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Linux 240 Bridging the Gap: Transferring Photos 288
Beta Software 241
Objective 2 Compare Methods for Transferring Images from
Make Your OS Work for You 242 a Digital Camera 288
Objective 3 Configure a Desktop Operating System 242 Memory Cards 289
Configuring Your OS 243 Connecting via Cable 290
User Accounts 244 Wireless and Cloud Transfer 291
Something Special for You 246 A Picture Is Worth a Thousand Words 292
Objective 4 Compare Specialized Operating Systems 246 Objective 3 Identify Several Ways to Edit and Print
Embedded Operating Systems 247 Photos 292
Editing Photos 293
The NOS Knows 250 Printing and Sharing Photos 294
Objective 5 Compare the Most Common Network Operating
Systems 250 How to Edit a Photo Using the Windows Photos or
What is an NOS? 251 macOS Photos App 298
Utilities You Should Use 254 Making Sense of Sound 304

Objective 6 List and Explain Important Utility Software 254 Objective 4 Recognize Important Audio File Types 304
Why Use Disk Utilities? 255 Audio File Types 305
Utilities for Disk Health 255 Media Software 306
Security Software 259 Speech Recognition 308
Troubleshooting and Maintenance 260 Lights, Camera, Action 310
Objective 7 Troubleshoot Common Computer Problems 260 Objective 5 Describe Several Ways to Create Videos 310
Basic Troubleshooting Methods 261 Videoconferencing, Webcasting, and Streaming Video 311
Saving Energy and Extending Battery Life 262 Sharing Video 313
Configuring Hardware 263
How to Create a Screen Capture Video Using
HOW TO Back Up Important Files 264 Screencast-O-Matic 316
Objectives Recap 271
Key Terms 271 Technology on the Move 320
Summary 271 Objective 6 Compare Portable Media Players, Tablets,
Application Projects 276 and Smartphones 320
Analog vs. Digital 321
Portable Media Players 321
Chapter 6 Smartphones 322
Tablets 322
Digital Devices and Multimedia 280 Objectives Recap 327
Key Terms 327
Digital Camera Basics 282 Summary 327
Objective 1 Explain the Features of Digital Cameras 282 Application Projects 332
Key Features 283
Types of Digital Cameras 285
CONTENTS vii
Chapter 7 Chapter 8
The Internet 336 Communicating and Sharing: The
Social Web 386
Internet Timeline 338
Objective 1 Recognize the Importance of the Internet 338 Talk to Me 388
How It All Got Started 339 Objective 1 Compare Different Forms of Synchronous Online
World Wide Web 339 Communication 388
Internet2 340 Chat and IM 389
VoIP 391
Get Connected 342
Objective 2 Compare Types of Internet Connections 342 Leave a Message 392
How Do You Get Connected? 343 Objective 2 Compare Different Forms of Asynchronous
Access for All 347 Online Communication 392
How do You Read and Send Email? 393
Surf’s Up 348 Parts of an Email Message 394
Objective 3 Compare Popular Web Browsers 348 Text and Multimedia Messaging 396
Browsers 349 Forums and Discussion Boards 397
Configuring Your Web Browser 352
Add-Ons, Plug-Ins, and Toolbars 353 There’s a Place for Everyone . . . 398
Objective 3 Discuss the Impact of Social Media in Society 398
How to Use Google Drive 354 Social Media 399
Social Video, Image, and Music Sites 401
Navigating the Net 358
Presenting Yourself Online 404
Objective 4 Demonstrate How to Navigate the Web 358
Web Addresses 359 How to Create a LinkedIn Profile 406
Smart Searching 361
Get Your Word Out 410
How to Create a Website Using Wix 364 Objective 4 Locate User-Generated Content in the Form
Would I Lie to You? 372 of a Blog or Podcast 410
Blogs 411
Objective 5 Discuss How to Evaluate the Credibility
Podcasts 412
of Information Found on the Web 372
RSS 413
Who Wrote It? 373
Crowdfunding 413
What About the Design? 374
Objectives Recap 377 How to Create a Blog with Blogger 414
Key Terms 377
The Wisdom of the Crowd 418
Summary 377
Objective 5 Discuss How Wikis and Other Social Media Sites
Application Projects 382 Rely on the Wisdom of the Crowd 418
Wikis 419
Social Review Sites 420
Social Bookmarking and News Sites 420
viii CONTENTS
E-Commerce 422 Software and Protocols 466
Objective 6 Explain the Influence of Social Media on Objective 4 List and Describe Network Software and
E-commerce 422 Protocols 466
Types of E-Commerce 423 Peer-to-Peer Network Software 467
How Safe Is My Credit Card? 425 Client–Server Network Software 469
Network Protocols 470
Online Tools for Business 426
Objective 7 Compare Social Media and Other Online How to Check Your System Security Software 474
Technologies Used in Business 426 Protecting Your Network 478
Facebook Pages 427
Twitter 428
Objective 5 Explain How to Protect a Network 478
Layer 1: The Fence 479
Search Engines 429
Layer 2: Door Locks 480
Digital Communication Tools 430
Layer 3: Alarm Systems 481
Layer 4: Guard Dogs 482
Key Terms 435
Objective Recap 485
Summary 435
Key Terms 485
Application Projects 440
Summary 485
Chapter 9
Networks and Communication 444 Chapter 10
Security and Privacy 494
From Sneakernet to Hotspots 446
Objective 1 Discuss the Importance of Computer Cybercrime: They Are Out to Get You 496
Networks 446
Objective 1 Recognize Different Types of Cybercrime 496
Peer-to-Peer Networks 447
Personal Cybercrime 497
Client–Server Networks 449
Cybercrime against Organizations 500
How to Examine Network and Sharing Settings 450
How to Configure Secure Browser Settings Using
LANs and WANs 454 Google Chrome 502
Objective 2 Compare Different Types of LANs and WANs 454 Malware: Pick Your Poison 506
Small Networks 455
LAN Topologies 456
Objective 2 Differentiate between Various Types of
Large Networks 457 Malware 506
Spam and Cookies 507
Network Hardware 460 Adware and Spyware 508
Objective 3 List and Describe the Hardware Used in Both Viruses, Worms, Trojans, and Rootkits 509
Wired and Wireless Networks 460 Shields Up! 512
Network Adapters 461
Network Connectivity Hardware 463
Objective 3 Explain How to Secure a Computer 512
CONTENTS ix
Software 513 How to Create a Form Using Google Drive 560
Hardware 515
Operating System 516 The Tools of the Trade 564
Objective 3 Explain Database Management Systems 564
An Ounce of Prevention 518 Creating a Database 565
Objective 4 Practice Safe Computing 518 Data Validation 566
User Accounts 519 SQL 567
Securing Accounts 520 Output 568
Encryption 522
Safely Installing Software 523 How to Create a Customer Database 570
Updating and Uninstalling Software 524
Data In . . . Information Out 576
Acceptable Use Policies 525
Objective 4 Discuss Important Types of Information
How to Secure a Microsoft Word Document 528 Systems 576
Office Support Systems 577
The Law Is on Your Side 534 Transaction Processing 577
Objective 5 Discuss Laws Related to Computer Security and Management Information Systems 578
Privacy 534 Decision Support Systems 578
The Enforcers 535 Business Intelligence and Big Data 579
Current Laws 535 Expert Systems and Artificial Intelligence 579
Key Terms 539
Real-World Databases 582
Summary 539
Objective 5 List Examples of Databases Used in Law
Enforcement and Research 582
Law Enforcement 583
Science 585
Chapter 11 Key Terms 589
Databases 548 Summary 589
Database Basics 550
Objective 1 Identify the Parts of a Database 550
Tables, Fields, and Records 551 Chapter 12
Forms, Queries, and Reports 552
Program Development 598
A Database for Every Purpose 556
Objective 2 Compare the Four Types of Databases 556 Getting from Idea to Product 600
Flat Databases 557 Objective 1 Describe the System Development Life
Relational Databases 557 Cycle 600
Object-Oriented Databases 558 System Development Life Cycle (SDLC) 601
Multidimensional Databases 558 Other Development Models 605
x CONTENTS
Coding the System 608 Artificial Intelligence 632
Objective 2 Describe the Program Development Objective 4 Explain the Term Artificial Intelligence 632
Cycle 608 Applications 633
Program Development Cycle 609 Expert Systems 633
Neural Networks 634
How to Create a Flowchart 614
Tools of the Trade 618 Key Terms 637
Objective 3 Compare Various Programming Summary 637
Languages 618 Application Projects 642
Programming Languages 619
Programming Tools 620 Appendix A Microsoft® Office 2016 Applications
Web Programming 621 Projects 646
Mobile App Development 622
Appendix B Using Mind Maps 648
How to Automate a Task by Using Glossary 650
a Macro in Word 624
Index 667
CONTENTS xi
What’s New in This Edition?
Visualizing Technology Sixth Edition
Visualizing Technology is a highly visual, engaging computer concepts textbook. Filled with all the important topics you need to cover,
but unlike other textbooks, you won’t find pages full of long paragraphs. Instead, you’ll find a text written the way students are hardwired
to think: it has smaller sections of text that use images creatively for easier understanding, and chapters are organized as articles with
catchy headlines. The sixth edition continues to provide a hands-on approach to learning computer concepts in which students learn
a little and then apply what they are learning in a project, simulation, or watch a Viz Clip video to dive deeper. Each chapter has two
How-To projects focused on Digital Literacy and Essential Job Skills so that students are gaining the skills needed for professional and
personal success. They learn about the important topics of ethics, green computing, and careers in every chapter. And, as technology
continually evolves, so does the content. In this new edition, all of the content has been reviewed and updated to cover the latest tech-
nology, including Windows 10, macOS Sierra, and more coverage of troubleshooting and security.
The optimal way to experience Visualizing Technology is with MyITLab. All of the instruction, practice, review, and assessment re-
sources are in one place, allowing you to arrange your course from an instructional perspective that gives students a consistent, measur-
able learning experience from chapter to chapter.
Highlights of What’s New in This Edition • Added a variety of Infographics to illustrate complex topics
visually
• New Digital Competency Badge offered through MyITLab • Updated Viz Clip videos as needed
• New Pearson etext 2.0 provides an interactive and accessible • Added coverage of Windows 10, macOS Sierra
learning experience • Included more coverage of Troubleshooting and Security
• Updated all content for currency
instruction practice
Prepare visual and kinesthetic learners Engage students with hands-on activities
with a variety of instructional resources and simulations that demonstrate
• Pearson etext 2.0 provides an environment in which students understanding
can interact with the learning resources directly. • How-To Projects provide two active-learning projects per
• Viz Intro Videos provide overview of chapter objectives. chapter—a Digital Literacy Project and an Essential Job Skill
• Viz Clip Videos dig deeper into key topics in a YouTube-like Project. Each project focuses on skills students need for
style. personal and professional success. Topics include basic
• PowerPoint Presentation – to use for in-class, online lecture, website creation, mobile application creation, video creation,
or student review lecture. and using social media for brand marketing.
• Audio PowerPoint Presentations deliver audio versions of • How-To Videos show students how to complete the
PPTs—lecture option for online students. projects.
• TechBytes Weekly provides ready-to-use current news • IT Simulations provide 12 hands-on scenarios that students
articles, including discussion questions and course activities. work through in an active learning environment to demonstrate
understanding.
• Windows 10 high-fidelity training simulations allow students
to explore Windows in a safe, guided environment that
provides feedback and Learning Aids (Watch and Practice)
if they need help.
xii WHAT’S NEW IN THIS EDITION?

