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THE READABILITY OF COMPUTER 'MODEM PROGRAM MANUALS

CommunicationDr. Robert M. Brady

By

Eric C. Talaska

A TERM PAPER

University of ArkansasOctober 12, 1993

1. Meets General Requirements of Assignment

Flesch Reading Ease /'Flesch-KincaidGrade Level/Gunning'sFog/'

Typed/

t;)- Use ~f"Samplesll to generalize from '-b I bur l-->"1--===::---....

Describes One or Compares TW9"Texts" Vos<:::--

s-i3- I -

COMM3343Readability Analysis Assignment

Fall 1993

---2. Organization

, / _I., I A7"14 ~t.l~(1H~IJ I/)'/(A/I ¢f'rt;'a,Introduction v' VAI"r onj J (.Body/ A~f T fl(.-FU '(t) ~(~ ~ U/J(A//l4no~r t: ~Yl-f <,

Conclusion ~~ tJ((d 1'" ~(({ri ....( ~UJ.,JN-Ar'lvt~ iuv~ v'~rvlf1 14--d.

rvfp_.r 1lt ~ ~/ef'3. Presentation of Data and Results r

W EaSYO~~FOnoW N~1 rr:"Accura~~ns . ~~l- ~I)wnb~

I-¢;

4. Paper Points to Importance of Study y l.-).>:

.. ,).

.. .

TABLE OF CONTENTS

Chapter

I. INTRODUCTION 1

II. SAMPLES FROM QMODEM 7

III. READABILITY STATISTICS OF QMODEM 12

Counts

Averages

Readability

IV. SAMPLES FROM CROSSTALK 14

V. "MANUAL" FORMULAS FOR CROSSTALK 17

VI. "MANUAL" READABILITY STATS. OF CROSSTALK ...19

VII. READABILITY STATISTICS FOR CROSSTALK 20

Counts

Averages

Readability

",'

..~.r ..e

.;:.

VIII. CONCLUSIONS ••••••••••••..••.••••••••..••••• 21

Results of formula applications

Relationship to questions

IX. BIBLIOGRAPHY •.•••••.•..........••.•..•••••• 22

,,......_

THE READABILITY OF COMPUTER MODEM PROGRAM MANUALS

There is an increase ~ in the use of

computer modems (modulators/demodulators) to communicate

more efficiently, but there is a problem with computer

literacy that is directly linked to the readability of

computer manuals. In this study, concentration shall be

placed upon modem manuals, although they are extremely

similar to any other computer manuals. Fortunately,

computers are becoming more user friendly, that is, easier

to use without the knowledge of "difficult" computer

languages and skills. Unfortunately, however, the manuals

are not becoming more "user friendly" (in this case, not

easier to read), and thus it is necessary to find out why.

There are very important questions that need to be

addressed regarding why the modem manuals are written the

ways they are. What demographics are they written for? Are

they written for the fortun«~peoPle that can afford moderns~

~nd are 5tereotyped a5 5marter than everyofte els;i Or are

they written for anyone that is motivated towards learning

how to use a modem, regardless of demographics? Why do so

many people abandon computer use due to frustration in

trying to figure out the manuals (especially)? The answers

to these questions will vary, depending on how the data is

interpreted via critical analysis of data prese~d.

1

.,. '

~2 \..r

• r There have been many serious social issues addressed

about the modern communication revolution. Since it is more

accessible, it is more vulnerable to abuse. This may be a

reason why the modem manuals are seemingly purposely made

difficult to understand for the average reader. There may

even be some pOlitical influence inVOlved. That would,

~o"> however, be difficult to uncover. It seems as if the"7 \)0~M ~f" ...\......, manuals are wri tten in such a way as to "w'eed" out a certain~"'" if~ ,~9 audience.

The readability of modem manuals does not aid in the

problem of cyberphobia either. People are less likely to

accept something new if they cannot understand it. This is

one reason why less than 5% of the population considers them-

selves computer-competent. Why wouldn't the manufacturers

make the manuals easy to understand, since people would be

more likely to buy the products if they can understand them?

Again, perhaps because of the previous reasons. They may be/.:'''2 IIafraid of II ignoran~ or even average people woul.dabuse

modems, and thus increase the chances of modems being con-

But wha t about whi te collar criminals? Aren't they the

trolled by the government.

ones that pose the greatest threat towards society? They

certainly are the ones that are most likely to understand

the modem manuals. This arguing increases the importance of

this dilemma. With that argument, it is difficult to under-

stand why the manufacturers and writers are not making the

manuals easy for the average person to comprehend.

