Style Guide for The Piano Place

By: Alisa Hulme

Last Update: December 5, 2017

The Piano Place (www.thepianoplaceutah.com) is the fastest growing full-service music studio
in Utah. Based in Draper, the franchise has expanded to three locations that service both Salt
Lake and Utah Counties. Since its founding in 2007, The Piano Place has served and continues
to serve hundreds of students with the help of highly qualified instructors. Currently, the studio
employs forty instructors who service over four hundred students. The music studio offers
students of all ages the opportunity to take piano, guitar, ukulele, violin, voice, and songwriting
lessons. The goal of the studio is to create an individualized, meaningful experience for each
student and to help them become “more than just musicians.” With themed practice spaces,
elaborate recitals, and a modern flare, the studio caters to a generally young audience. However,
it does offer lessons to students of all ages. Because the studios are located solely in Utah, The
Piano Place has generally native English-speaking students. However, lessons are also available
to non-English speakers and those who speak English as a second language. With its large base
of clientele, The Piano Place strives for accessibility and efficiency in their publications, website,
blog, and advertisements.

This in-house style guide is to provide a clear and consistent style for The Piano Place. The
Piano Place complies with the standards set forth by The Chicago Manual of Style (seventeenth
edition). Besides the general Chicago guidelines, this style guide will cover other standards that
should be followed by the studio. The style guide will primarily address:

• Making clear any ambiguous situations listed in Chicago

• Specifying which option is to be used when multiple alternatives are provided by
Chicago
• Writing and editing situations not discussed in Chicago that are necessary for and
specific to address for the purposes of The Piano Place’s publications, advertisements,
and correspondences
• Global English standards that are relevant to The Piano Place, as outlined in John R.
Kohl’s The Global English Style Guide (Kohl, John R. 2008. The Global English Style
Guide: Writing Clear, Translatable Documentation for a Global Market. Cary, NC: SAS
Institute Inc.)

While this style guide is not comprehensive, abiding by its guidelines will increase the
efficiency, consistency, and clarity of The Piano Place’s publications.
 Style Guide, 2

Table of Contents:
5: Grammar and Usage
5.1 Active voice ...............................................................................................................................3
5.2 This, that, these, and those as pronouns .....................................................................................3
5.3 Noun clauses as complements ...................................................................................................3
5.4 Consistency in tenses .................................................................................................................3
5.5 Limit the length of sentences .....................................................................................................3
5.6 Modifiers ....................................................................................................................................4
5.7 Gender-neutral language ............................................................................................................4
5.8 Parallel structure ........................................................................................................................4

6: Punctuation
6.1 Serial comma .............................................................................................................................4
6.2 Ellipses formatting ................................................................................................................. 4-5
6.3 Limiting ellipses.........................................................................................................................5
6.4 Ampersands................................................................................................................................5
6.5 Commas with participial phrases ...............................................................................................5
6.6 Hashtags .....................................................................................................................................5
6.7 En-dash as “to” ...................................................................................................................... 5-6
6.8 Em-dashes ..................................................................................................................................6
6.9 Slashes........................................................................................................................................6
6.10 Italics for emphasis ..................................................................................................................6

7: Spelling, Distinctive Treatment of Words, and Compounds

7.1 Periods of time as adjectives ......................................................................................................6
7.2 Makeup, Signup .........................................................................................................................6
7.3 Usage of The Piano Place..........................................................................................................7

8: Names and Terms

8.1 Capitalization of title..................................................................................................................7
8.2 Consistency in names.................................................................................................................7
8.3 Consistency in terms ..................................................................................................................7
8.4 Educational designations ...........................................................................................................7
8.5 Capitalization of seasons........................................................................................................ 7-8
8.6 Citing titles of musical works ....................................................................................................8

9: Numbers
9.1 Writing out numbers ..................................................................................................................8
9.2 Dates ..........................................................................................................................................8
9.3 Time of day ............................................................................................................................ 8-9
 Style Guide, 3

5: Grammar and Usage

5.1 Active voice
Whenever possible, simplify a sentence by using active voice. This guideline will make
sentences more concise and less prone to misinterpretation. (Chicago 5.118, Kohl 3.6)
Students are expected to complete a full semester of classes.
NOT
It will be expected that students will complete a full semester of classes.

5.2 This, that, these, and those as pronouns
Do not use this, that, these, and those as pronouns. (Kohl 5.2)
These manuals consist of multiple training techniques for students.
NOT
These consist of multiple training techniques for students.

5.3 Noun clauses as complements

Use the word that with verbs that take noun clauses as complements. (Kohl 6.4)
Our goal is that all students progress at a consistent rate.
NOT
Our goal is all students progress at a consistent rate.

5.4 Consistency in tenses

All instructor biographies should be written in the third-person. By making the biographies
consistent in their point of view, there will be no question regarding the authorship and there will
be less ambiguity.
Lindsey has a bachelor’s degree in piano pedagogy from Utah State University.
NOT
I have a bachelor’s degree in piano pedagogy from Utah State University.