review assessment
Self-check and review resources keep Measure performance
learning on track with ready-to-use resources
• Viz Check Quiz Parts 1 & 2 provide a self-check of 3–4 objec- • End-of-Chapter Quiz is a comprehensive chapter quiz that
tives so that students can see how well they are learning the covers all chapter objectives.
content. (Feeds grade to MIL gradebook.) • Application Projects (MyITLab Grader project) are written to
• Viz Intro Videos can also be used for review, as they provide Windows 10 and Office 2016 and allow students to demon-
an overview of what is covered in the chapter. strate productivity, competency, and critical thinking.
• Other in-book, end-of-chapter projects and resources: • Testbank exam contains customizable prebuilt, autograded,
Mindmap Visual Review; Objective Recaps; Key Terms; Sum- objective-based questions covering chapter objectives.
• Other in-book, end-of-chapter projects and resources:
mary; Review Exercises—Multiple Choice, True or False, and
Running Project; Critical Thinking; Do-It-Yourself; Ethical Di-
Fill-in-the-Blank.
lemma; On The Web; Collaboration.
changes by chapter
Chapter 1 What Is a Computer? Chapter 8 Communicating and Sharing:
• Added coverage of Chromebooks The Social Web
• Changed Objective 7 to cover online tools used in business
Chapter 2 Application Software • Added SharePoint, Slack, and other tools
• Updated all software versions
• Added more coverage of Windows 10 Settings tools Chapter 9 Networks and Communication
• Added more information about antivirus software and malware
Chapter 3 File Management • Added more information about wireless security
• Added Cortana and Siri
Chapter 10 Security and Privacy
Chapter 4 Hardware • Updated images
• Removed reference to obsolete connectors and ports
• Added Thunderbolt2 Chapter 11 Databases
• Updated images
Chapter 5 System Software
• Added new objective - Troubleshooting and Maintenance Chapter 12 Program Development
• Added more coverage of Artificial Intelligence (AI)
Chapter 6 Digital Devices and Multimedia
• Expanded discussion of digital assistants, added Appendix A Microsoft® Office 2016 Applications
Amazon’s Echo Projects
Chapter 7 The Internet Appendix B Using Mind Maps
• Updated to most recent browser versions
• Increased discussion of browser security
WHAT’S NEW IN THIS EDITION? xiii