Thus far, the discussion has been based upon modem

,..'

'00l.9 3<,1:~/ One necessary discussion involves computerese: the

mixture of English and computer jargon. Computer jargon is

about equivalent to ancient hieroglyphics to the beginning

computer user. Some of the most basic computerese jargon

words are: window, run, menu, bug, memory, and loop. This

kind of vocabulary must be interpreted differently when

reading a modem manual. For example, one wouldn't "clean a

window." This jargon will no qoubt have a profound affect

on the readability statistics using the standard formulas

because simple words become more complex to understand~ NtJ ~~Are the readability formulas in~ev;~ Ta~ lP",1.[ '"

"---- ).1yt trfibook appropriate in this study? It seemS-W-J::5"etliecase "'C /Y ,S1>V

that they are, but they need to be more sophisticated. They Ur~~2)~I~~

will give us a basic understanding of the readability of the

manuals. There are many tables, outlines, pictures, and

other various outlays of typeset in the manuals that some-

times help readability and sometimes hinder readability.

This probably depends on what the reader prefers. For

example, one reader may prefer pictures, but another may be

find the pictures to be somewhat of a distraction.

manuals in general. This study involves the readability of

primarixy one manual, but often is compared and contrasted

to another manual. The manual that will receive the most

attention will be Crosstalk for Windows, and the other

manual is called QMODEM. Both are user's manuals that corne. ofJt'tY( ..

with7tomputer sortvare .11'\pacKage-s.

"1" •• ,

4

..

• t Most emphasis will be placed on Crosstalk for Windows

because is most preferred by users. It is also in Windows.

Windows is becoming more preferred and more efficient to use

as opposed to the way in which QMODEM is used. Windowsallows the user to work with the modem more instead of being

dependent on the user's manual, of which must be used

regardless of how smart the user is. Windows promotes ease

of use by allowing the use of a mouse. Qmodem requires the

user to type all data in for processing, assuming the user

knows exactly what to type.

~ ~ More samples have been collected on the Qmodem book

((~.~ l because it is longer than Crosstalk, thus allowing a better) ~~. ( 20% rule of thumb. Both are very similar in context. They

both have an appendix and an index to help the user in

comprehension. Qmodem has a helpful appendix that includes

fifteen commonly asked questions with answers and a 53 word

glossary. It also has six paragraphs at the beginning that

explain how to use the manual and what Qmodem (4.5) is.

Crosstalk has two paragraphs and a large table that explains

what Crosstalk is. It also has three paragraphs that

explain how to use the guide, and an appendix divided in

seven parts. Crosstalk, however, does not have a glossary.

With no glossary, let us look at what the guide says

about the intended audience, of which Crosstalk has four

PC users who want to communicate with a host computer

statements to explain: k'opiea direetly rrOM -eeJ£-e).

Managers who want a basic understanding of Crosstalk

5

.'.

•• and its features

Before reading this guide, you should have a working

knowledge of the following operating environments:

* Microsoft(R) Windows(TM) 3.1

* DOS 3.3 or newer1

What can be classified as "working knowledge" may take

some other form of a readability test, but it can be

generalized that the intended reader should be computer

literate. This means that the reader should meet several

prerequisites before using the manual. What about the user

that wants to use the computer for the sole purpose of using

the modem? Apparently this person would be out of luck

unless he or she meets the prerequisites.

We now know that the guide (manual) is written for a

computer literate audience. That fact is rather disturbing.

Modems are very useful in society for things such as elec-

tronic mail and data inquiries. Why don't the publishers

spend just a couple more dollars to add in better glossaries

and the such? It seems to be the case that consumers are

willing to pay for such an improvement since the cost is

very small compared to the cost the modem and computer.

There are other books that help, but since these programs

are very new, the books are already obsolete. It is there-

fore a challenge to keep up with the latest in moderns.

lCrosstalk for Windows (Digital Communications

Associates, Inc., 1992), p. xiii.

...-...';

6

The deeper, end of the study shall begin. Primarily,

three types of readability formulas will be used: the (~~ /rvd..

Flesch Reading Ease (1974), the Flesch-Kincai~ and the

Gunning Fog Index (1968), all of which determine a grade

level of readability.

