Change unnecessarily gendered language to plural "users" where possib…

…le (#3680) Closes #3676 --------- Co-authored-by: Mike Gower <[email protected]>
w3c · Mar 11, 2024 · 3f488cd · 3f488cd
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diff --git a/conformance-challenges/index.html b/conformance-challenges/index.html
@@ -296,7 +296,7 @@ <h3>Mitigations</h3>
         </section>
 	<section id="Challenge-2">
             <h2>Challenge #2: Large, complex, and dynamic websites may have too many changing permutations to validate effectively</h2>
-            <p>Large websites often have complex content publishing pipelines, which may render content dynamically depending upon a large number of variables (such as what is known about the logged in user and her content preferences, the geographical location that the user is visiting the site from, and the capabilities of the web rendering agent being used). It is difficult, and may not be feasible, to validate every possible publishing permutation with a page-level test, each of which can have an impact on whether that particular rendering of the content at that particular moment conforms.</p>
+            <p>Large websites often have complex content publishing pipelines, which may render content dynamically depending upon a large number of variables (such as what is known about logged in users and their content preferences, the geographical location that the users are visiting the site from, and the capabilities of the web rendering agent being used). It is difficult, and may not be feasible, to validate every possible publishing permutation with a page-level test, each of which can have an impact on whether that particular rendering of the content at that particular moment conforms.</p>
 
 	    <section class="mitigation">
 		    <h3>Mitigations</h3>

diff --git a/techniques/failures/F12.html b/techniques/failures/F12.html
@@ -11,11 +11,11 @@
                         This is sometimes done for security reasons, to protect users who are
                         assumed to have left their computer exposed in a state where someone could
                         do something harmful to them such as transfer bank funds or make an
-                        unauthorized purchase. A user with a disability may actually still be
-                        working to complete the form as it may take him or her longer to complete
+                        unauthorized purchase. Users with disabilities may actually still be
+                        working to complete the form as it may take them longer to complete
                         the form than would normally be expected. Upon re-authentication, if the
-                        state of the user's session is not restored, including all data that had
-                        been previously entered into the form, he or she will have to start over.
+                        state of users' sessions are not restored, including all data that had
+                        been previously entered into the form, they will have to start over.
                         And for these users, it is likely that the session will time out again
                         before they can complete the form. This sets up a situation where a user who
                         needs more time to complete the form can never complete it.</p>

diff --git a/techniques/failures/F9.html b/techniques/failures/F9.html
@@ -1,6 +1,6 @@
 <!DOCTYPE html><html lang="en" xml:lang="en" xmlns="http://www.w3.org/1999/xhtml"><head><title>Failure of Success Criterion 3.2.5 due to changing the context when the user removes
-                    focus from a form element</title><link rel="stylesheet" type="text/css" href="../../css/sources.css" class="remove"></link></head><body><h1>Failure of Success Criterion 3.2.5 due to changing the context when the user removes
-                    focus from a form element</h1><section class="meta"><p class="id">ID: F9</p><p class="technology">Technology: failures</p><p class="type">Type: Failure</p></section><section id="applicability"><h2>When to Use</h2>
+focus from a form element</title><link rel="stylesheet" type="text/css" href="../../css/sources.css" class="remove"></link></head><body><h1>Failure of Success Criterion 3.2.5 due to changing the context when the user removes
+focus from a form element</h1><section class="meta"><p class="id">ID: F9</p><p class="technology">Technology: failures</p><p class="type">Type: Failure</p></section><section id="applicability"><h2>When to Use</h2>
       <p>General. </p>
    </section><section id="description"><h2>Description</h2>
       <p>This document describes a failure that occurs when removing focus from a form
@@ -9,11 +9,11 @@
    </section><section id="examples"><h2>Examples</h2>
       <section class="example">
          <h3></h3>
-         
-            <p> The user is going through the form filling out the fields in order.
-                                When he moves from the third field to the forth, the form submits.
-                            </p>
-         
+
+            <p>Users are going through the form filling out the fields in order.
+               When they move from the third field to the forth, the form submits.
+            </p>
+
       </section>
    </section><section id="tests"><h2>Tests</h2>
       <section class="procedure"><h3>Procedure</h3>
@@ -38,5 +38,5 @@ <h3></h3>
       <li><a href="../failures/F37">F37</a></li>
       <li><a href="../failures/F60">F60</a></li>
    </ul></section><section id="resources"><h2>Resources</h2>
-      
+
    </section></body></html>
diff --git a/techniques/general/G115.html b/techniques/general/G115.html
@@ -53,7 +53,7 @@ <h3>Using the <code class="language-html">strong</code> element to emphasize imp
       <section class="example">
 				<h3>Using the <code class="language-html">em</code> and <code class="language-html">strong</code> elements to emphasize text</h3>
 