Visual Walkthrough
Visualizing Technology Hallmarks
• Addresses visual and kinesthetic learners—images help • Clear, easy-to-follow organization—each chapter is broken
students to learn and retain content while hands-on projects into a series of articles that correspond to chapter objectives.
allow students to practice and apply what they learned. • Highly visual—students will want to read!
• Easy to read—it has the same amount of text as other con-
cepts books but broken down into smaller chunks of text to aid
in comprehension and retention.
Learning Objectives clearly outlined Learning Outcomes are Chapter Intro Video Explanation of the
in chapter opener and restated at the clearly defined at the introduces the main Running Project for
beginning of each article beginning of each chapter. concepts of the chapter that chapter
In This Chapter INTRO
A computer is a programmable machine that converts raw

data into useful information. Programming—in particular,
application software—is what makes a computer a
flexible and powerful tool. After reading this chapter, you
will recognize various types of software applications for
FikMik/Fotolia
both business and personal use.
Objectives
1 Identify Types and Uses of Business Productivity
Software
2 Identify Types and Uses of Personal Software
3 Assess a Computer System for Software

Compatibility
Running Project
Vectorfusionart/Fotolia
4 Compare Various Ways of Obtaining Software In this chapter, you’ll learn

5 Discuss the Importance of Cloud Computing about different kinds of
2
ChAPTEr application software and
6 Install, Uninstall, and Update Software how to obtain it. Look for
instructions as you complete
each article. For most articles,
there’s a series of questions
for you to research. At the
Application Software conclusion of this chapter,

you’ll submit your responses to
the questions raised.
52 52 53 53
xiv VISUAL WALKTHROUGH

Catchy headlines begin each article
The Windows Optimize Drives utility optimizes and that’s more than 10 percent fragmented. Figure 5.21 shows the
defragments hard drives automatically on a weekly basis, and Optimize Drives utility. Like the Disk Check utility, the Optimize
optimizes SSD drives monthly. You can also run it manually if Drives utility can be accessed from the Tools tab of the disk’s
you need to. Microsoft recommends that you defragment a drive Properties dialog box.
Current status of drives

Zinco79/Fotolia
Windows 10, Microsoft Corporation

Runs weekly
A Place for Everything FIGURE 5.21 The Windows Optimize Drives utility is scheduled to run automatically.
Objective
FInD OUT MOrE
1 Create Folders to Organize Files
One of the most important things that you need to do when working with
computers is called file management: opening, closing, saving, naming,
deleting, and organizing digital files. In this article, we discuss organizing your
Is defragmenting a hard disk really
necessary? Some people say no. Use the
Internet to research the controversy. Do you agree
with the contention? Why or why not? What webpages
digital files, creating new folders, and navigating through the folder structure of did you find supporting this argument? What credentials
File
your computer. does the author have that make you trust the information
Management
you found? Make sure you’re using recent information.
114 CHAPTER 3 Objective 6 257
IT Simulations—take students through a

Find Out More—prompts for additional
hands-on activity covering a key topic in the
research on a given topic
chapter
VISUAL WALKTHROUGH xv
Images are used to represent con-
cepts that help students learn and
retain ideas Green Computing provides
eco-friendly tips for using technology
GrEEn COMPUTInG
Moore’s Law Smart Homes
In 1965, Intel cofounder Gordon Moore observed that the number [generational improvement] every three years. Everyone in the
of transistors that could be placed on an integrated circuit had industry recognizes that if you don’t stay on essentially that curve
doubled roughly every two years. This observation, known as they will fall behind. So it sort of drives itself.” Thus, Moore’s Law The efficient and eco-friendly use of computers and other money and help energy utility companies manage the power
Moore’s Law, predicted this exponential growth would continue. became a technology plan that guides the industry. Over the past electronics is called green computing. Smart homes and grid, potentially reducing the need for new power plants.
The law was never intended to be a true measure, but rather several decades, the end of Moore’s Law has been predicted. smart appliances help save energy and, as a result, are good Can’t make your home a smart home overnight? No worries!
an illustration, of the pace of technology advancement. The Each time, new technological advances have kept it going, but as for both the environment and your pocketbook. You can take some small steps without investing in an entire
increase in the capabilities of integrated circuits directly affects new ideas and technologies have emerged, sticking to Moore’s Smart homes use home automation to control lighting, smart home system. Try installing a programmable thermostat,
the processing speed and storage capacity of modern electronic Law has become increasingly less practical or important. Moore heating and cooling, security, entertainment, and appliances. putting lights on timers or motion sensors, and running
Such a system can be programmed to turn various components appliances during off-peak hours.
devices. As a result of new technologies, such as building 3D himself admits that exponential growth can’t continue forever.
on and off at set times to maximize energy efficiency. So, the Smart appliances can monitor signals from the power
silicon processors or using carbon nanotubes in place of silicon In less than a century, computers have gone from being
heat can turn up, and the house can be warm right before you company transmitted over the smart grid—a network for
(Figure 1.7), this pace held true for roughly 50 years, but by 2016 massive, unreliable, and costly machines to being an integral part of
get home from work, while not wasting the energy to keep it delivering electricity to consumers that includes communication
most experts agreed this pace is no longer viable. The increase in almost everything we do. As technology has improved, the size and
warm all day while you’re away. If you’re away on vacation or technology to manage electricity distribution efficiently. When
the capabilities of integrated circuits directly affects the processing costs have dropped as the speed, power, and reliability have grown.
have to work late, you can remotely activate a smart home by the electric grid system is stressed, smart appliances can react
speed and storage capacity of modern electronic devices. Today, the chip inside your cell phone has more processing power phone or over the Internet. Some utility companies offer lower by reducing power consumption. Although these advances are
Moore stated in a 1996 article, “More than anything, once than the first microprocessor developed in 1971. Technology that rates during off-peak hours, so programming your dishwasher called smart home technology, the same technologies can also
something like this gets established, it becomes more or less a was science fiction just a few decades ago is now commonplace. and other appliances to run during those times can save you be found in commercial buildings.
self-fulfilling prophecy. The Semiconductor Industry Association From Engines of Innovation: U.S. Industrial Research at the End of an Era, Richard S. Rosenbloom
puts out a technology road map, which continues this and William J. Spencer (Eds.), published by Harvard Business School Press, © 1996.
Running Project
Use the Internet to look up current microprocessors. What
FIGURE 1.7 Carbon nanotubes
may someday replace silicon in companies produce them? Visit computer.howstuffworks.com
integrated circuits. /microprocessor.htm and read the article. How many transistors
were found on the first home computer processor? What was the
name of the processor, and when was it introduced?
Adrian Sherratt/Alamy
5 Things you need to know key Terms
• First-generation computers used vacuum tubes. central process- microprocessor

