- From: John M Slatin <john_slatin@austin.utexas.edu>
- Date: Wed, 12 May 2004 13:35:24 -0500
- To: <w3c-wai-gl@w3.org>
- Message-ID: <C46A1118E0262B47BD5C202DA2490D1A1E3146@MAIL02.austin.utexas.edu>
During the 4 May teleconference, I took an action item to work on some new examples for Guideline 3.1. They're listed below. The proposed examples for Level 3 were originally presented as part of the "plain langauge" version of what used to be guideline 3.3. ==proposed examples== Examples for Guideline 3.1 Level 1 SC 1 <proposed> Example 1. A document that exists in English, French, and German versions. A corporate Web server identifies the country where a user's IP address is located. It displays the site in the appropriate language. A user's screen reader automatically uses the appropriate pronunciation rules, based on the presence of a language-identifier in the document. </proposed> <proposed> * Example 2: an acronym. The characters "W3C" are marked as an acronym the first time they appear on a Web page. A person using a screen reader would hear, "World Wide Web Consortium."; Later in the document, the user hears the characters "W 3 C" spoken one at a time, because they are not marked as an acronym. </proposed> <proposed> * Example 3. Abbreviated names for days of the week. The meeting time for a university course is shown in the schedule as "TTh 11." The letters "TTh" are tagged as an abbreviation. A student using a screen reader hears "Tuesday and Thursday 11 AM." </proposed> Examples for Guideline 3.1, Level 2 <proposed> * Example 1. A page title includes a phrase that appears in link text in the navigation bar. The phrase "Compliance checking" appears as a link in a navigation bar. The same phrase is included in the <title> element of the linked page, so users can be certain that the link has worked correctly. Example 2: A screen reader correctly pronounces a phrase in a language the screen reader does not support. An English-language document includes short passages in Arabic, Hebrew, and Chinese. The phrases are marked up so that screen readers which do not contain pronunciation rules for these languages correctly identify the languages and pronounce the phrases. (The lang attribute would identify the natural language of each phrase; the SSML <phoneme> and/or <lexicon> elements could be used to tell the screen reader how to pronounce them.) * Example 3. Defining an unusual technical term. A user encounters an unfamiliar technical term and requests a definition. The user agent locates the term in a technical dictionary that has been identified in metadata and presents the definition to the user. Example 4: Idiomatic expressions in an audio clip. An oral history archive includes recorded interviews with people who use phrases spoken only in a particular region. The text transcript is linked to a dictionary of regional idioms. </proposed> Examples for Guideline 3.1, Level 3 <proposed> * Example 1: a description of a process. A page describes how to learn to make a corner kick in soccer. Each step in learning the fundamentals of the corner kick is illustrated with a photograph of a player doing what is described in the text. * Example 2: A committee report with an executive summary A government task force publishes its final report on the Web. The report is very long and includes many tables, charts, and illustrations as well as detailed recommendations. The home page for the task force contains a 100-word summary of the report written in plain language. Following the summary is a link to a Table of Contents where readers can choose individual sections of the report. There is also a link to the full report. * Example 3: a description of a complex natural event A Web page discusses Mt. Pinatubo in the Phillipines. The page includes a description of the 1991 eruption as well as photos of the eruption and its aftermath. The page also includes a brief explanation of why volcanoes erupt. To clarify this explanation, , the page links to site that contains video and another site that contains a 3D simulation of what happened underneath the crust and within the volcano during the eruption. [js note: I propose deleting the examples about the kid's school report and the stock market graph. The one about the school report isn't substantively different in kind from Example 2-it just shows that doing this kind of work can be child's play<grin>. The stock market data example is almost identical to the bar graph example we use in 1.1 but not nearly as fully developed.] * Example 4: history of music. A musicologist creates a Web site that includes examples of many different types of music and musical instruments. Descriptions of the instruments are accompanied by photographs, drawings, or details from paintings in which the instruments appear. When describing specific types of music, the musicologist links to short audio clips that show the music's characteristic sound. * Example 5: An explanation of a molecular process A Web page for a university Chemistry course explains a molecular process. The explanation uses symbols familiar to chemists. The explanation is accompanied by an animation that shows a model of how the process works. The page also includes a written narrative that describes the process shown in the animation. There is also a link to a compressed audio file containing a recording of the narrative read by a speech synthesizer. </proposed> <current> As they appear in the 11 March 2004 Working draft [1] Examples of Guideline 3.1 (Informative) List of 7 items * Example 1: an acronym in a page title. In the following heading, "People of the W3C." the acronym "W3C" is marked as an acronym. Because it has been marked appropriately, the user agent would be able to speak the letters of the acronym one at a time rather than attempting to pronounce it as though it were a word. * Example 2: a French phrase in an English sentence. In the following sentence, "And with a certain je ne sais quoi, she entered both the room, and his life, forever." the French phrase "je ne sais quoi" is marked as French. Depending on the markup language, English may either be marked as the language for the entire document except where specified, or marked at the paragraph level. * Example 3: a description of a process. A page describes how to learn to play soccer. Each step in learning the fundamentals of the game is illustrated with a photograph of a player doing what is described in the text. * Example 4: a concrete concept. The primary concept on a page is concrete. It is discussing Mt. Pinatubo. It includes both a description of the 1991 eruption as well as photos of the eruption and the aftermath. It links to another site that contains video and another site that contains a 3D simulation of what happened underneath the crust and within the volcano during the eruption. * Example 5: child's report of school trip. A child went with her school on a trip to a bicycle manufacturing plant. She wrote a report for her family and friends to post to the Web. In the report, she includes the company logo as well as a picture of a bicycle on the assembly line. She links to the company Web site for more information. She includes photos she took of the plant. * Example 6: stock trading data. A news site is comparing the performance of the economy from 3rd quarter of this year with 3rd quarter from the last 3 years. They compare prices of the most popular stocks. They present the data in a bar graph with a link to the raw data they used to create the bar graph. * Example 7: history of music. A grandfather's hobby is listening to and playing music. He creates a Web site that includes examples of many different types of music and musical instruments. When describing specific types of music, he links to a short sound clip. list end </current> [1] http://www.w3.org/TR/2004/WD-WCAG20-20040311/ John "Good design is accessible design." Please note our new name and URL! John Slatin, Ph.D. Director, Accessibility Institute University of Texas at Austin FAC 248C 1 University Station G9600 Austin, TX 78712 ph 512-495-4288, f 512-495-4524 email jslatin@mail.utexas.edu web http://www.utexas.edu/research/accessibility/ <http://www.utexas.edu/research/accessibility/>
Received on Wednesday, 12 May 2004 14:35:27 UTC