-<pre xml:space="preserve"><code class="language-html">&lt;p&gt;What she &lt;em&gt;really&lt;/em&gt; meant to say was, 
+<pre xml:space="preserve"><code class="language-html">&lt;p&gt;What the user &lt;em&gt;really&lt;/em&gt; meant to say was, 
    &lt;q&gt;This is not ok, it is &lt;strong&gt;excellent&lt;/strong&gt;!&lt;/q&gt;
 &lt;/p&gt;</code></pre>
       </section>

diff --git a/techniques/general/G163.html b/techniques/general/G163.html
@@ -12,7 +12,7 @@
                <li>Use the footmark (‘) for the ʻokina, but do not display macrons</li>
                <li>Show all diacritical markings</li>
             </ul>
-            <p>The visitor selects the level he or she prefers, and this preference is stored into a session cookie. All subsequent pages during that same session have access to the cookie, and show or hide diacritics according to the selected level.</p>
+            <p>Visitors select the level they prefer, and this preference is stored into a session cookie. All subsequent pages during that same session have access to the cookie, and show or hide diacritics according to the selected level.</p>
             <p>On the server side, content is stored with all diacritical markings. If a visitor prefers fewer or no diacritics, a server-side function replaces or removes diacritics as desired before sending the response.</p>
             <p>Example at
                 <a href="http://www.hawaii.edu/site/info/diacritics.php">Hawaiian language online</a>.</p>

diff --git a/techniques/html/H49.html b/techniques/html/H49.html
@@ -38,7 +38,7 @@ <h3>Using the <code class="language-html">em</code> and <code class="language-ht
                 designed to indicate structural emphasis that may be rendered in a variety of ways
                 (font style changes, speech inflection changes, etc.).</p>
 
-         <pre xml:space="preserve"> ... What she &lt;em&gt;really&lt;/em&gt; meant to say was, &amp;quot;This is not OK, 
+         <pre xml:space="preserve"> ... What the user &lt;em&gt;really&lt;/em&gt; meant to say was, &amp;quot;This is not OK, 
  it is &lt;strong&gt;excellent&lt;/strong&gt;&amp;quot;! ...</pre>
       </section>
       <section class="example">

diff --git a/understanding/20/change-on-request.html b/understanding/20/change-on-request.html
@@ -105,8 +105,8 @@ <h2>Examples of Change on Request</h2>
          <dd> Instead of automatically updating the content, the author provides an "Update now"
                button that requests a refresh of the content.</dd>
          <dt>An automatic redirection</dt>
-         <dd>A user is automatically redirected from an old page to a new page in such a way that
-               he or she never realizes the redirect has occurred.</dd>
+         <dd>Users are automatically redirected from an old page to a new page in such a way that
+               they never realize the redirect has occurred.</dd>
       </dl>
 
