
Easy Language - Plain Language - Easy Language Plus
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Christiane Maaß is a Professor for Media Linguistics at the Institute for Translatology and Specialised Communication (University of Hildesheim/ Germany) and the Director of the Research Centre for Easy Language (Forschungsstelle Leichte Sprache). She heads the PhD research group 'Accessible Medical Communication' (BK-med) and is the author and co-author of five monographs on Easy Language.
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Content
- Intro
- Table of Contents
- 0 Introduction and motivation: Easy - Plain - Accessible
- 1 Accessible communication
- 1.1 General outlines
- 1.2 Barriers in communication
- 1.3 Features of accessible communication: an overview
- 1.4 A closer look at the individual pairs of features
- 1.4.1 Facilitate retrieval through retrievability
- 1.4.2 Facilitate perception through perceptibility
- 1.4.3 Facilitate comprehensibility and recall through comprehensibility and linkability
- 1.4.4 Facilitate acceptance through acceptability
- 1.4.5 Facilitating action through action-enabling potential
- 2 Easy and Plain Language in Germany
- 2.1 Easy and Plain Language as part of communicative accessibility
- 2.2 Questions of terminology: "Easy Language" / "Plain Language"
- 2.2.1 "Easy", "Plain", "Simple": The problem of connotations
- 2.2.2 Easy-to-Read or Easy Language?
- 2.2.3 Beyond "Easy-to-Read": Non-reading information input
- 2.3 The legal situation of Easy and Plain Language in Germany
- 2.3.1 Impulses from the UN Convention on the Rights of People with Disabilities (UN CRPD)
- 2.3.2 The situation of accessible communication / Easy and Plain Language in German legislation
- 2.4 A lot of good will and unexpected pitfalls
- 3 Easy Language
- 3.1 Easy Language: The practical guidelines
- 3.1.1 The German version of the Inclusion Europe guidelines
- 3.1.2 The guidelines of Netzwerk Leichte Sprache ("Network Easy Language"
- 2009)
- 3.1.3 Appendix 2 of the Accessible Information Technology Regulation ("Barrierefreie-Informationstechnik-Verordnung", BITV 2.0)
- 3.1.4 Overlaps and differences between the practical guidelines
- 3.2 Easy Language: The scientifically founded rulebooks
- 3.2.1 Why scientifically founded Easy Language rulebooks?
- 3.2.2 The first scientific rule book ("Leichte Sprache. Das Regelbuch", Maaß 2015)
- 3.2.3 The Duden Leichte Sprache ("Duden Easy Language")
- 3.3 The features of Easy Language
- 3.3.1 General remarks
- 3.3.2 Characteristics of Easy Language
- 3.3.3 Word level
- 3.3.4 Syntactic level
- 3.3.5 Text level
- 3.4 The symbolic function of Easy Language
- 3.5 Quality assessment for Easy Language
- 3.5.1 Text assessment
- 3.5.2 Assessment of the production process
- 4 Plain Language and its equivalents
- 4.1 Is Plain Language the solution?
- 4.2 Plain Language approaches on an international scale
- 4.3 A typical example: A Plain English Handbook (1998)
- 4.4 Citizen-oriented Language ("Bürgernahe Sprache") in Germany
- 4.5 Plain Language approaches in Germany
- 4.6 Strategically dosing comprehensibility: Plain Language as a "chest of drawers"
- 4.7 A short summary on comprehensibility enhanced varieties in the German context
- 5 Easy and Plain Language: Text creators, text users and bystanders
- 5.1 The different participant roles in accessible communication
- 5.2 Easy and Plain Language translators and interpreters and other types of text experts
- 5.2.1 Skills and qualifications of Easy and Plain Language text experts
- 5.2.2 Easy and Plain Language translation and interpreting
- 5.2.3 Professional profiles and requirements
- 5.3 Plain Language text authors
- 5.4 Accessibility activists
- 5.5 Text assessors
- 5.6 The primary target groups
- 5.6.1 Easy and Plain Language for people with and without disabilities
- 5.6.2 A short outline of the main target groups
- 5.6.3 Old age as an underestimated factor in accessible communication
- 5.7 Domain experts
- 5.7.1 Domain experts as users of accessible communication
- 5.7.2 Implementing accessible communication in organisations
- 5.8 The secondary target groups as text users and bystanders
- 5.8.1 Different attitudes and forms of handling Easy Language text offers by the secondary target groups
- 5.8.2 The secondary target groups as text users
- 5.8.3 The secondary target groups as indirectly addressed bystanders
- 6 Stigmatisation of the primary target groups through Easy Language
- 6.1 Disability as stigma
- 6.2 Easy Language: considering the dimensions of stigma
- 6.3 Features of Easy Language texts that potentially enhance stigma
- 6.4 The "ban on staring" and its impact on text quality in Easy Language translation
- 6.5 Conclusions for Easy Language text practice
- 7 Modelling "Easy Language Plus"
- 7.1 Easy Language - Plain Language - Easy Language Plus
- 7.2 Evaluating the impact of the individual Easy Language features
- 7.3 An example for Easy Language Plus
- 8 Conclusion and outlook
- Bibliography
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