Guidelines for Inclusive Use of the English Language for speakers, writers and editors prepared by the Office of the Secretary and the Commisston for Communication of the Evangelical Lutheran Church in America 8765 W. Higgins Road Chicago, IL 60631Acknowledgments I thank the members of the committee who gave consclentious attention to the development of these guidelines. Serving on the committee in the churchwide office of the Evangelical Lutheran Church in America were Laurel Hensel, Commission for ‘Communteation; Sanda Horels, Commission for Communication; Fred Rajan, Commission for Multicultural Ministries; Adele Resmer, Divisfon for Social Ministry Organizations; and Elna Solvang, Commission for Women, ‘Scares of people reviewed an initial draft of these guidelines. Gratitude 1s expressed to them, too, for their thoughtful assistance in this effort. They included seminary, college and university faculty members, synod staff members, people who serve on church boards, churchwide staff members, and representatives of agencies and institutions. All of their suggestions and recommendations were considered carefully by the committee; many were incorporated into this revised document. In developing these guidelines, we have drawn material from many sources. We are especially indebted to Guidelines for Avoiding Blas tn Publications of The American Lutheran Church, adopted in 1978 by the Church Council of The American Lutheran Church: Guidelines for Inclusive Language, distributed by the Office for Communica tion of the Lutheran Church in America; English Language Guidelines for Using Inclusive Liturgical Language in the Lutheran Church tn America, prepared by the LCA Division for Parish Services in response to a request from the LCA Executive Committee and the 1976 LCA convention; and Guidelines for Inclusive Language, prepared by the Office for Communication of the Evangelical Lutheran Church int Canada. Altered texts of Iturgical material in these guidelines are provided only as examples, not as official texts. The examples demonstrate ways in which individuals and groups have struggled with and sought to contribute to inclusive use of English for worship roaterial. Lowell G. Almen Secretary of the Evangelical Lutheran Church in America Easter 1989 Produced by the ECA Commission for Communtention, #765 W. Higgons Road, Chicago, I GOK! Copyright © 1989 by the Evangelical Lutheran Church ti Amer All rights reserved. Permissfon is granted for congregations to reproduce excerpts, provided coples are for Jor ese only and that each copy carries the copyright notice printed above. For additional capes of tis bookiet, eantact FLCA Distribution Service, 426 S. Fit St, Box 1209, Minacapotis, MN 55440 aan.Contents Kinds of Blas... .... Sexual Blas |... 1... Inclusive Alternatives . . Racial, Ethnic and Geographic Blas | Cultural and Racial Differences . . Stereotypes Against Racial/Ethnic Groups References to Race or Natlonal Origin. Reifgious Bias . ‘Age Blas... eee ‘Recommendations from the AARP to Avold Age Blas... .. 210 Class Blas... . nee teens wees Economie Elitism . ||| Educational Elitism . - Geographic Elltism . 1... Disabilities ....... wae Language About God ........... Terms to Describe God. 2-2... Terms to Address God... Terms to Refer to Jesus Terms to Address Jesus . . Ways of Expressing the Trinity . Practical Helps .... Language About the Church | Use of Titles ....... Courtesy Titles .. a Professional Titles... Cultural Preferences .. |, Military Imagery : 19 Notes . - 5 : 7 20 Resources ¢ ee eee ee ee co finder ee : 5 ce oe 2Guidelines for Inclusive Use of the English Language for speakers, writers and editors Preface Let your speech always be gracious, seasoned with salt, so that you may know how you ought to answer every one (Colossians 4:6). Language has power. It transmits not only facts and ideas, but also emotions and values, What we say and write has the power to affect people's attitudes, influence their actions and shape thelr views of other people, events and the world. Language is creative work. It requires the selection of words to connect the thoughts of the speaker with the understanding of the hearer. These guidelines for use of inclusive language attempt to honor both the speaker and the hearer. The guidelines acknowledge the earthliness of language. ‘They preserve the creative challenge of communicating and seasoning that work with contemporary understandings and insights. While these guidelines do not promise speakers, writers and editors answers for every question, they do attempt to assist in directing our speech toward the goal of graciousness. They support a way of speaking and writing that is inclusive, avoiding bias based on gender, race, age, physical ability. class, rationality, religion, family and status. ‘These guidelines are offered as counsel, not as judgments. They evolved from policies adopted by the predecessor church bodies of the Evangelical Lutheran Church in America and are destined for further development and change in the years ahead as we continue in the struggle to find clear and accurate ways to speak and write, In these guidelines, only the use of the English language 1s addressed. Similar care should be exercised by writers, speakers and editors using Spanish. Chinese, German, Slovak or any of the other languages in our church.or male, Kinds of Bias Sexual Bias Language about women and men often reveals bias about the meaning of being female inaccurate and objectionable. «0 princess resciiet Be careful to avoid language that assigns roles to men and women that may be Do not limit the roles men and women can play. Sexist stereotypes abound -- the fe prince, the wicked stepmother, the little girl in a spotless dress (6 y\aw watching the boy do "fun" things, the woman who filrts to get ahead. A good test is to ask otherwise use "women" as a less clinical term, 2 oily? Uf the story could sti be told {f the roles were reversed. le “Female” is an appropriate adjective ‘only when “male” ts the corresponding choice: Avoid traditional pejorative references to female- or male-stereotyped roles such as wives as backseat drivers, husbands as sports nuts or henpecked, mothers-in-law as interfering and nasty, men as insensitive, of women as spendthrifts. Do not portray women only in subservient roles. Here are suggestions and examples for avoiding sexual bias in speaking and writing When pronouns become a problem, use plural antecedent nouns and pronouns 50 as not to indicate gender. Avold: Every council member needs his own copy of the minutes, All council members need their ‘own copies of the minutes. Use: Language should clearly indicate that both women and men are involved in the activities and accomplishments of the human race, Avold: The average person 15 proud of his hentage. Most people are proud of thelr heritage. Use: 3, Do not imply that certain jobs are Umited to either men or women. When talking about occupations, avold per- sonal pronouns that may make unwar- ranted assumptions. Words and illustrations should show both women and men functioning as Jeaders in church and society. Use caution against implying gender bias in relation to gender-inclusive nouns, such as (3 mer ("Every farmer wants his loan’); neighbor ("The neighbor's wife is not at home’); nurse ("You need a nurse; what ‘s her number?’ pastor ("Remember to invite the pastors’ wives") Avold: Clerayman Use: Pastor, clergy, ordained ministerAvold: Housewife Use: Homemaker Avold: A pastor needs his coffee. Use: A pastor needs coffee in the morning. Avoid: Every synodical leader must pledge his utmost. Use: All synodical leaders must pledge their utmost. Avold: Woman pastor, man teacher Use: Pastor or teacher . Use women’s names. Do not refer to someone's wife, mother, or daughter without a name, thereby suggesting that the woman has no Identity except as elated to another. Today, some mar- ried women continue to use the name they bore before marriage. Hence, "Pas- tor Marfa Gonzales and her husband, Harold Star, have been chosen to repre- sent the Evangelical Lutheran Church in America at... ." Avoid: Smith and his wife + Use: Robert and Alice Smith Seek parallel treatment wheut sting people by titles. Women should not be referred to by first name only when men are referred to by last name, When using titles for men, use titles for women as well. Avold: Dr. Bacher, Dr. Sorenson, and Lita Use: Dr. Bacher, Dr. Sorenson, and Ms. Johnson Avold: Dr, Bacher, Dr, Sorenson, Ms. ‘Burnford (who also has a Ph.D.) Use: Dr. Bacher, Dr. Sorenson, Dr. Burnford Seek equity in all references. Do not fdentify women by marital status, num- ber of children and other extraneous information when parallel treatment 1s not accorded to men. Vary the order of references -- his and hers. women and men, wives and husbands. Avoid “man and wife:" such references should be parallel, as In "husband and wife.” Spouse ts a gender-neutral word that some limes 1s useful. Also, vary the order in which family nates are listed. Always isting the man’s name Tirst subtly implies ‘Wis preeminence. ~ : i: Jim Clark and Mrs. Brown Sara Brown and Jim Clark Avold: Clark and Sara Brown Use: Brown and Clark, or Jim Clark and Sara Brown Avold: Pastor Joan Johnson and her hus- band Use: Pastor Joan Johnson and Mr, Paul Johnson {: (When both are ordained) Pastor Lester and Mrs. Gloria Schultz Pastor Gloria Schultz and Pastor Lester Schultz or Pastors Gloria and Lester Schultz or Bishop Herbert Chilstrom and the Rev. Corinne Chilstrom 7, ‘The practice of feminizing occupations by adding the suffix '-ess" is not gener- ally acceptable as it is seen as a deriva- tive, implying a male standard, female modification. (For example, most air- Ines have dropped the "steward and stewardess” distinction in favor of “flight attendant.”) 8. Do not describe the appearance of women (L¢., "the director in the red dress") unless parallel treatment 1s pro- vided for men (the director in the red tie’). Calling attention to dress or grooming implies concern with superf- cial attributes. © Do not use descriptions of stature un- less relevant. ‘These descriptions can be mistaken as value judgments that taller or thinner people are more com- petent o- that shorter people are dimin ulive or less mature, 10. Do not assign emotional or moral roles exclusively to one sex. Both women and men may need care and protection, both ean be spiritually and morally strong, both can be competent and in- dependent, Seck ways to show strong,tle He Independent women: avold showing men as unemotional or always tough and uncaring. 11. Avoid the casual use of personifications, such as "Mother Nature” or "Father Time." A country 1s not "she," but a ship Js not "she," but 1s not ‘She’ s only used with reference to. the image of the > chutch as the bride of Chri} 12. When writing or speaking about the history of the Christian church, do not ascribe to women greater sinfulness, lesser faith or minuscule roles. Depict women in terms of their faith, not only in relation to their sexuality. “Include the names of women of faith, remem- bering that they have been part of the salvation story, leaders of the early church and leaders throughout the centuties. 19)When writing or speaking about sexual orfentation, be sensitive to the fact that neither the term “heterosexual” nor. "homosexual" represents the fullness of human potential as people created by God. ‘These terms are narrow, clinical definitions of one aspect of human exis- tence. The terms “gay” and "lesbian" are preferred adjectives, as in "gay men" and “lesbian women.” Avoid “prefer- ence” or "chotce” and use instead | "same-sex" or "same-gender” orientation. | Avold "homosexual lifestyle” or "gay or | lesbian lifestyle,” because no one lifes- | tyte typifies gay or lesbian people any | more than heterosexually oriented \ people. 14, Families are of many different types: nuclear families, single-parent families, stngte people of any age living alone with familly relationships elsewhere, ex- tended families with aging members, step-families, couples without children. non-custodial parents, non-related people living in the same household, Include a variety of family configura tons tn fiustrations and references, such as a child with a dillerent last name from that of the parents, adults sharing a home or an older adult living alone. Portray family Ife realistically with aif ficulties, problems and weaknesses as well as joys and strengths. Avoid language which reflects a blas that being married ts better than single, such as "pairs and spares, maid," or "bachelor and spinster. Avoid the term "unmarried and other terms which suggest that singleness is a temporary Ifestyle or that it deviates from the norm. Do not use illustrations, situations and references which tmply that all couples should have children, Some emotion- ally laden descriptions (‘childless,” "bar- ren") may be taappropriate. Use of the singular pronoun may make a statement more inclusive of different types of families, Exclusive of some famnilies: "In a family, people may have difficulty answering questions about themselves." Inclusive of singles: "In your family, you may have difficulty answering questions about yourself.” fn tlustrations. use names that reflect present cultural trends. For example, the overuse of the first name Pedro for a Hispanic boy may not reflect current naming practices. (See "Racial. Ethnic and Geographical Bias.” pp. 7-9.) {n dlustrations, situations and referen- ces, reflect the current cultural milieu in which families find themselves, Avold portraying fathers as always bringing home the paycheck while mothers stay at home with the children.Inclusive Alternatives ‘This list, though not comprehensive, illustrates how inclusive alternatives avold both offense and inaccuracy. See "Practical Helps.” page 17. Avold: (Brotherhood ~ Chairman — Churchman Clergymen Coca Congressman Craftsmen Englishmen Fellowship Fireman Forefathers Foreman Founding fathers Frenchmen Freshmen, Gentleman's agreement Gurl Hostess Kinsmen Lady, Ladies Use: Kinstilp, camaraderie Chatr, chairperson, convener, presider, moderator, coor- dinator, leader Church leader, sup- portive church mem- ber Clergy. pastors, or- dained ministers, members of the clergy Female student Member of Congress, representative Artisans The English, the Brit- ish Communion, com- munton of believers Firefighter Forebears, ancestors Supervisor, leader, boss, head juror Founders ‘The French First-year students Unwritten agreement, agreement based on trust Use only for preteen female: youth is pre- ferred over teenager: young woman, (Be- yond age 18, everyone is either a man or a ‘woman; any referen- ces to adult women as “airis" or adult men as “boys” is unaccep- table.) Host ("ess" 