• Second-generation computers used transistors. ing unit (CPU)
• Third-generation
circuits (chips).
computers used integrated
ENIAC (Elec-
Moore’s Law
smart appliance
• Fourth-generation computers use tronic Numerical
Integrator and smart grid
Ogwen/Fotolia
microprocessors.
• Moore’s Law states that the number
of transistors that can be placed on an
Computer) smart home
green computing transistor
integrated circuit doubles roughly every two
years—although today it is closer to every integrated circuit vacuum tube
18 months.
xvi Visual walkthrough

Subtopics have same color Ethics boxes provide thought-
background as main topics—makes provoking questions about the use
it easy to follow each piece of technology
Social Review Sites Three of the most popular social news sites are reddit, Digg,
and Slashdot. Digg doesn’t publish content but allows the
Social review sites such as TripAdvisor let users review hotels, movies, community to submit content they discover on the web and puts it
games, books, and other products and services. Yelp allows users to review in one place for everyone to see and to discuss. reddit (Figure 8.25)
local businesses and places with physical addresses such as parks. allows community members to submit content and to vote that
Figure 8.23 shows a Yelp map of Times Square restaurants on the iPad app. content up or down, as well as discuss it. reddit is organized into
The reviews are from regular people, not expert food critics, and can help you categories called subreddits. Celebrities often participate in AMA—
decide where to eat. You can use the Yelp app on a mobile device to get ask me anything—interviews on reddit. Slashdot, which focuses
information when you are right in the area. primarily on technology topics, produces some content but also
accepts submissions from its readers. Whatever your interests,
From Yelp Inc. Copyright © by Yelp Inc.
Ian Dagnall Computing/Alamy

there’s probably a social news site for you.
FIGURE 8.23 Searching for a Place to Eat in FIGURE 8.25 reddit

Times Square Using the Yelp App on an iPad
EThICS Running Project

Social Bookmarking Go to the Wikipedia article “Reliability of Wikipedia” at wikipedia
.org/wiki/reliability_of_Wikipedia. How does Wikipedia ensure
and News Sites that the content is correct? What procedures are in place to remove
Social bookmarking sites allow you to save and share your bookmarks or Some people create multiple or correct mistakes? How does Wikipedia compare to other online
favorites online. Pinterest allows you to create virtual cork boards around accounts on social bookmarking and sources of information?
topics of interest and pin webpages to them (Figure 8.24). You can share news sites so they can promote their
your boards with others, and you can follow other people to see what they own content. For example, a blog-
have pinned. StumbleUpon discovers websites based on your interests. ger might create several accounts
on Digg and use each one to Digg a
When you sign up, you indicate topics that interest you. Then, as you visit
blog post, artificially raising its popu-
3 Things you need to know key Terms
websites, you can click the StumbleUpon button to be taken to a similar site.
You can click I like this to improve the selection of pages you stumble onto. larity on Digg and driving more traffic
to it. This violates the Digg terms of
Delicious allows you to not only save and share your bookmarks online but
use. But what if the blogger had all • Social media relies on the wisdom of the
Blaize Pascall/Alamy
also search the bookmarks of others. It’s a great way to quickly find out crowdsourcing
his friends and family members cre- crowd rather than that of an expert.
what other people find interesting and important right now. The links are
organized into topics, or tags, to make it easier for you to find links. You can ate accounts and Digg his post? Is it • Anybody can edit a wiki. social bookmarking site
click the Follow button if you have a Delicious account, but you don’t need ethical? Does it violate the terms of
use? Is it fair to other bloggers?
• Social bookmarking and news sites help
users find content that others recommend.
social news site
an account to browse Delicious.
Social news sites are different from traditional mass media news sites social review site
in that at least some of the content is submitted by users. Social news is FIGURE 8.24 Pinterest
interactive in a way that traditional media isn’t. It’s like having millions of wiki
friends sharing their finds with you. Content that’s submitted more frequently
or gets the most votes is promoted to the front page.
Running Project—Specific instructions are provided for compiling information for

the Running Project
Things You Need to Know—Key takeaway points are provided for each article
Key Terms—Students are reminded of the key terms they should understand after
reading each article
VISUAL WALKTHROUGH xvii

Students get prepared for professional
Capture a Screenshot and personal success with these Digital
Literacy and Essential Job Skills How-To
Digital Literacy Skill of Your Desktop projects.
Tool that you can use to capture documents, and annotate and
HOW TO a screenshot. Macs include the highlight them. If necessary,
VIDEO
Grab tool. download the student data files
A useful skill is creating screen
The Windows Snipping Tool from pearsonhighered.com Career Spotlight—Each chapter
can capture four types of snips: /viztech. From your student data
shots of your desktop. For
Free-form, Rectangular, Window, files, open the vt_ch01_howto1_ provides an interesting career
example, it’s helpful for providing
or Full-screen. The Mac Grab tool answersheet file and save the file
directions on how to do something
can capture three types of grabs: as lastname_firstname_ch01_
option based on chapter content
or for keeping a record of an
Selection, Window, or Screen. howto1_answersheet.
error message that appears on
You can save your screenshots,
your screen. Windows includes
email them, paste them into
a program called the Snipping
1 From your student data files,

right-click the file vt_ch01_friend,
point to Open with, and then
click Photos.

Facebook Pages CArEEr
2 Debra Geoghan
Unlike a Facebook profile, which is linked to a person, a Facebook To create a Facebook Page, you need a personal Facebook
In the Windows
Page is used to promote an organization,
A Facebook Page can have more
a product,search box account. Facebook’s Terms of Service permit you to have only one
or a service. SPOTLIGhT
on than
the one
taskbar, type snip
administrator, so youand personal Facebook account, but you can create multiple Facebook
can share the responsibilities among several people or Pages. So, for example, a college representative might create a
then, in the Search results, click
departments. The Facebook Page for this textbook can be found page for each department, club, or office. Once you are logged in SOFTWArE TrAInErS Software trainers—sometimes
Snipping .Tool
at facebook.com/visualizingtechnology . is public, so it
A Page to your personal account, the option Create Page can be found in called corporate trainers—are in demand as companies deploy
can be viewed by anyone, even those who are not logged in to the menu options. You can choose from several page categories more software programs. This high-paying career may involve
Facebook. (Figure 8.29). A page for a business or an organization will have some travel and requires good computer skills, organization,
and communication skills. Software trainers usually have at
least a bachelor’s degree and on-the-job training. Some com-
panies offer train-the-trainer courses that can lead to certifica-
tion. You might work for a training company, in the training
department of a large company, or as a consultant to many Spotmatikphoto/Fotolia
companies.
8 CHAPTER 1 Running Project

