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{\an2}EASIT: Easy Access
for Social Inclusion Training
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{\an2}This is unit 2: Easy-to-understand
language, in short E2U.
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{\an2}Element 1: Understanding
Easy-to-understand language.
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{\an2}Video Lecture:
Basic rules of E2U.
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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, we will
talk about the basic rules of E2U,
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{\an2}focusing on Easy Language
and Plain Language.
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{\an2}We will look into the basic rules
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{\an2}on the lexical, the syntactic
and the textual level.
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{\an2}We will then go into more detail
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{\an2}in other videos in this unit
in Element 4.
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{\an2}In the first video lecture
of this unit,
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{\an2}we pointed out
that there is a continuum
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{\an2}of ever more comprehensible
and less complex renderings.
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{\an2}Within this continuum,
there are two poles.
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{\an2}Easy Language on the one side
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{\an2}and expert language on the other.
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{\an2}On the left pole,
we have Easy Language,
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{\an2}including Easy-to-Read,
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{\an2}with
the highest comprehensibility level.
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{\an2}In order to reach this level
of comprehensibility,
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{\an2}Easy Language is strictly normed.
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{\an2}Lexical and grammatical features
are strictly limited
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{\an2}and only little previous knowledge
is to be presupposed,
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{\an2}considering the needs
of the target groups.
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{\an2}Right of Easy Language,
we have Plain Language,
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{\an2}that is still
comprehensibility-enhanced,
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{\an2}but allows more grammatical
and lexical complexity
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{\an2}than Easy Language.
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{\an2}Plain Language can vary
in complexity.
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{\an2}It depends on the target groups
and the target situation,
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{\an2}how close Plain Language is
to Easy Language in a given text.
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{\an2}Creating content in Plain Language
can therefore be described
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{\an2}as a movement to the right
within the continuum.
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{\an2}For the basic rules
of Easy-to-understand language,
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{\an2}we will therefore start
with Easy Language
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{\an2}and then gradually move
towards Plain Language.
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{\an2}First of all and most generally,
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{\an2}content in Easy Language has to be
perceptible and comprehensible.
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{\an2}The rulesets are
partly language-specific
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{\an2}and partly non-language-specific.
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{\an2}For example, for German,
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{\an2}there are rules on the segmentation
of compound nouns.
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{\an2}This rule is
a language-specific rule for German.
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{\an2}In this presentation, we focus
on non-language-specific rules.
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{\an2}Those rules tend to apply generally
for comprehensibility-enhancement.
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{\an2}We will go into more detail in
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{\an2}Element 4 “The language of E2U”
in this same unit.
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{\an2}On lexical level,
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{\an2}these are the basic common rules
of Easy Language in a nutshell:
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{\an2}Use short,
morphologically simple words
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{\an2}that are well-known
to the target groups.
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{\an2}Try to avoid foreign words
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{\an2}if you assume that they are not
known to the target groups
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{\an2}or not regularly used by them
in a situational context.
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{\an2}Explain expert language terminology
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{\an2}that you need
in your Easy Language text.
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{\an2}Abstain from lexical variation
and use the same word
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{\an2}for the same concept
all through your text.
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{\an2}Try to avoid abbreviations.
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{\an2}Common short words that are used
on a regular basis
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{\an2}and are assumed to be known
by the target groups can be used.
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{\an2}On the syntactic level,
we can name following rules:
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{\an2}Use only independent clauses
and not compound clauses.
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{\an2}Transform compound sentences
into independent clauses.
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{\an2}Transform complex nominal structures
into verbal structures,
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{\an2}that is, more generally, use
verbal style and not nominal style.
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{\an2}Keep negation markers to a minimum.
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{\an2}Use independent negation markers
like “no” or “not”
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{\an2}and avoid negation markers
that are bound morphemes
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{\an2}in words like “unbreakable”
and “irresponsible”.
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{\an2}Use bold type to highlight
the negation marker.
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{\an2}Use active voice
and not passive voice.
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{\an2}Rules on lexical and syntactic level
may be partially language-specific.
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{\an2}The rules we just presented
may be valid across languages,
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{\an2}but we recommend
that you look into the rulesets
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{\an2}for your own language as well.
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{\an2}In this unit,
we give some information
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{\an2}on E2U in the different countries
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{\an2}and languages
that are part of the EASIT project.
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{\an2}Rules on the text level are related
to text types
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{\an2}and tend to apply
across languages.
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{\an2}Basic rules on the text level are
for instance:
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{\an2}Adjust the content
to the target groups.
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{\an2}Adjust texts
to the target situation.
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{\an2}Adjust the information structure
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{\an2}according to the target groups
and target situation.
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{\an2}Choose a media realisation
that is functional
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{\an2}and useful for the target
groups and the target situation.
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{\an2}Address the target groups directly.
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{\an2}Use advance organisers.
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{\an2}Advance organisers are
short texts in advance
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{\an2}that introduce the main
ideas of a text.
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{\an2}Use subheadings and marginal notes.
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{\an2}Use lists for enumerations
or information on the same level.
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{\an2}Use indentations
for explanations and examples.
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{\an2}Highlight important information.
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{\an2}Use images
and visual guidance systems,
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{\an2}but adjust them
to the needs of the target groups.
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{\an2}These were the basic rules
of Easy Language in a nutshell.
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{\an2}Plain Language is not
as strictly normed as Easy Language.
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{\an2}It is somewhat more complex
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{\an2}with regard to vocabulary
and grammar.
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{\an2}So to create content
in Plain Language,
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{\an2}we depart from Easy Language
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{\an2}and enrich the linguistic means
that can be used:
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{\an2}Somewhat more complexity
in the vocabulary,
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{\an2}somewhat more syntactic variety,
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{\an2}for example,
simple compound sentences,
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{\an2} somewhat less explanations of words
and issues in the text.
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{\an2}By doing so,
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{\an2}we move to the right within
the language complexity continuum.
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{\an2}How far right we move
in the continuum
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{\an2}depends on the target group
that is being addressed
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{\an2}and the target situation for which
the content is being created.
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{\an2}More information
about the language of E2U
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{\an2}and its rules will be presented
in the video lectures in Element 4.
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{\an2}There, we will also give examples.
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{\an2}This video lecture has been prepared
by Sergio Hernández
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{\an2}and Christiane Maaß
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 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 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}Dyslexieförbundet,
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{\an2}Radiotelevisija Slovenija,
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{\an2}Zavod Risa.
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{\an2}EASIT: Easy Access
for Social Inclusion Training
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{\an2}Subtitled by: Dilan Birgin