IM - OFAD 30013 Keyboarding and Documents Processing with Laboratory PDF

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES Department of Office Administration College of Business Administration Sta. Mesa, Manila OFAD - 30013 Keyboarding and Documents Processing with Laboratory Course...

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES Department of Office Administration College of Business Administration Sta. Mesa, Manila OFAD - 30013 Keyboarding and Documents Processing with Laboratory Course Title Course Title INSTR. JULIUS C. SABANDO Faculty, Department of Office Administration ASSOC. PROF. RONNIE A. IDIAN OFAD 0 Faculty, Department of Office Administration  Keyboarding and Documents Processing with Laboratory OFAD - 30013 INSTR. JULIUS C. SABANDO, Faculty, Department of Office Administration ASSOC. PROF. RONNIE A. IDIAN, OFAD Faculty, Department of Office Administration ALL RIGHTS RESERVED. No part of this learning module may be reproduced, used in any form, or by any means graphic, electronic, or mechanical, including photocopying, recording, or information storage and retrieval system without written permission from the authors and the University. Published and distributed by: Polytechnic University of the Philippines PUP A. Mabini Campus, Anonas Street, Sta. Mesa, Manila 1016 Website: www.pup.edu.ph Email: [email protected] Tel. No.: 5335-1730 / 5335-1787 or 5335-1777 local 201 1  The VMPGO VISION PUP: The National Polytechnic University (PUP: Pambansang Politeknikong Unibersidad) MISSION Ensuring inclusive and equitable quality education and promoting lifelong learning opportunities through a re-engineered polytechnic university by committing to:  provide democratized access to educational opportunities for the holistic development of individuals with global perspective.  offer industry-oriented curricula that produce highly-skilled professionals with managerial and technical capabilities and a strong sense of public service for nation-building.  embed a culture of research and innovation.  continuously develop faculty and employees with the highest level of professionalism.  engage public and private institutions and other stakeholders for the attainment of social development goal.  establish a strong presence and impact in the international academic community. PHILOSOPHY As a state university, the Polytechnic University of the Philippines believes that:  Education is an instrument for the development of the citizenry and for the enhancement of nation-building; and,  That meaningful growth and transformation of the country are best achieved in an atmosphere of brotherhood, peace, freedom, justice and nationalist-oriented education imbued with the spirit of humanist internationalism. SHARED VALUES AND PRINCIPLES 1. Integrity and Accountability 2. Nationalism 3. Sense of Service 2  4. Passion for Learning and Innovation 5. Inclusivity 6. Respect for Human Rights and the Environment 7. Excellence 8. Democracy GOALS OF THE COLLEGE/CAMPUS 1. Educate future leaders and community builders through activities that improve business practices through experiential learning opportunities and strategic partnerships. 2. Provide undergraduate and graduate programs that will equip students to become successful business professionals in an increasingly challenging and diverse business environment grounded in academic excellence, knowledge creation, quality, integrity, accountability, innovative programs and ideas, and commitment to foster lifelong learning. 3. Provide high-quality, innovative instruction on business administration in a supportive environment that encompasses exemplary teaching, experiential learning, external engagement, and impactful action-oriented, relevant, and responsive research. 4. Deliver industry-responsive curricula tailor-fitted to the needs of the industry. 5. Strengthen industry-academe-government partnerships; linkages and alliances with national and international institutions to continuously adopt best practices, advanced technologies and strategies enabling the college to produce future- proof graduates resilient to fast-paced business environment. PROGRAM DESCRIPTION The Bachelor of Science in Office Administration is a four-year degree program aims to strengthen the students’ 21st century skills in an outcome-focused, technology rich environment, guided by the code of conduct and ethical standards for administrative professionals. The curriculum is systematically designed to combine courses in office 3 administration, business management, and information technology, incorporating specialized courses in legal and medical transcription; acquiring competencies and skills to produce and manage vital documents; fostering growth and flexibility for the students in a ladderized education system; and to meet the demands of diverse industries, trends and global workplace. The program recognizes the participation of the students in national and international engagements to explore capabilities and competitiveness to meet global opportunities. The BSOA program prepares the students to assume various careers in general and specialized fields, leadership and executive level positions including entrepreneurial management. The program supports all aspiring administrative professionals to take the Civil Service Professional Examinations and National Certifications for career advancement in government agencies, as well as private organizations. COURSE DESCRIPTION This course involves the application of basic keyboarding principles and techniques in the production of different style and forms of business documents. The course develops the student’s ability to encode at least 35 words per minute with accuracy in a 5-minute timed writing. The students should be able to acquire the basic skills that are necessary in the preparation of letters, memoranda, reports, and other business. INSTITUTIONAL LEARNING OUTCOMES (ILOS) As a polytechnic state university, PUP shall develop its students to possess: 1. Critical and Creative Thinking. Graduates use their rational and reflective thinking as well as innovative abilities to life situations in order to push boundaries, realize possibilities, and deepen their interdisciplinary, multidisciplinary, and/or transdisciplinary understanding of the world. 4  2. Effective Communication. Graduates apply the four macro skills in communication (reading, writing, listening, and speaking), through conventional and digital means, and are able to use these skills in solving problems, making decisions, and articulating thoughts when engaging with people in various circumstances. 3. Strong Service Orientation. Graduates exemplify strong commitment to service excellence for the people, the clientele, industry and other sectors. 4. Adept and Responsible Use or Development of Technology. Graduates demonstrate optimized and responsible use of state-of-the-art technologies of their profession. They possess digital learning abilities, including technical, numerical, and/or technopreneurial skills. 5. Passion for Lifelong Learning. Graduates perform and function in society by taking responsibility in their quest for further improvement through lifelong learning. 6. Leadership and Organizational Skills. Graduates assume leadership roles and become leading professionals in their respective disciplines by equipping them with appropriate organizational skills. PROGRAM LEARNING OUTCOMES (PLOS) Based on CMO No. 19 , Series of 2017 Alignment to ILOs Demonstrate creative and critical thinking of the concepts, principles and 1 2 3 4 5 6 7 8 9 theories, as well as innovative competencies applied in office administration Alignment to ILOs thru research Demonstrate. 1 2 3 4 5 6 7 8 9 1. Demonstrate creative and critical thinking of the concepts, principles ✔ ✔ ✔ ✔ ✔ ✔ ✔ and theories, as well as innovative competencies applied in office administration thru research production, presentation and publication. 2. Promote information sharing and office administration processes ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ utilizing macro skills in communication thru conventional and digital means which leads to good work relationships and productivity. 3. Establish strong commitment to service excellence to the ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ stakeholders in the performance of tasks. 4. Exhibit proficiency and responsible utilization of office machines and ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ state-of-the art technologies to meet the requirements of the global workplace. 5. Participate in community engagement to expand opportunities in ✔ ✔ ✔ ✔ ✔ ✔ ✔ meaningful, socially and academically grounded services. 5  6. Employ organizational and leadership capabilities to assume ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ management functions and promote office administration profession. 