Research a game or program that you would like to run on your
computer. What are the system requirements for the program? Does
your computer meet the minimum requirements? In what ways does
it exceed them?
3 Things you need to know kEy TErM
• File
Facebook Inc.
Explorer can help you determine the

system requirements
drives and storage space available on your
computer.
• You can find out your system specifications
by using the System control panel or the
FIGURE 8.29 Create a Page Categories
About This Mac window.
Viz Check—In MyITLab,
take a quick quiz covering
• System requirements are the minimum
requirements needed to run software and
Objectives 1–3. include hardware and software specifications.
Objective 7 427 Objective 3 81
Viz Check quizzes—Each chapter includes two short

online quizzes covering 3–5 objectives
xviii Visual walkthrough

How-To Projects—Each chapter provides two step-by-step How-To Videos—Each How-To Project
projects, complete with visual instructions, to complete has a corresponding video walk-through
interesting and useful items of the project
Create a Compressed
Essential Job Skill (Zipped) Folder 3 Select ch03_isaac_animals, click
the Share tab, and then click Zip to
create a zipped archive. Press
to accept the default file name.
Screenshot(s) reprinted with permission from Apple Inc.

up sending multiple messages. But If necessary, download the student
4
HOW TO you can compress the files into a data files from pearsonhighered
VIDEO
single zipped folder and send them .com/viztech. From your student Right-click the compressed folder
all at once. In this activity, you’ll data files, open vt_ch03_howto2_ and click Properties. Compare the
Have you ever tried to email a compress a folder that contains answersheet and save it in your size to the original folder. Take a
bunch of photos to a friend? If several files to make it easier to Chapter 3 folder as lastname_ screenshot of the open dialog box
and paste it into your answer sheet.
you want to send more than a email them or to submit them firstname_ch03_howto2_
Type up your answers, save, and
couple images, you usually wind electronically to your teacher. answersheet. submit as directed by your instructor.
Screen shot(s) reprinted with permission from Apple Inc.

Use File Explorer to navigate to the
student data files for this chapter. Locate
the folder ch03_isaac_animals. Copy this
folder to your flash drive by dragging the
folder to your flash drive in the
Navigation pane. If you are not using a If you are using a Mac: From your student data files, open vt_ch03_
flash drive, copy the ch03_isaac_animals howto2_answersheet_mac and save it in your Chapter 3 folder as
folder to your Documents folder. lastname_firstname_ch03_howto2_answersheet_mac.
1. Open Finder and locate the student data files for this chapter. Copy
the ch03_isaac_animals folder by dragging it to your flash drive. If you

are not using a flash drive, copy the ch03_isaac_animals folder to your
Documents folder.
2. Click the flash drive or Documents folder in the Sidebar and select the
ch03_isaac_animals folder in the right pane. From the File menu, select
2
Get Info. How big is the folder? How many files and folders does it
In the File Explorer Navigation pane, contain?
Screenshot(s) reprinted with

permission from Apple Inc.
click your flash drive or Documents 3. Close the Info pane. From the File menu, select Compress “ch03_
folder. Right-click the ch03_isaac_ isaac_animals” to create a zipped archive.
animals folder and click Properties. 4. Select the ZIP file and from the File menu, select Get Info. Compare
How big is the folder? How many files the size to the original folder. Take a screenshot and paste it into your
and folders does it contain? Close the answer sheet. Type up your answers, save, and submit as directed by
Properties dialog box. your instructor.
142 CHAPTER 3 How To 143
Mac coverage—Where appropriate,

instructions and solutions are included
so Mac users can complete the exercises
VISUAL WALKTHROUGH xix

The End-of-Chapter content ranges email
photos
calender FUNCTIONS
OF input
HISTORY
Moore’s Law 14
multiuser computer 32
supercomputer 34
tablet 22
COMPUTERS information
Learn It Online
from traditional review exercises
phone output processing processing netbook 22 transistor 11
basic need for cycle • Visit pearsonhighered.com/viztech for student data files
notebook 22 Turing machine 5
music computers storage • Find simulations, VizClips, Viz Check Quizzes, and
operating system (OS) 23 Turing test 5
personal computer (PC) 20 ubiquitous computing
to application and hands-on proj-
ce
additional study materials in MyITLab
en punch card 5 (ubicomp) 38
converg • Be sure to check out the Tech Bytes weekly news feed for server 33 Unicode 17
UBIQUITOUS moore’s law current topics to review and discuss SIM card (Subscriber Identity universal design 25
embedded Module) 29 unmanned aircraft system
COMPUTING S
ects that have students working TER
computers smart appliance 15 (UAS) 41
U
MP smart grid 15 vacuum tube 11
CO Objectives Recap smart home 15 video game system 30
internet of things OF smartphone 29 volunteer computing 36
ION
independently, collaboratively, and 1
EV
OLU
T 1. Explain the Functions of a Computer
2. Describe the Evolution of Computer Hardware
3. Describe How Computers Represent Data Using Binary Codes
stylus 22
subnotebook 22
wearable 29
workstation 21
online
sup 7
er
com 2
4. List the Various Types and Characteristics of Personal
Computers Summary
p ute 2 5. Give Examples of Other Personal Computing Devices 1. Explain the Functions of a Computer
rs 1
6. List the Various Types and Characteristics of Multiuser A computer is a device that converts raw data into information
measuring dat Computers using the information processing cycle. The four steps of the
a
MULTIUSER
6
WHAT IS A 7. Explain Ubiquitous Computing and Convergence IPC are input, processing, storage, and output. Computers can
be programmed to perform different tasks.
B I T S A N D BYT E S
COMPUTERS
COMPUTER ? Key Terms
2. Describe the Evolution of Computer hardware
The earliest computers used vacuum tubes, which are
3 1 0 1 0 100 01 inefficient, large, and prone to failure. Second-generation
1 1 0 11 011 all-in-one computer 21 ENIAC (Electronic Numerical computers used transistors, which are small electric switches.
100
10011 01 Analytical Engine 5 Integrator and Computer) 11 Third-generation computers used integrated circuits, which
101 artificial intelligence 5 enterprise server 34 are silicon chips that contain multiple tiny transistors. Fourth-
Summary continued 9. ______ is a field of study in which information technology is 10. A(n) _____________ is an example of convergence.
0010110011
ASCII (American Standard ergonomics 24 generation computers use microprocessors, which are complex
servers applied to the field of biology. a. smart grid
4. List the Various Types and Characteristics of Personal mainframe computers, and enterprise servers. Supercomputers 5 01 0 1 10 01 Code for Information game controller 30 integrated circuits that contain the central processing unit (CPU)
a. Bioinformatics 4 b. smartphone Interchange) 17 geocaching 30 of a computer.
Computers perform complex mathematical calculations.grid computing
They perform binary code
b. Distributed computing c. traffic light binary code 17 GPS (global positioning Moore’s Law states that the number of transistors that can
Personal computers include desktop computers, which offer a limited number of tasks as quickly as possible. Distributed 01 0 binary (base 2) number system) 29 be placed on an integrated circuit has doubled roughly every
the most speed, power, and upgradability for the lowest cost; computing uses the processing of multiple computers to c. Ergonomics 1 1 0 10 01d. ubicomp
system 16 green computing 15 two years. The increase in the capabilities of integrated circuits
workstations, which are high-end desktop computers; and perform complex tasks. d. Ubicomp 101011 bioinformatics 19 grid computing 36 directly affects the processing speed and storage capacity of
all-in-ones, which are compact desktop computers with the 7. Explain Ubiquitous Computing and Convergence bit 17 information 4 modern electronic devices.
computer case integrated into the monitor. Portable personal Ubiquitous computing means the technology recedes tablets into the byte 17 information processing cycle 3. Describe how Computers represent Data Using Binary
computers include notebooks and tablets.
5. Give Examples of Other Personal Computing Devices
background so you no longer notice it as you interact with it.
The Internet of Things is the connection of the physical world wearables
True or False central processing unit
(CPU) 13
(IPC) 7
integrated circuit 12
Codes
A single bit (or switch) has two possible states—on or off—and
Other computing devices include smartphones, wearables, to the Internet. Convergence is the integration of multiple
smartphone Answer the following questions with TPERSONAL
for true or F for COMPUTERS Chromebook
5. Unicode contains codes for 23 Internet
most of the languages in of Things (IoT) 39
can be used for situations with two possibilities such as yes/no
GPS, video game systems, and simulators. technologies, such as cell phones, cameras, and MP3 players, false for more practice with key terms and concepts from use today. client 33 laptop 22
or true/false. Digital data is represented by 8-bit binary code on
on a single device. this chapter. desktop computer 4 Mac 23
6. List the Various Types and Characteristics of Multiuser 6. Bioinformaticsconvergence
allows you to40 design a workspacemainframe
for most modern computers. The 8-bit ASCII system originally had
34
Pearson Education, Inc.