1s a derivative): do not use as a verb Kin, kinfolk, relatives Woman. women Laity, lay people. lay person Use: Letter cartier, mail carrier Humanity, human beings, people, human family, human species, human society, humankind Avold: Mailman __ Man, Mankind Man (verb) Staff, operate, work, serve Manhole cover Utiltty-hole cover, sewer cover, access cover ‘Man hours Staff time, work hours, labor time, operator hours Man-made (adj.) Manufactured, produced, handmade, machine- made, fabricated, con- structed, synthetic Manpower Workers, personnel, staff time, work force, labor, available workers Middleman Contact, go-between, in- termediary, agent Land fit for no one, un- charted territory, risky No man’s land area Old-boy network (A pejorative reference) Policeman Police officer Right-hand man Chief assistant Salesman Salesclerk, salesperson, sales agent, sales repre- sentative Seaman Sailor, mariner, seafarer Spinster Single woman Spokesman Spokesperson, representa tive Sportsmanship Fair play, falmess Stalesmanlike Diplomatic ‘Trashman Trash collector Weatherman —_ Meteorologist, forecaster. weather reporter Working women (To differentiate from women who work inside the home) women em- ployed outside the home salaried women, wage- earning women, two- income family, iwo-pay. check family, women who work for payRacial, Ethnic and Geographic Bias All people share a common humanity. Cultural and racial differences are to be affirmed, while slurs and stereotypes are to be avolded. Reference to race or nationality should be made only when it 15 important to the sense of the material and 1s not gratultous or pejorative, Cultural and Racial Differences Depict a variety of lifestyles. + Avold putting people only in stereo- typical settings. Not al Africans live 4h Mttle villages: millions of them live in cities. ‘Try to offer genuine in- sights into the lifestyles and cultural settings of all people. * Avold portraying Asian, Black, His- panic or Native American people as functioning solely tn service occupa- tion roles. + Avold trivializing people, thetr physi- cal features or their customs, for example, through use of descriptions such as “quaint” or "odd." + 2. Acknowledge the cultural diversity among people from the same facial or ethnic background. For exemple, large numbers of people of Hispanic ancestry and Asian ancestry are primarily Eng- lsh-speaking. It is incorrect to portray everyone with a Hispanic surame as a Spanish-speaking person or to assume that every Asian person is a recent im- migrant and cannot speak or write Eng- Ush, Avoid the assumption that His- panic people wear sombreros, love sies- tas or have entered the United States legally. 3. (4) | Use realistic pictures and illustrations. + In flustrations, characters should be drawn as individuals with physi- cal characteristics of a particular race, not simply as northern Euro- peans with darkened skin. + Use positive examples of men and women from all racial, ethnic and national backgrounds. * Be alert for subtle comparisons among racial/ethnic groups that make judgments based on partial information, For example, Asian students and workers often have een acclaimed for their academic accomplishments and hard work. Do not juxtapose these kinds of de- seriptions with implications that others could do "as well” if they worked “as hard" as the Asians. Terminology that implies possession, Isuch as “our mission fields.” or depen- ldence, such as “mother church” and ‘native church," are inaccurate and nappropriate. Avoid terms of ownership in reference to people, such as “our refugees.” A pre- ferred alternative ts "the fefugees we sponsored,” Stereotypes Against Racial/Ethnic Groups 1, Avold presenting anyone as “typical” of her or his ethnle or racial group. Avold generalizing one feature to all members of a racial or ethnic group e4., the notion that all people on x fare are Black, crime occurs only In certain communities, the suburbs are populated only by while people, ali indians are Hindu, all Arabs are rich, or all Polish. people are dull-witted, all Asians are relu ees or all refugees are on welfare. Avoid pujerative references to race or eUinie background. Terms suet as Jap." "Chinaman," or “Asiatic” are of-fensive. Stories based on stereo- types of racial or ethnic groups are insensitive and in poor taste. Avold judgments against certain races or ethnic groups. Do not imply that a particular racial or ethnic group 1s "a problem." Do not suggest that solutions to social problems depend upon the benevolence of those who are white or rich. Do not assume that aif people who are not witfte are poor. . Avoid terms which stereotype people on the basis of geography, e.g. "Southern racist," “country bumpin,” "Washington bureaucrat." Avoid implying that people who speak imperfect or accented English are un- educated. Avoid implying that accents from a particular country are charming or pleasing or that accents from other countries are nol Do not cast Native Americans in the mold of American Indians as depicted in old western movies. The term “squaw’ As highly insulting to Native American women, Whenever possible, refer to specific tribes, such 2s Navajo, Hopl, Sioux or Seminole. . Avoid terms such as "civilized," “uncivi- zed" or “primitive” in international references. . Beware of negative terms and stereo- types that have been used in reference to Semitic peoples (Jews and Arabs) and that contribute to anti-Semitism. Do not imply that there is something wrong with a person who does not speak the language of his or her ethnic heritage. References to Race or National Origin . Whenever possible, be specific m refer- ring to a region or a nation, such as east African countries, Central America, Brazil or southeast Asia. Where appro- priate, use “Tanzanian” or “Liberian” rather than "African." Be alert to chan- ges in place names, political boundaries and regions. . Avoid using color as 2 pejorative adjec- tive or noun. Consider the impact of repeated impressions suggesting "white" 45 beautiful, clean, pure, or virtuous, and that "black" is dirty or menacing, Note that “flesh tone” can refer to a range of skin colors, Be consclous of sources used ia re- search, writing, or speaking, Many publications considered authoritative in such fields as history, religion or social studies were written from a white, European, or U.S. male perspective and have not taken into consideration the interests and contributions that other racial and ethnic groups and women have made through history Do not use the term "minority" or "mi nortties” to refer to Asian, Black, Hispanic or Native American people. The term mis. represents both the world’s population and the variety within national, regional or local populations. . Be aware of changes and cultural pref- erences in the use of terminology. Asian: Use to refer to persons from countries in Asia; do not use “Asiatic’ or "Oriental." Whenever possible, refer to the specific country, e.g., Filipinos are the people of the Philippines. Pacific Islanders: Use to refer to peo- ple from Pacific Island countries. Whenever possible, make references to a specific ethnic heritage, e.g., Tongan. Fijian, Tahitian, Marshallese, Trukese Black: Capitalize in reference to Black person or Black people, ‘Afrtean-American is a term that Is being proposed and preferred by some Black Americans, It denotes a person of United States