7. Practice professionalism and ethical requirements of administrative ✔ ✔ ✔ ✔ ✔ ✔ ✔ professions guided by the code of ethics for office professions guided by the code of ethics for office professionals. 8. Demonstrate flexibility and growth to keep pace with the trends and ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ global technological advancements through research, trainings and seminar/workshops. 9. Participate in national and international activities to promote the ✔ ✔ ✔ ✔ ✔ ✔ ✔ capabilities of the graduates’ profession and discover new and global opportunities. COURSE LEARNING OUTCOMES (CLOS) Alignment to ILOs 1. Develop basic keying skills essential to effective production of 1 2 3 4 5 6 7 personal and business letters, memoranda, manuscripts, and other P P,L P,L P,L O P,L P,L reports. 2. Mastery of the different parts of the keyboard and their functions. P P,L P,L P,L O P,L P,L 3. Reinforce Mastery of the alphabetic finger reaches, special P P,L P,L P,L L P,L P,L characters, and symbols. 4. Format personal and business letters in block style and format P L P,L P,L L P,L L simplified memoranda. 5. Produce mailable business letters using standard formats. L P,L P,L P,L O P,L L 6. Display desirable personality traits and attitudes such as initiative, L P,L P,L P,L O L P,L punctuality critical judgement essential to efficient performance and success in keyboarding; 7. Display desirable working habits like neatness, sense of L L P,L P,L L L L responsibility to decide acceptable correspondence needed in the office. 8. Demonstrate good relations among students as they continue to P P,L P,L P,L L P,L L develop the skills in keyboarding. 9. Employ keyboarding skills to advance in computer technology and P P,L P,L P,L L P,L L software applications. Legend: L – learn, P – practice, O – opportunity for development 6  Preface The COVID 19 pandemic has considerably affected education systems on a global scale. With schools and universities struggles not to hamper the education of the students, the teachers are doing their best to keep learning going during this pandemic. PUP has adopted the flexible/blended learning in order to reach the students at home and continue their education. Welcome to Keyboarding and Documents Processing with Laboratory. This course of the program Bachelor of Science in Office Administration (BSOA) is designed to provide you with the skills and knowledge you will need to be an efficient and effective Administrative Professional. Every topic that you will study in this course is directly related to one or more of many administrative tasks in different offices. This Instructional Materials consisting of four (4) chapters will provide the student the learnings in basic skills in keyboarding, whether you are using a manual typewriter or a computer keyboard. Chapter 1 will discuss the introduction to keyboarding and its importance in developing the skills. Chapter 2 will concentrate on learning the key reaches and exercises. Chapter 3 will center on the keyboarding mastery and Chapter 4 will continue on the keyboarding mastery with the focus on skills and accuracy. The Chapters consisting of several topics per week, will have exercises, assignments and quiz on selected topics. The First Grading period will have the Midterm Examination covering Chapters 1 and 2. The Second Grading period will have Final Examination covering Chapters 3 and 4. Assignments/exercises shall be done in a short bond paper. If you will be using computer and MS Word, Font is Arial, size 11, with side margins one (1) inch. Quizzes on selected topic shall be done on a yellow pad paper. All requirements shall be submitted in a portfolio or folder(s) with cover page and table of contents. The student shall submit all requirements of the course via official courier of the University on January 13, 2021 to the respective teacher at the College of Business Administration, Department of Office Administration, PUP, Main Campus, Sta. Mesa, Manila. Questions, suggestions, comments and feedback matter. Please contact the teacher/adviser once you receive this Instructional Material at mobile no.___________ and by joining the google classroom created for the class with code number ___________ or through email address __________________. Please indicate your full name, section and subject concern. It’s definitely not easy to keep the learning going during this pandemic, but as we just saw, it is possible. You can go with whatever time frame suits you, but, don’t forget that you can do it in several sittings throughout the day instead of one. With few changes to your approach, smart use of online learning, and acknowledging the situation, you can do it. All the best and keep safe! 7  TABLE OF CONTENTS Title Page 1 The VMPGO 2 Preface 3 Table of Contents 4 OBE Course Syllabus 5 CHAPTER I Introduction to Keyboarding a. Brief History of Typewriter 1 b. The Importance of Learning Basic Keyboarding Skills 3 c. Typewriters versus Computers 6 d. Parts and Functions of the Typewriter 8 CHAPTER II Getting Ready to Key a. Getting Ready to Key 11 b. Locating the Home Keys, Space Bar and Return Keys 12 c. Learning the Home Keys a s d j k l 12 d. Learning New Keys Reaches 17 e. Basic Skills Development 27 f. Reconstruction of Basic Skills 38 CHAPTER III Keyboarding Mastery a. Skills and Accuracy Exercises 46 b. Measuring Skill Improvement 51 CHAPTER IV Formatting a. Margin Setting 57 b. Typing Rules and Guidelines 59 c. Introduction to Basic Business Documents 64 8 MIDTERM EXAMINATION CHAPTER V Review of Business Letter Format and Punctuation Styles a. Determining Margin Setting 73 b. Parts of Business Letter 75 c. Business Letter Styles/Format 78 d. Addressing a Letter Envelope 81 e. Two-page Letter in Block Format/Second Page Heading 85 f. Letter with Special Features/Notation 85 g. Interoffice Memos 89 CHAPTER VI Employment Documents a. Personal Business Letter/Letter of Application 95 b. Resume 99 c. Measuring Straight Copy 101 Business Reports Production 102 a. Agenda and Action Minutes 105 b. Itinerary 106 c. Press/News Release CHAPTER VII Reports and Outline a. Preparing Outlines 107 b. Unbound Report 111 c. Unbound Report: Second Page with Reference 111 d. Two-page Report with Direct Quotations 114 a. Skill Building – Measure Straight Copy 116 b. Formatting – Measurement: Two page Unbound Report with 119 References FINAL EXAMINATION 9  COURSE SYLLABUS OUTCOMES-BASED TEACHING AND LEARNING PLAN (OBTL PLAN) Week Desired Learning Alignment to Learning Instructional Delivery Design Assessment Tasks (18 Outcomes (DLOs) CLOs Content/Topics Face-to-Face Flexible Learning and Teaching (Tas) Weeks) Activities (FLTAs) Synchronous Asynchronous 1. Demonstrate CLO 1,2,3 Orientation  Orientation Online Learning Modular  Self- awareness and  Introduction of using Google using assessment 1 appreciation of the 1. Review of PUP the course Classroom; Teacher’s and plan students to adhere Vision and objectives and Online Video Instructional based on the to the goals of the Mission, Job Targets Presentation Materials objectives of University. Philosophy,  Interactive Video the course 2. Develop interest to Strategic Presentation and the objectives of Objectives  Lecture requirements the program and (8-Point  Discussion in written produce plan for Agenda) and form for at future Shared Values least 100 opportunities. 2. CBA Vision, words 3. requirements of Mission, Goals,  Reflective the course and Objectives and Journal on assume Core Values the 3. BSOA Importance responsibility Objectives of Learning towards 4. Job Targets the Basic attainment of the Course Content, Keyboarding course objectives Requirements Skills 4. Job Targets and 5. Course Content, Expectations Requirements and Expectations 0  First Grading 1. Discuss the I. Introduction history of the typewriter and A. Brief History of the its relevance to Typewriter the development of the QUERTY B. Importance of Learning keys; Basic Keyboarding Skills 2. Appreciate the importance of C. Typewriters versus learning basic Computers keyboarding skills to business students; 3. Differentiate the value of the typewriter as introductory to computer studies; 2 II. Getting CLO 1. Identify the  Review Online Learning Modular  Graded Ready to 1,2,3,4,5,6,7,8,9 different parts Lessons/ using Google using exercises Type of the Practice Classroom; Teacher’s  Submission typewriter and Exercises Online Video Instructional of Daily A. Parts and functions discuss its  Lecture Presentation Materials Activities of the Typewriter function.  