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Even in everyday use, the simplest of punctuation marks can change the meaning of a sentence. For example, “Let’s eat Grandma,” and, “Let’s eat, Grandma.” The comma just saved Grandma’s life. While we don’t intend to save any lives with our punctuation marks, we can certainly try to use them in a better way. \n \n      While there might be some gray areas in the use of punctuation, we try to ensure the elimination of as many gray areas as possible. Our expectation is to follow existing and prevalent grammatical norms in our transcripts and to ensure as much unity and cohesion in all our transcripts. This can only be done if we follow these rules regarding punctuation. Here are some basic guidelines on correct grammatical and punctuation usage.  \n       \n      Full Stops (Periods)  \n      Full stops end a declarative statement and its usage is pretty straightforward. One common error is using question marks instead of full stops in indirect questions. \n       \n      Examples\n      Incorrect: She asked him what he meant?  \n      Correct: She asked him what he meant.  \n       \n      Exclamation Marks \n      Exclamation marks should be used sparingly, and only when absolutely required. \n       \n      Examples \n      Yay! We finally completed it. \n      What a great offer! Sign me up for it. \n       \n      Question Marks \n      Question marks are used at the end of interrogative statements and direct questions. \n       \n      Examples \n      Can we go back to the previous section if we have enough time remaining? \n      She asked him, “What did you mean?” \n      There’s always better ways of saying things, right? \n      Didn’t I just hear you say, “I have no money left”? \n      You wanna be as accurate as possible in matters as serious as grammar, you know? \n       \n      Commas \n      Commas are used to indicate a short pause. But a short pause in the audio while you are transcribing DOES NOT warrant a comma all the time. \n      Use commas after transition words. \n       \n      Examples: \n      Generally speaking, we work eight hours a day. \n      Fortunately, we have got amazing people in our team. \n       \n      The most common error regarding comma usage is with coordinating conjunctions, AKA FANBOYS (for, and, nor, but, or, yet, so). When coordinating conjunctions are used to join two independent clauses, a comma always comes BEFORE the conjunction, never after. \n       \n       \n      Incorrect X \n      We had to go through a really long approval process but, once we did get the approval, it made our job so much easier.  \n      Correct ✓ \n      We had to go through a really long approval process, but once we did get the approval, it made our job so much easier.  \n       \n       \n      Incorrect X We did not have a clear idea of what to do. So, we waited for the manager’s instruction.  \n      (If you want to break down two independent clauses like in this example, simply remove the comma after ‘so’.) \n      Correct ✓ We did not have a clear idea of what to do, so we waited for the manager’s instruction.  \n       \n      Excessive use of commas in unnecessary places do not help with the readability. So using commas sparsely and correctly helps to increase the accuracy level. \n       \n       \n      Incorrect X \n      So, then, we went to the store, and we got like, detergent, Clorox wipes, disposable gloves and, stuff.  \n       \n       \n      Correct ✓\n      So then we went to the store and we got detergent, Clorox wipes, disposable gloves, and stuff.  \n      (The comma before the ’and’ is called the Oxford Comma.) \n      Another common error can be using the comma after ‘and’, ‘so’, ‘but’, ‘then’. \n       \n       \n      Incorrect X \n      And, what did you say your sister did? \n      So, you said your brother was an architect. \n      But, what about your sister? \n      Then, what did you do? \n       \n      Correct ✓ \n      And what did you say your sister did? \n      So you said your brother was an architect. \n      But what about your sister? \n      Then what did you do? \n       \n      Commas and ‘so’ \n      If a sentence begins with ‘so’, it is meant as a filler word. DO NOT use a comma after it. \n       \n      Incorrect X \n      So, how did you spend your vacation? \n      So, we went to the store after we ran out of juice. \n       \n      Correct ✓ \n      So how did you spend your vacation? \n      So we went to the store after we ran out of juice. \n       \n      Commas and question tags \n      Native speakers use question tags liberally. They are used to elicit a simple yes/no response. Always put a comma before a question tag.  \n       \n      Examples \n      You went to the bar on Friday, didn’t you? \n      Tom doesn’t get angry a lot, does he? \n      You’re coming to the party, aren’t you? \n      You don’t like me, do you? \n      She won’t lie to me, will she? \n      I’m in trouble, aren’t I? \n       \n      If the statement is positive, the question tag is negative. If the statement is negative, the question tag is positive. A common error is failing to add the question mark at the end of question tags. Native speakers usually speak flatly when using question tags as if it is a statement, as opposed to raising the intonation as if asking a question. It’s important to add the question mark after a question tag, and a comma before it. \n       \n      Commas after ‘yes’ and ‘no’ responses \n      Comma is used after ‘yes’ and ‘no’ when a speaker responds to a question. It’s important to use this rule in all cases of a yes/no response. \n       \n      Incorrect X \n      Yes we have the best holiday packages. \n      No he didn’t have to redo the whole thing from the top. \n      Yeah we do make a great team. \n       \n      Correct ✓ \n      Yes, we have the best holiday packages. \n      No, he didn’t have to redo the whole thing from the top. \n      Yeah, we do make a great team. \n       \n      Inverted Commas \n      It is important to use double inverted commas or quotation marks “ “ when reporting direct speech. Note the correct usage of punctuation marks accompanying double inverted quotes: \n       \n      Incorrect X \n      So I said,“Let’s schedule the meeting for later.”. To which he replied, “no, it needs to be done now.”. I’m like relax it can wait. Then he asked, “If I could text him the details later.”. \n       \n      Correct ✓ \n       \n      So I said, “Let’s schedule the meeting for later,” to which he replied, “No, it needs to be done now.” I’m like, “Relax, it can wait.” Then he asked if I could text him the details later.  \n       \n      Note the capitalization rules when using double inverted quotes in the above example, and the difference in direct and indirect speech! \n      Native English speakers use ‘like’ to signal the start of direct speech. Use quotation marks after ‘like’ if it is used this way. \n       \n      Example  \n      I told them I wanted it done right away. But they were like, “Chill, man. There’s no need to rush this.” \n       \n      We use single inverted commas when speakers are emphasizing certain words in the audio. \n       \n      Example  \n      Do you see the menu on the top left of the screen? There’s an ‘about’ page and ‘how it works’ under it. \n       \n      Apostrophe \n      An apostrophe ’ is used to denote possession and contractions. \n       \n      Examples \n      Reduct’s employees \n      Jess’ clothes \n      My parents’ house (note the usage in words ending with S and plural nouns) \n       \n      We’ve, they’re, aren’t, couldn’t \n      It is also used to denote decades: ‘70s, ‘80s, ‘90s. \n       \n      Dashes \n      The use of a dash is pretty common in the type of transcription that we do. There are a lot of instances where a speaker may change the topic mid-sentence, or may be interrupted by another speaker, and the dash is used in all these cases. Use the dash liberally, but correctly. Make sure that there is no space before and a space after the dash when it is used in these situations. \n       \n      Examples \n      Yeah, I would just contact- let me just have a quick look once. \n      They think it will be- that it might be escalated even further. \n      Let’s begin by- sorry, can you just give me a quick second here? \n       \n      Here the Trumpeter Swan- sorry, wrong slide- performing its ritual mating dance. \n      We use dashes when a speaker switches direction in the middle of a sentence. Alternately, we use dashes if a speaker is interrupted, but continues the sentence after the second speaker interjects. \n       \n      Example \n      [Speaker 1]: I just love your service- \n      [Speaker 2]: Awesome. \n      [Speaker 1]: - and I’d love to keep in touch!  \n      (Here, another speaker interjects with ‘awesome’ but the speaker goes on to finish the sentence. In such a case, the second half of the sentence starts with a dash with a space after it.) \n       \n      We also use dashes if a speaker trails off in the middle of a thought. Use a dash to indicate that the speaker has left the thought unfinished.  \n       \n      Examples \n      So we’ll be looking into this file which- sorry, I zoned out. Let me start again. \n      [Speaker 1]: But usually when it comes to hiring new people, we have a standard process. I can’t think of any- \n      [Speaker 2]: Okay. Let’s move on to the other topic. \n      (The first speaker trails off here. And the second speaker switches to a new topic.) \n      Always remember that a comma cannot be substituted for a dash. They serve entirely different purposes. Many people use a comma in place of a dash when they are starting out. It’s better to avoid that mistake. \n       \n      You do not need to use a dash if the transcript finishes mid-sentence. \n      Incorrect X \n      [Speaker 1]: Can you think of more examples? \n      [Speaker 2]: You need more examples? Okay, let me think about- \n       \n      Correct ✓ \n      [Speaker 1]: Can you think of more examples? \n      [Speaker 2]: You need more examples? Okay, let me think about \n       \n      Capitalization \n      The first word of the transcript needs to be capitalized if it is the start of a new sentence. If it seems like a continuation of a sentence, start with small letters. \n       \n       \n       \n      Examples \n      go there in December. That’s when there aren’t many tourists and you get the place almost to yourself.  \n      (The audio here is picking up in the middle of a sentence. As with transcripts that end in the middle of a sentence, you also don’t need to add a dash before ‘go’ when starting afresh with a transcript.) \n       \n      We usually go there in December. That’s when there aren’t many tourists and you get the place almost to yourself.  \n      (The audio begins with a new sentence and so it requires you to capitalize ‘we’.) \n       \n      It is very important to research the proper capitalization e.g. iPhone, UCLA, SaaS, and write them in the transcript in the same format. \n       \n      Incorrect X:  \n      Youtube, Bluejeans, red hat, airbnb \n       \n      Correct ✓:  \n      YouTube, BlueJeans, RedHat, Airbnb \n      `,\n  },\n  {\n    title: 'Common Errors',\n    link: 'common-errors',\n    contentForSearch: `When you are transcribing, there will be many instances where you think you are hearing one thing, but the speaker is saying something else. Here are some of the common mistakes that happen unknowingly and some tips on how to avoid them. If you are unsure, it can be helpful to try and listen to, or read the sentence again, so that you have a better idea of the context that the words or phrases are being used in.  \n      If the words are completely out of the context of the conversation, for example if you hear the speaker say ‘rhinoceros’ while conversing about a software, it’s better to put an [inaudible] And each paragraphs should contain 3-5 lines which helps the transcript look neat and tidy and help to increase the readability. \n       \n      Use of [inaudible] and [crosstalk] \n      One can think of [inaudible] and [crosstalk] as the blank in a fill in the blanks sort of thing. If either of these occur at the end of a paragraph or end of a sentence, a punctuation mark after [inaudible] and [crosstalk] is mandatory. This can either be a period, question mark, or a dash. \n       \n      It’s vs Its \n      While these two words sound identical, here is how you can try and differentiate between them. It is always helpful to understand what they represent. \n       \n      “It’s” is a contraction or short form for it is or it has, whereas “Its” represents ownership or possession.  \n       \n      Examples: \n      It’s been raining heavily today. \n      Well, it’s something that we have been looking into for the past few months. \n      One of the demerits of the bill is that it’s against the spirit of democracy and free speech. \n      The dog is wagging its tail. \n      The government has decided that it’s not in its best interests to introduce such controversial austerity measures. \n       \n      The office has decided to retain its employees in the midst of mass layoffs. \n       \n      Going to vs Gonna, Want to vs Wanna, Kind of vs Kinda, lot of vs lotta, them vs 'em, trying to vs tryna, I am going to vs I'ma, Because vs cause/'cause \n       \n      In all of the above cases, and in other similar cases like this, just write what the speaker is saying. If the speaker says “Going to,” write going to. And if the speaker is saying “Gonna,” write gonna. \n       \n      They’re vs There vs Their \n       \n      Usually, reading the sentence that you are transcribing, and trying to understand the context will help you identify which of these three words the speaker is actually saying. \n       \n      Note: “they’re” only stands for “they are” and not for “they were”. \n       \n      All right vs Alright \n       \n      Both all right and alright are correct. But make sure you choose one and stay consistent throughout the transcript. \n       \n       \n       \n      American vs British spelling \n       \n      Both American and British spelling can be used while transcribing. Just make sure that the spelling used is consistent throughout the transcript. For example: check vs cheque \n       \n      Okay \n      Use “okay” or “Okay” always. Never OK or Ok or ok. \n       \n      Quote Unquote \n       \n      Incorrect: \n      He was quote unquote at his wit’s end. \n      Correct: \n      He was “at his wit’s end.” \n       \n      Incorrect: \n      I’m under quote unquote intense pressure. \n      Correct:\n      I’m under “intense pressure.” \n       \n      Maybe vs May be \n      Maybe and may be are two different parts of speech, and they can’t be substituted for each other. \n      May be is a verb phrase. \n      Maybe is an adverb. \n       \n      Login vs Log in \n       \n      Login can be either a noun or adjective, and is a username and password that gives a user access to material. Log in is a verb, and is the process of entering the personal information (such as a username and password) necessary for access to information. \n       \n      Setup vs Set up \n      Useful Links \n      https://english.stackexchange.com/questions/30436/when-do-we-need-to-put-a-comma-after-so \n      https://www.grammarly.com/blog/comma/ \n      `,\n  },\n  {\n    title: 'False Sentence Starts',\n    link: 'false-sentence-starts',\n    contentForSearch: `Get rid of false starts (unnecessary repetition or instantaneous revision of words). \n \n \n      Example: \n      [Speaker 1]: I would- I would like to go over the prototype one more time. \n       \n      Correct: I would like to go over the prototype one more time. \n      Incorrect: I would, I would like to go over the prototype one more time. \n       \n      However, in cases where the speaker abruptly changes the topic or drifts away from what he/she is saying, you can opt to either go with the false start or just skip it. \n      CORRECT: I do- I think this design is great. CORRECT: I think this design is great. CORRECT: So, we are planning to visit- actually, we’ll be going to Malibu. \n      `,\n  },\n  {\n    title: 'Filler Words and Phrases',\n    link: 'filler-words-and-phrases',\n    contentForSearch: `\n    Like / You Know \nFiller words or phrases like “you know” and “like” can be skipped if necessary. This is not a hard rule though, as sometimes, removing these filler words might make a sentence feel weird. Use your judgment about when to keep and remove such phrases and try to optimize for maximum readability. \n \nWhen to include (when ‘you know’ and ‘like’ are used as verbs): \nHe is like me in many ways. \nI like the fact that it’s quite windy outside today. \nDo you know why I chose this particular spot over the other, more flamboyant one? \n \nWhen to omit (when ‘you know’ and ‘like’ are used as filler words and don’t add much value to the sentences): \n \nIncorrect: \nBut I’m like wondering whether like that is the best approach to this problem. \nCorrect: \nBut I’m wondering whether that is the best approach to this problem. \n \nIncorrect: \nThis is you know the way that things are done around these parts now. \nCorrect: \nThis is the way that things are done around these parts now. \n \n \nUmm / Ugh \nRemove filler statements such as “ugh”, “um”, “ah”’, “mm”, unless they provide value to the transcript. \n \nIncorrect: \nUm, that sounds like a great plan \nCorrect: \nThat sounds like a great plan. \nIncorrect: \nMaybe this will be, um, a good day for the whole team. \nCorrect: \nMaybe this will be a good day for the whole team. \n \nWords like ‘oh’ should however be written. The ‘oh’ below adds a sense of excitement making the transcript richer and conveys the speaker's excitement.  \n \nExample: \nOh, that’s a great plan. \nHowever, you should not skip the use of these kinds of words when they are used to indicate positive or negative responses. \n \nUse the following for minimal positive responses:  \nExample: \n[Speaker 1]: Are you going out tonight? \n[Speaker 2]: Uh-huh  \nOR \n[Speaker 1]: Are you going out tonight? \n[Speaker 2]: Mm-hmm. \nUse the following for minimal negative responses: \n[Speaker 1]: Are you from Sacramento? \n[Speaker 2]: Nuh-uh. \n\n    `,\n  },\n  {\n    title: `Inaudible Material and Crosstalk `,\n    link: `inaudible-material-and-crosstalk`,\n    contentForSearch: `If any words or phrases are unclear or inaudible, type [inaudible] in parenthesis rather than [can’t make out] or (inaudible). It’s better to mark something as inaudible rather than making a wild guess. If two people speak at the same time muffling the audio, use [crosstalk] instead of [inaudible]. \n \n    Example: \n    I have been working at [inaudible] since 2015. \n    At the start of the audio file, if there’s a pause or if the speaker speaks after a few minutes, write [inaudible] for the gap period with a full stop mark. When the speaker starts speaking, press enter and start transcribing so that you get the correct time stamps. \n     \n    Example: \n    In the audio, when the speaker starts speaking at 1:50, it can be written as:  \n    00:00 [inaudible]. \n    01:50 Hi. I am from the Bay Area. I have been living here since 2010.  \n     \n    When a speaker decides to play an audio file in the background, please transcribe the audio in a separate speaker label. If the audio is muffled or can’t be heard, you still have to separate the speaker label and write [inaudible].  \n     \n    Example: When a song is played, write it as: \n    Speaker 1: I’ll play a few seconds of Billie Eilish’s Bad Guy. \n    Speaker 2: White shirt now red, my bloody nose \n    Sleepin', you're on your tippy toes \n    Speaker 1: So what do you think about Billie Eilish? \n    Speaker 3: I do listen to her songs. But not that much. \n     \n    If the audio cuts off, use [inaudible] for the missing part. \n    Example:  \n    Speaker 1: My family is from Texas and we moved to Arizona [inaudible] was a child.  \n    Speaker 2: Sorry, you cut off in the middle. Can you please repeat again? \n    `,\n  },\n  {\n    title: `Numbers`,\n    link: `numbers`,\n    contentForSearch: `Spell out numbers from 0-9: zero, one, two, three, four, five, six, seven, eight, nine (this does not include phone numbers). This applies even in the case of percentages: two percent, nine percent. \n    Numbers from 10 and up are written in numerals: 10, 11, 20, 25, 99, et cetera. This applies also in case of percentages: 10%, 22%, 96%. \n    NOTE: It is okay to break this rule if it improves readability or consistency (e.g. 2.8%, 18.33% et cetera). \n    Thousands should be written in digits. Do this: 600,000, 5,000. Note that there's a difference between \"a thousand\" (spelled out) and \"one thousand\" (digits). \n    Always spell out big numbers like \"million\", \"billion\", \"trillion\", et cetera. Do this: 40 million, 10 billion. Numbers under 10 should be spelled out (two million). \n    DO NOT spell out amounts, unless the amount is in millions and billions. \n    Example: 100 million or 100 billion. \n     \n    Time Periods \n     \n    Time periods and eras should be written with an apostrophe: '60s, '70s style; however, \"that man is in his 70s\" (no apostrophe). \n     \n    Numbers read aloud \n     \n    When the speaker says a phone number or a PO Box number write it as 9-8-4-1-2-3-4-1-3-0. \n    Time \n    Always capitalize AM and PM. Do this: 2:45 PM, 5:00 AM \n    When using o’clock, spell out the numbers: eleven o’clock, nine o’clock. \n     \n    Date \n    Always write dates like this: 5th of December, 11th September, 2020  \n     \n    Percentage \n     \n    Percentages should be written as \"%\". Example: 20%, 50%. But if the speaker says \"A small percentage of the responders\", never replace \"percentage\" by \"%\" \n     \n     \n     \n    Currency \n     \n    Use international monetary symbols to mark currency (in most cases). Do this: $50, €155. Standard abbreviations (USD, EUR) are also acceptable. \n     \n    Correct: $195 \n    