How To Write Better Alt Text

Alternative Text (Alt Text)
Alternative text provides equivalent information through a textual description that serves the same
purpose as an image. Alt text is embedded in an image and is accessed through the use of a screen reader.
When to describe?
Many images can be described with text to adequately convey the necessary information. There are also
cases when a description or other alternative for an image is simply unnecessary because the image does
not carry any necessary information. These images are commonly known as "eye candy." This section aims
to guide you through the process of deciding when to describe an image. You will be asked a series of up to
nine questions that takes you through the key decision-making points diagrammed at the right.
How to write better Alt text
The first step to know more about writing Alt Text is getting familiar with different types of images,
pictures, cartoons, graphs, tables that are used in the text. The writer must know the relevance and the
link between the images and the text.
The writer must know which images should be categorized as decorative images and which images need Alt
Text for better understanding by the visually handicapped reader. The writer can be assigned with the task
of listing the images from the pages one by one. This exercise will definitely help the writer to get familiar
with the images in the text and understand the context in which those images are used.
The next exercise is to categorize the given images. The writer must be able to categorize the set of given
images as decorative and non-decorative.
Alt text basics
Painting of George Washington at Valley Forge
When thinking of an ALT tag, the task would be to consider WHY the image is included. Is it within a history
course? a course on climatic history? Is the point of the image to show how soldiers were dressed or that
LaFayette was at Valley Forge?
The answer could affect how you write the ALT text.
Possible ALT Text for George Washington Painting
1. ALT = "George Washington at Valley Forge" (most succinct)