citizenship and upbringing but of African heri lage and origin, Though not yet universally accepted, it Is being used by some radio Stations newspapers and organizations.Hispanic: Refers to people of Spanish- speaking heritage. Native American: Refers to American Indians and Alaskan Natives. * Alaskan Natives: American in- dians, Eskimos and Aleuts are included in the term "Native ‘American’ when referring to all the aboriginal people of the United States. When referring to Alaska only, the correct designa- tion is “Alaskan Native.” * Aleut: Aboriginal people of the Religious Bias Responsible use of language conveys respe Aleutian Islands off the southwest coast of Alaska + Eskimos: Aboriginal people of main. land Alaska (Inutts). + American Indian: Aboriginal people of the continental United States. + Band: Capitalize when used with a Native American name, e.g., the Red Lake Band of Chippewa Indians. + Indians: Correct name for the peo- ple of India, + Tribe: Capitalize when used with an American Indian name, e.g.. Sioux ‘Tribe, Cherokee Tribe. ot .ct for people’ of varying religious beliefs. This respect does not imply endorsement of other religious views or suggest that all eritiism is unacceptable. It does mean, however, that speakers, writers and illustrators will avoid religious bias prompted by prejudice, ignorance or hatred. In developing portrayals of other faiths, one may point out inhumane behaviors of ad- herents -- such as human sacrifice.-physleal mutjjation or intolerance -- provided the portrayals are based on accurate knowledge. The'fallings of Christians should not be ignored. Christians in this century should be especially aware of the horrors of the Holocaust in World War If, a tragedy for all humanity, but especially for the Jewish people. 1. Be as precise as possible in describing teachings, practices and the history of other faiths. References to “pagan” or “heathen” religions are pejorative. ‘Sometimes the terms “traditional, “folk,” or "indigenous" religion fits; other mes it may be more appropriate to be specific and refer, for example, to ant- mism, Hinduism or Buddhism, 2, Avold characterizations of people based solely on the religious faith dominant in their native land. Not all Arabs are Moslems, not all Shr'ites are Islamic fundamentalists, not all Asians are Buddhists, not all Indians are Hindus. Do not assume that Black or Asian peo- ple are recent converts to Christianity. 3. Use the term "Jewish people,” rather than "Jews" or "the Jews.” Historically, Christians have blamed the Jewish peo- ple for the death of Jesus and for the persecution of the early church, Blam- ing the Jewish people for Jesus’ death ignores the facts that the governing au- thontties at that time were Romans, the carliest Christians were Jewish, and the sins of humanity led to the crucifixion. Where appropriate, indicate the range of beliefs and practices within religious groupings, as well as factional differen- ces. For example, there are Orthodox. Conservative and Reform Jews, and there are various expressions of Hin- duism and Buddhism, Place a faith within its historical or cul- tural context. as appropriate. "Moslem" Is the preferred designation of adherents of the Islamic belief. Mem. bers of the predominantly U.S. Black Islanuc sect call themselves "Muslims. “Islam" Is preferred to “Mohammedan- fsm,” and "Mohanimed” is preferred over "Muhammad."Age Bias Care in choice of words can encourage people of all ages to cultivate a fully-rounded view of Ife as a continuum. Rather than stressing the needs and experiences of separate age groups (children, teenagers, young adults, middle-aged people. elderly), writers and ‘speakers can point to common human experience through the life span. Stereotypes of age groups divide people and deny them individuality. To stereotype teenagers as "teenyboppers’ or "punk rockers” 5 both inaccurate and demeaning, Likewise. terms such as "yuppie" (young urban professional) and "dink" (double income, no kids} with their connotations of acquisitiveness frequently are unjust to people in their 20s and 30s. Nor is it accurate to classify people over 50 as being conservative, stodgy or over the hill References to Older People Chronological age 1s an imprecise measure of people in terms of experience and maturity. Some people are old at 50, others are young at 75, Age should not be used to prejadige people's Inowledge or capabilities. Demographic statistics on the number of people age 65 and older do not reflect the diversity within that population. They do, however, demonstrate the growing percentage of the population in this age range. Avoid the use of “sentor citizens." Use instead "péople over 65" or a specific age. “Older people” ts acceptable when referring to those who are 65 or older and "elders" is appropriate for those who are 75 or older. Remember, older people are human beings with needs that include the desire for sexual expression. They include adults with individual personality trasts and social values developed over time within a complex societal environment. Many are active, creative and involved individuals who engage in a wide range of worthwhile activities. ‘The American Association of Retired Persons (AARP) indicates that biases against aging are often so deeply ingrained in our culture that they are difficult to identify. As a result, they may unintentionally creep into our writing. Recommendations" from the AARP to Avold Age Bias 1, Where possthle, include older people in ctent. proportion to thelr distribution in the 6. Avoid overrepresentation of nursing- general population (12 percent are 65 or ‘home Uving. Only 5 percent of these older). people live in nursing tomes. 2. Include older women more frequently 7. Show older people at all economic than older men (three of every five older levels: affluent, middie class and poor. people are fernale). More than 76 percent have adequate 3. Present a balanced view of the physical incomes, 15 percent are below the pov: process of aging, citing both the erty line. and 9 percent are poor. strengths and abilities as well as the 8. Accord some vider men and women an physical difficulties occupational identity, working in diverse 4, Recognize older people's potential for employment settings. attaining an enriched emotional, spirit- 9. Show older women pursuing interests ual, social and intellectual life that extend beyond the family setting. 