Hands-On Word Processing, Teacher’s Book

110 Pages·1984·5.447 MB·English

by  Peter Flewitt (auth.)

HANDS-ON
WORD PROCESSING
TEACHER'S BOOK
Peter Flewitt
©
Peter Flewitt 1984
All rights reserved. No part of this publication may be
reproduced or transmitted. in any form or by any means.
without permission.
First published 1984 by
THE MACMILLAN PRESS LTD
London and Basingstoke
Companies and representatives
throughout the world
ISBN 978-1-349-81240-0 ISBN 978-1-349-81238-7 (eBook)
DOI 10.1007/978-1-349-81238-7
Typeset in Great Britain by
Type Generation Ltd. London EC1.
M
MACMILLAN
fbntents
IDtn:Jductial 3 7 ~ing text fran page to page 47
Ex-inatial Syllabus (hecldist 4 '(~)'l (inserted para) 48
Pl.aJcanIs 5 The file '(aJdio) , 49
Courae pial for dedicated 1iIml '(aJdio)' as edited 50
6
~ for 1iIml ~q Filq
pacJragem~ 7
1 Open~ a file 51
lDtmductory lesaaos 2 RecaUmg text to the screen 52
3 ~aviI)g a doctment 53
1 The keyboard 8 4 Updating a file 54
2 The screen 9 5 Deleting a file 55
3 Text storage 10 6 Duplicat~ a file 56
4 The printer 11 7 Duplicatfnf a disk 57
8 'fustbin' iles 58
Seuq up the video page 9 Pagination 59
10 Headers aOO footers 60
1 Setting margins 12
2 Setting aOO clearing tabs 13 Primq
3 Setting align or decimal tabs 14
4 Setting or ~ing linea:gacing 15 1 Printing fran the screen 61
Supplenentary exercise aOO 2 Printing fran stor~ 62
superscript . 16 3 Print op.tioos: above/below/codes
5 Setting or chang:j.ng pitch 17 blocks7auto/#/justify 63
6 Setting or changing page width 18 Fhl:x>ldenil)g text 63
7 Setting or changing ~e length 19 4 <llanging linespacing within
8 Settil)g or c~ing ines/page 20 apage. .. ~
9 Clearing the screen 21 5 Olangmg p1tch W1thm a page
I'eyq in ten ~ite donWf'!'!ts
1 The UJrsor aOO the file 'key' 22 1 Standard letters aOO the letter
2 Correcting mis-hit characters & '(sale) 'I 66
the file 'Mistakes' 23 l(i) ~ing in variables on
'Mistakes' as '()'OUI'IIaIe)' 1 24 screen 67
3 Erasing characters & the file The letter '(sale)'2 68
'Erase' 25 1(ii) me~ing - the letter 69
4 Delet~ characters aOO the The letters 'Thx:tor' & 'Garage' 70
file ' ~)' 26 l( iii)ue~ing - the variables 71
The file 'Key' updated 27 Variables Thx:tor 2 & Garage 2 72
5 Insert~ characters aOO the 2 Envelop:!s and labels 73
file ' rase' updated 28 3 Fonn-f1ll~ 74
6 Inserting s"e and the file '(invoice) 1 & '(invoice)'2 75
'(pmume , updated 29 4 Non-l inear merge 76
7 TypuJg to a1~s aOO the 5 Creating the staniard page aOO
table from 7 30 ' (record) 'I 77
8 Centring 31 6 The id 78
, (yournare)' & centred notice 32 '(eflte) 'I 79
Brochure caver (centring) 33 7 M:xie or direct print 80
Title ~e (centring) 34 ?anPle fonn for crMRliI1E 7 81
9 thierlining 35 8 Alternative variables page aOO
10 rmenting to tabs, the exercise '(fonnat) 'I 82
aOO the file '(Card)' 36 9 Marg~ to the alternative
11 ~~ records 37 var les page 83
e ile' (Personnel)' 38 10 StaI¥lard paragr~ 84
The letter fran I1E 10 85
Editq ten
Special features
1 Erasq blocks of text 39
2 Delet~ blocks of text 40 1 IDeate 86
The fi e '(~)'2 41 2 Search aOO replace 87
3 lbierlini~ locks of text 42 3 Sort 88
4 Erasing erlining 43 4 GraIitics & Orgarisation chart 89
5 Refonnatt~ text am the file 5 The library or vocabulary 90
'(punaue '3 (refonnatted) 44 6 ~l1ing verification 91
6 MN1ng text within a page 45 7 ths 92
'()'OUI'11IIII!) '4 (transpoSed) 46 8 Special characters 93
2
Introduction
This Course is intended for students having a basic keyboard knowledge
to at least RSA I standard or equivalent, who now wish to progress to
wards an understanding of word processing techniques. On completion of
the course, including the set exercises and the number of hours of
hands-on experience required by the Examining Bodies, the student should
possess the standard of competence required for B/TEC National Word
Processing; RSA Word Processing Stage I; RSA Information Processing;
LCCI Word Processing; LCCI Information Processing; Pitman Practical Word
Processing; Pitman WP Theory & Practice, examinations at a similar
level, and the word-processing content of most Group Secretarial
Syllabuses and examinations.