2. ALT = "George Washington and Lafayette on horseback talking to soldiers in snow at Valley Forge"
(more detailed)
3. ALT = "Valley Forge in winter – The landscape is covered with snow and soldiers are painted as
sitting in the open by the road with a campfire, but small cabins are visible in the background”
(emphasizing conditions)
Decorative Image ALT Tags
A decorative image is one used to enhance the mood of a document, but not to convey actual information.
Decorative images can include tool bars, clip art, photographs to add "color" and repetitions of a logo.
Even the picture of George Washington above could be considered decorative if it is not directly connected
to events at Valley Forge, but part of a more generic page.
Long Description
ALT tags are generally recommended to be concise (about 150 characters). However, some images are so
complex that more information may be needed. Today, most experts recommend including an ALT tag
which refers blind users to a text based description elsewhere which is visible to everyone.
Learning the trick
A picture has an Alt text that depends upon the subject and the context in the long text.
Meteorology text: “The image shows fair weather Cumulus clouds with well-defined bases typical of a
north westerly air stream over the UK in summer. The clouds form well-defined “streets” as mentioned in
the text.”
Tourism text: “The image illustrates some of the competing pressures on coastal environments with the
power station complex in the background, significant recreation pressure and an international Ramsar site
in the marshes.”
Biology text: “The image illustrates the distinctive tussock forming habitat of hardy, salt tolerant sedge and
grass. Early stages of seral succession are seen in the background.”
Geography text: “The graph illustrates a modest annual temperature range with average daily maximum
around 19 C in the summer compared to 6 in the winter. Daily minima range from 0 to 10°C. Rainfall is well
distributed between 40 and 65 mm a month peaking in the autumn.”
Horticulture text: “The climate graph illustrates the main frost risk is from December to February. Drought
is unlikely at any time of the year but with rainfall peaking in the autumn, water logging can be a problem
by January”.
Business and Tourism text: “The graph illustrates the significant risks for outdoor event organizers. Peak
temperatures coincide with increasing rainfall through July to September. Statistically June is the best
month for organizing outdoor events”.
Web link to refer: http://ncam.wgbh.org/experience_learn/educational_media/stemdx
Describing Images: Guidelines for Describing STEM Images
Image description in books, tests and other educational materials has been available for decades. However,
until recently, the style and methodology guiding these image descriptions have been highly individualized
and not, necessarily, effective or efficient for the people relying on them. Research funded by the National
Science Foundation and carried out by several major blindness and R&D organizations has produced the
following guidelines to improve the quality and effectiveness of image descriptions. Please refer to the
examples included in this website for guidance in applying these guidelines to specific types of STEM
images. These guidelines can also be applied to many images found in other content areas, such as
literature and the arts.
1. Brevity
It may take people with visual or print disabilities more time to read books and articles than people
without visual or print disabilities and the process should not be further slowed down by unnecessarily long
image descriptions. Many images may be rich in visual details but light on important information. If the gist
of an image can be understood in a glance, then the description should be just as brief. Likewise, if the
information in an image is also included in the main text and therefore accessible, then the image
description should not repeat the information. When an image does contain important information, the
description should provide access to the information in as few words as possible.
2. Data
Description should focus on the data and not extraneous visual elements. Elaborately illustrated diagrams,
for example, often contain key data that can be made accessible by presenting the data separate from
description of the overall image.
3. Clarity
It is vital that in the quest for providing the most brief and data-filled descriptions, clarity is not
overlooked. If the reader needs to listen to a description several times because it is poorly written or is
presented in a confusing manner, then the overall goal has not been achieved.
The best way to test the clarity of your descriptions is to read them to someone who has not seen the
image and ask their feedback.
4. Drill-Down Organization
Descriptions should follow a drill-down organization, e.g., a brief summary followed by extended
description and/or specific data. Drill-down organization allows the reader to either continue reading for
more information or stop when they have read all they want.
5. Tables
Tables, pie charts and bar charts should be presented as tables, not as narrative description. Proper coding
of tables, including captions, table headers, and table data, provide better access to tables than narrative
description. Brief summaries or overviews of the charts should be presented before the tables.
6. Processes
Processes that are presented visually in flow charts, diagrams and illustrated chemical reactions, for
example, can be converted into nested lists with good results. These types of images may also benefit from
tactile diagram in addition to descriptions.
Many STEM images are best described by linear, narrative description. Nonetheless, such "traditional"
descriptions should follow these guidelines, especially brevity, drill-down organization, clarity and emphasis
on data.
On line resource to write better:
http://diagramcenter.org/samplebook/nav.xhtml
How to Describe?
https://diagram.herokuapp.com/training/how_to_describe
Style Guides
 Be as efficient with words and punctuation as possible (use proper punctuation and grammar).
 Convey only the necessary information a reader would be asked to know.
 Take the time to scroll through the text above and below an image. If information in the image is
adequately explained in the text or caption, then simply write “image described in text/caption” in
the description box or mark the image as non-essential.
 When the same image appears more than once, only describe the first image.
 Don’t worry about interpreting subject matter content knowledge from the image. The reader
should have the same opportunity as peers to develop his/her own hypotheses/conclusions based
on the image.
 Instead of using the word “image” in the description, convey more meaningful information by
identifying the type of image: photo, drawing, cartoon, diagram, poster, etc.
 Bar and pie charts, tables, and some line graphs should be identified as such with the title and axis.
 Flow charts should be presented with the title or what idea is being conveyed. Information may be
presented as a list.
Determining If the Image Needs a Description
Not all images require description. In some cases, images are purely decorative or they are already
adequately described in surrounding content. Learn more about when to describe an image and practice
assessing images in the "When to describe?" section.
Image Description Basics
 Describe only what you see. One sees physical appearances and actions; one does not see
motivations or intentions.
 Describe objectively. Allow readers to form their own opinions and draw their own conclusions.
Don’t editorialize, interpret, explain, or analyze the material.
 Go from the general to the specific. Start by creating a general context, then move to details to
enhance understanding and appreciation. The initial information presented about a scene will
create a foundation in the mind of the reader on which to build.
 Color. Color may have emotional connotations even for blind readers, and many readers may be
partially or previously sighted, and therefore including color enhances their ability to better
imagine a scene. Color descriptions should therefore be included for most images (e.g. the blue sky
or the green lizard). The exception is for images such as charts or maps (e.g. the blue bar or the red
line) where color is irrelevant to the teaching concept, and can be ignored in most cases.
 Language. Image description is a literary art form. It's a type of poetry, much like a haiku. We use
words that are succinct, vivid, and imaginative to convey visual images. Think about getting as
much content into as few words as possible. A great practice is to read your descriptions aloud to
yourself or another. How do they flow when heard versus read?
 Point of View and Narrative Tense. Write in present tense, using active voice (e.g., “Ted breaks the
window,” is preferable to, “The window was broken by Ted.”) Use third-person narrative style to
show neutrality and noninterference.
 Describing emotions. Limit the use of words describing emotion, such as suspicious or furious. Ask
yourself what you see that prompts you to think that she looks suspicious or furious. Instead, write
what you see, such as: “she raises her eyebrows,” or “her fists are clenched.” You may judiciously
use phrases such as, “She appears pensive,” or “she appears sad” if describing only facial
expressions or body language is too limited.
 “We See.” Avoid using visually related words or phrases such as “we see,” “shown below,” or “can
be viewed.” Preferable words include “depicts” and “indicates.”
 Mix it up. How many different words can you use to describe someone moving along a sidewalk?
Why say "walk" when you can more vividly describe the action, with words such as strolls, skips,
stumbles, or saunters?
 Pronouns. Use pronouns only when it is clear to whom or what the pronoun refers.
 Metaphor/Simile. Describe shapes, sizes, and other essential attributes of images by comparison
to objects or items familiar to the intended audience. For example, “The ball is the size of an
apple.” Be sure to use metaphors that will be readily identifiable by a blind reader. For example,
“the room is as big as a whale” is less helpful than the room is as big as a bus, since a blind reader
will likely have had first-hand experience with a bus, but probably not a whale!
 Censorship. Don’t censor information for personal reasons such as your discomfort with the
material or political beliefs. Describers must objectively relay the visual elements of nudity, sexual
acts, violence, etc.
Guidelines for Specific Types of Images
The National Center for Accessible Media at WGBH provides guidelines for describing specific types of
images found commonly in science or math content. Example descriptions include:
 Bar Charts: http://ncam.wgbh.org/experience_learn/educational_media/stemdx/exa

