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Part of Style and writing guide


Links and URLs

How to write links and URLs in different types of content.

Web content

Front-load your link text with the relevant terms.

Make your link text descriptive. It's important that users can understand where the link goes even if it's read out of context with the text around it. This happens when someone is using screen-reading software.

Always link to online services first.

Offer offline alternatives afterwards, when possible.

Do not:

  • use generic terms like ‘click here’ as link text
  • use links in titles, subheadings or summaries
  • duplicate content available elsewhere across the site, link to it instead
  • use the same link text to link to different places
  • use unsorted lists of links at the bottom of the page to point users to content you think they might be interested in

Follow GOV.UK guidance about using links in web content, including:

  • providing links in context
  • writing link text
  • anchor links
  • formatting links
  • linking to attachments and documents on other websites

Emails

Follow GOV.UK Notify guidance on links in emails.

Offline content

Only include necessary links in offline content. Too many links could be overwhelming and lessen the importance of links users need to follow.

Do not add a full stop at the end of a link in offline content, including letters, forms and text messages.

A full stop at the end of a link in offline content could break a user journey if the user adds the full stop in the web browser.

Text messages are considered offline content because not all users have a smart phone.

Text messages

Follow GOV.UK Notify guidance on links in text messages.

Letters and forms

Do not add a prefix to URLs in letters and forms.

Use: mygov.scot/example

Do not use: https://www.mygov.scot/example

Do not add links directly to:

  • the document upload portal
  • online forms (including application and change of circumstances forms)

Instead, link to the relevant mygov landing page where you can access these from.

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