Word Processing with Word: Learning Made Simple

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The mobile version of the WPS Office word processor makes writing on the go as painless as possible. The WPS word processor has one of the best text formatting tools on the mobile market Figure B , offers easy file sharing, can export to PDF, includes a document merge, includes a revise mode, and it can insert images, text boxes, shapes, comments, tables, spell check, and much more.

Although WPS might not integrate into the Google ecosphere as well as Google Docs, if you're looking for a mobile word processor with power and features to spare, WPS might be the tool for the job. Polaris Office offers a very clean interface, that doesn't distract you from doing your job. Polaris also includes a basic review mode that offers spell check and comments although, no revision feature , as well as the ability to annotate with a simple draw mode Figure C.

One very handy addition is the included text-to-speech feature. If you're on the go, and you need a document read aloud, you won't have to bother installing a third-party tool.

From the view window, tap the upward-pointing arrow and then tap Read Text. This feature is not available in every Android word processor. The free version of Textmaker Office might not have the modern-looking interface as the other tools, but it does a great job of allowing you to create and edit documents on the go. In fact, of all the offerings on the list, Textmaker Office includes a feature set on par with the competition, and also offers a track changes option that is very similar to what you're accustomed to Figure D. Figure D: Make sure you're configured your name and initials in the Textmaker settings, so track changes works.

And if you need help getting up to speed with Textmaker, there's a built-in help tool that can assist you in understanding how the interface and features function. Just don't let the semi-outdated interface fool you, Textmaker Office is a stellar entry in the word processing field. Microsoft Word isn't the best of this bunch, but it is still better than other available options on the Android platform. With an interface that is somewhat familiar to many users, Microsoft Word for Android offers one of the more shallow learning curves available. Microsoft word also gives the user a choice between standard and mobile view Figure E.

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Pris: kr. Häftad, Skickas inom vardagar. Köp Word Processing with Word: Learning Made Simple av Keith Brindley på inacgorcomp.tk This handy textbook covers all you need to know about word processing. Learning Made Simple books give you skills without frills. They are matched to the.

If you're working with an Android tablet, you might find the standard view is the better option. No matter the size of your Android phone, the mobile view is the better option for such a device.

Word Processing in the Primary Grades | Education World

Training programs similar to the one Bruni attended proliferated. Businesses employed thousands of typists. Download our free report to learn more Word usage statistics:. Download full report. However, to be a good typist, you had to be more than just fast.

You had to know…. How to correctly set the line spacing and the margins—especially the right margin where, when you reached it, a bell would ring warning you to hit the carriage return to move down a line and back to the left margin. Woe to you if you ignored the bell. The worst thing you could do was get the formatting wrong and go back and retype everything. Typewriters had no memory capabilities, making retyping documents a fact of life.

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But that began to change in the s with typewriters like the hugely popular IBM Selectric series that essentially launched the era of word processing. These new memory typewriters could store information on magnetic tapes and later cards. When a mistake was made, the typist would simply backspace the typewriter and retype the correct text over the original error.

The typewriter could remember the correct version so when the typist would insert a new blank sheet, the typewriter would automatically print out a flawless version of the desired text. In the s, the invention of larger storage devices the first floppy disks and cheaper computer memory led to word processing solutions capable of storing and managing whole documents.

That was followed by the addition of cathode ray tube CRT screens and computerized printers. Now you could easily view the entire page as you were typing, go back and forth to make edits and instantly print out the results. The modern era of word processing took off. At first, there was a boom in dedicated word processors, which are essentially computers with proprietary software whose sole function was to churn out typed documents.

Companies who made them, such as Vydec and Wang Laboratories, became hugely successful. Individuals still used typewriters, but dedicated word processors took over for large offices and large-scale document production. Word processing quickly became one of the most popular applications for these new devices with programs such as WordStar, WordPerfect, MultiMate and Microsoft Word in hot demand the first version of Microsoft Word appeared on its own in and later became part of Microsoft Word Office.