    </section>

diff --git a/understanding/20/error-prevention-legal-financial-data.html b/understanding/20/error-prevention-legal-financial-data.html
@@ -26,9 +26,9 @@ <h2>Intent of Error Prevention (Legal, Financial, Data)</h2>
          consequences as the result of a mistake when performing an action that cannot be reversed.
          For example, purchasing non-refundable airline tickets or submitting an order to purchase
          stock in a brokerage account are financial transactions with serious consequences.
-         If a user has made a mistake on the date of air travel, he or she could end up with
-         a ticket for the wrong day that cannot be exchanged. If the user made a mistake on
-         the number of stock shares to be purchased, he or she could end up purchasing more
+         If users have made a mistake on the date of air travel, they could end up with
+         a ticket for the wrong day that cannot be exchanged. If users made a mistake on
+         the number of stock shares to be purchased, they could end up purchasing more
          stock than intended. Both of these types of mistakes involve transactions that take
          place immediately and cannot be altered afterwards, and can be very costly. Likewise,
          it may be an unrecoverable error if users unintentionally modify or delete data stored

diff --git a/understanding/20/extended-audio-description-prerecorded.html b/understanding/20/extended-audio-description-prerecorded.html
@@ -60,10 +60,10 @@ <h2>Examples of Extended Audio Description (Prerecorded)</h2>
       <ul>
 
          <li>
-            <em>Example 1. Video of a lecture.</em> A physics professor is giving a lecture. He makes freehand sketches on the whiteboard,
-            speaking rapidly as he draws. As soon as he has finished discussing one problem, he
-            erases the drawing and makes another sketch while continuing to speak and gesture
-            with his other hand.  The video is paused between problems, and extended audio description
+            <em>Example 1. Video of a lecture.</em> A physics professor is giving a lecture. The professor makes freehand sketches on the whiteboard,
+            speaking rapidly while drawing. As soon as discussion on one problem is finished, the professor
+            erases the drawing and makes another sketch while continuing to speak and gesture.
+             The video is paused between problems, and extended audio description
             of the professor's drawings and gestures is provided; the video is then resumed.
          </li>
 

diff --git a/understanding/20/images-of-text.html b/understanding/20/images-of-text.html
@@ -29,7 +29,7 @@ <h2>Intent of Images of Text</h2>
          font size, foreground and background color, font family, line spacing or alignment.
       </p>
 
-      <p>If an author can use text to achieve the same visual effect, he or she should present
+      <p>If authors can use text to achieve the same visual effect, they should present
          the information as text rather than using an image. If for any reason, the author
          cannot format the text to get the same effect, the effect won't be reliably presented
          on the commonly available user agents, or using a technology to meet this criterion

diff --git a/understanding/20/non-text-content.html b/understanding/20/non-text-content.html
@@ -29,9 +29,9 @@ <h2>Intent of Non-text Content</h2>
          way for making information accessible because they can be rendered through any sensory
          modality (for example, visual, auditory or tactile) to match the needs of the user.
          Providing text alternatives allows the information to be rendered in a variety of
-         ways by a variety of user agents. For example, a person who cannot see a picture can
-         have the text alternative read aloud using synthesized speech. A person who cannot
-         hear an audio file can have the text alternative displayed so that he or she can read
+         ways by a variety of user agents. For example, people who cannot see a picture can
+         have the text alternative read aloud using synthesized speech. People who cannot
+         hear an audio file can have the text alternative displayed so that they can read
          it. In the future, text alternatives will also allow information to be more easily
          translated into sign language or into a simpler form of the same language.
       </p>

diff --git a/understanding/20/resize-text.html b/understanding/20/resize-text.html
@@ -123,7 +123,7 @@ <h2>Examples of Resize Text</h2>
          <li>
             A user with vision impairments increases the text size on a Web page in a browser
             from 1 em to 1.2 ems. While the user could not read the text at the smaller size,
-            she can read the larger text. All the information on the page is still displayed when
+            they can read the larger text. All the information on the page is still displayed when
             the larger font is used for the text.
 
          </li>
@@ -135,7 +135,7 @@ <h2>Examples of Resize Text</h2>
          </li>
 
          <li>
-            A user uses a zoom function in his user agent to change the scale of the content.
+            Users with a zoom function in their user agent change the scale of the content.
             All the content scales uniformly, and the user agent provides scroll bars, if necessary.
 
