Consolidate similar parts of REC revision #878
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Revising a REC is a fairly complicated piece of the Process. The 4 subsections that deal with making revisions for class 1 through 4 are comparatively simple, but they had very strong similarities between class 1 and 2, and class 3 and 4. Consolidating the text not only makes the whole thing shorter, it also eliminates subtle differences of language that could leave people wondering about potential differences where none were intended or useful. This is a small part in addressing w3c#700
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| For [=Recommendations=] explicitly identified as [=allow new features|allowing new features=], | ||
| tentative new features (see <a href="#correction-classes">class 4 changes</a>) | ||
| <em class=rfc2119>may</em> be annotated in as [=candidate additions=], | ||
| and <a href="#correction-classes">class 4 changes</a> may be normatively incorporated | ||
| as for <a href="#correction-classes">class 3 changes</a> in [[#revised-rec-substantive]]. |
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| For [=Recommendations=] explicitly identified as [=allow new features|allowing new features=], | |
| tentative new features (see <a href="#correction-classes">class 4 changes</a>) | |
| <em class=rfc2119>may</em> be annotated in as [=candidate additions=], | |
| and <a href="#correction-classes">class 4 changes</a> may be normatively incorporated | |
| as for <a href="#correction-classes">class 3 changes</a> in [[#revised-rec-substantive]]. | |
| For [=Recommendations=] explicitly identified as [=allow new features|allowing new features=], | |
| tentative new features (see <a href="#correction-classes">class 4 changes</a>) | |
| <em class=rfc2119>may</em> be annotated as [=candidate additions=], | |
| and <a href="#correction-classes">class 4 changes</a> may be normatively incorporated | |
| in the same fashion as <a href="#correction-classes">class 3 changes</a> in [[#revised-rec-substantive]]. |
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Revising a REC is a fairly complicated piece of the Process. The 4 subsections that deal with making revisions for class 1 through 4 are comparatively simple, but they had very strong similarities between class 1 and 2, and class 3 and 4. Consolidating the text not only makes the whole thing shorter, it also eliminates subtle differences of language that could leave people wondering about potential differences where none were intended or useful.
This PR is an alternative to #865. It merges the 4 subsections into 3 rather than into 2, to keep "new features" distinct, so as not to make reading about class 3 changes more complicated for those who don't care about class 4.
This is a small part in addressing #700
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