions with 've (such as we've, you've) and 'd (such as I'd, you'd). Use the full form if it makes the meaning clearer to your audience.

Avoid repeating the same contraction

Repeating the same contraction several times in the same text can feel awkward. It's fine to use contractions like you'll or we're, but try to avoid using the same contraction more than once or twice in the same sentence or paragraph.

Ask yourself whether everyone in your audience will understand an abbreviation or acronym, even if it is well known. As a general rule, explain it the first time it is used on a page.

If a heading on a page consists of an abbreviation and nothing else, spell it out there:

• H2: League of European Research Universities (LERU)
• H2: European Spallation Source (ESS)
• H3: Centre for Innovation Research (CIRCLE)

If the abbreviation is part of a longer heading, or is used for the first time in the body of the text, spell it out the first time it is used there:

• Global Dynamic Engagement (GDE) is our approach to increasing our international impact.
• Welcome to Lund University (LU for short).
• Lund is home to the European Spallation Source (ESS).
• EUGLOH – the European University Alliance for Global Health – is a network of nine European universities.

Common abbreviations include i.e. and e.g. (from Latin). These may not be intuitive or even confusing to some of our audiences:

• i.e. – use that is or in other words when you need a direct replacement.
• e.g. – use for example or such as when you need a direct replacement.

The examples below cover some of the punctuation and sign categories that require careful consideration.

Exclamation mark

Use exclamation marks (!) only for short-term campaigns:

• Change your password today!
• Third in the world for sustainability!

Commas, en dashes, colons and semicolons as connectors or separators

In general, keep your sentences short and to the point. Where possible and natural, use a full stop instead of extending a sentence.

Use commas (,), en dashes (–) or semicolons (;) only when necessary to separate ideas or list items clearly. Avoid using colons for this purpose. Colons tend to introduce a new point, making the sentence unnecessarily long.

Examples:

• Our campuses in Malmö and Helsingborg are exciting in their own way, both being part of larger seaside cities (can also be split into two short sentences by inserting a full stop and replacing 'being' with 'are').
• You can choose electives in anthropology, gender studies or sociology.
   
• EQUIS, AMBA and AACSB accredited – one of less than 1% business schools worldwide.
• Find out more in our brochure – facts, study opportunities, student life and more. 

The following list with semicolons is for illustration only. It would normally consist of three bullets.

• Geography, 7.5 ECTS credits; Biology, 10 ECTS credits; Mathematics, 7.5 ECTS credits.

Oxford comma

The following lists are for illustration only. They would normally be bulleted.

• The three modules are physics and astronomy, biology and data science, and geology and geography (Oxford comma needed for clarity).
• The course covers linguistics, literature, history and anthropology (no Oxford comma needed for clarity).

Hyphens versus en dashes in compounds and ranges

Use hyphens (-) to connect words that work together as compound modifiers to describe something before the noun.

• Well-known research
  • Compare 'The research is well known' (no hyphen).
• State-of-the-art facilities
  • Compare 'The facilities are state of the art' (no hyphen).
• Well-qualified candidate
  • Compare 'The candidate is well qualified' (no hyphen).

Use en dashes (–) to connect ranges or two equally important parts of a compound modifier:

• 10–15 students, 08:15–10:15, March–April
• Malmö–Copenhagen area, student–teacher relationship.

Single quotation marks

Use single quotation marks (' ', instead of italics) to introduce or highlight concepts, Swedish terms and the titles of publications:

• This academic tradition is called an 'academic quarter'.
• In Swedish, this tradition is called a 'fika'.
• Use the online resource 'Academic Writing in English at Lund University' (AWELU).

If you want to emphasise certain words, phrases, clauses or short sentences because they are important, you can use bold text instead.

Double quotation marks

Use double quotation marks (" ") for direct quotes.

• "This is groundbreaking," he said.
• "What I like most about the University is how international it is" (student quote).

Ampersand (always avoid)

For accessibility reasons, always avoid ampersands (&):

• Architecture and design (not Architecture & design)
• Research and innovation (not Research & innovation)
• Scholarships and funding (not Scholarships & funding).

Company names or logos with an ampersand are the only exception.

Lists are useful for improving readability when presenting three or more items/links, or when breaking up a complex sentence or text into two or more parts. 

However, lists should be used with care. Short items may not always need a list, especially if another, more complex list follows closely.

Always use bullets for links when three or more links are presented together. For visual consistency, you can use bullets even for one or two links if there are other bulleted lists of three or more links on the same page. This doesn't affect accessibility.

Use these general guidelines:

• Avoid lists that immediately follow other lists, unless you are dividing a long list into two. For lists of simple and short items, use a normal sentence or rewrite one of the lists.
• Divide long lists into two shorter lists, with a sentence or phrase in between.
• Avoid 'mixed' lists that combine action and information. For lists of actions, start each bullet with a verb (like this list).
• Avoid mixing normal text and links in lists.
• Use 'sub-lists' (with sub-bullets) only when absolutely necessary for clarity.
• Use bullets for links when three or more links are presented together. For visual consistency, you can use bullets even for one or two links if there are other bulleted lists of three or more links on the same page.