5.5 Limit the length of sentences
Sentences should be limited to a maximum of twenty-five words. Shorter sentences are less
likely to contain ambiguities or grammatical complexities that could be confusing. Simplifying
the sentence or splitting it up can accomplish this regulation. (Kohl 3.1, 3.2)
By focusing on technique, fundamentals, and quality, we strive to give every student the
tools to be successful in music.
OR
Our instructors prioritize technique, fundamentals, and quality. Their goal is to provide
students with the tools to be successful in their music for years to come.
NOT
Placing the utmost priority on technique, fundamentals, and quality, our instructors are
unified in their goal to enable each and every student that comes through our doors
with all the tools they need to succeed in their music for many years to come.
 Style Guide, 4

5.6 Modifiers
In general, place modifiers such as only and not immediately before the words or words that they
are modifying. (Kohl 4.1)
Makeup lessons are available only on the weekends.
NOT
Makeup lessons are only available on the weekends.

5.7 Gender-neutral language

In most cases, gender biases should be avoidable by referring to individuals as instructors,
students, and parents. However, when specific singular pronouns that would compromise
gender-neutral language must be used, third-person-plural pronouns can be used in a singular
form (they, them, their, and themselves). (Chicago 5.48, 5.256)
The parent was worried that their student would not practice the instrument.
NOT
The parent was worried that his student would not practice the instrument.

5.8 Parallel structure

A parallel structure ensures that linking words, phrases, clauses, and sentences contain
coordinating elements. Writing in a parallel structure helps produce more clear communication
and should be used. (Chicago 5.242, Kohl 6.5)
Whether you want to be a concert pianist, impersonate a trendy artist, start a new
hobby, or appease a forceful parent, we can help.
NOT
Whether you want to be a concert pianist, the next Taylor Swift, start a new hobby, or if
your mom is forcing you to take lessons, we can help.

6: Punctuation
6.1 Serial comma
In a list of more than two items, the optional comma that precedes the and or or is referred to as
a serial comma. Always use the serial comma to avoid confusion and to prevent a possible
misreading of the text. (Chicago 6.19)
Each student has different strengths, challenges, objectives, and motivations.
NOT
Each student has different strengths, challenges, objectives and motivations.

6.2 Ellipses formatting
An ellipsis is a series of three periods that often indicates an omission of material or an
incomplete sentence or thought. There must be a space inserted between each of the periods and
each of the periods must reside on the same line of text. In addition, all punctuation following
the ellipsis must remain on the same line, unless the ellipsis is found at the beginning of a
sentence. In that case, the preceding punctuation must occur on the line above. (Chicago 6.15,
13.50)
She has had her fair share of stubborn moments . . . but came out on top.
 Style Guide, 5

NOT
She has had her fair share of stubborn moments...but came out on top.

6.3 Limiting ellipses
Limit the use of ellipses. When referring to an addition of information, consider using a comma
or separating this additional information into a separate sentence. Ellipses should also not be
used to add emphasis. (Kohl 8.3.2)
Learning an instrument is not easy, but it is for everyone.
NOT
Learning an instrument is not easy…but it is for everyone.

6.4 Ampersands
Do not use ampersands (&) in the place of and. (Kohl 8.1)
Our instructors include former contestants featured on American Idol and The Voice.
NOT
Our instructors include former contestants featured on American Idol & The Voice.

6.5 Commas with participial phrases
If a sentence starts with an introductory participial phrase, it should be followed by a comma.
Similarly, a comma should precede a participial phrase at the end of a sentence unless the phrase
is restrictive. (Chicago 6.30)
Since practicing daily, the students have improved.
OR
She came to the recital, excited to show off her piece.
NOT
Since practicing daily the students have improved.
OR
She came to the recital excited to show off her piece.

6.6 Hashtags
When using hashtags (#), capitalize the beginning of each distinct word. This decision will help
readers more easily identify the meaning and will accommodate those who are less familiar with
the use of hashtags.
#MakingMoreThanMusicians
NOT
#makingmorethanmusicians

6.7 En-dash as “to”
When representing a range, such as with dates or times, the two parts of the range should be
separated by an en-dash (–). (Chicago 6.78)
Holiday Break: 12/2–1/1
OR
The lesson will be 12:00–2:30.
NOT
Holiday Break: 12/22-1/1
 Style Guide, 6

OR
The lesson will be 12:00-12:30.

6.8 Em-dashes
In general, avoid the use of em-dashes (—). In cases where extra information or definitions need
to be provided, offset these parts with parenthesis. (Kohl 8.5)
Lessons are scheduled in semesters (four-month periods).
NOT
Lessons are scheduled in semesters—four-month periods.