Computers 1. Computers convert data into information using the your comfort and health. notebook 22 binary codes for 256 characters. Unicode is an extended ASCII
OTHER TYPES information processing cycle.
convertible microprocessor 13
set that has codes for more than 100,000 characters.
Multiuser computers allow multiple simultaneous users to data 4name for a tablet computer. mobile application (mobile
Ergonomics 7. All-in-one is another
connect to the system. They include servers, midrange servers, OF PERSONAL 2. Third-generation computers used vacuum tubes. desktop computer 21 app) 22
COMPUTERS 8. Users connectdistributed
to servers computing
via clients. 36 mobile device 29
video game systems notebook use transistors and mac or PC?
3. Today’s computers
Multiple Choice integrated circuits.
embedded
9. Volunteer computing computer
projects 39the idle mobile payment system 40
harness
processing power of hundreds or thousands of
Summary continues on the next page
Answer the multiple-choice questions below for more practice with 5. What are desktop computers attached1 to a network in a 4. Moore’s Law states that the number of transistors personal computers.
42 CHAPTER that can be placed on an integrated circuit will double End of Chapter 43
key terms and concepts from this chapter. business setting called? 10. The idea that computers are all around us is called
roughly every 18 years.
1. The _______ is a measure of a computer’s ability to display a. Tablets convergence.
Application Project
intelligent behavior. b. Mainframes
Step Instructions
a. Analytical Engine c. Supercomputers
b. Artificial intelligence d. Workstations Fill in the Blank
c. Bernoulli numbers program 6. What type of portable computer is thin and light, has high-end 1
Start Word. From your student data files, open the file named vt_ch01_word.
Fill in the blanks with key terms from this chapter. Save the document as lastname_firstname_ch01_word
6. ________ is a system that represents digital data as a series of
d. Turing test processing and video capabilities, and a 13–15 inch screen? 0s and 1s that can be understood by a computer.
1. A computer is a programmable machine that converts raw line of the document, type Anna Sanchez, Intern to complete
Office
2. First-generation computers used ________ 2016data.
to process Application Projects
a. Convertible notebook
__________ into useful __________. 2
On the last
7. A ___________ consists of 8 bits and is used to represent a
b. Netbook the letter.
a. integrated circuits Word 2016: Intern report 2. The ____________ was a mechanical computer designed, but
single character in modern computer systems.
b. microprocessors c. Subnotebook
c. transistors
Project Description: In the following
d. Tablet Babbage. 3
not built, in the early 19th century by mathematician
SelectCharles
address, and then apply
8. ___________
the first four lines are computers
of the document
Internet
the Noaccess,
containingthat
Spacingemail,
theprovide
name andservices,
street such as
style.or file and print services, to client
d. vacuum tubes 7. _________ consists of 24 satellites that transmit signals to systems.
Microsoft Word project, you will create 3. __________ is the branch of science concerned with making
3. A _______is a complex integrated circuit that
a letter
central processing unit (CPU) of a computer.
contains
telling
determine the receiver’s current location, time, and velocity
the boss about the
your new through triangulation of the signals.
things you have learned in this class. In the
computers behave like humans.
4. Developed in the 1960s, __________ are chips that
4
Format the entire document as Times
9. __________
computers.
Newthe
shares Roman, 12 pt. of a task across a group of
processing
a. microprocessor project you will enter and edit text, a. UAS

format
5
contain large numbers of tiny transistors fabricated into
In the a body paragraph,
first 10. A __________ is a network
format Jones Consultingfor as
delivering
italic. electricity to
text, insert graphics, check spellingb.and
GPS semiconducting material called silicon. consumers that includes communication technology to
b. silicon
grammar, and create document footers. If
c. A wearable system manage electricity distribution efficiently.
c. transistor necessary, download the student data files 5. ____________ design creates a work environment designed to
d. vacuum tube from pearsonhighered.com/viztech.
d. A flight simulator
8. _________ perform complex mathematical calculations, such
6
reduce illnesses and musculoskeletal disorders.Place the insertion point before Anna on the last line of the document.
Insert the picture of a QR code vt_ch01_image1.
4. What is the binary code that can represent most currently used
as those used in weather forecasting and medical research.
7 Change the text wrapping style of the picture to Top and Bottom.
language characters and is the standard used on the Internet?
a. Enterprise servers
a. ASCII
b. Base 2
b. Mainframes Running Project … Critical Thinking Ethical Dilemma Dipity or Timeglider, or an online presentation tool, such as
Prezi or PowerPoint, to create your timeline. Share the URL and
Convergence has led to smaller devices8
c. GPS Use the shortcut menu to correct the misspelling of the word semsester to
c. International Standards … The Finish Line that semester
cost less .and do The term digital divide refers to the gap in technology access and present your findings to the class. Prepare a summary of your
d. Supercomputers timeline and include the URL where it can be viewed. Save the
d. Unicode more. From your student data files, open the file vt_ch01_CT_ literacy. There have been many types of programs designed to
Use your answers from the previous sections of the chapter project file, and submit your work as directed by your instructor.
answersheet and save the file as lastname_firstname_ch01_CT_ close the
this suggested
gap. One current trend is to put a tablet in the hands of
44 CHAPTER 1
to discuss the evolution of computers in the past few centuries.
Write a report responding to the questions raised throughout the
answersheet. 9
Using the Spelling and Grammar dialog box, accept
correction for the repeated word.
every student. From your student data files, open the file vt_ch01_
End of Chapter 45
ethics_answersheet and save the file as lastname_firstname_
chapter project. Save your file as lastname_firstname_ch01_ Research three of the newest smartphones or tablets on
Microsoft Word 2016, Windows 10, Microsoft Corporation
ch01_ethics_answersheet.
Collaboration
10
project, and submit it to your instructor as directed. the market—one from each mobile platform: Use iOS, Android,and Grammar dialog box to correct the misspelling of the
the Spelling
and Windows. Complete the following table, comparing the
word beleive to believe. Use the Internet to find a school program that supplies all
features of each device. Use this research to decide which students with tablets or notebooks. What are the goals of With a group of three to five students, research a famous computer
Ignore all other spelling and grammar suggestions. pioneer. Write and perform a news interview of this person. If possible,
Do It Yourself 1 device would best meet your personal needs. Which device
should you buy and why? What other accessories will you
the program? How was it funded? Has it been successful?
How has its success or failure been measured? Do you think video record the interview. Present your newscast to the class.
Consider the features available on the personal computing device 11

