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title: Plain Language --Week N--
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# Week 2: Plain Language
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# Important Reminder
## This is an important reminder
## Make sure zoom is running and recording!!!
## Make sure captioning is turned on
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# Learning Goals for today
- Understanding how to apply plain language guidelines
- Understanding when to apply plain language guidelines
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# Why Plain Language
Helps make text accessible to the non-scientific public (including disabled people).
- Important when you do research about people with disabilities
- Helps make sure that study participants or other interested parties can learn about your research
- 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."
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# 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 plain language also "benefit individuals who live with cognitive and learning disabilities, language impairments, memory impairments, and autism."
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Somewhat different requirements for these different audiences
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# Plain Language Guidelines
We are asking you to focus on this subset
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- Use simple words
- Use positive language
- Use short paragraphs
- Use short sentences
- Avoid jargon
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- Use active voice
- Use present tense
- Use examples
- Use headers
- Use transition words
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# Use Simple Words
- as a means of
→ to
- at the present time
→ now
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# Use Positive Language
- Avoid double negatives
- no fewer than
→ at least
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# Use Short Paragraphs and Sentences
- Consider if a clause should become a new sentence
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# Avoid Jargon
- Sometimes the complex word isn't necessary
- If you must use jargon, define it
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# Use Active Voice
- The lake was polluted by the company
→ The company polluted the lake
- A good check to see if you're using passive voice: are you using
- A form of to be
(e.g., am, is, are, was, be, being, been)
- A verb ending in -ed
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# Use Present Tense
- Don't: These sections describe types of information that would satisfy the application requirements of Circular A-110 as it would apply to this grant program.
- Do: These sections tell you how to meet the requirements of Circular A-110 for this grant program.
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# Use Examples
- Especially for more complicated topics
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# Use Transition Words
- Use words: for instance,
also,
however,
to summarize
- Echo previous ideas
- Avoid ambiguous this
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# 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
- Live Demo!
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# Plain Language 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/).
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