The Microsoft Corporation's chart for interpreting the

Fle~h Reading Ease scores differ from that of Flesh's

original chart only in the estimated reading grade level

column. Both charts will be considered in analyzing data ~ ~O~

~ IJ 1').1 .e,«,in this study, but Microsoft's information will ~e most ~

- - /It"~attention in charts due to its sophistication. The differ- ~ovl~?

K~ 0'-1 1>(1 r I

for Microsoft than that of Flesch's original. What that

simply means is that if Flesch's E.R.G. is "7th grade", then

Microsoft's E.R.G. (for Flesch) is presented as "6th grade."-That difference should not interfere with the average since

it is virtually impossible to get the exact grade level any-------------------way.

The first statistics will be from the Qmodem book.

Five samples were randomly selected from the book at

intervals of about 60 pages. The book has a total of about

250 functional pages. The first sample was taken from the

first page. The reason for doing so is that the opening of

the book usually determines whether or not the reader will

continue to read. The following two pages contain the

actual samples and the re-compiled data from the computer.

The samples were copied out of the book including errors.

Q/mo/dem 4/./5 is a very verlsaltile and conlfiglulralble pro/gram.

..~ . 7

.. Sample #1

This docIulmenltaltion is or/gan/ized for use as an in/iltial setJup guide, and as a refJerJenoo book.

Intro/duc/tory inlfotlmaltion on Q/mo/dem 4/./5 is pre/sen/ted first (chap/ter 1), folllowed by step/-by/-

step inlstalllaltion and conlfiglulraltion inlstrucltions (chap/mrs 2 and 3), folllowed by com/mand

refJer/enee maltelrilal (chap/ter 4 and 5) and fi/nal/ly by Qlmo/dem 4/./5 Script doc/ulmenltaltion

(chap/tel 6).

UnIless you are in/tilmatelly familiar with Qlmo/dem 4/./5 you should be/gin with chap/ter 1 and

foVlow the inlstrucltions through chap/ter 2. Aflter comlplet/ing the set/up ma/te/rilal, a full read/ing

of the com/plete conlfig/ulraltion and op/erlaltionlal refler/enee is strong/ly reclomlmendled.

.~, ...8

.,.. "

. 'Sample #2

This is probla/bly the sin/gle most want/edfea/ture in a comlmulni/caltion pro/gram ...A meth/od

to quick/ly con/figlure your new mo/dem to work! It's not like the old days where we hadjust a

hand/ful of moldem comlmands and ev/er/ylbod/y knew them by beart.

Now we have High-Speed moldems with things like MIN/P and V/./3//2 and VI.I4//2 and Speed

BuffJer/ing and so forth. Each moIdem mak/er that en/hanced up/on the Hayes stand/ard had to come

up with their own new comlmands. To add to the con/fulsion, some have the same comlmand(s). but

mean diflfer/ent things to diflfer/ent mo/dems!

Sample #3

.': ...

9

..The QuicklLeam Script Re/cordler is much like a vidle/o camlerla. As it re/cords your

inlter/ac/tions, it ere/ates a Script which ean be re/played latler to repllilcate the ses/sion while

QuicklLeam was actIive. AL T Q is a tog/gle; if the QuickJLeam reloordler is not act/ive, it -is startled

Ifit is act/ive, it ter/milnates and the Script is saved.

In a out/shell, QuieklLeam stores inlcomling dalta inlrer/nallly un/til you type inlforlmaltioQ

your/self. QuickJLeam aslsumes that your dalta was en/tered in re/sponse to a prompt or ~s/~nI I

fromthe syS/tem you are con/nec/ted to. The last 3112 cbar/ac/ters re/ceived are as/Sl1meQ to be tlle

prompt to which you are re/spondling, which will be re/flectled inthe filnal script as a WAITIFOR

comlmand.

10

..Sample #4

This is the pop/ullar stream/lag pro/to/col put in/to the publlic do/main by TeVeinet Zlmo/dem

us/es a varJilaible sized block to trans/fer date over even the nois/i/est phone lines. Zlmo/dem was

de/signed as a Batch trans/fer pro/to/col. As such, it shares the same trans/fer winldows and

al/lo/caltion methlods that the YImoJdem pro/to/col us/es.