Demonstration  Short Quiz B. Getting Ready to Key 2. Execute correct  Illustration a. Preparing the location and equipment manipulation of b. Proper position in the operative Typing 1  c. Using the Correct parts of the Technique in Keying typewriter; 3. Display C. Locating the home readiness in keys, space bar and return keyboarding by implementing D. Learning the home proper sitting keys a s d f and j k l ; position and finger home key E. Learning New Key reaches and Reaches techniques; 4. Develop familiarization and skill in typing the home keys; 3 1. Practice Common CLO 1. Demonstrate  Review Lessons/ Online Learning Modular  Graded Reaches 1,2,3,4,5,6,7,8,9 correct typing Practice using Google using exercises  E and N techniques, and Exercises Classroom; Teacher’s  Submission  Left Shift, H, T, accurate finger  Lecture Online Video Instructional of Daily Period reaches;  Demonstration Presentation Materials Activities 2. Develop  Illustration  Speed Tests 2. Common familiarization Punctuation and skill in Rules typing the letters E, N, left shift, H, T and Period; 3. Familiarize with the common punctuation rules used in 2  different sentences 4 F. Basic Skills CLO 1. Develop  Review Lessons/ Online Learning Modular  Graded Development 1,2,3,4,5,6,7,8,9 stroking Practice using Google using exercises 1. Practice Key technique, rate, Exercises Classroom; Teacher’s  Submission Reach Techniques and control, and  Lecture Online Video Instructional of Daily  Right Shift, C, O, building  Demonstration Presentation Materials Activities  W, Comma, B, P, staying power.  Illustration  Speed Tests  G Question Mark 2. Determine X, U gross words a minute with set 2. Skill-Building goals Warmup 3. Develop  Key Words and familiarization Phrases and skills in  Determining typing the gross words a letters C, O, W, minute B, P, G X, U, and Right Shift, Comma, and Question Mark; 5 G. Reconstruction of Basic CLO 1. Display  Review Lessons/ Online Learning Modular  Graded Skills 1,2,3,4,5,6,7,8,9 improved Practice using Google using exercises 1. Practice typing Exercises Classroom; Teacher’s  Submission Downward techniques/skills  Lecture Online Video Instructional of Daily Reaches necessary for  Demonstration Presentation Materials Activities  Q, M, V, efficient  Illustration  Speed Tests Apostrophe performance in  Z, Y, Quotation typing; Mark 2. Develop  familiarization 3  2. Taking 1’ Minute and skills in Timed Writing typing new letters and reaches; 3. Build and measure speed and accuracy through drills and speed tests; 6 III. Keyboarding CLO 1. Develop  Review Lessons/ Online Learning Modular  Graded Mastery 1,2,3,4,5,6,7,8,9 mastery in Practice using Google using exercises keying Exercises Classroom; Teacher’s  Submission A. Skills and techniques  Lecture Online Video Instructional of Daily Accuracy 2. Demonstrate  Demonstration Presentation Materials Activities Exercises improved  Illustration  Speed Tests 1. Skill-Building keyboarding Warmup skills with 2. Copy Difficulty new goals 3. Reaching for New 3. Increase Goals GWAM in 3 4. Skill-Building to 5-minute Workshop timed writing a. Drills 1 to 7 4. Build and measure speed B. Measuring Skill and accuracy Improvement through drills 1. Drill 8 – Building and speed Staying Power tests a. Writing 1-24 b. Improving GWAM c. Finding NWAM 4 7 IV. Formatting CLO 1. Determine  Review Lessons/ Online Learning Modular  Graded 1,2,3,4,5,6,7,8,9 correct side Practice using Google using Exercises A. Margin Setting margins and top Exercises Classroom; Teacher’s  Short Quiz  Pitch/Typeface margin setting  Lecture Online Video Instructional  Speed Test  Determining required by the  Demonstration Presentation Materials Margin Setting typing  Illustration  Setting Tabs materials;  Top Margin 2. Apply tab  Spacing and settings and Horizontal horizontal Centering centering; 3. Apply number B. Typing Rules and rules and word Guidelines division guides;  Number Usage 4. Read and follow Rules proofreaders’  Word Division marks; Guides  Proofreaders’ Marks 8 C. Introduction to Basic CLO 1. Identify the  Review Lessons/ Online Learning Modular  Graded Business Documents 1,2,3,4,5,6,7,8,9 different parts Practice using Google using Exercises  Letter Placement of a business Exercises Classroom; Teacher’s  Short Quiz Table letter;  Lecture Online Video Instructional  Speed Test  Parts of a 2. Determine the  Demonstration Presentation Materials Business Letter margin  Illustration  Business Letters settings for in Block Format varied length of  Proofreading Tips a letter; 3. Type Business letter in block format; 5  4. Apply proofreading guidelines; 9 MIDTERM EXAMINATION Creating business letters Written Examination Production typing 10 Second Grading CLO  Review Lessons/ Online Learning Modular  Graded 1,2,3,4,5,6,7,8,9 1. Determine the Practice using Google using Exercises margin settings Exercises Classroom; Teacher’s  Speed Test V. Review of in preparing a  Lecture Online Video Instructional Business business letter;  Demonstration Presentation Materials Letter 2. Type the  Illustration Format and business letters Punctuation using the Style correct  Determining formatting and Margin setting punctuation;  Parts of Business 3. Identify the Letter different parts  Business Letter of a business Styles/Format letter;  Addressing a 4. Apply the Letter Envelope correct typing techniques and home key position; 5. Produce mailable business letter 6 11-14  Two-page letter in CLO 1. Apply the  Review Lessons/ Online Learning Modular  Graded Block Format / 1,2,3,4,5,6,7,8,9 necessary Practice using Google using exercises Second-Page formatting and Exercises Classroom; Teacher’s  Submission Heading editing skills  Lecture Online Video Instructional of Daily efficiently;  Demonstration Presentation Materials Activities  Letters with 2. Apply the correct  Illustration  Speed Tests Special typing techniques Features/Notation and home key position.  Interoffice Memos 3. Produce business letter and  Proofreader’s Interoffice memos Marks effectively. 4. Develop speed and accuracy in typing at varying rates; 15 Employment Documents CLO 1. Develop speed  Review Lessons/ Online Learning Modular  Graded 1,2,3,4,5,6,7,8,9 and accuracy in Practice using Google using exercises  Personal Business typing at varying Exercises Classroom; Teacher’s  Submission Letter/Letter of rates;  Lecture Online Video Instructional of Daily Application 2. Produce mailable  Demonstration Presentation Materials Activities  Resume personal business  Illustration  Speed Tests  Measuring letter/application Straight Copy letter; 3. Construct a resume using the correct format; 16 Business Reports CLO 1. Produce  Review Lessons/ Online Learning Modular  Graded 1,2,3,4,5,6,7,8,9 business reports Practice using Google using exercises  Agenda and with outlines; Exercises Classroom; 7  Action Minutes 2. Develop speed  Lecture Online Video Teacher’s  Submission  Itinerary and accuracy in  Demonstration Presentation Instructional of Daily  Press/News typing at  Illustration Materials Activities Release Reports varying rates  Speed Tests and Outlines 3. Apply the  Preparing necessary Outlines formatting and  Unbound Report editing skills  Unbound Report: efficiently; Second Page with references  Two-page Report with Direct Quotations 17 Measurement CLO 1. Develop speed  Review Lessons/ Online Learning Modular  Graded  Skill 1,2,3,4,5,6,7,8,9 and accuracy in Practice using Google using exercises Building- typing at Exercises Classroom; Teacher’s  Submission Measure varying rates  Lecture Online Video Instructional of Daily straight 2. Apply the  Demonstration Presentation Materials Activities copy skill necessary  Illustration  Speed Tests  Formatting formatting and – Measure editing skills two page efficiently; unbound 3. Produce mailable report with business letters references 18 FINAL EXAMINATION 5-Minute Timed Writing Written Examination Production typing 8  UNIT I Chapter 1 Introduction to Keyboarding INTRODUCTION Keyboarding is an important skill that everyone in business needs to develop, regardless of whether you learn to key in a typewriter or on a computer. In the beginning of this chapter, the student is provided with a brief history of the typewriter, as the actual machine used in this course is a manual typewriter. However, student can use a computer in lieu of the manual typewriter. A. Brief History of the Typewriter B. Importance of Learning Basic Keyboarding Skills C. Typewriters versus computers D. Parts and Functions of the Typewriter LEARNING OBJECTIVES At the end of the lessons/topics student should be able to: 1. Discuss the history of the typewriter and its relevance to the development the QUERTY Keys. 2. Appreciate the importance of learning basic keyboarding skills to business students 3. Differentiate the values of the typewriter and computer machines as the evolution of documents processing to information technology. 4. Identify the different parts of the typewriter/computer and discuss its functions. 