When it comes to capital letters and punctuation:

• Start a list with a colon when appropriate (unusual in Swedish). Don't use it when a bulleted list breaks up a complex sentence that ends after the list.
• Use capital letters and full stops for lists consisting of complete sentences.
• Use small letters (except for proper nouns) and a full stop at the end for lists consisting of items or clauses rather than full sentences.
• Consider using an Oxford comma for clarity in bulleted lists that divide complex sentences. Otherwise, we usually avoid Oxford commas.

Simple bulleted lists

LERU was founded in 2002 by some of Europe's leading universities, including:

• Cambridge
• Oxford
• Helsinki
• Heidelberg.

See the link below to learn about:

• reading lists
• how to borrow books from our libraries
• buying used versus new books.

Bulleted lists to divide complex sentences

Before you start your application in SoleMove, search the information available on each university to decide:

• which universities you wish to apply to, and
• the order of preference in which you want to add them to your application.

If you are admitted to Lund University, you will have several opportunities to learn Swedish. The options available to you depend on:

• whether you are an exchange, degree or doctoral student
• the length of your studies, and
• the availability of places.

Bulleted lists consisting of full sentences

Students with a Swedish Bachelor's degree, please note:

• If you are completing your Bachelor's degree in Sweden, please take a screenshot of your degree application (including name and date of birth) and upload it to your account at University Admissions.
• If you are completing your Bachelor's degree at Lund University, you don't need to submit a screenshot of your degree application.

Use numbered lists in moderation. Use them only where there is a real sequence of steps or instructions to follow, and where things could go wrong otherwise. Even sequences sometimes don't need a numbered list, especially if they're short.

If you have been offered a place on a programme or course, follow the steps below:

1. Check to see if there are any instructions for accepting your place and. If so, follow them.
2. Pay your tuition fee instalment (if applicable).
3. Apply for a residence permit (if applicable).
4. Apply for housing.
5. Complete any other requirements to fulfil the conditions of your admission.
6. Follow any pre-arrival instructions or other requirements from your programme/department.
7. Register at your department once you have arrived.

Numbers below and above ten

Write the numbers one to ten as words, unless the sentence contains both numbers below and above ten:

• Choose from four English-taught Master's programmes in architecture and design.
• Choose from 2 English-taught Bachelor's and 13 Master's programmes in business, economics and management.
• Choose from 19 English-taught Master's programmes in engineering and technology.

Use numerals to refer to credits and decimals.

Ordinal numbers

Write out ordinal numbers for positions first through tenth. Use numerals for positions above tenth:

• We are ranked third in the world for sustainability.
• The Master's in Finance is ranked 36th in the world.

Ranges

Follow the rule above, and use an en dash (not a hyphen) for number ranges:

• one–nine weeks (or one to nine weeks)
• 25–35 students (or 25 to 35 students).

Thousands

Use a comma – not a space – for numbers over 999.

• 1,000
• 10,000
• 100,000
• 1,000,000.

Decimal numbers

Use a full stop (decimal point) for decimal numbers:

• 7.5 ECTS credits
• 20.5 hours per week.

Currencies

Use currency codes before the number:

• EUR 250
• SEK 1 million.

Dates

Write dates as day month (year). Use the same format consistently.

• Apply to be a mentor by 5 February.
• Join a writing session on 18 December 2025 or 8 January 2026.

Times

Write times and time ranges using the 24-hour clock:

• 08:00, 20:00
• 08:00–11:00 (or 08:00 to 11:00)
• 16:00–18:00 (or 16:00 to 18:00)

If relevant to the audience, include the time zone. This is either CET (Central European Time) or CEST (Central European Summer Time).

Avoid using italics or capital letters to emphasise or highlight. Instead, use bold text to emphasise or single quotation marks to highlight (see below).

Bold to emphasise

Use bold text in moderation. Use it only when you really need it, to emphasise important words, phrases or short sentences:

• Submit your documents by 3 February.
• Note that it takes time to put together a complete application and that only complete submissions will be processed.
• To meet the general entry requirements for Bachelor's studies, you must have completed your upper secondary education.

Sometimes you may want to use bold for a sentence starting with "Please note that..." or "Note that...".

Single quotation marks to highlight

Remember to use single quotation marks ' ' instead of bold text and italics to highlight: 

• new concepts
• Swedish terms, or
• publication titles.

Here are a few examples:

• This academic tradition is called an 'academic quarter'.
• In Swedish, this tradition is called a 'fika'.
• Use the online resource 'Academic Writing in English at Lund University' (AWELU).

Avoid using italics or capital letters to emphasise or highlight. Instead, use bold text to emphasise or single quotation marks to highlight (see above).