Should er/rors occur. ZlmoJdem does not re/quire a bigh-/speed or er/ror-/corJ~tJing mo/dem

with MlNIP or VI.I4/2 to be efIfectlive. While it is not as fast as Y/mo/demlG or Xlmo/dem-l1IK/G, it

does per/fonn well enough to have be/come a 'stanldard' in the inldus/try.

,: .11

. 'Sample #5

What is script? A script is a QlMOIDEM 4/./5 pro/gram. de/signed to per/form spe/ciflic and/or

rep'e/tiItive funcltions much fastler and more re/lila/bly than with manlulal methlods. Scripts can be

used to do just about any/thing that can be done at the keylboard; your i/mag/ilnaition is the only

lim/it. Com/man uses for scripts inlclude:

1. Au/toimat/ed log/on

2. File transfers

3. Com/pletelly au/to/matled seslsions

4. Unlatltendled QIMOIDEM 41.15 op'er/altions

The Quick/Learn Script Re/corlder is an exltreme/ly conlvenlient fa/ciUiIty, but it has its

Iimliltaltions. Bas/i/cal/ly, QuicklLeam can on/ly Ie/cord your inlter/ac/tions with are/mote

com/pulter and repllilcate them ex/actIly. It canlnot add delcilsion-/makling log/ie to the scripts il

creates, or aclcount for unlexlpectled or chang/ing con/di/tions. 2

2 (Mustang Software, Inc., 1992) In chronologicalorder by sample: pages 3, 35, 121, 143, 192.

,J.: '

. '12

TABLE 1

READABILITY STATISTICS: QMODEM

Sample# 1 42 3 5 Avg.

Words 103 97 120 112 110 108

Characters 547 437 564 526 594 534

Paragraphs 2 2 2 2 6 6

Sentences 5 5 7 7 7 6

Averages: (These factors influence thereadability of a document)

Sentences per Paragraph 2.5 2.5 3.5 3.5 1.2 2.6

Words per Sentence 20.6 19.4 17.1 16.0 15.7 17.8

Characters per Word 5.3 4.5 4.7 4.7 5.4 4.9

Readability: (Measured by thesestandard indexes)

Passive Sentences 0% 0% 71% 14% 14% 20%

65.9 65.4 58.4 48.1 52.2

8.4 8.5 10.5 13.3 11.5

8.9 7.9 9.1 9.6 10.1

10.6 9.7 10.3 12.2 12.1

?~))\~-<~v \.J1~¢\~

Flesch Reading Ease........... 23.3

Flesch Grade Level... 17.0

Flesch-Kincaid............................................. 15.1

Gunning Fog Index 17.6

Source: Microsoft Word

..r

•J-! 1

..13

These statistics on Qmodem indicate that the Qmodem

guide has a Flesch reading ease of "fairly difficult and of

the 9th to 12th grade reading level." That reading level,

by the way, satisfies both Microsoft and Flesch. If the

charts and such from the Qmodem book were included, the

reading ease would be drastically changed. They were

avoided due to the inaccurate information that would have

been given from the formula applications.

The five samples are still adequate because most of the

book is in paragraph or sentence from. It is difficult to

determine how the charts and illustrations affect the read-

ing ease. This study will conclude that it depends on each

reader. As portrayed earlier, each reader may be either

facilitated or hindered by the charts and illustrations.

The nature of the charts and illustrations is complex,

however. What makes them especially complex is that every

single character must by exact in order for the program to

work correctly. There is no plus or minus any percent in

comprehension; the reader must comprehend all of it.

Another factor that makes them complex is that more jargon

is used than that of which is used in the text. Taken this

in consideration, it can be conclusive to say that a few

grade levels need to be added on to the computer findings.

Now the study shall concentrate on the readability of

the Crosstalk guide. First, on the following pages, three

random samples and the Microsoft statistics will be present-

ed. Then manual formulas will be applied from them.

14

.'Sample #1: Crosstalk

Cross/talk is a comlmulni/ca/tions pro/gram that aJ/lows a PIC run/Ding Milcrolsoft Win/dows 3/./1

to comlmulnilcate with a host. The host can be any com/putler that Cross/talk is conlnec/ting to. A

PIC can oon/nect to the host dilrectlly, through a mo/dem atltached to the PIC, or through a mo/dem

shared on a LINN. The host does not have to be run/ning Cross/talk in or/der for your PIC to conlnect

to it.