Incorrect: a hundred and 95 dollars, 195$ \n     \n    Measurement \n    eight inches, 10' x 4', 223 pounds, 6'4\" \n     \n    Fractions \n    one-third, three-fourths, a quarter \n    `,\n  },\n  {\n    title: `Quotations and Single Inverted Commas `,\n    contentForSearch: `If someone indicates that they said something to another person, indicate this with double quotations and use proper punctuation. \n \n      For example: \n      Correct \n      Then I said to him, “You shouldn’t do that.” \n      Incorrect \n      Then I said to him you shouldn’t do that. \n       \n      Double quotation marks \"\" are used whenever there is a direct quotation. \n       \n      Example: \n      She said, \"Don't bother telling me.\" Quotations are introduced by a comma, not a colon. \n       \n      Internal dialogues are seen as direct quotations as well.  \n       \n      Example: \n      And then I thought to myself, \"What if I can't make it?\" (Notice how the question mark is inside of the quotation. This is because the quotation itself is a question.) \n       \n       \n       \n       \n      Example: \n      When Simon was telling me his story, I was like “Wow, that’s incredible.” \n       \n      However, if the rest of the sentence is a question containing a quotation, then the question mark would be outside of the quotation marks). \n      For instance: What makes you say, \"It's horrible\"? \n       \n      Do not use quotation marks in indirect quotations (when the speaker paraphrases what has been said). \n       \n      Example: The man said that he was in a hurry. \n       \n      Single Inverted Commas: When the speaker emphasizes something or highlights the term, use single inverted commas. \n       \n      Example for single inverted commas: \n      When I said ‘immediately,’ I meant sometime this week. \n      While ending a sentence always put the full stop before the single or double inverted commas.  \n       \n      Example: Tatiana during an interview said, “I want to raise my children in the suburbs.”\n      `,\n    link: `quotations-and-single-inverted-commas`,\n  },\n  {\n    title: `Stutters and Repetitions`,\n    contentForSearch: `Edit for Clarity \n    Transcripts should be edited for clarity. Do not include stutters, repetitions etc. Try to remain as close to the spoken material as possible. You want to maintain the cadence and meaning of the language.  \n     \n    Example \n    Actual \n    He, he wanted to learn more about sw-swans, you know, like he went out into the wild, the wilderness. He, um, he lived the life, the life of a swan. It-it was am-am -- I mean, who does that? He, like, he learned their calls, and wallowed in th-the muck. Wow. You know, some people call that dude crazy. I-I-I think he understood, man. H-he understood. \n     \n     Edited for clarity \n    He wanted to learn more about swans. He went out into the wild, the wilderness. He lived the life of a swan. I mean who does that? He learned their calls and wallowed in the muck. Wow! You know, some people call that dude crazy. I think he understood, man. He understood. \n     \n     \n    False Start \n    False starts are occurrences where the audio starts from the middle of the sentence.  \n    An hour-long order gets broken into 12 pieces of 5 minutes chunks. Sometimes this break happens not at the end of the sentence but in the middle, leading to a false start. \n     \n     \n    For example: The actual sentence; \n    He wanted to learn how to skate in harsh terrains.  \n     \n     \n    The sentence with a false start; \n    to learn how to skate in harsh terrain. \n     \n     \n    Notice how the sentence starts with a small ‘t’ and not a capital ‘T’. This indicates that the sentence is a continuation of the previous chunk making it a false start\n    `,\n    link: `stutters-and-repetitions`,\n  },\n  {\n    title: `Format of Transcripts`,\n    contentForSearch: `At Reduct Nepal, we strive to provide transcripts of the highest quality, and our goal is to provide maximum accuracy and readability. Here are some general pointers. Please note that there might be instances that are not covered by the guidelines. In such cases, use your own judgement and write what you feel is correct : \n    Try to ensure that your transcripts are grammatically accurate and follow basic grammatical rules. \n    If you have any doubt or hesitation, always contact a member of our QA team to try and