0 LECTURE DISCUSSION A. Brief History of the Typewriter Although many modern typewriters have one of several similar designs, their invention was incremental, developed by numerous inventors working independently or in competition with each other over a series of decades. As with the automobile, telephone, and telegraph, a number of people contributed insights and inventions that eventually resulted in ever more commercially successful instruments. Historians have estimated that some form of typewriter was invented 52 times as thinkers tried to come up with a workable design. In 1865, Rev. Rasmus Malling-Hansen of Denmark invented the Hansen Writing Ball, which went into commercial production in 1870 and was the first commercially sold typewriter. It was a success in Europe and was reported as being used in offices in London as late as 1909. Malling-Hansen used a solenoid escapement to return the carriage on some of his models which makes him a candidate for the title of inventor of the first "electric" typewriter. Malling-Hansen developed his typewriter further through the 1870s and 1880s and made many improvements. Then, in 1875, the well-known "tall model" was patented, which was the first of the writing balls that worked without electricity. MallingHansen attended the world exhibitions in Vienna in 1873 and Paris in 1878 and he received the firstprize for his invention at both exhibitions. The first typewriter to be commercially successful was patented in 1868 by Americans Christopher Latham Sholes, Frank Haven Hall, Carlos Glidden and Samuel W. Soule in Milwaukee, Wisconsin. The working prototype was made by the machinist Matthias Schwalbach. The patent was later sold to Densmore and Yost, who made an agreement with E. Remington and Sons to commercialize the machine as the Sholes and Glidden Type-Writer. This was the origin of the term typewriter. Remington began production of its first typewriter on March 1, 1873, in Ilion, New York. It had a QWERTY keyboard layout, which, because of the machine's success, was slowly adopted by other typewriter 1 manufacturers. As with most other early typewriters, because the typebars strike upwards, the typist could not see the characters as they were typed. By about 1910, the "manual" or "mechanical" typewriter had reached a somewhat standardized design. There were minor variations from one manufacturer to another. o QWERTY The 1874 Sholes & Glidden typewriters established the "QWERTY" layout for the letter keys. The QWERTY layout of keys has become the de facto standard for English- language typewriter and computer keyboards. Other languages written in the Latin alphabet sometimes use variants of the QWERTY layouts, such as the French AZERTY, the Italian QZERTY and the German QWERTZ layouts. The QWERTY layout is not the most efficient layout possible for the English language, since it requires a touch-typist to move his or her fingers between rows to type the most common letters. Although the QWERTY keyboard was the most commonly used layout in typewriters, a better, less strenuous keyboard was being searched for throughout the late 1900s. The 1970s and early 1980s were a time of transition for typewriters and word processors. The increasing dominance of personal computers, desktop publishing, the introduction of low-cost, truly high-quality laser and inkjet printer technologies, and the pervasive use of web publishing, e-mail and other electronic communication techniques have largely replaced typewriters in the United States. Still, as of 2009, typewriters continued to be used by a number of government agencies and other institutions in the US, where they are primarily used to fill preprinted forms. According to a Boston typewriter repairman quoted by The Boston Globe, "Every maternity ward has a typewriter, as well as funeral homes". A fairly major typewriter user is the City of New York, which in 2008 purchased several thousand typewriters, mostly 2 for use by the New York Police Department. New York police officers would use the machines to type property and evidence vouchers on carbon paper forms. A rather specialized market for typewriters exists due to the regulations of many correctional systems in the US, where prisoners are prohibited from having computers or telecommunication equipment, but are allowed to own typewriters. The Swintec corporation (headquartered in Moonachie, New Jersey), which, as of 2011, still produced typewriters at its overseas factories (in Japan, Indonesia, and/or Malaysia), manufactures a variety of typewriters for use in prisons, made of clear plastic (to make it harder for prisoners to hide prohibited items inside it). As of 2011, the company had contracts with prisons in 43 US states. In Latin America and Africa, mechanical typewriters are still common because they can be used without electrical power. In Latin America, the typewriters used are most often Brazilian models; Brazil continues to produce mechanical (Facit) and electronic (Olivetti) typewriters to the present day. The 21st century has seen a revival of interest in typewriters among certain subcultures, including makers, steampunks, hipsters, and street poets. Source: https://en.wikipedia.org/wiki/Typewriter B. The Importance of Keyboarding Like anything in life, practice makes perfect. I am sure that you have heard that saying before. There is great truth to this fact. If you want to achieve anything in life, you will need to commit yourself to daily practice. This includes everything from playing the piano, competing in sports, and even mastering your typing skills. If you want to improve your typing skills then you will need to commit yourself to daily typing practice. Daily typing practice is the key to your typing success. Neglecting to practice will ensure that whatever gains you have made in speed and accuracy will be lost over time. There is no doubt 3 about it. To keep up with your new skills and to improve your typing, you will need daily typing practice. In today’s society, typing is the key to getting a great job. Most jobs require some degree of computer work, and knowing how to type quickly and efficiently will make you more marketable than your fellow worker who simply “finger pecks” at the keyboard. You can honestly state, that learning to type is an investment in your career future. Many public schools have embraced the importance of typing and they are encouraging students to schedule a time set aside for daily typing practice. Teaching the correct methods of typing while they are young is an important step to ensuring their future success. No one could have imagined fifty years ago, how important the Internet would be to our daily lives. Today, living without a computer, or not knowing how to navigate the World Wide Web, sets you at an automatic disadvantage. It is very important that students learn how to type, use Email, use reference tools on the Internet, and handle office programs. Daily typing practice is essential for making all of those tasks simple, effortless, and trouble free. Adults need daily typing practice as well. To remain marketable, enhance your resume, and develop your efficiency with your career you should improve your typing speed and accuracy. There is only one-way to improve your typing skills: daily typing practice. For adults who already have a busy schedule, working full time, raising children, and running a household, daily typing practice can mean playing typing games after the children are in bed and before retiring for the night. Daily typing practice is essential to making the gains in typing speed and accuracy. By practicing regularly, you will begin to notice significant changes in your work performance or in your home computer use. The more you type and use your new skills, you will discover that instant messaging, E-mail, and writing word documents will become simpler, quicker, and error-free. 4  C. Typewriters Versus Computers o Six Reasons Typewriters Are Better Than Computers After the birth of the computers, typewriters seem like a thing of the past. Majority of the world’s population has abandoned the old ways and embraced the magnificent wonders of the new age. Computers clearly dominate many lives; add that with the surge of the internet, and everything can be done with a single type and click. It is like a God- given gift, right? But a minority will respectfully disagree. When it comes to writers, the tool is not merely a means to an end. What they use to write or to type the words matters. In the popular debate between the merits of computers and typewriters, which do you think wins? There are many reasons typewriters can do better than computers. Here are some of them:  Typewriters Force Thinking When all you have in front of you is a tool to write your thoughts with, you will be forced to think, ponder, and contemplate. Remember that typewriters don’t have arrow keys. That means you will be able to focus on coming up with linear and coherent strings of thoughts, and you will be forced to be careful and deliberate when you’re typing each word and each sentence, as there’s no Undo button, only the choice of starting over with a new sheet of paper.  