5, Show older people in a number of aif- 10. Affirm the individuality of older people ferent living arrangements -- living in- and show (hem in a variety of lifestyles dependently alone or with a spouse, commensurate with thelr needs and children or nonrelatives. The majority of abilities. these people (95 percent) are self-sufll- ea MYClass Bias? Writers and speakers should choose words that do not put down or imply superiority over another person or group. In general, to avoid class bias use language that 1s descrip- tive instead of technical, familiar instead of obscure. Be sensitive to intended audiences and strive for clarity. Classism ts shown in the way some people are set "above" others because of education, ‘occupation or family background. Others sometimes are viewed as "below" them and may. be overlooked or discounted, Another example of class bias emerges when writers and speakers assume that success 1s measured by upward mobility. Those who “succeed” are seen as blessed by God. Those who do not improve their class position may be ignored, or they may be made objects of charity by those who feel themselves to be among the blessed. Language can become a vehicle of soctal control. People may refrain from speaking because they are afraid of seeming less eloquent, competent or intelligent. ("Everyone else could talk so well and seemed to know so much." "You can't understand the preacher's fancy words. Too often. what people hear or experience through the language in the chureh reflects the classism that operates in the rest of society. ‘The church's formal theology 1s often expressed through highly nuanced, reflective, analytical and abstract words. This often puts down or excludes those who have not been initiated into this educational or professional Jargon. Technical language 15 not in itself Jargon. It becomes jargon when it 1s used ‘without respect for (or to impress) the listener. ‘One way to be sensitive to this problem is to use words with Anglo-Saxon rather than | Latin roots, English tends to have at least two words for nearly every thought: @ longer word usually of Latin origin and a shorter Anglo-Saxon word {"visuatize” and "see," “incin- | erate" and "burn," “perspire” and “sweat,” “nativity” and "birth"). Anglo-Saxon words are concrete and carry strong personal associations; Latin words are more controled, reserved and subtle. While both kinds of words are important, illustrations, stories and comparisons that are specific and concrete are more effective than theological or conceptual words. For example, note the poetic power of these Anglo-Saxon words: “aghast,” "hiss." "thistle," “love, and "breathe." For precision and variety, it ts sometimes helpful to space Latin words among Anglo-Saxon words so that the meaning becomes clear in context. ‘This may vary from audience to audience. For example, those who come from Spanish- speaking backgrounds may prefer Greek- or Latin-root words in their dally speech. Note the similarities in these Spanish and English Latin-based words (and their Anglo-Saxon counterparts): "‘velocilad” and “velocity” ('speed"); “abrazo and “embrace” ("hug'). Word usage of particular ethnic groups must be respected, remembering that the length of the words 1s not the problem, but class bias is.Economic Elitism Let your language reflect that human worth is not measured in terms of eco- nomic status or employment. . Material should not be directed ex- clusively or primarily to middie- or up- per-middle-income people. When "blue collar’ or ‘white collar’ references are necessary, they must not be used to divide people. Avoid implying that people living in poverty deserve their circumstances. . Be sensitive to prejudices generally ap- plied to rich people (greed, materialism: isolation from and lack of concern for those who have less), and do not make assumptions based on such generaliza~ tons. Be careful when refering to homes and ‘communities, Use words such as house, home or dwelling rather than hut or hovel. Avotd describing some neighborhoods as “slums,” “tenements’ or “ghettos.” Rather, use the commu nity’s proper name or refer to the nelgh- borhood as do those who dwell there. Avoid labels and use descriptions. Educational Elitism Some language may exclude those with less education. Use clear, direct lan- guage that speaks to the intended aud- ence. Do not assume that lack of fomal edu- cation {s synonymous with ignorance, filiteracy, lack of intelligence, character, worth or drive, Avoid using “iitterete” as a put-down, Refer to someone's academic title or ed- ucational level only when that informa- tion {s relevant to the content of the text or when preferred by the addressee (see "Use of Titles,” pp. 18-19). Geographic Eultism Do not use language that demeans resi- dents of certain geographic locations. . When writing about people who live in sparsely populated areas or in places far from cities, avoid terms such as "boondocks," "outlands" and “hinter- lands" to describe the locations. . Lack of technological conveniences in some locations does not signify an in- ferlor way of life. Avoid the term “back: ward" when writing about people who are not dependent on sophisticated technology. Many people living in farm communities tn the United States associate the term “agribusiness” with large corporate en- terprise and resent having that term ap- plied to businesses associated with agri- culture in their communities. They refer to local commerce as "farm- related” business.obstruct our relationships with our neighbors. 1 Disabilities* ‘A person with fully functioning arms and legs is not inherently better than a person with less dexterity or mobility. Feelings end attitudes of mental or physical superiority “Disability” 1s a general term for a per- manent or semipermanent condition that may interfere with a person's capa- bility to do something independent! see, walk, hear, lear, lit. It may be physical, mental or sensory in nature. ‘The preferred use is as a descriptive noun, The person is more tmportant than the condition. Refer to "people with disabilities,” "a person with...." "a woman who has...."""a man Who {s.. ‘Avoid “the handicapped." "the crippled. “the deformed,” ‘the invalid” or “the disabled." When one function is impaired, do not imply that other functions are impaired as well. For example, most people who are deaf are not “deaf and dumb" or “deaf mute.” Rather, they may choose not to speak out loud because their speech attracts attention. Do not as- sume that people with cerebral palsy are also mentally retarded. Down's syndrome ts a specific form of mental retardation. "Mongoloid” 1s no longer an appropriate description for people with Down's syndrome. Seek language that presents a positive appreciation of the person. Refrain from “pity” language. Avoid emotional descriptions of disabilities such as “unfortunate.” Do not say that a per- son is “afflicted with" of "a victin of" a disability. Emphasize abilities by saying that a person “uses a wheelchair,” rather than 10. ML, indicating a person “ts confined to a wheelchair.” Say a person “walks with crutches.” not "Is crippled.” People with disabilities are not neces- sarily chronically ill, and disabilities are not necessarily ilinesses. Use common medical terms when pos- sible; for example, a person with paraly- ‘sis or a person who had a stroke, not a person whe ts crippled. Refer to a person's disability when rele- vant for descriptive purposes and then only once. Repeated mention is un- necessary and tasteless. When portraying people with disabilities who have accomplished or achieved special recognition apart from their dis- ability, be careful not to sensationalize the disability. However, do not ignore the gifts that people with disabilities offer. In speaking or writing about people with acquired immune deficiency syn- drome (AIDS) or AIDS-related complex (ARC), do not use “victims of AIDS.” Avold reference to those who “suffer with AIDS." Use "people with AIDS" or ‘people living with AIDS.” When refer- ence also includes family and friends, write or speak of "people affected by ADDS." Do not refer to people with cancer as “cancer victims.