6.9 Slashes
Avoid using slashes as shorthand for other words. Because there are different implications for
their usages, slashes can cause unnecessary ambiguity. When using a slash as shorthand, such as
with per or or, simply use the word itself. (Kohl 8.11)
Students are allowed one makeup lesson per semester.
NOT
Students are allowed one makeup lesson/semester.

6.10 Italics for emphasis
Use italics when creating emphasis with certain words (don’t overuse). Though bolding certain
words can have the same effect, reserve bolding for in-text hyperlinks and website
addresses. (Chicago 7.50)
Recitals are very important for teaching students how to perform in front of crowds.
NOT
Recitals are very important for teaching students how to perform in front of crowds.

7: Spelling, Distinctive Treatment of Words, and Compounds

7.1 Periods of time as adjectives
When the length of a lesson is being used as an adjective (followed by lesson), there should be a
hyphen between the number and minute. (Chicago 7.85)
Spencer will have a 30-minute lesson.
NOT
Spencer will have a 30 minute lesson.

7.2 Makeup, Signup
The words makeup and signup should not be hyphenated. (Kohl 9.7)
The student should attend a makeup lesson when one is missed.
OR
Please be sure to look at the signup sheet.
NOT
The student should attend a make-up lesson when one is missed.
OR
Please be sure to look at the sign-up sheet.
 Style Guide, 7

7.3 Usage of The Piano Place
Never use the company name, The Piano Place, as an adjective. If referring to a specific product
produced by The Piano Place, Piano Place can be used as the adjective.
A Piano Place notebook is given to each of the students.
NOT
The Piano Place notebook is given to each of the students.

8: Names and Terms

8.1 Capitalization of title
Always capitalize each word in the title of the company.
Openings are available at The Piano Place.
NOT
Openings are available at the Piano Place.

8.2 Consistency in names
When referring to those who are teaching the various musical lessons, these individuals should
be referred to as “instructors.” This distinction will help avoid potential confusion regarding the
roles of “teachers,” “coaches,” “instructors,” etc.
The instructors will prepare for and organize the lessons.
NOT
The teachers will prepare for and organize the lessons.

8.3 Consistency in terms
When referring to the specific times that students will be learning with instructors, these times
should be referred to as “lessons.” This distinction will help avoid potential confusion regarding
the nature of standard lessons specific and master classes or group sessions.
The students must attend their lessons once a week.
NOT
The students must attend their classes once a week.

8.4 Educational designations
When referring to an academic degree, the degree should be in lowercase. The specific degree
should also be lowercased unless the degree itself is a proper noun. (Chicago 8.29, 10.21)
Shelby has a master’s degree in piano performance.
OR
Ben has a bachelor’s degree in English.
NOT
Shelby has a Master’s Degree in Piano Performance.

8.5 Capitalization of seasons
When a season is referring to a specific semester of teaching, it should be capitalized. However,
it should be lowercased when referring to a specific time of year. (Chicago 8.88)
 Style Guide, 8

The student will not be taking Summer lessons.

NOT
The student will not be taking summer lessons.

8.6 Citing titles of musical works
Titles of long musical compositions, such as operas, are italicized. Titles of songs and shorter
pieces of music are set in roman type and are surrounded by quotation marks. (Chicago 8.194)
Mariah is learning a portion of Handel’s Messiah for the recital.
OR
Mark is learning “Ode to Joy” for the upcoming recital.
NOT
Mariah is learning a portion of Handel’s “Messiah” for the recital.
OR
Mark is learning Ode to Joy for the upcoming recital.

9: Numbers
9.1 Writing out numbers
When referring to a time of a lesson, numbers should not be spelled out. This distinction will
help clients with quick references and will minimize misinterpretation. When not referring to the
length of lessons, numbers between zero and ninety-nine should be written out. (Chicago 9.2)
Spencer’s lesson will be 30 minutes.
OR
There are thirty students at the studio.
NOT
Spencer’s lesson will be thirty minutes.
OR
There are 30 students at the studio.

9.2 Dates
In general, dates should be spelled out and represented with 1) the name of the month, 2) the
number referring to the day, and 3) the number referring to the year. When writing a lengthy list
of dates on a single page (such as billing periods), dates can be shortened. In this case, dates do
not need to include the year if the year has been previously referenced on the page. (Chicago
9.35)
After winter recess, lessons will recommence on January 5, 2018.
NOT
After winter recess, lessons will recommence on 1/5/18.

9.3 Time of day

When referring to a time of day, use the all-number system with AM and PM. Numerals are
noticeable and easy to read. This system is most familiar locally and will help stop ambiguity for
non-natives. The designations AM and PM will be in small caps to avoid confusion with the word
“am” and to save space with periods. (Chicago 9.37)
 Style Guide, 9

The guitar recital will start at 12:00 PM.

NOT
The guitar recital will start at noon.
OR
The guitar recital will start at 12 O’clock.