They Foster Creativity Imagination plays a big role into writing, but computers tend to kill it. There are just too many distractions in that machine that you will be multitasking the whole time, switching from tab to tab. Worse, you can be easily exposed to many different inspirations that you will kill off that one bright idea because you doubt yourself and think it is not good enough. 5  The copy-and-paste option on computers is convenient, but it hinders you from knowing how a particular idea could have turned out had you let it blossom. With typewriters, you will be left with your own imagination, and you write without deleting a word or sentence you do not like. Sometimes, you will find that they work. Other times, it is a good experiment that can lead you to more ideas.  They Conserve Energy This is no rocket science. Good, old typewriters do not require electricity. You can cut down on energy by turning to typewriters. It is also comforting to remember that, when worse comes to worst, you can go on writing. Power outages and damage to electrical lines will not be able to stop you from typing away.  They Hinder Hacking Some writers guard their works with their lives. Computers are not fully secure as they are susceptible through hacking. There are many cases where authors’ unfinished works were accessed by determined individuals. Keeping the progress of your manuscript as secret is easier if you are using a typewriter. It will be harder for thieves to physically steal what you have written.  They Are Cool Some people may see them as outdated, but actually typing in one will transform the way you look at typewriters. There is something satisfying with the way the keys sound with every tap of your fingers. If you want to know how authors of the past, like Ernest Hemingway and L. Frank Baum, wrote their most famous works, then choosing a typewriter on your writing journey can be interesting, not to mention satisfying.  They Are Valuable Typewriters have a vintage appeal. Their value rises as time goes by. Some people even put up their typewriters in auctions as they are considered as collectibles. Tom Hanks actually owns more than a hundred of them. Some manual typewriters can be sold for thousands of dollars. All in all, they are a good investment. 6  But if you are not the kind who fancies a traditional typewriter, however, a new invention may be more to your liking. Smart electronic typewriters give you the chance to escape from the hustle and bustle of today’s outside world to write anywhere. These hybrid word processors can save your files locally and, at the same time, have cloud connectivity, so you need not worry about recovering your files.  Does It Really Matter? There are endless reasons typewriters can be downright appealing to many writers. The fascination isn’t going away just yet. In fact, it is getting more popular now that the current generation has rediscovered its charms. The most important thing, though, is not the tool that you use but the way you use it. So go on; write with enthusiasm and passion. Write with all your heart. Source: https://medium.com/@ellene_62959/six-reasons-typewriters-are-better-than-computers24b83c7b840e o Typewriters versus Computers 1. The realization that keyboarding skill is an important entry skill for computer literacy; 2. It is a very important prerequisite for subsequent computer studies; 3. A study showed that students with prior keyboarding instruction demonstrated significant higher keyboarding speed although there was no significant difference in accuracy or error rating; 4. In another study conducted revealed that using computers after typewriters, students showed higher speed with fewer errors; 5. The opportunity afforded by modern keyboarding instructional software to learn independently at one’s own pace provides at least the possibility that keyboarding skills can be achieved with minimal participation by an instructor, at least with well-motivated and self-disciplined students. 6. Another study concluded that in comparison with typewriter-based instruction, computer based instruction is not effective in building typing speed, but can be 7  more effective in building keyboarding accuracy because of its features of correcting errors. D. Parts of the Typewriter Parts Of Typewriter And Their Functions 1. Carriage Return – level or key used for returning the carriage to the right to start a new line. 2. Left Carriage Release – lever at the end that frees carriage so it can be moved by hand. 3. Platen or Cylinder knob – handle at either end of cylinder 4. Line Space Lever or Regulator – controls space between lines 5. Platen or Cylinder – rubber roller around which the paper moves 6. Paper guide – blade against which paper is placed 7. Card Holder – presses cards and envelopes close to the cylinder. 8. Left Margin Stop – key lever or button used to adjust the setting of margins. 8 9. Printing-point Indicator – indicates scale point where machine is ready to print 10. Paper Bail – clamps the paper to cylinder 11. Right Margin Stop – lever to adjust setting of margins 12. Paper Release – loosens paper for straightening or removing 13. Right Carriage Release – lever at right to free carriage so it can be moved by hand 14. Right Platen knob – handle at end of the cylinder 15. Carriage – top moving part that carries paper 16. Backspace Key – moves carriage back one space at a time 17. Tab Set Key – places at tab stop at desired point 18. Tab Bar or Tabulator – releases carriage so it moves to a point where a tab stop has been set 19. Space bar – advances carriage one space at a time 20. Tab Clear Key – removes tab stops at a time 21. Margin release – unlocks the margin stop 22. Ribbon Color Control – let disengage ribbon or any part of it like red or black if your ribbon is of two colors. Source: https://www.studymode.com/essays/Parts-Of-Typewriter-And-Their-Functions-930571.html ACTIVITY Directions: Read the following questions carefully and write your answer in a yellow pad Paper. Please write legibly. (10 points each question) 1. Discuss the history of the typewriter and its relevance to the development of the QUERTY keys; 2. Discuss the importance of learning the basic keyboarding skills to Office Administration students? 3. State your views on the reasons that typewriters are better than computers. 4. Identify the parts of the typewriter. (35 points) 9  Chapter 2 Getting Ready to KEY INTRODUCTION Chapter 2 introduces the student to proper position in typing as well as the correct key hand position. As the student learned the parts of the typewriter from Chapter 1, it is now time to identify the parts to start manipulating the machine. Student prepares equipment to be used, the typewriter; followed by inserting and setting the paper to start typing. Student will then place the fingers on the home row keys to helps increase typing speed because it allows easy access to all other keys surrounding those fingers. Week 2: A. Get ready to key Preparing your Equipment Proper Position in Typing Using Correct Technique in Keying B. Locating the home keys, space bar and return C. Learning the home keys, space bar and return LEARNING OBJECTIVES At the end of the lessons/topics student should be able to: 1. Display readiness in keyboarding by implementing proper sitting position and finger home key reaches and techniques; 2. Develop familiarization and skill in typing the home keys; 3. Execute correct location and manipulation of the operative parts of the typewriter. 10 LECTURE DISCUSSION A. Get Ready to Key Clear your work area with unneeded materials; a. Prepare your equipment (computer desktop/ laptop/typewriter) Setting the paper guide: Typewriters: Set paper guide so that the left edge of your paper will be at 0 on the line- of-writing scale. Set left margin for a 50-space line (pica, 17 and 67; elite, 26 and 76;) Set right margin at end of line-of-writing scale). Set line-spacing for single spacing (1) Insert Paper Computers: Turn on the computers Use default (preset margins) b. Take proper position in typing: Sit erect, hips back in the chair (not resting); Center body with the machine/equipment; Lean body slightly forward; Place both feet flat on the floor to maintain proper position; Relax your shoulders, let your arms and elbows hang comfortably close to the body; Eyes on copy; place your copy at the right, keep it elevated for better reading; c. Curve fingers appropriately: (Follow the instructions using the keyboard) Fingers curved and upright, the tips resting lightly above the home keys;  Keep wrists low but not touching or resting on the machine; 11   Forearms parallel to Keyboard;  Relax your body, arms and fingers every after 30 minutes of typing; B. Locating the home keys, space bar and return Follow the instructions using the keyboard and practice. 