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Make It Plain:Accessibility and UsabilityThrough Plain Language#PlainLanguageForAll / #UofIWebConUniversity of IL Web Conference: April 2013
Angela M. Hooker@AccessForAll
angelahooker.com
These are summary slides
• Thanks for viewing my slides! I’ve condensed and summarized what I presented in my session.
• Please visit the links that I’ve included inside the slides—they’re underlined so you can find them easily. Also read the slide notes.
• If you have trouble using these slides because of accessibility problems, please write to me at [email protected]. Even accessibility fans make mistakes, and I want to learn from mine.
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The beauty of the web is … it’s a great place to have a conversation with your users
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You want to:•Communicate your information so users will take action (buy, sell, read, subscribe, etc.)•Meet your users’ needs•Help them complete tasks or find important information
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We’ve learned that we create technological barriers to our content, but sometimes, we also create barriers to understanding … with our words.
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Common content problems
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The wrong people write content
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“ For ‘tis the sport to have the enginerhoist with his own petard, an’t shall go hard … WTH are you saying, Shakespeare?
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Perhaps it’s the institution
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The institution might dictate what content goes on the organization’s website.
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“In order to make people understand your organization’s materials, and get one’s point across, so that everyone knows what one means, it’s important that one doesn’t ramble on and use more words than necessary.”
(Some content is wordy.)
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Jargon hides meaning
“We’re implementing a skills mix adjustment at Acme Corp.”
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Slang or regional terms
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Some writers use slang and/or region or country-centric terms.
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“Pedantic” content
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Showy, extravagant words; overly precise; or formal:“The politicians pontificated about the failed budget.”
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Forgetting the audience
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Those examples of bad content aren’t meaningful to users.
People write content without considering the intended and the potential audiences.
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Just because someone can’t understand your content doesn’t mean they are unintelligent.
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Blaming the users
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“ It’s not how
you said it—it’s what
you wrote or
spoke.
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How can plain language help?
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Plain language is …
… writing that people can easily understand the first time they read or hear it.
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Plain language is …
… usable and meets your users’ needs, so they can complete specific tasks on your site, social media channels, app, podcast, etc.
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Your users won’t have to read your content several times to understand it.
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It reduces user frustration, because it boosts reading ease.
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People will respect your “brand,” and see your site as authoritative (this is not limited to for-profit sites).
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You’ll retain more users, and your users will remain loyal to you.
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These benefits can widen your site’s appeal, audience, and influence.
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“But 75 percent of _____ users are _____ with an advanced degree!”
Don’t believe it!
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Don’t believe it!
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“Plain language isn’t sophisticated, it’s ‘dumbed down,’ or doesn’t reflect the gravity of the topic without using big words.”
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Plain language isn’t “dumbed down” content—it’s about clearly communicating with whomever reads or hears your information and meeting their needs.
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It doesn’t matter if you have valuable information if people can’t understand it, use it, react to it, or act on it.
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Frustration = the back button
Remember: Good content means access for everyone (or as many as possible)!
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Using plain language supports“P-O-U-R” principles from the
Web Content Accessibility Guidelines (WCAG 2.0).
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WCAG 2.0 principles of accessibility
PerceivableOperableUnderstandable Robust
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The “understandable” principle
“Information and the operation of user interface must be understandable.
“This means that users must be able to understand the information as well as the operation of the user interface (the content or operation cannot be beyond their understanding).”
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Plain language supports POUR
Plain language makes your content accessible, and supports the goal of providing universal access for everyone (or as many as possible!).
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Consider users with different needs
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Don’t forget …
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• People with low literacy skills• People with low language proficiency• People with cognitive impairments• People with autism/Asperger syndrome• People with dyslexia• People who are Deaf or hard-of-hearing• People who are aging
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For example …
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Three people …
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• A non-native English speaker
• A person who is cognitively impaired
• A person with autism• It wasn’t scientific,
but I tested two content examples
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I asked for opinions …
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You’ve probably noticed the popular trend to ask a question in the form of an incomplete sentence:
“What do you think “Got milk?” means?
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I asked for opinions …
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“Got milk?”
The person who is cognitively impaired said,“What type of milk is got milk, and who’s asking me about it?“Do they want my milk?“Does someone think I have a cow?”
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I asked for opinions …
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“Got milk?”
The person who is a non-native English speaker said,[After a sigh] “I have a hard time with questions like these.“I don’t know if someone’s asking me for advice or if they want something of mine.”
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I asked for opinions …
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“Hope you can make this important session!”
The person who has autism said,“Am I supposed to hope?“Is one person hoping?“Is a group of people hoping?“Is someone talking to Hope?“Is she (Hope) supposed to go to an important session?“Does someone want me to create a session?
“Should Hope or I make a session important? How would we do that?”
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Here’s what you can do
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Learn plain language mechanics
• Plain Language Guidelines from Plain Language Action and Information Network (PLAIN) http://www.plainlanguage.gov/howto/guidelines/FederalPLGuidelines/index.cfm
• The Center for Plain Language’s guidelines http://centerforplainlanguage.org/about-plain-language/guidelines-for-creating-plain-language-materials/
• The Center for Plain Language’s checklist http://centerforplainlanguage.org/about-plain-language/checklist/
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Write for your specific audience.