Italics

Always avoid using italics for emphasis. It has a negative effect on readability.

Capital letters

Always avoid using Capital Letters/CAPITALS for emphasis. It has a negative effect on readability.

These guidelines for writing links follow accessibility legislation.

While certain accessibility guidelines must always be followed, link writing is not an exact science. There's usually no one 'right' way to do it, and different contexts may require different approaches.

Here are some general guidelines (see further below for specific guidelines for external websites, content in other languages and documents):

• Make sure that the purpose of each link is clear from the link text alone, or from the link text and its immediate context.
• Get to the keywords quickly and avoid starting link text with non-essential phrases like 'Read/Learn more about' (always), 'More about' (where possible) or 'About' (where possible)*.
• Make sure that each unique link text refers to unique content. Avoid using the same link text for different content.
• Place links below the text, not within it.
• Avoid mixing link text and regular text in bulleted lists.
• Make sure to open links in a new tab if they lead to documents (always) or external systems (if the 'back button'/arrow can't be used to return to the original page). Add '(new tab)' in these cases.
• Make sure that the link text doesn't end with a full stop.

*This helps our audiences, especially those who rely on screen readers, to quickly understand the purpose of the link. Screen readers may list all links on a page in a single list. This makes it particularly important to get to the keywords in each link quickly.

However, it can sometimes be difficult to avoid using such phrases after a brief mention or introduction to something that is discussed in more detail on another page or by another sender/website. Find a good balance by considering the other links on the page.

Use the following guidelines to write clear and consistent link text for external websites.

Introduce the external website clearly before a list

If you are linking to several pages on the same external website – for example, in a bulleted list – mention the sender or website name once, before the list begins. Do not repeat it in each link, as this can be unnecessarily distracting.

Write:
For more information, visit the Swedish Tax Agency website:

• Moving to Sweden
• Swedish personal identity numbers
• Apply for a Swedish identity card (personal identity number required)

Avoid:
For more information, visit the following pages: 

• Moving to Sweden – skatteverket.se
• Swedish personal identity numbers – skatteverket.se
• Apply for a Swedish identity card (personal identity number required) – skatteverket.se

Use the English name or explain the website

Where possible and natural, use the English name of the sender (if available).

Note that this can sometimes be overly repetitive, especially if the English name is long and complex. Consider the balance with other links on the page.

If you use a website address, make sure that the link text clearly explains what the website is about. This will help our audiences understand the context.

Write: 

• How Sweden is governed – government.se
• Visit the Swedish Migration Agency website
• How to get a Swedish residence permit – migrationsverket.se
• Emergency information from Swedish authorities – krisinformation.se

Avoid:

• Visit migrationsverket.se (without context)
• Visit krisinformation.se (without context)

Match the link text to the context

Adapt the link text to fit the surrounding content and the other links on the page. Choose the version that is clearest and most helpful. If the name appears clearly and repeatedly in the text, you can use the website address. Otherwise, spell out the full name for clarity.

• About personal identity numbers on the Swedish Tax Agency website
• About personal identity numbers on the Skatteverket website
• About personal identity numbers – skatteverket.se

Avoid using possessive forms

Write link text without the possessive 's to keep it clear and consistent (unless the possessive 's happens to be a part of the sender's official English name). Possessive forms are generally a little more difficult to process than direct forms.

Write: 

• ... on the Swedish Tax Agency website
• ... on the Skatteverket website

Avoid: 

• ... on the Swedish Tax Agency's website
• ... on Skatteverket's website

Format website names consistently

Use small letters for website addresses and capital letters for the sender behind the address. To be as consistent as possible, this also applies if the sender uses capital letters for their website address.

Write:

• ... on krisinformation.se
• ... on universityadmissions.se
• ... on skatteverket.se

Avoid: 

• ... on Krisinformation.se
• ... on Universityadmissions.se
• ... on Skatteverket.se

Write:

• ... on the Skatteverket website
• ... on the University Admissions website

Avoid: 

• ... on the skatteverket website
• ... on the university admissions website

External content is not always available in English. In times of crisis, for example, there can be delays and a lack of information for international audiences. In addition, some parties don't generally prioritise English content for international audiences. This applies to both translation and the adaptation of content for different audiences.

Indicate in brackets if the content is in Swedish or in a language other than English (in Swedish/in the language concerned).

Write:

• Health centre options and contact details on the Region Skåne website (in Swedish)
• Historical student association, KLIO (in Swedish)

Try to avoid documents whenever possible. It's preferable to provide the content in a more accessible format, such as a webpage. However, this is not always (immediately) possible. In some cases, it may be necessary to publish an accessible document on the website.

If you must use a document, follow these instructions:

• Make the document open in a new tab.
• Format document links as 'Document name (PDF 255 kB, new tab)' or 'Document name (PDF 1.2 MB, new tab)'.
• Avoid adding 'new tab' in brackets if you've included a statement saying that all documents will open in a new tab.