clarify your doubt. \n    If you hear a phrase or a word that you might not have heard, it might be beneficial to either have a look at the chat box on the right side, or google it. \n    If you encounter a term or phrase that is uncommon, please type it in the chat box, along with any supporting information or links when necessary. This will help other transcribers who are working on the same order. \n    Please keep paragraphs between 3 to 4 lines, as this greatly aids the proofreading (audio review) process. \n    Once you have completed the quickfire, do a quick read through of the entire transcript to correct any typos and add punctuation marks where necessary. Save your work and then only mark it green.  \n    Try to avoid common transcription mistakes like these. \n    `,\n    link: `format-of-transcripts`,\n  },\n  {\n    title: `Foreign language `,\n    contentForSearch: `If you come across the use of foreign words in the transcript, then you can use [inaudible] if you don’t know the word. There is no need to write single English words like :’Yeah’, ‘okay’, ‘great’, et cetera, but do write any phrases or sentences that are spoken in English.\n \n    If the conversation is in a foreign language, transcribe the English language part only and write [inaudible] for the rest. \n     \n    Speaker says: Salut, je m'appelle John. Thank you. \n    Write it as: [inaudible] John. Thank you. \n     \n    If the speaker(s) say single English words like “Okay” “Yeah” or proper names such as “Google”, “Apple”, et cetera mixed with a foreign language, you can write a single [inaudible] for the whole sentence.  \n     \n    Speaker says: Yeah, me encantaría que. It’s my favorite drink. \n    Write it as: [inaudible]. It’s my favorite drink. \n     \n    Speaker says: J'aime regarder le YouTube pendant mon temps libre \n    Write it as: [inaudible]. \n     \n    Speaker says: Okay, me gusta escribir poemas. He escrito cientos de poemas. \n    Write it as: [inaudible]. \n    There’s no need to write multiple [inaudible]s and no need to differentiate speaker labels. One single [inaudible] can be written for the whole audio if there are no English phrases or sentences. \n     \n    Incorrect: \n    Speaker 1: [inaudible]. \n    Speaker 2: [inaudible]. \n    Speaker 1: [inaudible]. \n    Speaker 2: [inaudible]. \n     \n     \n    Correct: \n    Speaker 1: [inaudible]. \n     \n     \n    Incorrect: \n    Speaker 1: [inaudible]. \n    Speaker 2: [inaudible]. \n    Speaker 1: [inaudible]. \n    Speaker 2: And what about the rest of the documents? \n     \n     \n    Correct: \n    Speaker 1: [inaudible]. \n    Speaker 2: And what about the rest of the documents? \n     \n     \n    If the whole transcript consists of foreign language then write [inaudible] only with a full stop mark at the end. \n    In absence of the full stop mark, accuracy dips to 50%. `,\n    link: `foreign-language`,\n  },\n  {\n    title: `Background Audio and Sounds`,\n    contentForSearch: `If you hear the speaker play a background audio, transcribe the audio on a separate speaker label.  \n    Same goes for automated voice command assistants like Google Home Mini, Siri or Alexa, and advertisements. Use a separate speaker label for transcribing it. \n    Examples  \n    Speaker 1: Alexa, play God’s Country by Blake Shelton.. \n    Speaker 2: Playing God’s Country by Blake Shelton. \n    Speaker 3: If you're looking for the best lawn mowers in New York, we are at your service. Yes, Ray’s Lawn Mowers. \n    In this example, the smart assistant Alexa is responding to the prompt and is labelled as speaker 2. Speaker 3 is another advertisement that plays concurrently after the prompt. \n    However, avoid transcribing songs that’s being played in the background.  \n    When it comes to police audios, where the police radio is speaking or giving directions to the driver, that conversation must be written in a separate speaker label.  \n    Example \n    Speaker 1: Red BMW, on Highway 2, copy (Radio) \n    Speaker 2: Where is it heading? Copy. \n    Speaker 1: Heading to Greenland Park. North West bound. Copy. (Radio) \n    In case of car navigations, you can simply skip them. \n    Example  \n    Go straight for six miles and turn right on Greenpark Avenue.\n    `,\n    link: `background-audio-and-sounds`,\n  },\n];\n\nexport default Guidelines_Data;\n"],"names":["Guidelines_Data","title","link","contentForSearch"],"sourceRoot":""}