need to purchase? Do you need to purchase Insert the file name
a service plan in the footer of the document using
to take advantage of all the device’s features? Save your file
the FileName
programs field.can really solve the digital divide?
like this one
Why or why not? Type up your answers; be sure to cite your Instructors: Divide the class into groups of three to four students,
that you use the most. From your student data files, open the file and assign each group a famous computing pioneer from the list
and submit both your table and essay as directed by your sources. Save the file and submit your work as directed by
vt_ch01_DIY1_answersheet and save the file as
lastname_firstname_ch01_DIy1_answersheet.
instructor. 12Save the document and then close Word.
Submit the document as directed.
your instructor. computerhope.com/people.
What device did you choose? Is it a desktop, notebook, tablet, The Project: As a team, prepare a dialog depicting a news reporter
or some other type of system? Where is it located? How long interviewing this person. Use at least three references. Use Google
have you had it? Did you research the computer before you Device 1: Device 2: Device 3: On the Web Drive or Microsoft Office to prepare the presentation and provide
made your purchase? What made you purchase it? iOS Android Windows documentation that all team members have contributed to the
There are many important people and events that led to our mod- project.
What do you use the computer for the most? What are five Website or store ern computers. In this exercise, you will create a timeline that illus-
features you use most frequently? Why? What are three you Brand trates the ones you feel are most significant. From your student Outcome: Perform the interview in a newscast format using the
use the least? Why? How could this device be improved to data files, open the file vt_ch01_web_answersheet and save the file dialog you have written. The interview should be 3 to 5 minutes
make your life more convenient? Describe one way life would Model as lastname_firstname_ch01_web_answersheet. long. If possible, record the interview, and share the newscast with
be easier and one way your life would be more difficult without the rest of the class. Save this video as teamname_ch01_video.
Price Visit computerhope.com/history and under Timeline click
this device. Save your answers and submit your work as Turn in a final text version of your presentation named teamname_
directed by your instructor. the link to open the time period that includes the year you
Phone ch01_interview. Be sure to include the name of your presentation
were born. Create a timeline showing five to seven important
milestones in the development of computers that occurred and a list of all team members. Submit your presentation to your
Calendar
48 CHAPTER 1 in this decade. Use a free online timeline generator, such as
Application
instructor as directed.
Project 49
Do It Yourself 2 Camera/video
GPS
Use an online mind mapper or presentation tool such as Mind-
omo, MindMeister, or Prezi, to create a mind map to compare Games
desktop, notebook, and mobile devices. A mind map is a visual
Video player
outline. More information about using mind maps can be found in
Appendix B. From your student data files, open the file vt_ch01_ MP3 player
DIY2_answersheet and save the file as lastname_firstname_
ch01_DIy2_answersheet. Internet
Your map should have three main branches: desktop, Downloadable

notebook, and mobile devices. Each branch should have apps
at least three leaves: characteristics, advantages, and
Additional
disadvantages.
features
When you are finished with your map, take a screenshot of this
Additional
window and paste it into your answer sheet, or, if available,
purchases
export your mind map as a PNG or JPG file.
required
46 CHAPTER 1 End of Chapter 47
xx VISUAL WALKTHROUGH
CLOUD
COMPUTING Install
uninstall,
update software
Infrastructure-as-a-Service
BUSINESS PRODUCTIVITY Mind maps are visual out-
Platform-as-a-Service SOFTWARE office suites
lines of the chapter content,
Software-as-a-Service 6 other business
5 software organized by objectives.
1
sources
free They help students organize
financial document project and remember the informa-
management management
APPLICATION tion they learned

license 4 SOFTWARE
3 2
OBTAINING SOFTWARE
PERSONAL SOFTWARE
SOFTWARE
office apps
finance
COMPATIBILITY
education and
portable reference
system specs entertainment
mobile
apps
system requirements Summary
Learn It Online 1. Identify Types and Uses of Business Productivity Software
• Visit pearsonhighered.com/viztech for student data files The most common business software is an office application
• Find simulations, VizClips, and additional study materials suite—which may include a word processor, spreadsheet,
102 CHAPTER 2
in MyITLab presentation program, database, and personal information
manager. Other business applications include financial
• Be sure to check out the Tech Bytes weekly news feed for
software, document management, and project management
current topics to review and discuss
software.
2. Identify Types and Uses of Personal Software

Personal software includes office applications, especially word
Objectives Recap processors, spreadsheets, and presentation programs. Other
personal applications include entertainment and multimedia
1. Identify Types and Uses of Business Productivity Software software such as media managers, video and photo editing
2. Identify Types and Uses of Personal Software software, and video games. Financial and tax preparation
3. Assess a Computer System for Software Compatibility software as well as educational and reference software are also
popular. You can run portable apps from a flash drive and take
4. Compare Various Ways of Obtaining Software
them with you.
5. Discuss the Importance of Cloud Computing
6. Install, Uninstall, and Update Software 3. Assess a Computer System for Software Compatibility
Before purchasing and installing software, you should research
the system requirements needed to run the program and
Key Terms compare them to your system specifications using File Explorer
and the System Control Panel or System Settings window. On a
app 84 office application suite 55 Mac, use the About This Mac window.
application software 53 open source 65
bug 99 patch 99 4. Compare Various Ways of Obtaining Software
cell 57 personal information manager You can obtain software from brick-and-mortar and online
cloud 86 (PIM) 60 stores, publisher websites, and download websites. Download
cloud computing 86 Platform-as-a-Service (PaaS) 87 mobile apps only from trusted markets. It’s important to read
cloud service provider (CSP) 87 platform-neutral 85 the EULA to understand the software license restrictions.
database 59 portable apps 71
desktop application 84 project management software 62 5. Discuss the Importance of Cloud Computing
document management system query 59 Cloud computing moves hardware and software into the cloud,
(DMS) 61 record 59 or Internet. Cloud computing allows you to access applications
donationware 83 report 59 and data from any web-connected computer. Some benefits
EULA (end-user license retail software 83 include lower cost, easier maintenance, security, and
agreement) 83 service pack 99 collaboration.
field 59 shareware 83
form 59 Software-as-a-Service (SaaS) 88 6. Install, Uninstall, and Update Software
freemium 83 spreadsheet 57 Managing the programs on your computer includes installing,
freeware 83 subscription 83 uninstalling, and updating the software. You can install
Gantt chart 62 system requirements 80 programs through an app store, by using media, or by
hotfix 99 table 59 downloading from a website. Updating software fixes bugs,
Infrastructure-as-a-Service web apps 85 adds features, or improves compatibility. You should uninstall
(IaaS) 87 word processor 55 software using the program’s uninstaller.
End of Chapter 103
VISUAL WALKTHROUGH xxi