As all word processors and microcomputers with word processing packages
differ in operation, it has not been possible to include specific inst
ruction regarding the keys to be struck to perform the various oper
ations. Space has been provided for individual students to write in the
keystrokes relating to the particular equipment in use, following inst
ruction or reference to the machine's Manual.
The order in which certain operations are carried out will also vary
from one make or type of machine to another: e.g. opening a file before
or after the text is typed. For this reason, and for ease of reference,
the operations have been grouped under seven main headings, to which the
student may refer easily for revision. The contents page is designed to
act as a check list against which students may tick off each operation
as it is completed.
As far as possible, the exercises have been designed to be achievable on
most types of mathine, though the ease or otherwise of performing them
will necessarily vary from one machine to another. Some operations may
not be possible on the more basic types of word processors, or on some
microcomputer word processing packages. Where an operation is found to
be impracticable for this reason, it cannot form part of the student's
practical experience. Care should be taken however that no operation is
totally ignored simply because it cannot be performed on the machine in
use. In such cases the function concerned should be explained, and if
possible demonstrated or simulated.
It has been found that benefit can be gained by pairing-up students so
that one operates while another observes. Care must be taken however
that neither student dominates, or prevents the other from obtaining a
fair proportion of hands-on time.
Elementary group instruction in switch-on procedures and disk handling
should be given before students are allowed to operate the equipment.
The showing of a film or video programme about ~ord processing will
provide useful background information and give students some idea of
what to expect from the word processor.
Basic procedures for safety should be observed at all times, and inst
ruction on these incorporated where applicable.
3
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'" '" '" '" '" '" '" Is et up vldeo page tic tormat to N+
'" '" '" '" '" '" '" Key-ID text tran typescnpt
'" '" '" '" '" '" '" Proot-read & correct text
'X '" '" '" '" '" '" Insert, delete, roove text
'" 'X 7< ,7.<. lumtre
.... .... 7< .... It<etormat L /Ie K MargIDS
....
"K IUlange l1nespacIDg withID text
'" '" IfobVe colunns ot tabulated text
.... 7< "K 7< 'X "K 'X It-'reate a dOClJlE[lt on storage lII:(aun
'" '" '" '" '" '" '" IRecall fran storage tredrun
'X '" '" '" Ilbpy a t11e
'" 'X LOpy a a1S1{
'" '" '" '" Delete hies
'X "K "K "K 'X l''He management UlOuseKeePIDg)
'" '" '" '" D1Sk management tic Care
'" '" 'X '" 7< 7< '" PrIDt hard copy
'" 'X '" '" PrIDt revised doctm:!nt
'" '" Justify right margID
'" '" PagIDate
'" '" >< >< Merge doctm:!nts
'" '" 'X Sort and Locate
* * * * * Search & Replace
* * * * CalculatIDg ~Maths capab111ty)
'" * '" '" '" SpellIDg verif1cat1on
'" Graptucs
.... >< .... 7< 7< Appl1catlOns knowtedge
.... .... .... titarvlara letters
'" '" '" '" '" Stan:lard paragraphs
'" '" Minutes, reports etc.
,.. 7< 7< Legal doclJlE[lts
.... .... .... .... 1SaS1C apprenatlOn \titarvl-alone)
.... ....
'" '" MVarJCed apprenahon tSystems)
3U b 10-Z0 IZ0-30 Harxls-on tune spec1hed UlOurs)
4
Planeard.
Different makes and types of word processors or computer require the
various functions and operations to be taught in different order.
On some machines, for example, it is necessary to open a file before one
can begin to type; on others the text may be typed first, and the file
opened when the page is completed. Ease or otherwise of performing cer
tain functions may render them elementary practice on some machines, but
find them requiring a fairly advanced knowledge on others.