Cross/talk alIlows you to share inlfor/ma/tion, comlputling pow/er, and re/sourc/es with other P/Cs,

with buJIleltin boards and other on-lIine serv/ic/es, and with main/frame and minlilcom/put/er

sys/tems, such as IIBIM mainlframes and OlEIC VIAIXf(R.) minlilcom/putlers.

15

;,.'

••Sample #2: Crosstalk

To transfer files to a Ker/mit host that does not sup/port servler mode, fol/low these steps:

J. Make sure you are con/neetled and log/ged on to the host com/put/er, as ex/plained in

"Con/neetling to the Host, " earlliler in this chapter.

2. Pre/pare the host to send or re/ceive your file by enlterling the aplpro/pri/ate host com/mands or

star/ring the pro/tO/col pro/gram, ifnec/eslsary.

3. From the Ae/tion pull-/down, ehoose File Transfer and then Send File(s) or Re/eeive File(s),

delpend/ing on the di/rec/tion of the translfer. Eifther the Send FUes or Re/ceive Files diallog box is

dis/played.

4. Ifyou are send/ing a file to the Ker/mit host, type the name of the file in the File Name

ed/it box.

16

i-'

: .Sample #3: Crosstalk

N/AlSIl suplport aIJlows Cross/talk to com/mulnilcate through an AlClS to a mo/dem pool. You

can use N/AlSII sup/port with the folllow/ing inlter/face pro/grams:

* Net/work Pro/duct Cor/por/altion's Net/work Com/mu/nilca/tioru; Serlvic/es In/ter/face (N/CIS/f)

* Tel/elbit Alsyn/chro/nous Comlmu/nilca/tions Serv/er

To use N/AlSIL N/c/SIE, and Alc/S, you must run the in/ter/face pro/gram after loadling your

net/work soft/ware and before startling Winldows. (Cross/talk pas/ses da/ta to the inlter/face

pro/gram, which then dilrects the dalta to the aplpro/pri/ate net/work delvice.)

Relfer to the READIME.ITEXT file for inlfor/maltion on the la/test N/AlSIl soft/ware ver/sions

testled with Crossltalk. The READ/ME.ITEXT file also inlc1udes a list of testled N/AlS/J/NJc/SIl

driv/ers and ver/sion num/bers. 3

3Digital Communications Associates, Inc.,pages chronologically by sample: 1-2, 3-28, a-II

.'"-, 17 12.. The following statistics (which will be compared with

the readability statistics by Microsoft) are done manually,. l

that is, with step by step calculations. O~ voV'f'VL'~ d-t~ .__ .-

1- Sample number one ~all come from previous sample

number one of Crosstalk. All three formulas will be

presented before another sample is analyzed. The following.._

depicts how to get the Flesch Reading Ease score:

R.E. = 206.835 - .846 wI - 1.015 sl

~ {>< Where R.E. = reading ease score\00 :("c¢ vII = number of syllables per 100 wordsI...\.~ ~ -ro IIV-~ "",,'"~ --r<f~ ~ sl = average number of wo r ds per sentence~~

J ItA -Jt)t- 0~1 J. ".,c( ~d'f1~'VA-Kincaid:

So, we have R.E. = 206.835

R.E. = 206.835

R.E. = 49.5

The following formula is for the

where G.L. = (.39 sl + 11.8 sw) -and sl = avg. number of words

sw = avg. number of

So, we have G.L. = .39(20.8) + 11.8

G.L. = 8.112 + 19.588 -

- 1.015(20.8)

tence

word

- 15.59

G.L. = 12.11

The Gunning Fog index formula is a follows:

where G.L. = .4(sl + swl)

and swl = number of words that have three syllables

or more per 100 words

So, we have G.L. = .4(20.8 + 15)

G.L. = 14.3

Flesch R.E. = 206.835 - 1.015(19.8)

R.E. ::::: 206.835 106 J' ~I-r"_ IN ~<R.E. 80.7 __ /,)1 '- j

::::: ~1,)(E. I""

Flesch-Kincaid G.L. .39(19.8) + 11.8 15.59j ~ ~ PII"fWl 1

= - ",f)01

G.L. = 7.722 + 14.75 - 15.59

G.L. = 6.9

Gunning Fog G.L. = .4(19.8 + 11)

G.L. = 12.3

Applying the formulas to the last sample, we get:

Flesch R.E. = 206.835 .846(197) - 1.015(17.5)