AND
Write for average comprehension.
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Don’t do this …
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?
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(Don’t be “clever.”)
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?
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Assume that your audience is intelligent, but don’t assume they’re familiar with your topic.
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Use the inverted pyramid method: Put the most important information at the top and the background information below it.
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Be concise—cut out excess/filler words; use minimal text and short sentences.
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In print, people write to tell a story. Online, we should write about topics, so users can complete tasks.
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• Use action verbs—avoid “passive verbs.”In passive verbs, the subject of the sentence is not the “actor”—the noun that takes action in the sentence. The actor comes later, often in a prepositional phrase, or there may be no actor identified at all.
No: The new report was published.Yes: We published the new report.
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“Hidden verbs” hide the action in your writing, by adding unneeded words.
Instead of these phrases Use these words
Conduct an analysis Analyze
Present a report Report
Do an assessment Assess
Provide assistance Assist (or help)
Came to the conclusion of Concluded
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Use complete sentences.
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Use familiar words and common terms.
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Use the standard spelling of words, and resist the urge to combine words. Screen readers often mispronounce such words.
For example, some screen readers pronounce “homepage” as “ho-mep-ahj.” This can confuse people who use screen readers to help with low literacy or low language proficiency issues.
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Give direct instructions.
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Talk with your users: use personal pronouns.
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Use “must” instead of “shall” for requirements.
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Avoid or explain jargon, colloquialisms, puns, country or region-specific terms (when writing for a broad audience), non-literal phrasing.
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A word about technical content
Define your purpose:
Are you teaching or are you informing with your content?
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Make your content clear by using structured elements, such as headings, bullets, lists, consistent navigation.
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Test your content
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Interview people about your content
Ask users to read portions of your content and explain what they think it means.
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Usability testing
Write instructions and ask users to complete tasks on your site, app, etc.
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Test two versions of your content
Conduct “A/B testing” (called “controlled comparative studies”) interviews. Provide two versions of your content and ask participants to give their impressions of each version.
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Final Words
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Final thoughts …
1. Consider your users’ needs first.2. Your users want to complete a task.3. Have a conversation—speak directly to your users.4. Use everyday terms people understand.5. Don’t follow trendy content practices—choose clarity
over trends.6. Each medium (mobile, desktop, app, video, podcast, etc.)
may require tailored content.7. Test your content.8. All of these help you incorporate accessibility
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Resources
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Resources: Plain Language
• Plain Language Checklist: http://www.plainlanguage.gov/howto/quickreference/checklist.cfm
• Comprehensive Plain Language Guidelines: http://www.plainlanguage.gov/howto/guidelines/FederalPLGuidelines/FederalPLGuidelines.pdf
• Test Your Content (methods): http://www.plainlanguage.gov/howto/guidelines/FederalPLGuidelines/testing.cfm
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Resources: Plain Language
• Plain language video: http://www.youtube.com/watch?v=sn8ChVRjjyA
• User-centric content—“The Audience You Didn’t Know You Had,” by Angela Colter: http://contentsmagazine.com/articles/the-audience-you-didn%E2%80%99t-know-you-had/
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Resources: Addressing Disabilities
• Cognitive Web Accessibility Checklist: http://wave.webaim.org/cognitive
• Information about cognitive disabilities: http://www.clearhelper.org/
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Resources: Writing Web Content
• Accessibility for Web Writers, by 4 Syllables: http://www.4syllables.com.au/2010/09/accessibility-web-writers-part-1/
• Content and Usability: Web Writing: http://www.webcredible.co.uk/user-friendly-resources/web-usability/web-content.shtml
• Writing Vibrant, Compelling Content: http://www.slideshare.net/GinnyRedish/writing-vibrant-compelling-copy
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Resources: P-O-U-R
• WCAG 2.0 Principles of Accessibility: http://www.w3.org/TR/UNDERSTANDING-WCAG20/intro.html
• Constructing a POUR Website: http://webaim.org/articles/pour/
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Resources: Websites
• Center for Plain Language: http://centerforplainlanguage.org
• PlainLanguage.gov: http://www.plainlanguage.gov
• Plain Language Association International: http://www.plainlanguagenetwork.org
• Readability testing tools: http://juicystudio.com/services/readability.php
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Resources: Training
• Online: http://www.plainlanguage.gov/resources/take_training/index.cfm
• U.S. federal government agencies can get free plain language classes: http://www.plainlanguage.gov/resources/take_training/freetraining.cfm
• Conferences and events: http://centerforplainlanguage.org/topic/events/
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Resources: Books
• Janice (Ginny) Redish, Letting Go of the Words• Janice (Ginny) Redish, Writing Web Content that
Worksi• Patricia T. O'Conner, Woe Is I: The Grammarphobe's
Guide to Better English in Plain English• Steve Krug, Rocket Surgery Made Easy• Jakob Nielsen, Designing Web Usability: The Practice
of Simplicity
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