To help you to compile a course which is suitable for the particular
make(s) or type(s) of equipment available, the plancards have been de
vised. Each one refers to a specific exercise, and informs you which
operations are introduced for the first time in that exercise ,(F), and
which will require reference to other exercises, (R).
When planning a course, the plancards can be laid out in the proposed
order. It is then relatively easy to check that no exercise requiring
reference to others is placed before them in the order of the course.
Certain files, i.e. 'Key' in Exercise 1 of Keying in Text, are used
again in subsequent exerc ises. In such cases, the required file is
named on the plancard so that it will be sure to have been carried out
in time.
To further ease your task and to give you a starting point, two typical
Course Plans are given on the following pages. The first is intended
for a dedicated word processor, the second for a microcomputer using one
of the many WP software packages available.
When you have arrived at a suitable sequence to fit your equipment, the
plancards can then be bound with the rings provided and used by the
students as a guide to the order of the Course.
You will find it useful to number the pages so that students can keep
notes of their progress, but do this lightly in pencil until the course
has been worked through a time or two, to ensure that you have arrived
at the optimum sequence. After any necessary adjustments, you can then
finalise the order and ink in the page numbers.
Alternatively, to avoid any possibility of the students being confused
by the information in the 'boxes', you may prefer to produce your own
course plan in simple list form. A copy can then be given to each
student, who will tick off each exercise as it is completed.
5
A Typical Course Plan for Use with a Dedicated Word Processor
(Based on the Philips P5020 Prospect, l28K Version)
SETTING UP 1. Margins
SETTING UP 2. Tabs
FILING 1. Opening a file
SETTING UP 9. Clearing the screen
KEYING IN 1. The cursor
FILING 2. Recalling text to the screen
KEYING IN 2. Corr~cting mis-hit characters
KEYING IN 3. Eraslng cnaracters
PRINTING 1 Printing from the screen
FILING 4. Updating a file
SETTING UP 4. Setti~g or.changi~g Li~e ~pacing
PRINTING 4. Changlng llnespaclng wlthln a page
SETTING UP 8. Sett~ng or changtng lines per page
SETTING UP 7. Settlng or changlng page length
SETTING UP 5. Setting or changing pitch
PRINTING 5. Changing pitch witnin a page
SETTING UP 6. Settlng or changing page wldth
KEYING IN 4. Deleting characters
KEYING IN 5. Inserting characters
KEYING IN 6. Inserting space
FILING 6. Duplicatlng a file
FILING 5. Deleting a file
FILING 8. 'Dustbin' files
KEYING IN 8. Centring
KEYING IN 9. Underlining
EDITING 2. Deleting blocks of text
EDITING 3. Underlining blocks of text
EDITING 4. Erasing underlining
PRINTING 2. Printing from storage
PRINTING 3. Print options
EDITING 1. Erasing blocks of text
EDITING 5. Reformatting text
EDITING 6. Moving text within a page
EDITING 7. Moving text from page to page
SPECIAL 5. Library or vocabulary functlon
KEYING IN 10. Indentlng to tabs
KEYING IN 11. Typing records
SPECIAL 3. Sort
SETTING UP 3. Align or decimal tabs
KEYING IN 7. Typlng to align tabs
SPECIAL 7. Maths
SPECIAL 1. Locate
SPECIAL 2. Search and replace
COMPOSITE 1. Standard letters
COMPOSITE l~i) Typing in variables
COMPOSITE 1 ii) Merging - the letter
COMPOSITE 1 iii)Merging - the variables
COMPOSITE 2. Envelopes and labels
COMPOSITE 10. Standard paragraphs
SPECIAL 4. Graphics
COMPOSITE 3. Form-filling
COMPOSITE 4. Non-linear merge
COMPOSITE 5. Creating the standard page
COMPOSITE 8. Alternative variables page
COMPOSITE 9. Merging to alternative variables
COMPOSITE 6. The grld
COMPOSITE 7. Mode or direct print
FILING 9. Pagination
FILING 10. Headers and footers
FILING 7. Duplicating a disk
FILING 3. Leaving a document
SPECIAL 6. Spelling verification
SPECIAL 8. Special characters
6
A Typical Course Plan for Use with a Microca.puter
(Based on the WordPro Four Plus software package)
KEYING IN 1. The cursor
FILING 1. Opening a file
SETTING UP 9. Clearing the screen
FILING 2. Recalling text to the screen
KEYING IN 2. Correcting mis-hit characters
KEYING IN 3. Erasing cnaracters
PRINTING 1 Printing from the screen
SETTING UP 5. Setting or changing pitch
PRINTING 5. Ch~ng~ng pitch within a page
PRINTING 2. Pr1nt1ng from storage
PRINTING 3. Print options
