Editorial proofreading for 1.2

SHA: f80de20
Reason: push, by jasonjgw

Co-authored-by: github-actions[bot] <41898282+github-actions[bot]@users.noreply.github.com>

Author: jenstrickland

index.html

@@ -307,7 +307,7 @@ <h1 id="title" class="title">Collaboration Tools Accessibility User Requirements
         <p>The distinctive capabilities of collaboration tools are illustrated by the examples described in the section: <a href="#collaboration-tools" class="sec-ref"><bdi class="secno">1.1 </bdi>What are collaboration tools?</a>. It is important to consider how these features are manifested in the tool's user interface. From this perspective, the distinguishing features may be described as follows.</p>
         <dl>
           <dt>Real-time and asynchronous co-editing</dt>
-          <dd>A feature enabling multiple authors to edit the same content simultaneously or over days, weeks months, and years. In synchronous co-editing, the changes introduced by different authors in real-time are combined almost immediately, using algorithms such as operational transformation [<cite><a class="bibref" data-link-type="biblio" href="#bib-concurrency-control" title="Concurrency control in groupware systems">concurrency-control</a></cite>]. The combined changes are then made immediately visible in all of the participating authors' editing sessions. The effect is that each author may perceive, in real time,
+          <dd>A feature enabling multiple authors to edit the same content simultaneously or over days, weeks, months, and years. In synchronous co-editing, the changes introduced by different authors in real-time are combined almost immediately, using algorithms such as operational transformation [<cite><a class="bibref" data-link-type="biblio" href="#bib-concurrency-control" title="Concurrency control in groupware systems">concurrency-control</a></cite>]. The combined changes are then made immediately visible in all of the participating authors' editing sessions. The effect is that each author may perceive in real time
 		  <ul>
 			  <li>Edits proposed by collaborators,</li>
 			  <li>The location of other editors' focus within content.</li>
@@ -318,24 +318,21 @@ <h1 id="title" class="title">Collaboration Tools Accessibility User Requirements
           <dt>Comparing revisions</dt>
           <dd>Some systems can display the differences between revisions of content for purposes of comparison.</dd>
           <dt>Suggested changes</dt>
-          <dd>Some word processors can show changes (insertions, deletions and formatting-related modifications) made by collaborators, which an editor can choose to accept or reject. These revisions are sometimes referred to as <dfn id="dfn-suggested-changes" tabindex="0" aria-haspopup="dialog" data-dfn-type="dfn">suggested changes</dfn> or as <dfn id="dfn-tracked-changes" tabindex="0" aria-haspopup="dialog" data-dfn-type="dfn">tracked changes</dfn>. Each change may be accompanied by metadata, for example the identity of the author who made the change, and a time stamp.</dd>
+          <dd>Some word processors can show changes (insertions, deletions, and formatting-related modifications) made by collaborators, which an editor can choose to accept or reject. These revisions are sometimes referred to as <dfn id="dfn-suggested-changes" tabindex="0" aria-haspopup="dialog" data-dfn-type="dfn">suggested changes</dfn> or <dfn id="dfn-tracked-changes" tabindex="0" aria-haspopup="dialog" data-dfn-type="dfn">tracked changes</dfn>. Each change may be accompanied by metadata, for example the identity of the author who made the change, and a time stamp.</dd>
           <dt>Access controls</dt>
-          <dd>Some collaborative environments support <em>access controls</em>, allowing restrictions to be imposed on modification of part or all of the content. Permission to modify content may be granted on a granular basis to specific individuals or to groups of users. For example, in a collaborative tool for creating fillable forms, some users may only be allowed to change the values of input fields (i.e., to complete a form), whereas others may be free to edit any aspect of the document, including the addition, deletion and rearrangement of form fields.</dd>
+          <dd>Some collaborative environments support <em>access controls</em>, allowing restrictions to be imposed on modification of part or all of the content. Permission to modify content may be granted on a granular basis to specific individuals or to groups of users. For example, in a collaborative tool for creating fillable forms, some users may only be allowed to change the values of input fields (i.e., to complete a form), whereas others may be free to edit any aspect of the document, including the addition, deletion, and rearrangement of form fields.</dd>
 	</dl>
 
   <p>Collaboration tools differ widely in the nature of content that may be edited. They also differ widely in the user interfaces presented to users. For example:</p>
 	  <ul>
       <li>Word processors typically provide a <a href="https://en.wikipedia.org/wiki/WYSIWYG"><q>what you see is what you get</q> (<abbr title="what you see is what you get">WYSIWYG</abbr>)</a> interface based on a rendered view of the content.</li>
-		  <li>Editors designed for source code or markup language text development do not provide a rendered view. In these applications,, indentation and syntax highlighting may be the only visual cues provided to the structure of the code or markup available in the editing environment.</li>
+		  <li>Editors designed for source code or markup language text development do not provide a rendered view. In these applications, indentation and syntax highlighting may be the only visual cues provided to the structure of the code or markup available in the editing environment.</li>
 		  <li>In collaborative video editors, candidate video renditions may be played in side by side windows for purposes of comparison and editing decisioning.</li>
 		  <li>By their very nature, audio alternatives presented in music or sound editing environments must be played sequentially, and their distinctions remembered by the user in the comparison and decisioning process.</li>
 	  </ul>
     <p>As the preceding cases suggest, collaboration tools are not restricted by the kind of content that may be edited. Thus, tools that support editing of static images, mathematical notation, or other content types are also within the scope of this document. However, only collaboration-related aspects of any content editing environment are addressed here. Accessibility issues particular to creating and editing various types of content are not considered in this document.</p>
-    <p>Nevertheless it is important that collaborative tools support the full range of editing functions associated with making web content accessible. Among others this would include the ability to add
-	  headings, provide alternative text for images and add captions to videos.</p>
-    <p>Some collaboration tools support accessibility by mapping unique keyboard commands. Some also organize their feature options in unique menus or uniquely located menus. We prefer collaboration tools that utilize standard menu organization and typical keyboard commands now well known to users from the stand-alone desktop environment. Standard controls require far less learning
-    from the user, whereas specific accessibility modes with custom keyboard commands, and with menus that shift their location on screen pose significantly steep learning challenges to most users with disabilities, not just
-    users with cognitive and learning disabilities.</p>
+    <p>Nevertheless it is important that collaborative tools support the full range of editing functions associated with making web content accessible. Among others this would include the ability to add headings, provide alternative text for images, and add captions to videos.</p>
+    <p>Some collaboration tools support accessibility by mapping unique keyboard commands. Some also organize their feature options in unique menus or uniquely located menus. We prefer collaboration tools that utilize standard menu organization and typical keyboard commands now well-known to users from the stand-alone desktop environment. Standard controls require far less learning from the user, whereas specific accessibility modes with custom keyboard commands and with menus that shift their location on screen pose significantly steep learning challenges to most users with disabilities, not just users with cognitive and learning disabilities.</p>
       </section>
 
     <section id="need-definition"><div class="header-wrapper"><h3 id="x1-3-defining-user-needs"><bdi class="secno">1.3 </bdi>Defining user needs</h3><a class="self-link" href="#need-definition" aria-label="Permalink for Section 1.3"></a></div>