Changes for page Simple sentences

Last modified by Lizzie Bruce on 2020/01/11 23:51
From version Icon 2.35 Icon
edited by Lizzie Bruce
on 2019/03/08 23:05
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To version Icon 2.39 Icon
edited by Lizzie Bruce
on 2019/03/16 02:00
Change comment: There is no comment for this version

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7 7  * **people who are multi-tasking** – if you're distracted it's hard to comprehend convoluted structures
8 8  * **cognitive impairments** – shorter, non-complex sentences carry less cognitive load
9 9  * **visual impairments** – short, simple sentences convey meaning in a smaller visual field
10 -* **motor impairments** – it's less tiring when you can absorb what you read quickly
10 +* **motor impairments** – clear, concise content is shorted so requires less navigation
11 11  )))
12 12  
13 13  ==
14 14  Guidelines ==
15 15  
16 -Short, simple sentences are better on the web than long, protracted prose with complex syntax. WCAG says: "using the clearest and simplest language appropriate is highly desirable." The United Nations recommends plain language for communications.
16 +Short, simple sentences are better on the web than long, protracted prose with complex syntax. WCAG says: "using the clearest and simplest language appropriate is highly desirable."
17 17  
18 18  
19 19  (% class="wikigeneratedid" id="H1.MakeyouraveragesentenceA015wordslong." %)
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43 43  
44 44  Example:
45 45  
46 -(% class="mark" %)This sentence is about 15 words long and is easy to understand.
46 +(% class="mark" %)This sentence is about 15 words long and is easy to understand. (%%)
47 +
47 47  
48 48  === {{id name="#2"/}}2. Avoid complex sentence structures. ===
49 49  
... ... @@ -77,7 +77,7 @@
77 77  
78 78  [['Content design'>>url:https://contentdesign.london/book/]], Sarah Richards, 2017
79 79  
80 -[['The role of word difficulty and sentence length in text comprehension'>>url:https://apps.dtic.mil/dtic/tr/fulltext/u2/a114935.pdf]], T. M. Duffy and P. K. U'Ren, 1982
81 +[['The role of word difficulty and sentence length in text comprehension'>>https://eric.ed.gov/?id=ED215330]], T. M. Duffy and P. K. U'Ren, 1982
81 81  
82 82  [['The Influence of Semantics and Syntax on What Readers Remember'>>url:https://www.hcde.washington.edu/files/people/docs/Isakson_Spyridakis_Sem_Syn.pdf]], C. S. Isakson and J. H. Spyridakis, 1999
83 83