1 00:00:06,880 --> 00:00:08,160 {\an2}EASIT 2 00:00:08,240 --> 00:00:10,840 {\an2}Easy Access for Social Inclusion Training 3 00:00:13,120 --> 00:00:14,560 {\an2}This is Unit 2: 4 00:00:14,640 --> 00:00:17,760 {\an2}Easy-to-understand language, in short E2U. 5 00:00:17,840 --> 00:00:20,920 {\an2}Element 5: Visual presentation of E2U. 6 00:00:21,000 --> 00:00:24,160 {\an2}Video lecture: Visual presentation of E2U: 7 00:00:24,240 --> 00:00:26,280 {\an2}format and paratextual aspects. 8 00:00:26,480 --> 00:00:30,080 {\an2}My name is Sergio Hernández Garrido from the University of Hildesheim. 9 00:00:30,400 --> 00:00:31,640 {\an2}In this short video lecture, 10 00:00:31,720 --> 00:00:34,480 {\an2}I will talk about the visual presentation of content 11 00:00:34,560 --> 00:00:38,000 {\an2}in easy-to-understand language, focussing on the format. 12 00:00:38,080 --> 00:00:40,840 {\an2}I will talk about the visual layout formatting 13 00:00:40,920 --> 00:00:43,040 {\an2}of texts in Easy and Plain Language 14 00:00:43,120 --> 00:00:46,440 {\an2}and what should be kept in mind concerning this aspect. 15 00:00:48,280 --> 00:00:52,080 {\an2}One sentence per line: Comprehensibility is enhanced 16 00:00:52,160 --> 00:00:55,240 {\an2}if each sentence is put on a new line. 17 00:00:55,680 --> 00:00:59,600 {\an2}This principle makes the single sentences stand out. 18 00:01:00,000 --> 00:01:03,720 {\an2}The target groups tend to have comprehension difficulties, 19 00:01:03,800 --> 00:01:05,480 {\an2}if sentences are too long 20 00:01:05,560 --> 00:01:09,080 {\an2}and sentence borders are hard to perceive. 21 00:01:09,800 --> 00:01:13,520 {\an2}The easy-to-understand varieties have different approaches here: 22 00:01:13,600 --> 00:01:15,280 {\an2}For Easy Language in Germany, 23 00:01:15,360 --> 00:01:17,840 {\an2}one sentence per line is a basic rule. 24 00:01:18,320 --> 00:01:22,000 {\an2}Thus, comprehensibility is maximized for this aspect. 25 00:01:22,880 --> 00:01:25,000 {\an2}Yet, new research shows 26 00:01:25,080 --> 00:01:27,680 {\an2}that placing each sentence on a new line 27 00:01:27,760 --> 00:01:30,040 {\an2}may represent an acceptability hazard: 28 00:01:30,520 --> 00:01:34,560 {\an2}parts of the primary target groups and the general public 29 00:01:34,640 --> 00:01:37,080 {\an2}tend to look down on Easy Language texts 30 00:01:37,160 --> 00:01:40,400 {\an2}as they are associated with communication impairment. 31 00:01:41,680 --> 00:01:44,000 {\an2}Communication impairment carries a stigma. 32 00:01:44,360 --> 00:01:46,880 {\an2}If each sentence is placed on a new line, 33 00:01:46,960 --> 00:01:48,440 {\an2}it is made very visible 34 00:01:48,520 --> 00:01:51,040 {\an2}that the text is written in Easy Language. 35 00:01:51,120 --> 00:01:53,560 {\an2}This can lead to reduced acceptability 36 00:01:53,640 --> 00:01:54,880 {\an2}of this text. 37 00:01:56,480 --> 00:01:59,480 {\an2}Plain Language does not follow this layout rule. 38 00:01:59,560 --> 00:02:00,880 {\an2}Plain Language texts 39 00:02:00,960 --> 00:02:04,560 {\an2}usually have continuous layout across sentence borders, 40 00:02:04,640 --> 00:02:06,560 {\an2}even such Plain Language texts 41 00:02:06,640 --> 00:02:09,000 {\an2}that are quite close to Easy Language. 42 00:02:09,600 --> 00:02:11,560 {\an2}This is a higher effort for the readers 43 00:02:11,640 --> 00:02:14,760 {\an2}and requests more developed reading skills. 44 00:02:14,840 --> 00:02:18,160 {\an2}Plain Language texts might therefore not be easy enough 45 00:02:18,240 --> 00:02:20,520 {\an2}for readers with low reading skills. 46 00:02:21,480 --> 00:02:24,600 {\an2}But as they don't visually stand out from the standard, 47 00:02:24,680 --> 00:02:27,120 {\an2}Plain Language texts are more acceptable 48 00:02:27,200 --> 00:02:29,280 {\an2}for parts of the primary target groups 49 00:02:29,360 --> 00:02:30,840 {\an2}and for the broad public. 