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{\an2}EASIT
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{\an2}Easy Access
for Social Inclusion Training
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{\an2}This is Unit 2:
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{\an2}Easy-to-understand language,
in short E2U.
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{\an2}Element 5:
Visual presentation of E2U.
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{\an2}Video lecture:
Visual presentation of E2U:
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{\an2}format and paratextual aspects.
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{\an2}My name is Sergio Hernández Garrido
from the University of Hildesheim.
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{\an2}In this short video lecture,
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{\an2}I will talk about
the visual presentation of content
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{\an2}in easy-to-understand language,
focussing on the format.
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{\an2}I will talk about
the visual layout formatting
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{\an2}of texts in Easy and Plain Language
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{\an2}and what should be kept in mind
concerning this aspect.
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{\an2}One sentence per line:
Comprehensibility is enhanced
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{\an2}if each sentence
is put on a new line.
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{\an2}This principle makes
the single sentences stand out.
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{\an2}The target groups tend to have
comprehension difficulties,
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{\an2}if sentences are too long
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{\an2}and sentence borders
are hard to perceive.
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{\an2}The easy-to-understand varieties
have different approaches here:
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{\an2}For Easy Language in Germany,
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{\an2}one sentence per line is a basic rule.
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{\an2}Thus, comprehensibility
is maximized for this aspect.
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{\an2}Yet, new research shows
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{\an2}that placing each sentence on a new line
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{\an2}may represent an acceptability hazard:
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{\an2}parts of the primary target groups
and the general public
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{\an2}tend to look down
on Easy Language texts
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{\an2}as they are associated
with communication impairment.
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{\an2}Communication impairment
carries a stigma.
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{\an2}If each sentence is placed
on a new line,
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{\an2}it is made very visible
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{\an2}that the text
is written in Easy Language.
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{\an2}This can lead
to reduced acceptability
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{\an2}of this text.
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{\an2}Plain Language
does not follow this layout rule.
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{\an2}Plain Language texts
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{\an2}usually have continuous layout
across sentence borders,
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{\an2}even such Plain Language texts
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{\an2}that are quite close
to Easy Language.
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{\an2}This is a higher effort
for the readers
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{\an2}and requests
more developed reading skills.
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{\an2}Plain Language texts
might therefore not be easy enough
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{\an2}for readers with low reading skills.
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{\an2}But as they don't visually stand out
from the standard,
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{\an2}Plain Language texts
are more acceptable
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{\an2}for parts
of the primary target groups
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{\an2}and for the broad public.
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{\an2}On font size:
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{\an2}To use a bigger font size
and line spacing
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{\an2} increases perceptibility.
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{\an2}It also helps users
with slighter forms
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{\an2}of visual impairments,
which is the case more frequently
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{\an2}in the primary target groups
than in the average population.
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{\an2}Therefore,
it is a widespread strategy for texts
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{\an2}in easy-to-understand language
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{\an2}to use a bigger font size
than the regular texts.
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{\an2}This strategy may be employed
to a varying extent.
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{\an2}It is very apparent
in Easy Language texts.
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{\an2}Plain Language may use that strategy
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{\an2}to a much lesser extent or not at all,
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{\an2}depending on the target groups
and target situation.
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{\an2}On the choice of fonts:
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{\an2}Easy Language rulesets
prefer sans serif fonts
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{\an2}as they are supposed
to increase perceptibility
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{\an2}and are therefore easier to read.
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{\an2}They are thus assumed
to increase comprehensibility.
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{\an2}Serifs is a term
from the field of typography
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{\an2}that refers
to an aesthetic feature of fonts.
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{\an2}Serifs are small lines
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{\an2}that are attached
to the ends of a letter.
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{\an2}To people with low reading skills
or with visual impairments,
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{\an2}serifs can harm the reading process.
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{\an2}For that reason, it is recommended
to use fonts without serifs.
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{\an2}This applies for both
Easy and Plain Language.
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{\an2}On highlighting:
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{\an2}Important information in a text
should be highlighted,
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{\an2}both in Easy and Plain Language.
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{\an2}It is recommended
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{\an2}to highlight important information
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{\an2}and important words
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{\an2}with bold type
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{\an2}as this increases perceptibility
for target groups.
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{\an2}Colours may not be perceptible
for everyone of the target groups,
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{\an2}especially for readers
with visual impairments.
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{\an2}Not all colours make good contrasts
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{\an2}which could represent
a hazard to reading.
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{\an2}And people might have
an impaired colour perception.
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{\an2}Therefore, colours should never be
the only instrument
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{\an2}to highlight important information.
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{\an2}On using indentations:
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{\an2}In previous presentations
we have stated
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{\an2}that it is important
to add information
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{\an2}that is supposed to be unknown
to the target groups.
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{\an2}This is especially important
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{\an2}if this information is relevant
to understand the text
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{\an2}and crucial
to fulfil the text’s goal
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{\an2} in the target situation.
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{\an2}A problem is
that it is not easy to incorporate
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{\an2}this additional information
logically into the text.
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{\an2}Additional information
may render a text less readable;
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{\an2}it may be a hazard to comprehension
at text level,
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{\an2}as the argument line is blurred
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{\an2}by information inserts
and explanations.
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{\an2}On the other hand,
the primary target groups
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{\an2}will need a certain level
of extra information on the subject
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{\an2}to compensate for a lack
of knowledge on the subject.
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{\an2}Comprehensibility-enhanced texts,
especially in Easy Language,
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{\an2}cannot do
without added explanations.
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{\an2}So what can be done?
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{\an2}It is possible
to make the explanations
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{\an2}stand out visually
from the rest of the text.
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{\an2}In german Easy Language texts,
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{\an2}indentations are often used
for this purpose.
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{\an2}That means, an explanation of a word
in the text, for example,
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{\an2}is not placed in the same position
as the rest of the text,
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{\an2}but is layouted with an indent.
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{\an2}This way, the translator
can make it visually clear
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{\an2}that the information is an example
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{\an2}or an explanation of a word
or aspect of the text.
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{\an2}This video lecture has been prepared
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{\an2}by Sergio Hernández
and Christiane Maaß
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{\an2}from the University of Hildesheim.
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{\an2}You can reach us
at easit@uni-hildesheim.de.
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{\an2}The project EASIT
has received funding
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{\an2}from the European Commission
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{\an2}under the Erasmus+
Strategic Partnerships
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{\an2}for Higher Education programme,
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{\an2}grant agreement
2018-1-ES01-KA203-05275.
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{\an2}The European Commission support
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{\an2}for the production
of this publication
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{\an2}does not constitute
an endorsement of the contents,
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{\an2}which reflect
the views only of the authors,
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{\an2}and the Commission
cannot be held responsible
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{\an2}for any use which may be made
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{\an2}of the information
contained therein.
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{\an2}This work is licensed
under a Creative Commons
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{\an2}Attribution-ShareAlike
4.0 International License.
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{\an2}Partners of the EASIT project:
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{\an2}Universitat Autònoma de Barcelona
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{\an2}Università degli studi di Trieste
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{\an2}Universidade de Vigo
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{\an2}Stiftung Universität Hildesheim
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{\an2}SDI München
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{\an2}Dyslexiförbundet
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{\an2}Radio Televizija Slovenija
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{\an2}Zavod Risa
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{\an2}EASIT:
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{\an2}Easy Access
for Social Inclusion Training
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{\an2}Subtitled by: Jessica Heeger.