R.E. = 206.835 166.662 - 17.7625

R.E. = 22.4

Flesch-Kincaid G.L. = .39(17.5) + 11.8(1.97) - 15.59

G.L. = 6.825 + 23.245 - 15.59

G.L. = 14.5

Gunning Fog G.L. = .4(17.5 + 26)

r,:

18 ~3

•• The same formulas apply to sample number two as

follows:

~ble

G.L. = 17.4 J~re- pu.f!J'n r.l... I J..)The. results of all three samples~ r~organjzed on the-1-

~r t~. Obviously, this table is not as complex

as the previous table~ is~. The results of manual figuring

shows a lot of similar and different results as compared to

the Microsoft processing of data. The algarythm used by

Microsoft must confl ict wi th the way syllables were counted

in the following results.

in these manual calculations. The syllables were counted by

p. c((O)~ /fJ LK

I ,READABILITY STATISTICS:> NfCd ~ d~~f~~

19 ]4

TABLE ::2

=================================================Sample:#: 1 2 3 Avg.

Flesch Reading Ease .... 49.5 80.7 22.4 50.9

Flesch-Kincaid. ........ 12.1 6.9 14.5 11.2Gunning Fog Index 14.4 12.3 17.4 14.7

These statistics indicate that each sample is unique

in readability. When compiling data from all of the

previous statistical results, we can conclude that both the

Qmodem and the Crosstalk guides are unstable in readability.

If more samples were taken, the averages may change

considerably. It is safe to predict that because of the:#)cL '

fluctuation among averages4 Just one sample evidentlr can

have a profound impact on the averages.

Among the three main formulas, the Gunning Fox index

is the most inconsistent. As noted earlier, syllable

measurement is somewhat of a conflict among each means of

measurement. This applies towards both modem guides.

The issue here is that it is difficult to distinguish

closely to what grade level the modem guides are written

for. According to the charts, the grade level seems to be

somewhere around 11!;z. That is difficult to believe

1considering how much trouble the average adult has in using

the guides.

_-20

.'

TABLE 3

READABILITY STATISTICS: CROSSTALK

Counts: SampIe# 1 2 3 Average

Words............................................... 104 115 103 107

Characters........................................ 490 524 584 533

Paragraphs....................................... 2 6 5 4

Sentences. 5 4 6 5

Ayerages: (These factors influence theReadability of a document)

Sentences per Paragraph................. 2.5 .7 1.2 1.5

Words per Sentence......................... 20.8 28.8 17.2 22.3

Characters per Word........................ 4.7 4.6 5.7 5.0

Readability: (Measured by these standardindexes)

Passive Sentences........ 0% 25% 0% 8%-Flesch Reading Ease........................ 43.6 54.8

Flesch-Kincaid 12.2 5.8 10.9

Flesch Grade Level... 13.8 7.4 14.0 11.7

Source: Microsoft Word

t'f..(,tqt 1l11'\ ()u ~ ~ do",*" (s /'< Su t:> ~ -no-Y' 'PM~ljl,L1(v \1

These samples were taken just as samples were taken from the Qmodem guide. There were

approximately 140 functional pages in the Crosstalk: guide. Again, Crosstalk is very similar to

Qmodem in context.

21 1 5

'.~.

According to Microsoft, standard writing averages

approximately 17 words per sentence and 147 syllables per

100 words. The modem guide statistics have an average of

about 20 words per sentence, slightly above the so called

"standard writing". Microsoft also claims that the Flesch-

Kincaid standard writing index of seven or eight is

equivalent to the Flesch Reading Ease score of 60-70. The

modem guides averages above that also; therefore the modem

manuals are at least more difficult to read than "standard

writing" .

We must not forget that part of understanding the

guides involve the interaction of the computer. There are

no formulas to calculate how readable the information and

data is one the monitor. We can generalize that it is

relatively difficult to understand what is being displayed

on the monitor when using the modem. However, there is a

function key that, when used, allows the user to access a

wide range of explanations for "what does wha t i "

One of three things are necessary for modem use to

become possible for the average person interested in using

a modem: rewriting of the modem manuals, modifications of

the user friendly program, and/or the teaching of the

instructors in computer classes.

22>

~\

.~<" ... " .....~

.;;.: ..,.

1•

BIBLIOGRAPHY

GUIDES

Digital Communications Associates, Inc. Crosstalk for

Window·s. 1992.

Mustang Software, Inc. QMODEM. 1992.