50 00:02:32,080 --> 00:02:33,280 {\an2}On font size: 51 00:02:34,000 --> 00:02:37,440 {\an2}To use a bigger font size and line spacing 52 00:02:37,520 --> 00:02:39,160 {\an2} increases perceptibility. 53 00:02:39,480 --> 00:02:42,600 {\an2}It also helps users with slighter forms 54 00:02:42,680 --> 00:02:46,200 {\an2}of visual impairments, which is the case more frequently 55 00:02:46,280 --> 00:02:49,840 {\an2}in the primary target groups than in the average population. 56 00:02:50,280 --> 00:02:53,560 {\an2}Therefore, it is a widespread strategy for texts 57 00:02:53,640 --> 00:02:55,320 {\an2}in easy-to-understand language 58 00:02:55,400 --> 00:02:58,880 {\an2}to use a bigger font size than the regular texts. 59 00:02:59,360 --> 00:03:03,480 {\an2}This strategy may be employed to a varying extent. 60 00:03:03,920 --> 00:03:07,080 {\an2}It is very apparent in Easy Language texts. 61 00:03:07,560 --> 00:03:09,720 {\an2}Plain Language may use that strategy 62 00:03:09,800 --> 00:03:11,960 {\an2}to a much lesser extent or not at all, 63 00:03:12,400 --> 00:03:15,720 {\an2}depending on the target groups and target situation. 64 00:03:17,040 --> 00:03:18,480 {\an2}On the choice of fonts: 65 00:03:19,160 --> 00:03:23,000 {\an2}Easy Language rulesets prefer sans serif fonts 66 00:03:23,080 --> 00:03:26,760 {\an2}as they are supposed to increase perceptibility 67 00:03:26,840 --> 00:03:28,880 {\an2}and are therefore easier to read. 68 00:03:29,560 --> 00:03:32,560 {\an2}They are thus assumed to increase comprehensibility. 69 00:03:32,800 --> 00:03:36,400 {\an2}Serifs is a term from the field of typography 70 00:03:36,480 --> 00:03:39,280 {\an2}that refers to an aesthetic feature of fonts. 71 00:03:40,000 --> 00:03:42,080 {\an2}Serifs are small lines 72 00:03:42,160 --> 00:03:44,480 {\an2}that are attached to the ends of a letter. 73 00:03:44,560 --> 00:03:48,360 {\an2}To people with low reading skills or with visual impairments, 74 00:03:48,960 --> 00:03:51,120 {\an2}serifs can harm the reading process. 75 00:03:51,480 --> 00:03:55,360 {\an2}For that reason, it is recommended to use fonts without serifs. 76 00:03:55,840 --> 00:03:59,640 {\an2}This applies for both Easy and Plain Language. 77 00:04:00,280 --> 00:04:01,520 {\an2}On highlighting: 78 00:04:01,920 --> 00:04:04,920 {\an2}Important information in a text should be highlighted, 79 00:04:05,000 --> 00:04:07,360 {\an2}both in Easy and Plain Language. 80 00:04:07,440 --> 00:04:08,480 {\an2}It is recommended 81 00:04:08,560 --> 00:04:10,320 {\an2}to highlight important information 82 00:04:10,400 --> 00:04:11,880 {\an2}and important words 83 00:04:11,960 --> 00:04:13,320 {\an2}with bold type 84 00:04:13,400 --> 00:04:16,720 {\an2}as this increases perceptibility for target groups. 85 00:04:17,360 --> 00:04:21,200 {\an2}Colours may not be perceptible for everyone of the target groups, 86 00:04:21,280 --> 00:04:24,200 {\an2}especially for readers with visual impairments. 87 00:04:24,920 --> 00:04:27,800 {\an2}Not all colours make good contrasts 88 00:04:27,880 --> 00:04:30,680 {\an2}which could represent a hazard to reading. 89 00:04:31,240 --> 00:04:35,480 {\an2}And people might have an impaired colour perception. 90 00:04:35,880 --> 00:04:39,320 {\an2}Therefore, colours should never be the only instrument 91 00:04:39,400 --> 00:04:41,600 {\an2}to highlight important information. 92 00:04:43,000 --> 00:04:45,000 {\an2}On using indentations: 93 00:04:45,640 --> 00:04:47,720 {\an2}In previous presentations we have stated 94 00:04:47,800 --> 00:04:50,000 {\an2}that it is important to add information 95 00:04:50,080 --> 00:04:52,960 {\an2}that is supposed to be unknown to the target groups. 96 00:04:53,040 --> 00:04:54,680 {\an2}This is especially important 97 00:04:54,760 --> 00:04:57,720 {\an2}if this information is relevant to understand the text 98 00:04:57,800 --> 00:05:01,160 {\an2}and crucial to fulfil the text’s goal 99 00:05:01,240 --> 00:05:02,680 {\an2} in the target situation. 