# include: ee) Language About God* Finding words that express the historic revelation of God and also speak in our contemporary Ife is a continuing task, All language ultimately fails to represent God fully. Yet images and words that can be used to describe the presence and the activity of the Divine are almost without limt. ‘We try through words to convey glimpses of the Divine. God is personal, so language about God 1s personal, A variety of patterns of speaking 1s helpful and appropriate in order to express what we confess and experience through the mercy of Cod. Such language can Is th fee Anthropomorphic language, which aserbes human charactertsttes to God: ¢&. “father,” “warrior,” “nursing mother.” Hen-brood, Mother-child Creator, Sustainer Analogical language, which describes God in terms of relationships, e.g., Father-Son, ‘Terms that refer to God's activity, e.g., Defender, Redeemer, Nurturer, Savior, Masculine or feminine language used to name and describe God must never imply or defend male or female sexuality in the being of God. Language about God that is only and_ ‘Terms to Describe God Words that imply no gender, such as “Ruler” and “Sovereign,” may be useful for expressing the dominion of God without employing masculine nouns. "Royal" can serve as a substitute for “kaingly." The “rule of God” may be an appropriate substitute for the "kingdom ‘of God.” Cultural stereotypes of male or female characteristics or roles should not be projected onto descriptions of God. If God ts described “as a potter," the im- age should not be Umited to male pot- ters. Similarly, references to God "as a loving parent” should not be limited to images of female parents. "Seeker," “guard.” or “steward” are other descriptions not restricted to one gen- der. Avoiding the use of pronouns may be the easiest way to convey these im- ages without bias. Draw upon the rich variety of scriptural metaphors and similes used to tell of God and God's actions, such as:* 272 Psalm 22:9-10 13, Deuteron: midwife - Genesis 1 mother - Numbers 11:1 ~131:2, Isalah 42:14, Isalah 46:3-4, pea 49:15, Isaiah 66:9, Hosea mother bear - Hosea 13:8 / shepherd - Luke 15:3-7 woman - Luke 15:8-10, Psalm 129:2,!"* Proverbs 31:15 baker - Matthew 13:33, Luke rsapal © eagle - Deuteronomy 32:11-12, Exodus 19:4, hen - Matthew 23:27, Ruth 2:12, Psalm 57, Psalm 61:4, Psalm 91:4, Luke 13:34, Psalm 17:8-9 fire ~ Deuteronomy 4:24 wind - Acts 2:2, John 3:8 rock - Isaiah 17:10 water - Jeremiah 17:13 light - John 8:12, Isatah 60:2 bread - John 6:33-35 vine - John 18:1 Avold assigning male pronouns to human occupations (such as shepherd. Judge. teacher) or to objects (such as refuge, fortress, rock) when they are used as metaphors for God.‘Terms to Address God Matthew 6:9-13 guides us in addressing God as "Our Father" in the Lord's Prayer. This does not ascribe male sexual characteristics to God. Such an address invokes the intimacy of the lov- ing and trusting relationship of parent and child. Recognizing the inadequacy of all human analogies, this metaphor seeks to express what is potentially one of the deepest and most profound of all human experiences. Yet we must admit that sin and distortion have made even this description a problem for some. Even this image may not be as mean- ingful and adequate for some of us as scripture intends. Families affected by alienation between parents and children and those for whom the parental rela- tionship has been a negative experience may find this analogy particularly dif- ficult, “Parent” suggests a relationship that one may wish to reflect at times. This term does not embrace completely the theological and historical conteht reflec- ted by the New Testament witness of the church in Jesus’ use of abba and Father in reference to God. Titles suggesting the activity of God may be used in addressing God. Such titles include: Sustatner, Liberator, Maker, Defender, Creator, Redeemer, Nurturer, Guide and Advocate. Holy Scripture and the language of be- Levers throughout the centuries provide a wealth of other appropriate titles and forms of address for God, including: ‘Adonat, Root of Jesse, Spirit, Source of Life, Eternal One and’ Wisdom. Use stmiles ("0 God, who watches over us as a father. . . .""O God, who cares for us as a mother for her young. . . . or "God, like a watchful parent. . .”) as well as metaphors, "O God, our pro: vider. “O God, our bearer. when constructing prayers and Uturgies. Addressing God with the second-person pronoun can be helpful in avoiding repetition of gender-specific, third-per son pronouns, such as: My soul proclaims the greatness of the Lord my spirit rejolees in God my Savior, for you, Lord, have looked with favor on your lowly servant, From this day all generations will call me blessed: you, the Almighty, have done great things for me and holy is your name. You have mercy on those who fear you, from generation to generation. You have shown strength with your arm nd scattered the proud in their con- ceit, casting down the mighty from their thrones and lifting up the lowly. ‘You have filled the hungry with good things and sent the rich away empty. You have come to the ald of your ser- vant Israel, to remember the promise of mercy, the promise made to our forebears, to Abraham and his children for ever.* Much of our speech about God does not require the use of third-person pro- nouns. For example: ‘The Lord almighty order our days and our deeds in true peace. or May the very God of peace sanctify you wholly, and may your spirit and ‘soul and body be kept sound and blameless at the coming of our Lord Jesus Christ (1 Thessalonians 2:23, Lectionary for the Chuistian People). The Lord bless you and keep you. The Lord's face shine upon you and be gracious (6 you. The Lord look upon you with favor. and give you peace.Terms to Refer to Jesus | Emphasize Jesus as human, not Jesus le. Being fully human, Jes (incorporated the essential humanity of , both men and women. Because naracteristics associated with gender cannot sufficiently represent the true divinity or full humanity of Jesus, tt ts helpful to reduce reliance on gender- based pronouns. 2, "Christ’ ts the title in Greek for the. “anointed one of God.” Christians con: that Jesus Js the Christ, Since the gift of faith is given to all people through revelation of God in the Inearna- tion, Tife, suffering and death of Jesus. gender pronouns (he/she) should be avoid- ed with this title. “Christ” is the one sent from God for the redemption of all human- ity. It must be remembered, however. that classical Christology and historic Lutherar theology-acknowledge that the risen. bears beyond death the full humanity that marked the incarnation, Therefore. the male pronoun for the risen Christ remains appropriate, although use of such prono should be minimized. ‘Terms to Addsess Jesus In addition to major Christian confes- sions, such as ‘Jesus the Christ,” or "Jesus 4s Lord,” other forms of address also tap a rich vein of theological understanding about Jesus and are worthy of greater use. ‘These include: Word, Savior, Redeemer, Friend, Servant, Victor, Teacher and Em- manuel (God with us). ‘Ways of Expressing the Trinity Language is limited and can never fully encompass or adequately express the majesty and mystery of the Triune God. the rich meaning of the doctrine of the Trinity. wwe find fresh expression through which this doctrine can be understood and confessed in its fullness and not interpreted as a statement of patriarchy. 