There were endless debates over which was the best word processor, but each one made it possible to duplicate many if not all of the functions of a dedicated word processor. Their ultimate goal was to speak English, and the more they went to the computer lab, the less opportunity they had to practice conversation.

Steve honored their wishes about reducing the time spent in the computer lab, but wondered how they could take advantage of the technology in less than one hour a week. He began to explore new ways to utilize the computers. Since there were not enough software CDs for everyone, students had already been sharing computers. If they continued to share computers, they could work on a language activity for pairs of learners that he would have normally used in the classroom. They could achieve their goal of interacting with each other rather than focusing on the technology.

One of Steve's first pair-approach activities involved a time-tested ESOL sentence-sequencing activity called a strip story. As used in the regular classroom, the teacher writes a brief story, putting each sentence on a separate line. The story is then cut into strips of paper, with one sentence on each strip. Next, the teacher puts students into groups and gives each group a complete set of the scrambled strips. Learners collaborate in creating a coherent story: they work on the skill of sentence sequencing while also practicing speaking.


Steve saw how learners could use the word processing program's Cut and Paste function to reorder the sentences. In the first part of the class, he taught the students how to use these functions. The learners then spent the rest of the time on the communicative aspect of the activity: working in pairs to decide the correct order of the sentences.

This combined language practice with instruction in a computer function. Steve did some pre-teaching activities to introduce the concept of Cut and Paste.

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He brought in scissors, paste, and paper with sentences written on it, and had students cut off one line from the paper and change the order of sentences. This seemed to jump-start the learning process and helped students to understand the task. Halfway through the class, Steve realized that he should have started with a review of some of the prerequisite computer skills, such as clicking and dragging to highlight select text.

This experience confirmed that it is just as important to do a well-thought-out "precomputer" activity before working on a new computer skill as it is to do a prewriting activity before working on a writing piece. Steve also learned that it took more time than anticipated to demonstrate computer functions. At first he spent a lot of time running from student to student, helping each to get to the correct screen, while others waited in frustration or went ahead and perhaps got lost themselves.

He realized that it is a good idea to make sure that each student moves together with the class, and to wait until everyone catches up before moving on to the next step.

In other classes, he found that this was especially important during the earliest stages of computer use. Steve's program had purchased a projection device, which he used to project the image of his computer screen on the wall, for his students to view.

1. Creating, Naming, and Saving a Document

This allowed learners to interact with information in three different ways. They heard the explanation, saw the steps involved, and did what the Steve was doing as he gave instructions. Although many students were anxious to learn word processing, Steve stressed that the primary focus of the class was not computing; learners were engaged in a cooperative language learning activity. They were working on an English project and learning computing as a tool. He encouraged students using computers by themselves to lean over and work with the classmate next to them.

A week after being introduced to Cut and Paste, Steve's class went back into the lab to create their own sentence-sequencing activity. Most of the class needed more practice. Nevertheless, they had achieved their stated objective of increased conversation, and they were also becoming comfortable with the basics of computing.

By the end of the project, most students felt that they were learning to use a tool that would help them at work, home, and at school. Language Objectives: Reading, sentence sequencing, discussion. Computer Prerequisite: Click to open documents on desktop, line return, highlight. Preparation : Type at least five sentences, one sentence per line, into a word processing program, naming it check. This can be a story, a recipe, directions, or a list of historical events on a theme or area of interest that the class is already prepared to read about.

Then reorder it and name it scrambled , saving both documents on a disk. Load both documents onto the desktop of each student's computer. Prepare an additional "short list" of words or sentences to use in your initial demonstration of cut and paste. Bring paper, scissors and paste. Introduce the vocabulary and concepts of Cut and Paste using real items such as scissors and paste. On the computer, demonstrate how to Cut and Paste using your "short list" document. In groups of two or more, students open the file named scrambled. After reading, students discuss the appropriate order of the sentences and use the Cut and Paste function to reorder them.

When each group is finished, students discuss with the whole class the order they chose and why. At this point they can check the original document the document named check.