Most visitors skim. Write so a skimmer gets the answer from the first paragraph and the headings, and a careful reader can go deeper. That means leading with the point, keeping language plain and objective, and structuring the page so its shape is obvious at a glance.
What the research says about reading online
Nielsen Norman Group’s study of how users read on the web found that most people scan: 79 per cent of test participants always scanned any new page they encountered, and only 16 per cent read word by word. The same research tested rewritten versions of a page against a promotional-style control:
| Version | Usability improvement vs control |
|---|---|
| Concise text (about half the words) | 58% |
| Scannable layout (same text, with lists) | 47% |
| Objective language (less boastful) | 27% |
| All three combined | 124% |
This is one study with its own measures, so treat the figures as an indication of direction rather than a promise. The researchers’ reading is that promotional language adds a burden, because users must filter out exaggeration before reaching the facts (Nielsen Norman Group).
Structure that supports scanning
Lead with the answer
Put the conclusion or the most useful statement first, then add detail. The first two to four sentences should stand alone for a reader who goes no further.
Use headings as signposts
Make headings descriptive, not clever. A reader running down the headings should be able to tell what the page covers. Use one idea per section and keep levels logical.
Keep paragraphs short
Two to four sentences is a sensible range. Break up long blocks. Use lists for sets of items or steps, and tables only when comparing things across the same attributes.
Put links in context
Make link text say where it goes. A phrase like “see our guide to refreshing old blog posts” is more useful than “click here”.
Plain language
Plain language means words and sentence structures your audience can understand the first time. It is about removing unnecessary difficulty, not oversimplifying.
Habits that help:
- Prefer short, common words over jargon, and define a technical term when you must use it.
- Use active voice: “We reply within a set window” reads faster than a passive version.
- Vary sentence length, but make most of them short.
- Write to one reader (“you”) about one task.
- Cut filler openings and repeated claims.
W3C’s reading-level criterion makes a related point at its highest conformance level: text that needs reading ability above lower secondary education should come with an easier alternative, and simpler text uses short, common words and short sentences (W3C, SC 3.1.5). You do not have to target that level everywhere, but it is a useful reference.
Objective, specific wording
Replace adjectives with facts you can support. “Industry-leading” tells the reader nothing, while a clear description of what a service includes does. Where you cite figures, source them. This supports trust as well as readability; see E-E-A-T and helpful content.
A before-publish checklist
- Does the first paragraph answer the main question?
- Can the headings alone tell the story?
- Are paragraphs short and lists used where items are parallel?
- Is every sentence needed?
- Are claims specific and sourced?
- Do link texts describe their destinations?
- Is there one clear next step, with a descriptive button label (see microcopy and button labels)?
- Have you read it aloud, and on a phone?
Trade-offs
Concise does not mean thin. Some topics, such as legal or technical subjects, need depth, and the way to serve both audiences is layered structure: a clear summary up top, detail below. Plain language also should not be patronising; it is about removing unnecessary difficulty.
Good writing supports the rest of the site too, from enquiry forms to conversion paths, as covered in what makes a modern business website convert.
Where Radiance Impact fits
Radiance Impact’s Growth & Marketing division works on content, search visibility and strategy. If you would like help shaping web copy or a content plan, get in touch.
Sources
- How Users Read on the Web, Nielsen Norman Group
- Understanding SC 3.1.5: Reading Level, W3C