1. The doctrine of the Trinity and the Trin- itarian formula are part of the apostolic faith recetved and confessed by the Church, "Creator, Redeemer, and Sanc- Mie sna a sony for the al ‘Trinitarian formula 1s embedded in ihe biblical and creedal foundations of the. Christian tradition, especially in bap: tism and in the eucharistle praye 2, In the context of worship life, various ways of expressing the Trune God may be appropriate. Greetings such as, "The grace of our Lord Jesus Christ. the love 16 of God, and the communton of the Holy Spirit be with you all," or "We greet you in the name of God who ts our Creator, Re- deemer, and Sanctifier," may be used. 3.Much of our speech about the Trinity does not require the use of third-person pronouns. Praise to the Trinity can be ex- pressed in a form such as, Praise God from whom all biessings flow: Praise Christ the Word in flesh born Tow: Praise Holy Spirit evermore; One God, Triune, whom we adorPractical Helps 1. Practice Istening, speaking and writing to learn to communicate through in- clusive language and imagery. ‘The ini- tial stages of change (such as substitut- ing nouns in place of masculine pro- nouns) can develop with practice into a fluent style of speaking and writing. In congregational settings, inclusive lan- guage texts can become familiar and comfortable alternatives. For example: ‘Thank the Lord with songs of tell ev'ryone what God has done. Let evryone who secks the Lord rejoice and proudly share the Word. God renews the promise of life and leads us forth in peace and joy with shouts of thanksgiving. Alleluia! Allelula!* 2, Choose hymns, worship books and Scripture translations that use inclusive language and images. One resource for the appointed weekly Scripture, readings 4s the Lectionary Jor the Christian People, avatlable through Augsburg For- tress, Publishers. Permission may be obtained to quote from the 1990 New Revised Standard Version of the Bible, ‘+ As some translations of the Bible have not dealt with problems of male-oriented language, it may be helpful to make a brief comment or print a statement recognizing the Umitations of the passage with respect to gender-based language. If the language of the Scripture reading 4s not inclusive, the speaker may para- phrase references to i. Speakers also may wish to research the text to note where exclusive terms have entered the text through translation. ‘The ecumenical Consultation on Common Texts is working on inclusive Janguage versions of shared liturgical texts and biblical canticles. When these are produced, they will represent another helpful resource for worship. Check hymn selections carefully, Tradi- tional hymns often contain language and imagery that are out of date, though understandably dear to the hearts of many people. Whenever pos- sible, use hymns with inclusive lan- guage. Some hymns may be reworded for regular use. Freedom to change the words, however, depends on copyright restrictions and on the availability of substitute words that fit the meter, mood and style of the hymn, Such al- terations require great care and skill. Within Lutheran Book of Worship are many traditional, revised traditional, and contemporary hymns. New hymn collections also are available to supple- ment the regular worship book. Language About the Church 1. ‘In Christian usage, the term "ministry" should not be limited to the work done by an ordained pastor or professional church worker. All Christians minister | in their daily lives, An ordained mini- ster ts not automatically a more com- | mitted Christian than any baptized per- son who ministers tn another vocation. If ministry 1s used as a synonym for ' clergy. define it as ordained ministry, 2. When speaking or writing about the church," use the pronoun “it.” An ex- ception occurs when referring to Jesus as the "bridegroom" and the church as "the bride of Christ." Both men and women are included in this image. Refer to the section on “itles" (pp. 18- 19) for guidelines on forms of address for lay people and ordained ministersUse of Titles ‘The use of titles in manuscript writing may be different from genera} correspondence. In both types of writing, however, it 1s important to be sensitive to the people involved, main. taining as much consistency as possible. Courtesy Titles 1, In general, for manuscript copy use titles on first reference only. On second reference, use last names only unless diplomatic or ecclestastical protocol dic- tates otherwise or titles are needed to distinguish between people of the same last name. 2. In correspondence, allow the preference of the addressee to take precedence over parallel treatment. a. In addresses and salutations of business letters, use MS. unless preference ‘s known for Miss or Mrs. b. For women who have never been martied, divorced women and wid- ows. use Ms. or no title. . For married women, use Mrs. when a woman requests such or if her ‘wn first name cannot be detef- mined and it's necessary to identify her as married. d. For married women with last names L ‘different from that of their husbands, it 4s incorrect to precede their preferred names with "Mrs.” For example, even though Lily Wu is married to Thomas Yuen, she is not “Mrs. Lily Wu" nor "Mrs. Lily Yuen." She may choose to be addressed as "Mrs. Thomas Yuen.” However, her preference takes priority. For married couples with diferent titles. use paraliel treatment {The Rev. ‘Timothy Adams and Dr. Ann Adams). When people have hyphenated last names, use the whole name in corres- pondence and in addressing them Hyphenated names are alphabetized according to the first letter of the name preceding the hyphen. When writing an unknown person in an office, department or corporation, avoid using "Dear Sir" for the salutation. Ad- dress the letter to "Director of ..." iden- tufying the subject or department, and then write "Dear Director.” Professional Titles 1. "Pastor" ts the preferred title for Luther- an ordained ministers ("Pastor Sarah Gonzales" or "Sarah Gonzales. pastor of St. Mark's Lutheran Church’). In for- mal correspondence. use the litle “The Rev.” (being careful always to use "The" before “Rev."). A salutation may be “Dear Pastor Gonzales." 1." 18 the ttle used for those who ald doctoral degrees and who prefer such use. In the case of “The Rev, Or. the salutation may be “Dear Dr. Nelson or whatever the addressee prefers. 3. For bishops, when the title comes be. 18 fore the name, capitalize ("Bishop Herbert Chilstrom’); when it follows the name. low: ercase ("Herbert Chilstrom, bishop of the ELCA’). Lowercase when it stands alone ("The bishops met for their annual meet- ing... For churchwide staff, the titles are low- ercase when they follow the names (‘Carol B. Smith, executive director’). ELCA churchwide staff titles use "for, as in “director for program develop- raent.” For other chusch-related professions, the Ulles are lowercase when used with-out names (“deaconess,” “associates in ministry. “regional mission directors"). ‘These tiles are uppercase when they pre- cede the name ("Deaconess Gunder- son] but lowercase when they follow the name ("Robert Walker, regional coordinator’). 