Introduction

Although scholars learn many important skills in their programs of higher education, one useful skill that is less commonly taught is how to create clear and concise website content. After all, experts highly recommend having a website to showcase your accomplishments. According to research educators at the University of Virginia, having a personal website dedicated to your research is an excellent tool for introducing yourself and your research and for creating connection opportunities.^[1]

A research website is particularly useful for individual researchers, who often miss out on the networking opportunities available to faculty. According to one scholar, “a website can…increase people’s awareness about you, your brand, and your work at a baseline level.”[2] Independent researchers can leverage a well-designed website as a means of procuring collaboration opportunities.

These sites are most effective when designed clearly, concisely, and compellingly. The average person spends fewer than 15 seconds on a webpage before deciding whether to keep reading or move on to more engaging content elsewhere.^[3] Readers only consume an average of 20% of a web page[4] and only scan what they read.[5]
Web content, therefore, needs to be punchier and more concise than other forms of writing. Clear and concise content improves accessibility for neurodiverse individuals, making these guidelines valuable for both neurotypical and neurodivergent
audiences.[6]

The 3 C’s

Now that we have established the importance of having a research website populated with clear, concise, and compelling content, we will discuss how to fulfill these criteria in the sections below.

Clear

Maximizing accessibility plays a key role in creating clear website content.[7] In practice, writers can achieve this by using short sentences, subheadings, and simple wording.[8] Writers should make content accessible to a general audience—typically at an 8th-grade reading level[9] [10]—while also considering the intended readership. For instance, writers should aim for a 10th-grade level when creating material for graduate-level readers.[11]

Most internet users, however, either do not read or do not want to read at their formal “grade level.”[12] On average, high school graduates read at a freshman level while college graduates read at the level of a high school senior.[13] Douglas Mueller, president of the Gunning-Mueller Clear Writing Institute, claims, “People prefer to read and get information at a level below their capacity. Even [the average] Harvard University professor prefers to get information without strain.”[14]

Concise

Concision, a close cousin of clarity, is also a key component of crafting accessible content. This means writing short paragraphs with simple—but varied—sentence structures and minimizing unnecessary words, including jargon.[15] The Education and Outreach Working Group (EOWG) defines a “short” paragraph as 70 words or fewer, with each webpage ideally containing between 300 and 700 words.[16]

If a webpage has more than 700 words, one approach is to break up the text into as many paragraphs as possible. Other best practices include removing welcome text—as website visitors tend to ignore it—and ensuring each webpage contains about half the content of a comparable print document, while still preserving its meaning.[17]

Readers will also likely appreciate effective subheadings, given that internet users generally prefer to scan webpages. Subheadings help site visitors absorb information quickly while guiding them through key points on the page.[18] For maximum concision, consider utilizing bullet points on your webpage. Just leave the bullet points free of periods to keep the
eye moving![19]

Compelling

When crafting your website, ensure that the most compelling content takes priority. Although researchers may create websites for varying purposes, scholars should generally include at least the following three components:[20]

1. The most recent version of your CV
2. Your bio
3. Your contact information

Even scholars—or perhaps especially scholars!—must actively manage their brand to shape how they are perceived online. This is particularly important given the target audience of many researchers’ websites (e.g., colleagues, students, hiring committees, etc.).”[21]

For example, pages for students should have a different tone than those for colleagues. A student-facing page will likely be more fun and conversational, while a page for scholarly colleagues will be more formal.¹¹ Regardless of the audience, it is crucial to make your webpage as engaging as possible.

One key strategy is using the active voice when writing or editing content for your site.^{11 [22]} Readers generally prefer the active voice because it makes content easier to read and understand.[23] Researchers should, therefore, avoid the passive voice to keep content engaging, especially since nearly everyone has a shorter attention span when browsing the internet.

Conclusion

A well-crafted research website is more than an online portfolio: it shapes
how your work is perceived, fosters collaboration, and expands your professional reach. Scholars who create clear, concise, and engaging content are more likely to reach the right audience.

The plain language movement highlights the importance of accessibility in web content.¹² Since most online readers skim rather than read deeply, structuring content with clarity and brevity improves engagement. Using the active voice, simple language, and strategic formatting makes information easier to absorb, increasing the chances that visitors will stay, explore,
and engage.

Accessibility is also a legal and ethical concern. Section 508 of the Rehabilitation Act requires federal agencies to ensure digital content is accessible to people with disabilities.^[24] While not all research websites must comply, adopting best practices—such as using alt text, providing text transcripts, and ensuring sufficient color contrast—makes scholarly content more inclusive. Designing with accessibility in mind broadens a researcher’s reach and promotes equitable access to information.