          </li>

diff --git a/understanding/21/character-key-shortcuts.html b/understanding/21/character-key-shortcuts.html
@@ -50,7 +50,7 @@ <h3>Disable Shortcuts</h3>
 
 <h3>Alternate Control</h3>
 
-<p>A keyboard-only user is in a long issues thread. While reading the thread she accidentally hits the S key, which moves focus to the search bar at the top of the document. This causes her to lose her place and her train of thought. However, a mechanism is provided to allow users to change character-key shortcuts. She changes the shortcut to include another key so she can avoid future interruptions.</p>
+<p>Keyboard-only users are in a long issues thread. While reading the thread they accidentally hit the S key, which moves focus to the search bar at the top of the document. This causes them to lose their place and train of thought. However, a mechanism is provided to allow users to change character-key shortcuts. They change the shortcut to include another key so they can avoid future interruptions.</p>
 			</section>
 
   </section>

diff --git a/understanding/21/concurrent-input-mechanisms.html b/understanding/21/concurrent-input-mechanisms.html
@@ -36,7 +36,7 @@ <h3>Benefits</h3>
 		<section id="examples">
 			<h2>Examples</h2>
       <ul>
-        <li>A user with mobility impairment pairs a mouse and keyboard to her mobile phone with a touchscreen. The phone can thereafter be operated by those input devices and the content does not accept the touchscreen as the only input mechanism.</li>
+        <li>A user with mobility impairment pairs a mouse and keyboard to a mobile phone with a touchscreen. The phone can thereafter be operated by those input devices and the content does not accept the touchscreen as the only input mechanism.</li>
         <li>On a touch-enabled laptop with coarse precision, people who have difficulty activating a small target because of hand tremors, limited dexterity or other reasons are still able to interact with content using their keyboard and trackpad.</li>
         <li>A user starts interacting with a page using a desktop keyboard, and then attaches a secondary touch-enabled monitor. Content can be operated using this newly added input mechanism and does not assume that the keyboard, the first input mechanism it detected, is the only one in use.</li>
         <li>A speech input user navigates content using voice commands which translate to simulate mouse (and keyboard) commands. When talking with a colleague, however, the user turns speech recognition off and uses the mouse instead.</li>

diff --git a/wcag20/Techniques/working-examples/H49/semantictext.html b/wcag20/Techniques/working-examples/H49/semantictext.html
@@ -7,7 +7,7 @@
 <body>
 <h1>Using Semantic markup to mark emphasized or special text</h1>
 <h2>em and strong elements </h2>
-<p>...What she <em>really</em> meant to say was, "This isn't ok, it is <strong>excellent</strong>!...</p>
+<p>...What the user <em>really</em> meant to say was, "This isn't ok, it is <strong>excellent</strong>!...</p>
 <h2>blockquote and cite elements </h2>
 <p>The following is an excerpt from the <cite>The Story of my Life</cite> by Helen Keller</p>
  <blockquote>

diff --git a/working-examples/semantic-text/index.html b/working-examples/semantic-text/index.html
@@ -8,7 +8,7 @@
 <h1>Using Semantic markup to mark emphasized or special text</h1>
 <h2>Using the <code class="el">em</code> and <code class="el">strong</code> elements
   to emphasize text</h2>
-<p>... What she <em>really</em> meant to say was, "This isn't ok, it is <strong>excellent</strong>! ...</p>
+<p>... What the user <em>really</em> meant to say was, "This isn't ok, it is <strong>excellent</strong>! ...</p>
 <h2>Using the <code class="el">blockquote</code> element to mark up long quotations from another source</h2>
 <p>This example also demonstrates the use of the <code class="el">cite</code> element to specify a reference.</p>
 <p>The following is an excerpt from the <cite>The Story Of My Life</cite> by Helen Keller:</p>