6. Seek parallel treatment when listing people by titles. Women should not be Teferred to by first name only when men are referred to by last name, When using titles for men, use titles for women as well. Avoid: Dr. Bacher, Dr. Sorenson, Lita Use: Dr. Bacher, Dr. Sorenson, Ms Johnson Avold: Dr, Bacher, Dr. Sorenson, Ms. Burford, (who also has a Ph.D.) Use: Dr. Bacher, Dr. Sorenson, Dr. Burford . Consult Webster's Ninth New Collegiate Dictionary for forms of address and sal- utations for (a) clerical and religious orders of other church bodes, (b) col- lege and university officials, (c) diplo- mats, (d) foreign heads of state, (¢) fed- eral government officials, (f) state and local government officials, (g) military ranks, (h) professional ranks and titles. Cultural Preferences 1. In Black communities, courtesy titles (Ms.. Mrs., Mr.) and professional titles (Dr., Pastor, Professor) may be preferred on second and all succeeding referen- es, 2. In Hispanic communities, professional titles (Dr., Attorney, Pastor, Professor) and courtesy titles (padrino, madrina; compadre, comadre) may be preferred in all references (not just the first) as pro- tocol dictates. Also be sensitive to His- panic people who use the last names of both parents (father's followed by mother's) In Asian communities, determine the " first, middle and last names carefully and be consistent. Chinese and Viet- namese people may be listing their last names first, For example, in Vietnam, aman whose first name 1s Hoa, middle name is Van and family name 1s Nguyen. would be Nguyen Van Hoa. But in the United States, he would be Hoa Van Nguyen. Military Imagery Use of military imagery should be examined as to the message conveyed through that, language. Nationalism, warfare. or military power should never be glorified. Such language should not be used to vilify another nation, religious group or culture or to assert a moral superiority over them. Military language should ‘not imply that fighting and violence are the norm. Many terms in current usage have a military derivation and may be offensive to some people. Examples of such words are “strategy.” “thrust” and “task force.” Careful use of imagery that describes a struggle and a sense of urgency in the Christian responsibility to “Night” against evi is valid and appropriate, ‘The nature of the warfare must be described so it 15 clear that what is meant is not the warfare of crusades, but a battle using weapons of the spirit -- love, forgiveness, servanthood, humility -- and a willingness ‘o put one’s life on the line in the struggle for justice Convey an understanding that the opponent is not (o be conquered and destroyed but won over and included in the hope of redemption. Language that contributes to building of comununity and expresses a vision for a life together is encouraged.Notes 1, This material fs based on Truth About Aging: Guidelines for Accurate Communications, published In 1984 by the American Assoclation of Retired Persons, 1909 K St. NW, Washington, DC 20049. 2. Much of this section is based on Raymond H. Tlemeyer's "Words for the Word: Classism and Lang: uuage Malpractice," LCA Partners, February 1983, pages 22-23. 3. This section 1s based on Guidelines for Reporting and Writing About People With Disabilities (second edition; 1987), distributed by the Research and Training Center on Independent Living, BCR/31 11 Haworth, University of Kansas, Lawrence, KS 66045, 4, Much of the material in this section 1s quoted or adapted from English Language Guidelines for Using Inclusive Liturgical Language in the Lutheran Church in America, coramended for use in the Lutheran Church in America by the 1978 LCA convention, and Guidelines for Avolding Bias in Publications of The American Lutheran Church, adopted by the ALC Church Council in 1978, 5, This lst was developed from matertal in Excellent Words: Inclusive Language in Liturgy and Sorfpture, Lutheran ané Episcopal Campus Ministry, Massachusetts Institute of Technology. 1988, page 22, and The Divine Feminine: Biblical imagery of God as Female, Virginia Ramey Mollenkott, Crossroad Publishers. New York, 1983. 6. THis text of the Magnificat ts from the Service of Evening Prayer at the “Praising God in North America" Worship Conference on Oct. 6, 1988, tn Philadelphia, Pa. 7. This version of the doxalogy was published in The Book of Worship, United Church of Christ, United Church of Christ Office for Church Life and Leadership, New York, 1988, page 66. 8. This version Is from Excellent Words: Inclustve Language in Liturgy and Serpture, Lutheran and Episcopal Campus Ministry at the Massachusetts Institute of Technology, 1988, page 9. Resources ‘The Assoctated Press Stylebook and Libel Manual, revised edition, edited by Christopher W. French. New York: Addison-Wesley Publishing Company, Inc., 1987. ‘The Chicago Manual of Style, 13th edition, Chicago: University of Chicago Press. 1982. ‘The Blements of Style, by William Strunk Jr. and E. B. White, New York: Macmillan Company, 1979. Excellent Words: Inclustve Language tn Liturgy ed Scripture, prepared by the Lutheran and Episcopal Campus Ministry at the Massachusetts Institute of Technology in Cambridge, Mass., 1988. ‘The Handbook of Nonsexist Writing for Writers, Editors andl Speakers. second edition, by Casey Miller and Kate Swift, New York: Harper and Row. Publishers, 1988. Lectionary for the Chetstian People, Years A, B andl C, by Gordon Lathrop and Gail Ramshaw, New York: Pueblo Publishing and Philadelphla: Fortress Press, 1986 and 1987. ‘The Nonsexist Word Finder: A Dictionary of Gender Free Usage. by Rosalle Maggio, Phoents and New York: Oryx Preas, 1987. Plain English: A User's Guide, by Philip Davis Roberts, New York: Penguin Books. 1987 Worship: Searching for Language. by Gail Ramshaw, Washington, D.C: Pastoral Press, 1988, 20Index AARP 10 address African 8 African American 8 Age Blas 10 AIDS 13 Alaskan Natives 9 Aleut 9 ‘American Association of Retired Persons 10, 20 American Indians 8, 9 Arabs 7-9 Asian 7-9, 19 associates in ministry 19 bishops 18 Black 7-9, 19 blue collar 12 Bride of Christ 4,17 Buddhism 9 Christ 4, 15-17, 20 chronteally iN 13 church 1-7, 9, 11, 15-19 churchwide staff 18, 21 18-19 Class Bins 11 correspondence 18 courtesy titles 18, 19 creedal 16 . cultural 5, 7, 9, 14, 19 cultural preferences 19 deaconess 19 deaf and dumb 13 Disabilities 13, 20 divorced women 18 doctor (title) 4, 18, 19 Down's syndrome 13 doxology 16, 20 economic elitism 12 educational elitism 12 elderly 10 Eskimos 9 family 1, 4-7, 10, 11. Father 4, 14-16, 19 gay 5 geographle elitism 12 God 5,9, 11, 14-17, 20 handicapped 13 Hinduism 9 Hispanie 5, 7, 8. 19 homosexual hymns 17 hyphenated Iast names 18 ve alternatives 6 Indians 7-0 Jesus 9, 19-17 Jews 8,9 13, 15,19 kingdom of God 14 kingly 14 Language about God 14 Lectionary for the Chvistian People 15, 17, 21 lesbian 5 Lord’s Prayer 15 Lutheran Book of Worship 17 manuscript copy 18 married 4, 5. 18 married couples with diferent titles 18 metaphors 14, 15, Military Imagery 19 ministry 17, 19 Miss 18 Mongolotd 13, Moslem 9 Mrs. 4, 18, 19 Ms. 4. 18, 19 nationality 1, 7 Native Americans 8 ‘occupation 7, 11 older people 10 Pacific Islanders 8 pagan 9 parallel treatment 4, 18, 19 pastor 3, 4, 17-19 Personifications 4 Practical Helps 17 professional titles 18, 19 pronouns 3, 5, 15-17 Racial, Ethnic and Geographic Bias 7 refugees 7 regional titles 19 Religious Bias 9 Ruler 14 salutation 18 scriptural metaphors 14 seripture 15, 17 senior citizens 10 Sexual Bias 3 sexual orientation 5 similes 14, 15 single 5.6 Soverelgn 14 Spanish speaking 7. 8, 11 stereotypes 3.7.8. 10, 14 Tanzanian 8 teenagers 10 terminology 7. 8 Titles 4, 12, 15, 17, 18-19 Tribe 9 Trinity 16, 20 while 7, 8.1 20 widows 18