 Complex Diagrams and Illustrations:
http://ncam.wgbh.org/experience_learn/educational_media/stemdx/exi
 Flow Charts: http://ncam.wgbh.org/experience_learn/educational_media/stemdx/exg
 Line Graphs: http://ncam.wgbh.org/experience_learn/educational_media/stemdx/exb
 Math Equations:
http://ncam.wgbh.org/experience_learn/educational_media/stemdx/math_equations
 Pie Charts: http://ncam.wgbh.org/experience_learn/educational_media/stemdx/exf
 Scatter Plots: http://ncam.wgbh.org/experience_learn/educational_media/stemdx/exd
 Standard Diagrams and Illustrations:
http://ncam.wgbh.org/experience_learn/educational_media/stemdx/exh
 Tables: http://ncam.wgbh.org/experience_learn/educational_media/stemdx/exe
 Venn Diagrams: http://ncam.wgbh.org/experience_learn/educational_media/stemdx/exc
Practice link:
https://diagram.herokuapp.com/training/when_to_describe
Decision Tree
Which of the following best describes this type of image?
 Photo
 Drawing
 Cartoon
 Illustration of a process
 Flowchart
 Table (data display)
 Graphic organizer (hierarchy charts, decision tree, etc)
 Map
 Timeline
 Graph (e.g. bar, circle, pie, line)
 Displays text only, with no additional graphics
 Displays a math expression only, with no additional graphics
 Others
What is the purpose of this image?
 It provides visual interest only (it is not needed for understanding subject matter).
 It is a functional icon (e.g., a button or link).
 It provides information needed for understanding subject matter.
 Others
Does the image provide information essential to understanding that is not available in the
surrounding text?
 Yes.
 No.
Does the image contain embedded text?
 Yes
 No
Would a text description adequately convey the main idea of this image?
 Yes
 No
1) Image
Image in context
1. Which of the following best describes this type of image?

Illustration of a process
2. What is the purpose of this image?
It provides information needed for understanding subject matter.
3. Does the image provide information essential to understanding that is not available in the
surrounding text?
Yes.
4. Does the image contain embedded text?
Yes.
5. Would a text description adequately convey the main idea of this image?
Yes.
Comments From the Experts: The image is an "illustration of a process" that requires a text description
or tactile graphic. The image contains essential content not available in the surrounding text and needs
to be made accessible. A tactile graphic should be produced if the physical relationship between
elements in the image is important for the target audience; otherwise, a text description will suffice.
Reminder: The embedded text should be transcribed and the embedded key also needs to be made
accessible.
2) Image
Image in context
1) Which of the following best describes this type of image?

