3.1: Proposal with several updated SC

Hello,

At last week's call I took an action to update the 3.1 proposal based on
the discussion so far.  The version below (HTML version is attached)
includes updates to *three* of the success criteria.  (Each one is
preceded by the word "Updated" in square brackets.  The changes are
listed and briefly explained following the proposal.
This proposal doesn't list Benefits or Examples.  These *are* listed,
along with rationale, in the draft Guide document for each success
criterion that was posted with the original proposal at
http://lists.w3.org/Archives/Public/w3c-wai-gl/2005AprJun/0368.html.  In
some ways the "Intent of this SC" section in the Guide to 3.1 L1 SC3
works better for the updated proposal below than it did for the
original...
There have been a number of substantive (and substantial)) responses to
the original proposal.  I'm working on a response to those messages,
which I'll post later tonight or tomorrow.


<updatedProposal>
Guideline 3.1: Proposal 2005-0503Proposal for Guideline 3.1 ("meaning")
Draft 2005-05-21
Submitted by John Slatin
<proposed>
Guideline 3.1 . Make text content readable and understandable.
Level 1 success criteria for Guideline 3.1
  [Updated] A mechanism is available to identify the primary natural
language or 
  languages of the delivery unit.
  Guide to GL 3.1 L1 SC1
  A mechanism for finding the expanded form of acronyms and
abbreviations is 
  available.
  Guide to GL 3.1 L1 SC2
  [Updated]A measure of the education level required to read the content
is 
  available.

  Guide to GL 3.1 L1 SC3
Level 2 success criteria for Guideline 3.1
  A mechanism is available for finding definitions for all words in text

content.
  Guide to GL 3.1 L2 SC1
  A mechanism is available for identifying the natural language of each
foreign 
  passage or phrase in the content. Foreign passages or phrases are
written in a 
  language that is different from the language of the delivery unit as a
whole.
  Note: This requirement does not apply to individual words or phrases
that have 
  become part of the primary language of the content. This is because
"correct" 
  pronunciation of such words and phrases might confuse or distract
native 
  speakers of the content's primary language.
  Guide to GL 3.1 L2 SC2
  One or more of the following alternative versions is available when
text 
  content requires the reading ability expected of native speakers who
have 
  completed at least nine years of school:
    A text summary that can be read by adults with the reading ability
expected 
    of native speakers who have completed fewer than seven years of
school.
    One or more simplified graphical illustrations.
    A spoken version of the text content.
  Guide to GL 3.1 L2 SC3
Level 3 success criteria for Guideline 3.1
  [Updated] A mechanism is available for identifying specific
definitions of 
  words used in an unusual or restricted way, including idioms and
jargon.
  Guide to GL 3.1 L3 SC1
  A mechanism is available for finding the pronunciation of all words in
text 
  content.
  Guide to GL 3.1 L3 SC2
  Section headings and link text are understandable when read by
themselves or 
  as a group (for example in a list of links or a table of contents).
  Guide to GL 3.1 L3 SC3
  A mechanism is available to identify text that states important ideas
or 
  provides important information.
  Guide to GL 3.1 L3 SC4
  For delivery units at the first or second level in a set of delivery
units, 
  text content can be read by adults with the reading ability expected
for 
  native speakers who have completed fewer than seven years of school.
  Guide to GL 3.1 L3 SC5
  For delivery units below the second level in a set of delivery units,
text 
  content can be read by adults with the reading ability expected for
native 
  speakers who have completed fewer than nine years of school.
  Guide to GL 3.1 L3 SC6
  Simplified graphical illustrations are available when text presents
ideas or 
  describes processes that users must understand in order to use the
content.
  Guide to GL 3.1 L3 SC7
  A spoken version of text content is available.
  Guide to GL 3.1 L3 SC8
  Signed video is available for key pages or sections of pages.
  Guide to GL 3.1 L3 SC9 (in progress)
</proposed> 
Differences between draft of 21 May 2005 and draft of 30 April
  L1 SC1 now refers explicitly to the "primary natural language or
languages" of 
  the content. This responds to questions raised by Wendy and Tim
Boland; the 
  I18N Workign Group notes that the lang and xml:lang attributes may
take 
  comma-separated language identifiers for documents that have multiple
primary 
  languages, e.g., Canadian documents in which English and French have
equal 
  place. Note that identifying multiple primary languages still requires
that 
  language changes within the body of the content are identified when
they occur 
  (as per L2 SC2; we may need to promote L2 SC2 to L1 for this reason). 
  L1 SC3 now requires a readability measure of the text content
("measure of the 
  education level required to read the content") instead of calling for
a 
  description of the education level of the intended audience. I believe
this 
  addresses Jason's concern about the need to provide precise data about
actual 
  educational attainment within the target audience by refocusing the SC
on the 
  content instead of the audience. 
  L3 SC1 changes "intended definitions" to "specific definitions" of
words used 
  in unusual or restricted ways. This avoids the problem of seeming to
require a 
  test of authorial intent, and I think addresses Tim Boland's concern
as expressed in the straw poll. 
  Brief summary of differences between this proposal and the current
wording
Relatively small changes
  Several SC were rewritten to describe functional outcomes, as per LA
decision 
  and baseline analysis: L1 SC1, SC2; L2 SC1, SC2; L3 SC 1, SC2
  L2 SC1 (meaning and pronunciations) is broken into two SC and the SC
about 
  pronunciation information has been moved to L3
  L2 SC2 (idioms) has been moved to L3 and merged into L3 SC1.
Rationale: L3 SC1 
  deals with words used in highly specific ways. An idiom is a word used
by 
  native speakers in a way that breaks the bounds of the dictionary
definition, 
  so I think that idioms and jargon both qualify as instances of the
more 
  general category.
Major changes
  L3 SC3 (statement asserting that the following list of strategies for
reducing 
  complexity has been considered) is deleted.
A number of new SC have been introduced. The primary goal was to replace
L3 SC3 
with meaningful and testable success criteria that would promote
readability and 
make understanding easier for people with a range of disabilities,
including 
reading disabilities.The new SC are:
  L1 SC3: requires a description of the education level of the intended
audience 
  for the content.
  L2 SC3: requires one or more alternative versions (including optional
non-text 
  alternatives) for text content that requires education level at or
above 10th 
  grade (US), 10 years in school/upper secondary level international 
  classification.
  L3 SC2: requires pronunciation information. This one was originally
included 
  in L2 SC1; has been separated from the issue of definitions and moved
to L3 
  because it seems significantly more difficult to provide.
  L3 SC4: requires a mechanism for identifying most important points in
text 
  content.
  L3 SC5: requires that text on first- and second-level pages is
readable at 6th 
  grade level (US)/end of primary education international classification
L3 SC6: 
  requires that text below second-level is readable at 8th grade level
(US)/late 
  lower secondary international classification
  L3 SC7: requires simplified graphical illustrations of important 
  ideas/descritions of processes (this is an option at L2, required at
L3
  L3 SC8: requires spoken-word version of text content (also an option
at L2 
  that becomes a requirement at L3
  L3 SC9: requires signed video for key pages or passages
</updatedProposal>
"Good design is accessible design." 
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/