1. Drop hands to side allowing fingers to curve naturally. 2. Lightly place the left fingers to a s d f. 3. Lightly place right fingertips over j k l ;. 4. Repeat Return: Reach with the 4th little finger of the right hand to the return/enter and tap it. Quickly return the finger to its home position; Space Bar: Strike the space bar with a down-and-in motion of the right thumb. C. Learning the Home Keys/Home Row Keys Instruction: Read and practice. The home row keys are the row of keys on the computer keyboard your fingers rest on when not typing. For example, on the standard QWERTY United States keyboard, the home row keys for your left hand are A, S, D, and F and your right hand are J, K, l, and ; (semicolon). For both hands, the thumbs rest on the spacebar. By positioning your hands correctly on the home row keys, you can memorize where all other keys on the keyboard are located. 12  o Why should fingers be placed on home row keys? Placing your fingers on the home row keys helps increase your typing speed because it allows easy access to all other keys surrounding those fingers. Faster typing relies on each finger pressing specific keys that are nearby, without having to move your whole hand or other fingers and ideally without looking at the keyboard. By positioning your hands correctly on the home row keys, you can memorize where all other keys on the keyboard are located. ACTIVITY Note: The activities of this course will let you use the reference book: South-Western College Keyboarding Complete Course by Duncan, VanHuss, and Warner. The lessons’ copies/pages are attached for your reference. 1. Prepare yourself in typing the lessons, follow the correct sitting position; Use the correct technique in typing, the home key position; 2. In a short bond paper, type your name, section, and date completed on the first line if using a computer; start typing on Line 7 if using a typewriter. 3. In Lesson 1 of the reference book, pages 3-4; type the following using a typewriter or a computer in a short bond paper (1 sheet only for all the lessons) Font – Arial, Font size – 11 4. Follow the instructions from the book in typing the lessons. a. Type Lesson 1c – Learn Home Keys, follow the instructions; b. Type Lesson 1d – Practice return c. Type Lesson 1e – Practice home row d. Type Lesson 1f – Learn I 13 5. Practice typing the home keys (A S D F J K L ; ), practice return, enter and Space bar; and the letter i. 6. Keyboarding is a skill. Practice. Practice. 14 15 16  Chapter 2 Getting Ready to Key INTRODUCTION Week 3: D. Learning New Key Reaches 1. Skill-Building Warmup 2. Practice Common Reaches  E and N  Left Shift, H, T, Period  Using Correct Technique in Keying 3. Common Punctuation Rules LEARNING OBJECTIVES At the end of the lessons/topics student should be able to: 1. Demonstrate correct typing techniques, and accurate finger reachers; 2. Develop familiarization and skill in typing the letters E, N, left shift, H, T and Period; 3. Familiarize with the common punctuation rules used in different sentences; LECTURE DISCUSSION D. Learning New Key Reaches  Skill-Building Warmup Skill-building warmup means practice typing the past lessons, following the instructions and exercises. 1. Eyes on copy. 2. Fingers curved. 3. Wrist low. 4. Elbows hanging loose. 17   Practice Common Reaches  E and N  Left Shift, H, T, Period  Using Correct Technique in Keying o Standard Procedures for learning new key reaches: 1. Find the new key on the illustrated keyboard; then find it on your keyboard. 2. Study the illustrated key reach. 3. Watch your finger make the reach to the new key a few times. Keep other fingers curved in home position. For an upward reach, straighten the fingers lightly, for a downward reach, curve it a bit more. 4. Key each line twice (slowly then faster) DS between 2-line groups. 5. Repeat if time permits. Work to eliminate pauses. o Keyboarding Rules for Spacing with Punctuation Marks: 1. (.) period - space after a period within an abbreviation (Ph.D.); 1 space after a period following an abbreviation or with initials (Mrs. or J. R.); 2 spaces after a period at the end of a sentence 2. 2. (,) comma - 1 space after 3. 3. (;) semicolon - 1 space after 4. 4. (:) colon - 2 spaces after 5. 5. (-) hyphen - no space before or after 6. 6. (?) question mark- 2 spaces after 7. 7. (!) exclamation point- 2 spaces after o Definition of Terms: Keyboarding – The act of inputting information through the use of a typewriter or computer, involving the placement of fingers on designated keys on the middle “home” row of the keyboard and moving fingers as needed to depress other keys. 18 Typing, Keying or Typewriting – The function is the same as keyboarding except that the objective is to produce immediate printed output on an electric or manual typewriter rather than store information in a computer for subsequent printing. ACTIVITY Note: The activities of this course will let you use the reference book: South-Western College Keyboarding Complete Course by Duncan, VanHuss, and Warner. The lessons’ copies/pages are attached for your reference. 1. Prepare yourself in typing the lessons, follow the correct sitting position; Use the correct technique in typing, the home key position; 2. In a short bond paper, type your name, section, and date completed on the first line if using a computer; start typing on Line 7 if using a typewriter. 3. In Lesson 2 (E and N) of the reference book, pages 5-6; type the following using a typewriter or a computer in a short bond paper (1 sheet only for all the lessons) Font – Arial, Font size – 11 4. Follow the instructions from the book in typing the lessons. a. Type Lesson 2a – Skill-building Warmup b. Type Lesson 2b - Learn e and n c. Type Lesson 2c – Practice Keying Technique d. Type Lesson 2d – Practice keying words and phrases 19 5. In Lesson 3 (Review) of the reference book, pages 7-8; type the following using a typewriter or a computer in a short bond paper (1 sheet only for all the lessons) Font – Arial, Font size – 11. a. Type Lesson 3a – Skill-Building Warmup b. Type Lesson 3b – Practice keying phrases c. Type Lesson 3c – Practice Return d. Type Lesson 3d – Practice special stroking techniques 6. In Lesson 4 (Left Shift, H, T, Period) of the reference book, pages 9-10; type the following using a typewriter or a computer in a short bond paper (1 sheet only for all the lessons) Font – Arial, Font size – 11. e. Type Lesson 4a f. Type Lesson 4b – Left shift and h g. Type Lesson 4c – Practice Return h. Type Lesson 4d – Learn t and. (period) i. Type Lesson 4e – Key words and phrases 7. Keyboarding is a skill. Practice. Practice typing the lessons. 20 21 22 23 24 25 26  Chapter 2 Getting Ready to Type INTRODUCTION Week 4: E. Basic Skills Development 1. Practice Key Reach Technique  Right Shift, C, O,  W, Comma, B, P,  G, Question Mark, X, U 2. Skill-Building Warmup  Key Words and Phrases  Determining gross words a minute LEARNING OBJECTIVES At the end of the lessons/topics student should be able to: 1. Develop stroking technique, rate and control, and building staying power. 2. Determine gross words a minute with set goals. 3. Develop familiarization and skills typing the letters C, O, W, B, P, G, X, U, and Right Shift, Comma, and Question Mark. LECTURE DISCUSSION Determining gross words a minute: 1. Note the figure beneath your last completed line (6 words for each odd-numbered Sentence and 10 words for each even-numbered sentence). 2. For a partial line, note the figure beneath the last word keyed. 3. Add these two figures. The total is gross words a minute (gwam) for a 1’ (minute) writing. (To figure gwam for a 30” writing, multiply the total by 2). 27 ACTIVITY Note: The activities of this course will let you use the reference book: South-Western College Keyboarding Complete Course by Duncan, VanHuss, and Warner. The lessons’ copies/pages are attached for your reference. 1. Prepare yourself in typing the lessons, follow the correct sitting position; Use the correct technique in typing, the home key position; 2. In a short bond paper, type your name, section, and date completed on the first line if using a computer; start typing on Line 7 if using a typewriter. 