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I don’t see asterisks. I see a faint line. I see a lot of OVERTHINKING, which does not benefit the reader at all. The letter is not displayed. There is no change of margin. There is a change of context. That is why there is blank line before and after in print and why there should be one in braille. The faint line or whatever that is, is decorative and should be ignored in braille.
–Joanna
Actually, it’s been pointed out to me that there IS a black line after “Your loving son, Louie.” So my question still stands. Would you put a blank line between the displayed letter and the three centered asterisks?
Yes, just use vii because i-vii has already been accounted for in Vol. 1. List on the title page in chronological order. See Ex. 2-12 only use just the vii.
–Joanna
Formats is not restricted to textbooks, so I think we’re safe here. As you know, the continuation letter of continued print page numbers is not shown in the table of contents listing. If this volume contained any other contents item like a chapter or section that started in the middle of a print page and therefore had a continuation letter, that letter would not be listed in the contents and the item would merely be listed on whatever print page number it appears on, regardless of position. The same is true of the notes as there is no direction otherwise in Formats.
–Joanna
The note section is at the back of the print book. However, the notes that pertain to pages in braille volume one go at the end of volume one. The notes that pertain to braille volume two go at the end of volume two. Thus the note section in braille volume two begins on print page b345. BTW this not a textbook, but I am directed to follow textbook formatting.
I can see why there might be some uncertainty here. The short answer is YES, [u]friend[/u], [u]friendliness[/u] and ALL THE ANSWER CHOICES should be UNCONTRACTED. It is necessary to have each letter separately accessible in the word in question “friend,” but it is also necessary to make sure all the answer choices are NEUTRAL and treated in the identical manner, so that there’s no unintentional clue as to which answer choice might be the right one. And in this case, there are two versions of “friend” as answer choices. By having ALL the choices uncontracted, the reader has to make a choice based on what is actually there, not what the transcriber shows.
–Joanna
Thanks for sending us your question. It appears to be about the Formats Course. Cindi is out of town until Wednesday and doesn’t have her course book with her. She’s aware of your question and she’ll address it when she gets back.
–Joanna
Even though this reference mentions copyright, it carries a print reference indicator. I would use Section 16 Notes and place this note at the conclusion of the print page.
–Joanna
This is not an exercise, which is probably the reason you’re having trouble figuring out what to do with it. The citation that you refer to says an exercise consists of directions, examples, questions and answer choices. There are no examples, questions or answer choices here. There are no blanks to fill in, no sentences to complete, no columns to match, no errors to correct. In short, all that is here are directions and this is simply a list of directions, things to do . Explain, describe, write, with nothing following. Treat this as a nested list.
–Joanna
Don’t be afraid to do what it says.
questions and answer choices should be on the same page regardless of the amount of blank space on the previous page.
So why are you counting lines? Stop!
[color=#ff6600]What if that question had no answer choices and only 1 line was available on the previous page? Can I split the question between pages or should I move the question down to the next page.
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Why would you do that? If the exercise is supposed to be on the same page, that means an exercise that consists only of a question. That should stay on the same page as well.Formats is not about SAVING space. Formats is about USING space in a way that promotes maximum access. That means in in the clearest way possible for the reader. It means, in this case, no going back and forth from the previous page to get the point of the question.
It is obvious to me that you understand this guideline very well and yes it means what it says.
–Joanna
Thanks for including the print example. It shows exactly what the situation is. It was very helpful.
Take a deep breath–2011 Formats has made a significant change here. Shared/incomplete poetic lines are no longer given any special treatment. That entire rule is dropped. It was determined that in most cases the shared poetic line is difficult or impossible to detect anyway, so such lines are treated as any other line in the poem.
Note that the indention pattern of a poem is determined by the ENTIRE poem (13.3.1) so I see 1-7, 3-7, 5-7 for your poem, assuming that there’s nothing different in the rest of it, if there’s more not shown here. The first line in the first standza is 3-7 and the first line in the second stanza is 5-7. All the rest are 1-7. In poems only the line numbers shown in print are brailled, so the braille reader has exactly the same information as the print reader. If that is truly a shared poetic line and if the reader wishes to explore that, the lines can be counted in braille just as the print reader would count them.
To summarize. poetic lines are now treated according to the indention pattern established for that poem even if they are preceived as shared/incomplete.
I conferred with Lynnette on this one–thanks Lynnette!
–Joanna
I think this is a Nemeth situation. Nemeth formatting has precedence over textbook formatting. Please post this over in Math, where you will be advised about relevant Nemeth formatting. THEN if there are formatting issues not covered in Nemeth, textbook guidelines take over. I am not familiar with anything referring to termination of a graphic indicator. I could be having a senior moment, or this could be a Nemeth thing. I know there is often overlap. Please ask at Math first, then come back if there’s anything left for textbook to consider.
–Joanna
You can certainly list the additional authors on the second title page. I’m not sure an additional heading “Authors of the set” would be helpful. Set of what? Without seeing the print or braille title page, I can’t tell which titles are shown and which title is the title of the set and it that is clear on the title page. And I’m not sure this is clear to the reader anyway. I think the reader just sees the titles on the title page. I think you can just list the additional authors without specifying any further. You might have a heading “Additional authors” if you feel that would add clarity.
–Joanna
