background-image: url(img/people.png) .left-column50[ # Week 2: Text Simplification CSE493e, Fall 2024 ] --- name: normal layout: true class: --- # Important Reminder .left-column[ ] ## Make sure zoom is running and recording!!! ## Check on zoom buddies ## Make sure captioning is turned on --- # Deadline reminders - Readings assigned - Disability Justice Analysis due Monday --- [//]: # (Outline Slide) # Learning Goals for today - What is plain language - Understanding how to apply plain language principals to create plain language documents - Understanding when to use plain language --- # Why Plain Language Helps make text accessible to the non-scientific public (including disabled people). Can also directly help someone with an intellectual disability. - [WCAG guidelines](https://www.w3.org/WAI/GL/WCAG3/2021/how-tos/clear-words/) state that text simplification also "benefit individuals who live with cognitive and learning disabilities, language impairments, memory impairments, and autism." -- Somewhat different requirements for these different audiences --- # When to use Plain Language - May help with member checking (make sure that study participants or other interested parties can learn about your research) - Responsibility to share research you do *on* disabled people *with* disabled people (i.e. back to the public) - The Plain Writing Act of 2010, described on [plainlanguage.gov](https://www.plainlanguage.gov/law/), "requires federal agencies use clear government communication that the public can understand and use." - Meets WCAG AAA standard ([SC 3.1.5](https://www.w3.org/TR/UNDERSTANDING-WCAG20/meaning-supplements.html)) --- # When Not to use Plain Language - Scientific paper submissions benefit from clear and concise and readable text, but this is different from text simplification - WCAG AAA is a very high standard to meet everywhere --- # Text Simplification Guidelines We are asking you to focus on this subset .left-column50[ - Use simple words - Use positive language - Use short paragraphs - Use short sentences - Avoid jargon ] .right-column50[ - Use active voice - Use present tense - Use examples - Use headers - Use transition words ] --- # Use Simple Words - <q>as a means of</q> → <q>to</q> - <q>at the present time</q> → <q>now</q> --- # Use Positive Language - Avoid double negatives - <q>no fewer than</q> → <q>at least</q> --- # Example of double negations From [NIU](https://www.niu.edu/writingtutorial/grammar/double-negatives.shtml) - "There is no way I cannot visit my mother this year." - **Alternative** "I must visit my mother." - "I miss not seeing him every day." - **Alternative** "I miss seeing him every day" --- # You try it: - "I wasn't unhappy with my grade." -- - **Alternative** "I was lukewarm about my grade." -- - "The shopper did not have any energy left at the end of the day." -- - **Alternative** "The shopper had no energy left at the end of the day." --- # Use Short Paragraphs and Sentences - Consider if a clause should become a new sentence --- # Avoid Jargon - Sometimes the complex word isn't necessary - If you must use jargon, define it --- # Use Active Voice - <q>The lake was polluted by the company</q> → <q>The company polluted the lake</q> - A good check to see if you're using passive voice: are you using - A form of <q>to be</q> (e.g., am, is, are, was, be, being, been) - A verb ending in <q>-ed</q> --- # QUICK BREAK Good time to stand and stretch --- # Use Present Tense - Don't: <q>These sections describe types of information that would satisfy the application requirements of Circular A-110 as it would apply to this grant program.</q> - Do: <q>These sections tell you how to meet the requirements of Circular A-110 for this grant program.</q> --- # Use Examples - Especially for more complicated topics --- # Use Transition Words - Use words: <q>for instance,</q> <q>also,</q> <q>however,</q> <q>to summarize</q> - Echo previous ideas - Avoid ambiguous <q>this</q> --- # Use Headers - Preferably, use headers that are built into platforms (e.g., Google Docs, Microsoft Word, EdStem) - If those are not available, styling text in bold or underlined can still help visual readers --- # Text Simplification Resources - If you have any questions or want examples about any of these concepts, you can look at the [PlainLanguage.gov website](https://www.plainlanguage.gov/guidelines/). --- # Text Simplification Competency (1/2) Please pick at least four guidelines to focus on from the following list and specify which four you picked. You can address more to reach a higher competency score. Follows best practices for plain language writing as described on the federal plain language website How this will be assessed: You should tell us when you use plain language writing, and ask us to assess. There will be multiple opportunities to do this during the quarter. --- # Text Simplification Competency (2/2) - Use simple words - Use positive language - Use short paragraphs - Use short sentences - Avoid jargon - Use active voice - Use present tense - Use examples - Use headers - Use transition words --- # Is simplified text still well written text? - There are multiple grammatically correct ways to state something - Which one to use may depend upon your audiences In your assignment, be sure to specify which plain language techniques you used to simplify your text.