3. In Lesson 5 (R, Right Shift, C, O) of the reference book, pages 11-12; type the following using a typewriter or a computer in a short bond paper (1 sheet only for all the lessons) Font – Arial, Font size – 11 4. Follow the instructions from the book in typing the lessons. a. Type Lesson 5a - Skill-Building Warmup b. Type Lesson 5b - Learn r and right shift c. Type Lesson 5c – Practice Techniques d. Type Lesson 5d – Learn c and o e. Type Lesson 5e – Key Words and phrases 5. In Lesson 6 (W, Comma, B, P) of the reference book, pages 13-14; type the following using a typewriter or a computer in a short bond paper (1 sheet only for all the lessons) Font – Arial, Font size. Follow the instructions from the book. a. Type Lesson 6a – Skill-Building warmup b. Type Lesson 6b – Learn w and , (comma) c. Type Lesson 6c – Improve techniques d. Type Lesson 6d – Learn b and p 28 e. Type Lesson 6e – Determine gross words a minute 6. In Lesson 7 (Review) of the reference book, pages 15-16; type the following using a typewriter or a computer in a short bond paper (1 sheet only for all the lessons) Font – Arial, Font size – 11. Follow the instructions from the book. a. Type Lesson 7a – Skill-Building Warmup b. Type Lesson 7b – Check keyreach technique c. Type Lesson 7c – Check spacing/shifting technique d. Type Lesson 7d – Build staying power 7. In Lesson 8 (G, Question Mark, X, U) of the reference book, pages 15-16; type the following using a typewriter or a computer in a short bond paper (1 sheet only for all the lessons) Font – Arial, Font size – 11. Follow the instructions from the book. a. Type Lesson 8a – Skill-Building Warmup b. Type Lesson 8b – Reach for new goals c. Type Lesson 8c – Learn g and ? d. Type Lesson 8d – Learn x and u e. Type Lesson 8e – Build staying power ( Type in a separate bond paper) 8. Keyboarding is a skill. Practice the lessons. 29 30 31 32 33 34 35 36 37  Chapter 2 Getting Ready to Type INTRODUCTION Week 5: F. Reconstruction of Basic Skills 1. Practice Downward Reaches  Q, M, V, Apostrophhe  Z, Y, Quotation Mark  G, Question Mark, X, U 2. Taking 1’ Minute Timed Writing LEARNING OBJECTIVES At the end of the lessons/topics student should be able to: 1. Display improved typing techniques/skills necessary for efficient Performance in typing; 2. Develop familiarization and skills in typing new letters and reaches; 3. Build and measure speed and accuracy through drills and speed tests. LECTURE DISCUSSION The activities of this course will let you use the reference book: South-Western College Keyboarding Complete Course by Duncan, VanHuss, and Warner. The lessons’ copies/pages are attached for your reference. Reach for the enter key without pausing of looking up:  Keep fingers in home position  Reach little finger to return;  Flick; return to home position at once; 38   Do not glance up;  Do not break the flow of the work. ACTIVITY 1. Prepare yourself in typing the lessons, follow the correct sitting position; Use the correct technique in typing, the home key position; 2. In a short bond paper, type your name, section, and date completed on the first line if using a computer; start typing on Line 7 if using a typewriter. 3. In Lesson 9 (Q, M, V, Apostrophe) of the reference book, pages 19-20; type the following using a typewriter or a computer in a short bond paper (1 sheet only for all the lessons) Font – Arial, Font size – 11 4. Follow the instructions from the book in typing the lessons. a. Type Lesson 9a -Skill-Building Warmup b. Type Lesson 9b - Learn q and m c. Type Lesson 9c – Practice downward reaches d. Type Lesson 9d – Learn v and ‘ (apostrophe) e. Type Lesson 9e – Practice returning and spacing 5. In Lesson 10 (Z, Y, Quotation Mark) of the reference book, pages 21-22; type the following using a typewriter or a computer in a short bond paper (1 sheet only for all the lessons) Font – Arial, Font size – 11 a. Type Lesson 10a -Skill-Building Warmup b. Type Lesson 10b - Learn z and y 39 c. Type Lesson 10c – Practice specific keyreaches d. Type Lesson 10d – Learn “ (quotation mark) e. Type Lesson 10e – Build staying power 6. Practice typing the lessons 40 41 42 43 44  Chapter 3 Keyboarding Mastery INTRODUCTION This is in this chapter that the student has learned the keyboarding mastery. It means, the student has develop the proper position in typing, applying correct techniques in typing, and fingers are placed on the home keys always. Typing without looking at the copy. There is a continuous flow of work when typing. Week 6: A. Skills and Accuracy Exercises 1. Skill-Building Warmup 2. Copy Difficulty 3. Reaching for New Goals 4. Skill-Building Workshop Drills 1 to 7 LEARNING OBJECTIVES At the end of the lessons/topics student should be able to: 1. Develop mastery in keying techniques with gradual increase in speed. 2. Demonstrate improved keyboarding skills with new goals. 3. Increase GWAM in 3 to 5-minute timed writing 4. Build and measure speed and accuracy through drills and speed tests. 45 LECTURE DISCUSSION A. Skills and Accuracy Exercises Copy Difficulty: What factors determine whether copy is difficult or easy? Research shows that difficulty is influenced by syllables per word, characters per word, and percent of familiar words. Carefully controlling these three factors assures that speed and accuracy scores are reliable – that is, increased scores reflect increased skill. In Level 1, all timings are easy. Note “E” inside the triangle above the timing. Easy timings contain an average of 1.2 syllables per word, 5.1 characters per word, and 90 percent familiar words. Easy copy is suitable for the beginner who is mastering the keyboard. ACTIVITY 1. Prepare yourself in typing the lessons, follow the correct sitting position; Use the correct technique in typing, the home key position;  Keep fingers in home position  Reach little finger to return;  Flick; return to home position at once;  Do not glance up or look in the keyboard;  Eyes on copy only;  Do not break the flow of the work.  Aim for no error or 1 error 2. In a short bond paper, type your name, section, and date completed on the first line if using a computer; start typing on Line 7 if using a typewriter. 1. Drill 1: reinforce key locations – Type in 1 short bond paper 2. Drill 2: Goal: Strengthen up and down reaches Drill 3: Goal: Strengthen individual finger reaches Drill 4: Goal: Strengthen special reaches Type Drill 2, 3, 4 in 1 short bond paper; same instruction in #2. 46 3. Drill 5: Goal: Improve trouble-some pairs Drill 6: Goal: Build speed Drill 7: Goal: Build speed Type Drill 5, 6, 7 in 1 short bond paper; same instruction in #2. 47 48 49 50  Chapter 3 Keyboarding Mastery INTRODUCTION Week 6: B. Measuring Skill Improvement 1. Drill 8 – Building Staying Power a. Writing 1-24 b. Improving GWAM c. Finding NWAM d. Writing 5-7 LEARNING OBJECTIVES At the end of the lessons/topics student should be able to: 1. Develop mastery in keying techniques with gradual increase in speed. 2. Demonstrate improved keyboarding skills with new goals. 3. Increase GWAM in 3 to 5-minute timed writing 4. Build and measure speed and accuracy through drills and speed tests. LECTURE DISCUSSION B. Measuring Skill Improvement Building staying power means the student must continue typing the exercises and drills to improve speed and accuracy in typing. After several drills and practice, notice the increase in the number of words typed in 1 minute and 2 minute timed writing. Once your gross words a minute (GWAM) is determined and notice gradual increases in GWAM in every paragraph student will proceed to the next paragraph and goals until reaching GWAM 30. 51  The students must follow the proper position in typing and correct finger position, and home keys techniques, students will surely develop keyboarding mastery. ACTIVITY 1. Prepare yourself in typing the lessons, follow the correct sitting position; Use the correct technique in typing, the home key position; 2. In a short bond paper, type your name, section, and date completed on the first line if using a computer; start typing on Line 7 if using a typewriter. 3. Practice typing the paragraphs for 1 minute and 2 minutes; use a timer; Skill- Building Workshop 1 of the reference book, Drill 8, on page 32-33  Keep fingers in home position  Reach little finger to return;  Flick; return to home position at once;  Do not glance up or look in the keyboard;  Eyes on copy only;  Do not break the flow of the work.  