Photo
2) What is the purpose of this image?
It provides visual interest only (it is not needed for understanding subject matter).
Comments From the Experts: The image is a "photograph" that does not need to be described.
The image is a decorative series of photographs that does not provide additional information
critical for understanding the content. The photographs serve a presentational role ("eye-candy")
and do not need to be made accessible.
3) Image
Image in context

Drawing
surrounding text?
Yes.
No.
Yes.
Comments From the Experts:
The image is a "drawing" that requires a text description. The image is found in a children’s picture
book and contains information that helps paint a more comprehensive portrait of the story. The
image can be made fully accessible via a text description that provides supplemental details about
the relationships and mannerisms between characters in the book.
4) Image
Image in context

Photo
surrounding text?
Yes.
Yes.
Yes.
Comments From the Experts: The image is a "photograph" that does not need to be described. The
image adds value by presenting a courtroom example affirming the impact of prior research. Details
are already available in the caption immediately right of the image, so providing another description
would be redundant.
Note: If the caption was also part of an inaccessible image, then a transcription of the caption would
be required.
5) Image
Image in context

Graph (e.g. bar, circle, pie, line)
surrounding text?
Yes.
Yes.
Yes.
Comments From the Experts: The image is a "(bar) graph" and requires a text description or tactile
graphic. The text surrounding the image provides a high-level description, but lacks details only available in
the image. The image can be made fully accessible via a detailed text description and accompanying data
table. Alternatively, a tactile graphic may be beneficial for different learner types and Braille readers.
Reminder: The image contains embedded text and a legend that also need to be made accessible.
6. Image
Image in context

Displays text only, with no additional graphics
surrounding text?
Yes.
No.
Yes.
Comments From the Experts: The image "displays text only, with no additional graphic" and
requires a brief text description. The image does not provide additional information critical for
understanding the content, but serves a functional role that needs to be made accessible. The
lack of a functional and textual description makes it difficult for readers to get quickly oriented
with the content to follow. The role of the image (i.e. section header) should be identified along
with a text description transcribing the embedded copy.
7. Image
Diversity Map
Image in context

Map
surrounding text?
Yes.
Yes.
Yes.
Comments From the Experts: The image is a "map" and requires a text description or tactile
graphic. The text surrounding the image provides a high-level description, but lacks details only
available in the image. These details are essential for answering the questions posed in the copy
to the right of the image. The image can be made fully accessible via a detailed text description
and accompanying data table. Alternatively, a tactile graphic also produces the same results
while catering to different learner types and Braille readers.
Reminder: The image contains a key that also needs to be made accessible.
8. Image
Image in context

Displays a math expression only, with no additional graphics
surrounding text?
Yes.
Yes.
Yes.
Comments From the Experts: The image is one that "displays an equation only, with no
accompanying picture" and requires MathML (mathematics markup language) encoding or a
text description.
Math expressions are often treated as images in books, resulting in inaccessible content.
Mathematics can be made accessible using special math encoding (e.g. MathML) or prose
transcriptions. Semantically-rich MathML is preferred when supported by authoring and
reading tools. When MathML is not an option, a plain-English text description should be
provided.

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Alternative Text (Alt Text)

Alt text basics

Painting of George Washington at Valley Forge

1. ALT = "George Washington at Valley Forge" (most succinct)

Decorative Image ALT Tags

Learning the trick

Web link to refer: http://ncam.wgbh.org/experience_learn/educational_media/stemdx

Describing Images: Guidelines for Describing STEM Images

On line resource to write better:

Determining If the Image Needs a Description

Image Description Basics

Guidelines for Specific Types of Images

 Bar Charts: http://ncam.wgbh.org/experience_learn/educational_media/stemdx/exa

Which of the following best describes this type of image?

What is the purpose of this image?

Does the image contain embedded text?

1. Which of the following best describes this type of image?

1) Which of the following best describes this type of image?

1. Which of the following best describes this type of image?

Comments From the Experts:

1. Which of the following best describes this type of image?

1. Which of the following best describes this type of image?

1. Which of the following best describes this type of image?

1. Which of the following best describes this type of image?

1. Which of the following best describes this type of image?

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