A research website should reflect a scholar’s expertise and goals while remaining user-friendly for diverse audiences. Whether addressing students, colleagues, or funding organizations, tailoring content increases the likelihood that it will not only seen, but also valued. By prioritizing clarity, accessibility, and engagement, scholars create websites that do more than inform—they encourage collaboration, spark interest, and open new opportunities. In today’s digital world, an engaging, accessible research website is not just helpful—it is essential.

Take Away

Writers should prioritize accessibility and engagement while tailoring content to their intended audience. When crafting a research website, it is important to highlight the most compelling information to capture and retain readers’ attention.

[1] Office of the Vice President for Research. University of Virginia. https://research.virginia.edu/offices/research-communications/research-communications/website-tips-researchers

[2] Elia, E. Rice University Graduate and Postdoctoral Studies. https://graduate.rice.edu/news/current-news/how-make-your-own-academic-website

[3] Office of Marketing and Communications. University of Limerick. https://www.ul.ie/marketing-and-communications/articles/get-to-the-point-why-you-should-keep-content-concise

[4] Office of Communications and Public Affairs. University of Maryland Baltimore. https://www.umaryland.edu/cpa/website-manual/prepare/web-writing/

[5] Education and Outreach Working Group. Web Accessibility Initiative. https://www.w3.org/WAI/about/groups/eowg/

[6] Education and Outreach Working Group. Web Accessibility Initiative. https://www.w3.org/WAI/about/groups/eowg/

[7] Terman, R. Townsend Center for the Humanities. Personal Academic Webpages: How-To’s and Tips for a Better Site. University of California, Berkeley. https://townsendcenter.berkeley.edu/blog/personal-academic-webpages-how-tos-and-tips-better-site

[8] Government Digital Service. Content design: planning, writing and managing content. https://www.gov.uk/guidance/content-design/writing-for-gov-uk

[9] University Marketing and Communications. Content Readability. Michigan Technological University. https://www.mtu.edu/umc/services/websites/writing/readability/

[10] Marchand, L. What is readability and why should content editors care about it? Center for Plain Language. https://centerforplainlanguage.org/what-is-readability/

[11] Marchand, L. What is readability and why should content editors care about it? Center for Plain Language. https://centerforplainlanguage.org/what-is-readability/

[12] Wylie, A. What Readability Level Makes Sense for Your Audience? Public Relations Society of America. https://prsay.prsa.org/2021/11/12/what-readability-level-makes-sense-for-your-audience/

[13] Marchand, L. What is readability and why should content editors care about it? Center for Plain Language. https://centerforplainlanguage.org/what-is-readability/

[14] Plain Language Association International. What is plain language? https://plainlanguagenetwork.org/plain-language/what-is-plain-language/#.VyesLxUrKV4

[15] Education and Outreach Working Group. Web Accessibility Initiative. https://www.w3.org/WAI/about/groups/eowg/

[16] Education and Outreach Working Group. Web Accessibility Initiative. https://www.w3.org/WAI/about/groups/eowg/

[17] Education and Outreach Working Group. Web Accessibility Initiative. https://www.w3.org/WAI/about/groups/eowg/

[18] Education and Outreach Working Group. Web Accessibility Initiative. https://www.w3.org/WAI/about/groups/eowg/

[19] Education and Outreach Working Group. Web Accessibility Initiative. https://www.w3.org/WAI/about/groups/eowg/

[20] American Political Science Association. Building A Personal Academic Website. https://apsanet.org/Portals/54/Advocacy/Public%20Engagement/Building%20a%20Professional%20Academic%20Website%20Web.pdf?ver=2018-01-18-145924-657

[21] American Political Science Association. Building A Personal Academic Website. https://apsanet.org/Portals/54/Advocacy/Public%20Engagement/Building%20a%20Professional%20Academic%20Website%20Web.pdf?ver=2018-01-18-145924-657

[22] Plain Language Association International. What is plain language? https://plainlanguagenetwork.org/plain-language/what-is-plain-language/#.VyesLxUrKV4

[23] Clancy, B. Get active! Why content designers hate the passive voice. Department for Environment, Food & Rural Affairs. https://defradigital.blog.gov.uk/2019/08/23/get-active-why-content-designers-hate-the-passive-voice/

[24] U.S. General Services Administration. Section 508. https://www.section508.gov/