Aim for no error or 1 error After several drills and practice, notice your increase in the number of words you type 1 minute and 2 minutes timed writing. Once your GWAM gradually increases in every paragraph proceed to the next paragraph and goals until you reach goal/gwam 30. Goal: build staying power 1. Type writing 1 to 4, in 1 short bond paper; same instruction in #2. Writing 1: 18 gwam 52  Writing 2: 20 gwam Writing 3: 22 gwam Writing 4: 24 gwam 2. Type writing 5 to 6, in short bond paper; same ins Writing 5: 26 gwam Writing 6: 28 gwam Writing 7: 30 gwam 53 54 55  Chapter 4 Formatting INTRODUCTION Copy that is arranged attractively on the page appears to the reader. An attractive document shows respect for the reader. Documents are more attractive when the margin are set an equal distance from the left and right edges of the paper. This gives the document the appearance of being balanced. How copy looks is just as important as what you key. Week 7: A. Margin Setting  Pitch/Typeface  Determining Margin Setting  Setting Tabs  Top Margin  Spacing and Horizontal Centering B. Typing Rules and Guidelines  Number Usage and Rules  Word Division Guides  Proofreader’s Marks LEARNING OBJECTIVES At the end of the lessons/topics student should be able to: 1. Determine correct side margins and top margin setting; 2. Apply tab settings and horizontal centering; 56  3. Apply number rules and word division guides; 4. Read and follow proofreaders’ marks; LECTURE DISCUSSION A. Margin Setting o Pitch / Type Most keyboarding systems have at least two type sizes or pitches: 10-pitch (Pica) and 12-pitch (elite). Pitch refers to the number of keystrokes in one horizontal inch. 1 Inch 10 pitch /1 2 3 4 5 6 7 8 9 0 / 12 pitch /123456789101112/ o Determining Margin Setting Side margins are the distance between the edge of the paper and the print. Up to this point, you have been using preset or default margins. To achieve an attractive page layout, set the margins an equal distance from both edges of the paper. Documents are often formatted with 1”, 1.5”, or 2” side margins. The line of writing is the space available for keying. It is determined by subtracting the side margins from the width of the paper, 8.5” inches. Side margins may be expressed in spaces. When spaces are used, the settings will differ depending upon the pitch (pica or elite) used. In this course, margins will be expressed in inches; it is assumed that the defaults will be 10 pitch (pica) and 1” margins (65-space line). Inches 1’’ 1.5’’ 2’’ Line of writing 6.5’’ 5.5’’ 4.5’’ 10 pitch (pica) Left 10 15 20 Right 75 70 65 12 pitch (elite) Left 12 18 24 Right 90 84 78 57  o Setting Side Margins  Typewriters Be sure the paper has been inserted with the edge at 0. Move the desired spaces from left and right edge of the paper and set margins.  Computer Keyboard Keyboarding software: Set margins in the home screen tab, accessing the format command. o Tab Settings Typewriter: 1. Clear all tabs: Press the Tab Clear and repeat keys. 2. Clear single tabs: Press the Tab Key to move the carrier to desired tab position. 3. Set Tabs: Strike the space bar to move the carrier to desired tab position. Usually at 5 spaces. Press Tab Set key. 4. Tabulate (tab): Press Tab with the closest little finger; release it quickly and return to home row position. Computer keyboard: Defaut tabs. Tabs are present by the word processing software. Default tabs are usually set every 5 spaces. Tabs can be set or cleared in the home screen tab, accessing the format command. o Top Margin Setting One vertical inch contains six (6) lines. A standard sheet of bond paper is 11 inches long; therefore, it contains 66 vertical lines (11 x 6). Top margins are usually specified as 1” (inch), 1.5” (inches), 2” (inches). The default top margin in word processing software is often 1” inches. Top Margin Begin Keying 1’’ Line 7 1.5’’ Line 10 2’’ Line 13 58  o Spacing and Horizontal Centering  Center Point The horizontal center point of a line of writing is determined by adding the numbers on the line-of-writing scale at the left and right edges of the paper and dividing by 2. If the paper guide (left edge) is at 0, the center point for 10-pitch is 42; for 12-pitch, 51. Press the home tab screen for centering feature in word processing. This feature centers text horizontally between the left and right margins Generally, the center command is entered before text is keyed. Centering text: 1. Set one tab at the center. 2. From center, strike the backspace key once for each two letters, spaces, or punctuation marks in the line to be centered. Do not backspace for a leftover stroke at the end of a line. 3. Key the line of text, beginning where you completed the backspacing; return. Computer: Text can be centered in the open screen. B. Typing Rules and Guidelines o Numbers Expressed as words, p53 Good writers know how to use numbers in their writing. The following rules illustrate when numbers should be expressed as words. Key as words:  A number that begins a sentence;  Numbers ten and lower, unless they are part of a series of numbers any of which is over ten.  The smaller between two adjacent numbers.  Isolate fractions and approximate numbers.  Round numbers that can be expressed as one or two words.  Numbers that precede “o’ clock.”  Note: Hyphenate spelled-out numbers between 21 and 99 inclusive. Also, hyphenate fractions expressed as words. 59  o Numbers Expressed as figures, p59 In most business communications, some numbers are expressed in figures, while others are expressed in words. The following guidelines indicate instances when writing numbers as figures is preferred practice. Key as figures:  Numbers coupled with nouns;  House numbers (except House Number One) and street names (except Ten and under); if street number is number, separate it from the house number With a dash (--).  Time when expressed with a.m. or p.m.  Date following a month; a date preceding the month (or standing alone) is Expressed in figures followed by “d” or “th.”  Money amounts and percents, even when approximate, are written as figures (use the $ symbol and/or the words “cents” or “percent”).  Round numbers in the millions or higher with their word modifiers (with or without a dollar sign). Note: When speaking or writing numbers (as in writing numbers on a check), the Word “and” should be used only to signify a decimal point. Thus, 850 is spoken or written as “eight hundred fifty,” not “eight hundred and fifty.” o Proofreader’s Marks Errors are often circled in copy that to be rekeyed. More frequently, perhaps, the copy is marked with special symbols called “proofreaders’ marks” that indicate desired changes. Some commonly used proofreader’s marks are shown here. Study them. Read carefully. Concentrate on content of the copy as you key. 60 ACTIVITY 1. Prepare yourself in typing the lessons, follow the correct sitting position; Use the correct technique in typing, the home key position; 2. In a short bond paper, type your name, section, and date completed on the first line if using a computer; start typing on Line 7 if using a typewriter. 3. Type the centering exercises on page 39 of the reference book, in one short Bond paper; Font Arial, size 11. Follow the centering procedures.  Drill 1  Drill 2  Drill 3 4. Type the paragraphs in 30b of the reference materials on page 66. Double spacing in one short bond paper; Font Arial, size 11. 61 62 63  Chapter 4 Formatting INTRODUCTION Copy that is arranged attractively on the page appears to the reader. An attractive document shows respect for the reader. Documents are more attractive when the margin are set an equal distance from the left and right edges of the paper. This gives the document the appearance of being balanced. How copy looks is just as important as what you key. Week 8: C. Introduction to Basic Business Documents  Letter Placement Table  Parts of a Business  Business Letters in Block Format  Proofreading Tips LEARNING OBJECTIVES At the end of the lessons/topics student should be able to: 1. Identify the different parts of a business letter; 2. Determine the margin settings for varied length of letter; 3. Produce mailable business letter in block format; 4. Apply proofreading guidelines; 64 LEARNING DISCUSSION C. Introduction to Basic Business Documents Business letters are prepared on letterhead stationery, which has the company name, address, telephone number, and logo (the company trademark or symbol) printed at the top of the page. Most letterheads are between 1” and 2” deep. If a letter is sent on plain stationery, a return address must be keyed immediately above the date. Letter Placement: Placing a letter attractively on the page requires learning to judge its length. An average-length letter has at least three paragraphs and about 100 to 200 words. A short letter, however, may have one or two paragraphs and fewer than 100 words. A long letter has four or more paragraphs and more than 200 words. Margins and dateline: The letter placement table serves as a guide for placement of letters of varying lengths. Using standard (default) side margin is efficient, but variable side margins often provide better placement. Letter Placement Table Letter Length Variable Side Margin Standard Side Margin Dateline Short 2’’ 1’’ Line 18 Average 1.5’’ 1’’ Line 16 Long 1’’ 1’’ Line 14 o Parts of a Business Letters Business letters contain a variety of parts that serve very specific purposes. Listed below are basic parts of a ty