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When a user looks at an application for the first time, it is often difficult to size up what that application is capable of. An excellent way to get an impression of the power and purpose of an application is to glance at the set of available functions by way of its menus and dialogs. We do this in the same way we look at a restaurant s

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menu posted at its entrance to get an idea of the type of food, the presentation, the setting, and the price. Understanding the scope of what a program can and can t do is one of the fundamental aspects of creating an atmosphere conducive to learning. Many otherwise easy-to-use programs put users off because there is no simple, unthreatening way for them to find out just what the program is capable of doing. Toolbars and direct-manipulation idioms can be too inscrutable for a first-time user to understand, but the textual nature of the menus serves to explain the functions. Reading the words Format Gallery (see Figure 22-2) is more enlightening to the new user than trying to interpret a butcon that looks like this (although ToolTips obviously help).

After providing a detailed description of the new interior structural concrete at-plate system that we proposed, we concluded our report with the following:

Figure 22-2 A menu item reading Format Gallery is likely to be more enlightening to new users than a butcon like this one. But after they become intermediates, it s a different story altogether.

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For an infrequent user who is somewhat familiar with an application, the menu s main task is as an index to tools: A place to look when he knows there is a function but can t remember where it is or what it s called. This works the same way as its namesake, the restaurant menu, which permits him to rediscover that delightful fish curry thing he ordered a year ago, without having to remember its precise name. The drop-down menu lets him rediscover functions whose names he s forgotten. He doesn t have to keep such trivia in his head, but can depend on the menu to keep it for him, available when he needs it. If the main purpose of menus were to execute commands, terseness would be a virtue. But because the main justification of their existence is to teach us about what is available, how to get it, and what shortcuts are available, terseness is really the exact opposite of what we need. Our menus have to explain what a given function does, not just where to invoke it. Because of this it behooves us to be more verbose in our menu item text. Menus shouldn t say Open..., but rather Open Report... ; not Auto-arrange, but rather Auto-arrange icons. We should stay away from jargon, as our menu s users won t yet be acquainted with it.

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Many applications also use the status bar that goes across the bottom of their main window to display an even longer line of explanatory text associated with the currently selected menu item. This idiom can enhance the teaching value of the command vector if a user knows to look for it. The location ensures that such information will often go unnoticed. To provide a good pedagogic vector, menus must be complete and offer a full selection of the actions and facilities available in the application. A scan of the menus should make clear the scope of the program and the depth and breadth of its various facilities. Another teaching purpose is served by providing hints pointing to other command vectors in the menu itself. Repeating button icons next to menu commands and including hints that describe keyboard equivalents teach users about quicker command methods that are available (we discuss this further later in this chapter). By putting this information right in the menu, the user may register it subconsciously. It won t intrude upon his conscious thoughts until he is ready to learn it, and then he will find it readily available and already familiar.

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