FILING 3. Leaving a document
FILING 4. Updating a file
KEYING IN 4. Deleting characters
KEYING IN 5. Inserting characters
KEYING IN 6. Inserting space
SETTING UP 1. Margins
SETTING UP 6. Setting or changing page width
SETTING UP 2. Tabs
SETTING UP 4. Setting or changing Line spacing
PRINTING 4. Changing linespacing within a page
EDITING 1. Eras1ng blocks of text
KEYING IN 8. Centring
KEYING IN 9. Underlining
EDITING 2. Deleting blocks of text
EDITING 3. Underlining blocks of text
EDITING 4. Erasing underlining
EDITING 5. Reformatting text
SPECIAL 2. Search and replace
FILING 5. Deleting a file
FILING 6. Dup~icating a.fi~e
EDITING 6. Mov1ng text w1th1n a page
EDITING 7. Moving text from page to page
SETTING UP 7. Setting or changing page length
SETTING UP 8. Setting or changing lines per page
FILING 9. Pagination
FILING 10. Headers and footers
SETTING UP 3. Align or decimal tabs
KEYING IN 7. Typ1ng to align tabs
SPECIAL 7. Maths
KEYING IN 10. Indenting to tabs
FILING 7. Duplicat1ng a disk
SPECIAL 8. Special characters
COMPOSITE 1. Standard letters
COMPOSITE l~i) Typing in variables
COMPOSITE 1 ii) Merging - the letter
COMPOSITE 1 iii)Merging - the variables
COMPOSITE 2. Envelopes and labels
COMPOSITE 10. Standard paragraphs
SPECIAL 5. Library or vocabulary function
The following exercises are difficult or impossible using this package
KEYING IN 11. Typing records
FILING 8. 'Dustbin' files
COMPOSITE 3. Form-filling
COMPOSITE 4. Non-linear merge
COMPOSITE 5. Creating the standard page
COMPOSITE 6. The grid
COMPOSITE 7. Mode or direct print
COMPOSITE 8. Alternative var1ables page
COMPOSITE 9. Merging to alternative variables
SPECIAL 1. Locate
SPECIAL 3. Sort
SPECIAL 4. Graphics
SPECIAL 6. Spelling verification
7
Introductory Le.sons
Group instruction should be used to introduce the students to the
particular word processor or microcomputer which they will be using.
The first four lessons may be given separately or in succession, but
time spent at this stage will be adequately repaid by a better
understanding of the principles underlying operation of the machine.
Lesson 1 - The Keyboard
Objectives
To familiarise the student with the layout of the keyboard on the
particular machine in use.
Learning objectives
On completion of this lesson, the student should be able to:
(i) recognise those keys which are not part of the normal QWERTY layout
(ii) know the positions of the main function keys
Implementation
If a keyboard chart is available or can be easily produced, this lesson
might form part of the introduction to the machine conducted as a class
exercise. On dedicated word processors the learning of the relatively
few extra keys should not be a great problem. Where there are a great
many extra keys, or multifunction keys on the QWERTY board used other
than as mnemonics, the locating of such keys may of necessity be
postponed until the lessons relevant to their use.
8
Lesson 2 - The Screen
Objectives
To familiarise the student with the size and content of the displayed
screen on the machine in use. To introduce the concept of 'scrolling'
and distinguish between the displayed page and the final printed copy.
Learning Objectives
On completion of this lesson, the student should:
(i) know the width of the display in characters
(ii) know the depth of the display in lines
(iii) know the maximum width to which the page may be scrolled
(iv) know the maximum page length to which the display may be scrolled
(v) understand that the displayed page is not necessarily a true
representation of the final printed result
(vi) understand that text displayed on the screen can be changed at any
time.
Implementation
This lesson is again suitable for group work. Students should be shown
the page settings governing length and width. A piece of text should be
prepared demonstrating the total possible width, and the students should
see how it is possible to scroll from one end of a line to the other.
If you only have a 40-character screen, it is important that the
students understand that this is not normally the case, and that word
processors in commercial use will have 80-character screens.
Another piece of text should be prepared to the maximum page length so
that vertical scrolling can be demonstrated. As the content is
unimportant, any convenient piece of text may be reformatted to suit, or
a short piece called back a number of times to make up the number of
lines required.
9