Discusses the importance of proofreading skills for the word processor operator. Includes exercises. (JOW)

This article is in the form of a letter from a hypothetical former student on her first job in word processing, looking back at her educational experience and how it helped her. She shares her thoughts with her instructor and comments on areas that she feels could have been emphasized more. Grammar/punctuation, proofreading,…

Discusses the challenges of teaching desktop publishing (DTP); the industry is in flux with the software packages constantly being updated. Indicates that the demand for those with DTP skills is great. (JOW)

Describes applications of microcomputers to aspects of accounting and auditing, including such areas as financial statements, recordkeeping, and operations analysis. (SK)

The objective of this study was to describe machine transcription in measurable terms for volume of keyboarding, materials handling, error correction, referencing activities, unit operation, and proofreading tasks. Descriptive statistics from the observation of 23 word processor operators are given. The observation device and its implications for…

Analysis of the use of Gram.mat.ik IV grammar checker software in business communication classes found 114 errors the program did not identify in 67 student papers. Modifications of the software were recommended to increase its usefulness. (SK)

Recommends changes in areas emphasized by word processing instructors. Suggests new emphases, skill areas, and competencies where more emphasis is needed, and traditional business education activities which could receive less attention. (CT)

Describes a word processing class project in which students create a business and develop relevant documents for a portfolio. Explains portfolio evaluation criteria and types of skills the project develops. (SK)

States that the advent of word and data processing centers necessitates an integrated approach to business education curriculum. Describes how a typical word processing center should operate in a school as if it were situated in a large corporation or business. (NRJ)

Describes the design of a tutorial lesson, the benefits of such a lesson, and the drawbacks of such a method. Suggestions for word processing teachers are listed, including requiring students to write their own "operating manual" and using tutorials as an introduction to word processing functions. (CT)

Discusses factors to be considered when deciding whether to buy typewriters, terminals, or microcomputers for the school typing room. Factors include (1) objectives of the typewriting program, (2) market needs, (3) student learning methods, (4) costs, and (5) instructional materials. (CH)

Business educators preparing students for jobs in business and industry should become aware of the problems faced by workers in a typical large office environment. Word processor operators face many of the same problems as factory assembly line workers--lack of personalization, lack of incentive, and removal from the mainstream. (JOW)

Although mature students in the word processing classroom are capable of learning how to operate the equipment, they need a strong support system until they gain self-confidence. (JOW)

Discusses the process of developing a viable curriculum for word processing. Points out the importance of obtaining knowledge of word processing employment requirements from those involved in it. Includes information on necessary courses and continuing education needs. (JOW)

The use of CP/M (Control Program Monitor)-based microcomputers in teaching word processing and data processing is explored. The system's advantages, variations, dictionary software, and future are all discussed. (CT)