100 00:05:03,240 --> 00:05:06,480 {\an2}A problem is that it is not easy to incorporate 101 00:05:06,560 --> 00:05:10,120 {\an2}this additional information logically into the text. 102 00:05:10,960 --> 00:05:14,480 {\an2}Additional information may render a text less readable; 103 00:05:14,560 --> 00:05:18,680 {\an2}it may be a hazard to comprehension at text level, 104 00:05:18,760 --> 00:05:20,680 {\an2}as the argument line is blurred 105 00:05:20,760 --> 00:05:23,040 {\an2}by information inserts and explanations. 106 00:05:23,720 --> 00:05:25,920 {\an2}On the other hand, the primary target groups 107 00:05:26,000 --> 00:05:29,520 {\an2}will need a certain level of extra information on the subject 108 00:05:29,600 --> 00:05:32,600 {\an2}to compensate for a lack of knowledge on the subject. 109 00:05:33,000 --> 00:05:36,560 {\an2}Comprehensibility-enhanced texts, especially in Easy Language, 110 00:05:36,640 --> 00:05:39,360 {\an2}cannot do without added explanations. 111 00:05:40,240 --> 00:05:41,600 {\an2}So what can be done? 112 00:05:42,280 --> 00:05:44,520 {\an2}It is possible to make the explanations 113 00:05:44,600 --> 00:05:47,320 {\an2}stand out visually from the rest of the text. 114 00:05:47,960 --> 00:05:50,560 {\an2}In german Easy Language texts, 115 00:05:51,280 --> 00:05:55,200 {\an2}indentations are often used for this purpose. 116 00:05:55,600 --> 00:05:59,280 {\an2}That means, an explanation of a word in the text, for example, 117 00:05:59,360 --> 00:06:02,760 {\an2}is not placed in the same position as the rest of the text, 118 00:06:03,040 --> 00:06:05,480 {\an2}but is layouted with an indent. 119 00:06:06,160 --> 00:06:10,040 {\an2}This way, the translator can make it visually clear 120 00:06:10,120 --> 00:06:12,200 {\an2}that the information is an example 121 00:06:12,280 --> 00:06:15,200 {\an2}or an explanation of a word or aspect of the text. 122 00:06:15,680 --> 00:06:17,560 {\an2}This video lecture has been prepared 123 00:06:17,640 --> 00:06:19,680 {\an2}by Sergio Hernández and Christiane Maaß 124 00:06:19,760 --> 00:06:21,560 {\an2}from the University of Hildesheim. 125 00:06:21,640 --> 00:06:25,280 {\an2}You can reach us at easit@uni-hildesheim.de. 126 00:06:27,000 --> 00:06:29,160 {\an2}The project EASIT has received funding 127 00:06:29,240 --> 00:06:30,720 {\an2}from the European Commission 128 00:06:30,800 --> 00:06:33,240 {\an2}under the Erasmus+ Strategic Partnerships 129 00:06:33,320 --> 00:06:35,040 {\an2}for Higher Education programme, 130 00:06:35,120 --> 00:06:42,320 {\an2}grant agreement 2018-1-ES01-KA203-05275. 131 00:06:42,400 --> 00:06:44,080 {\an2}The European Commission support 132 00:06:44,160 --> 00:06:45,800 {\an2}for the production of this publication 133 00:06:45,880 --> 00:06:48,560 {\an2}does not constitute an endorsement of the contents, 134 00:06:48,640 --> 00:06:50,920 {\an2}which reflect the views only of the authors, 135 00:06:51,000 --> 00:06:53,400 {\an2}and the Commission cannot be held responsible 136 00:06:53,480 --> 00:06:55,160 {\an2}for any use which may be made 137 00:06:55,240 --> 00:06:57,680 {\an2}of the information contained therein. 138 00:06:57,760 --> 00:07:00,160 {\an2}This work is licensed under a Creative Commons 139 00:07:00,240 --> 00:07:04,120 {\an2}Attribution-ShareAlike 4.0 International License. 140 00:07:04,800 --> 00:07:06,600 {\an2}Partners of the EASIT project: 141 00:07:06,880 --> 00:07:09,120 {\an2}Universitat Autònoma de Barcelona 142 00:07:09,480 --> 00:07:11,680 {\an2}Università degli studi di Trieste 143 00:07:12,000 --> 00:07:13,400 {\an2}Universidade de Vigo 144 00:07:13,760 --> 00:07:15,800 {\an2}Stiftung Universität Hildesheim 145 00:07:16,080 --> 00:07:17,560 {\an2}SDI München 146 00:07:17,640 --> 00:07:18,880 {\an2}Dyslexiförbundet 147 00:07:19,160 --> 00:07:20,960 {\an2}Radio Televizija Slovenija 148 00:07:21,040 --> 00:07:22,240 {\an2}Zavod Risa 149 00:07:28,880 --> 00:07:30,080 {\an2}EASIT: 150 00:07:30,160 --> 00:07:32,680 {\an2}Easy Access for Social Inclusion Training 151 00:07:32,760 --> 00:07:34,360 {\an2}Subtitled by: Jessica Heeger.