Re: XHTML 2.0 - <line> or <l>?

I am not at all sure which document you are referring to
here: http://www.w3.org/TR/xhtml2/ for instance I found:
http://www.w3.org/TR/xhtml2/mod-text.html#s_textmodule_issue_1

"l element content model" compare this with:

8.3. The blockquote element

This element designates a block of quoted text.

it is clear that there is an unrealistic expectation of understanding 
placed on the reader.
The 8.0 section, if that is what it is, is not well laid out or clear 
at all, and especially in comparison with say 8.1

Furthermore, it is very noticeable that xHTML is rapidly moving away 
from the clarity which made HTML popular.
undoubtedly it is more powerful, but at what cost, are corporates to be 
the only bodies authoring code?

so you will have gathered that where blockquote is better that bq so 
line is better than l, imho.

After 4 years of badgering at WAI, W3C remains remarkably unable to 
show what it attempts to explain.
by the way can someone post an example of its usage, I've not come 
across it before.

thanks and a vary merry xmas to you all

Jonathan



On Wednesday, December 25, 2002, at 05:02 AM, James Card wrote:

>
> On Tue, 24 Dec 2002 12:53:35 EST, <SCJessey@aol.com> wrote:
>
>> I finally got a chance to look over the latest Working Draft for 
>> XHTML 2.0 and I was disappointed to see that the <line> element has 
>> been altered to read <l> instead.
>>
>> Does anyone else think this is a bad idea?  On some text editors, it 
>> looks an awful lot like the old HTML italic tag which will doubtless 
>> cause confusion.
>
> No, I don't think it is a bad idea. When you have data that needs that 
> kind of markup you're likely to use this elemant a lot; I will 
> appreciate the brevity of <l>, and its similarity to <p>. The fonts I 
> use in my editors (and mail clients) have been chosen specifically to 
> provide clear distinction between "1", "l", "I", and "i", and between 
> "O" and "0".
>
> -- 
> James Card  --  http://home.inreach.com/jdcard/
> I am, therefore. I think.
>