About the Author
Debra is a professor of computer and information science at Bucks County
Community College, teaching computer classes ranging from basic computer
literacy to cybercrime, computer forensics, and networking. She has certifica-
tions from Microsoft, CompTIA, Apple, and others. Deb has taught at the col-
lege level since 1996 and also spent 11 years in the high school classroom.
She holds a B.S. in Secondary Science Education from Temple University
and an M.A. in Computer Science Education from Arcadia University.
Throughout her teaching career Deb has worked with educators to inte-
grate technology across the curriculum. At BCCC she serves on many tech-
nology committees, presents technology workshops for BCCC faculty, and
serves as the computer science coordinator. Deb is an avid user of technol-
ogy, which has earned her the nickname “gadget lady.”
xxii About the Author

Dedication
This project would not have been possible without the help and support of many people. I cannot ex-
press how grateful I am to all of you. Thank you.
My team at Pearson—Jenifer, Cheryl, Anne, Laura, and everyone else: you have been amazing, help-
ing to bring my vision to reality and teaching me so much along the way.
My colleagues and students at Bucks County Community College: for your suggestions and encour-
agement throughout this process. You inspire me every day.
And most importantly—my family. My husband and sons for your patience, help, and love—even
when it meant taking a photo “right this minute,” or reading a chapter when you wanted to be doing
something else, or missing me while I was away. And the rest of my family and friends who agreed to let
me use their photos throughout the book. I couldn’t have done this without your love and support.
And finally my dad—who taught me to love technology and not be afraid to try new things. I miss
you and love you, daddy.
DEDICATION xxiii
Reviewers of All Editions
Phil Valvalides Guilford Technical Community College Bernice Eng Brookdale Community College
Svetlana Marzelli Atlantic Cape Community College Deb Fells Mesa Community College
Pat Lyon Tomball College Karen Allen Bunker Hill Community College
Arta Szathmary Bucks County Community College Beverly Amer Northern Arizona University
June Lane Bucks County Community College Michael Beddoes Salt Lake Community College
Ralph Hunsberger Bucks County Community College Leilani Benoit New Mexico State University
Sue McCrory Missouri State Gina Bowers Harrisburg Area Community College
Laura White University of West Florida Linda Collins Mesa Community College
Karen Allen Communtiy College of RI Fred D’Angelo Pima Community College
Ralph Argiento Guilford Technical Community College Robert Devoe Peterson Fresno City College
Kuan Chen Purdue University Calumet Hedy Fossenkemper Paradise Valley Community College
Carin Chuang Purdue University North Central Rachelle Hall Glendale Community College
Christie Jahn Hovey Lincoln Land Community College Terri Helfand Chaffey College
Dr. Seth Powless University of Toledo Ilga Higbee Black Hawk College
Amiya K. Samantray Marygrove College Kay Johnson Community College of Rhode Island
Darrel Karbginsky Chemeketa Community College
Special thanks to Lisa Hawkins, Susan Katz University of Bridgeport
Frederick Community College Sherry Kersey Hillsborough Community College
Mimi Spain Southern Maine Community College Ellen Kessler Harrisburg Area Community College
Kathie O’Brien North Idaho College Kate Legrand Broward Community College
Pat Franco Los Angeles Valley College Mike Lehrfeld Brevard Community College
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Michael Haugrud Minnesota State University Moorhead Nicole Lytle California State University, San Bernadino
Anjay Adhikari Miami Dade College Peggy Menna Community College of Rhode Island
Lynne Lyon Durham College Deborah Meyer Saint Louis Community College, Forest Park
Kate Le Grand Broward College Pam Silvers Asheville-Buncombe Technical Community College
Carolyn Barren Macomb Community College Will Smith Tulsa Community College
Bob Benavedis Collins College Lynne Stuhr Trident Technical College
Theresa Hayes Broward College Ann Taff Tulsa Community College
Mary Fleming Ivy Tech Community College Jim Taggart Atlantic Cape Community College
Penny Cypert Tarrant County College Michelle Vlaich Lee Greenville Technical College
xxiv REVIEWERS OF ALL EDITIONS

Another random document with
no related content on Scribd:
The Project Gutenberg eBook of Poetic diction: A
study of eighteenth century verse
This ebook is for the use of anyone anywhere in the United
States and most other parts of the world at no cost and with
almost no restrictions whatsoever. You may copy it, give it away
or re-use it under the terms of the Project Gutenberg License
included with this ebook or online at www.gutenberg.org. If you
are not located in the United States, you will have to check the
laws of the country where you are located before using this
eBook.
Title: Poetic diction: A study of eighteenth century verse
Author: Thomas Quayle
Release date: June 28, 2022 [eBook #68420]
Language: English
Original publication: United Kingdom: Methuen & Co, 1924
Credits: Tim Lindell and the Online Distributed Proofreading

Team at https://www.pgdp.net (This file was produced
from images generously made available by The
Internet Archive)
*** START OF THE PROJECT GUTENBERG EBOOK POETIC

DICTION: A STUDY OF EIGHTEENTH CENTURY VERSE ***
POETIC DICTION
POETIC DICTION
A STUDY OF EIGHTEENTH CENTURY VERSE
BY
THOMAS QUAYLE
METHUEN & CO. LTD.

36 ESSEX STREET W.C.
LONDON
First Published in 1924
PRINTED IN GREAT BRITAIN

CONTENTS
CHAPTER PAGE
I. THE AGE OF PROSE AND REASON 1
II. THE THEORY OF DICTION 5
III. THE “STOCK” DICTION 25
IV. LATINISM 56
V. ARCHAISM 80
VI. COMPOUND EPITHETS 102
VII. PERSONIFICATION AND ABSTRACTION 132
VIII. THE DICTION OF POETRY 181
Index 207
PREFACE
The studies on which this book is based were begun during my
tenure of the “William Noble” Fellowship in English Literature at the
University of Liverpool, and I wish to thank the members of the
Fellowship Committee, and especially Professor Elton, under whom I
had for two years the great privilege of working, for much valuable
advice and criticism. I must also express my sincere obligation to the
University for a generous grant towards the cost of publication.
POETIC DICTION
CHAPTER I
THE AGE OF PROSE AND REASON
From the time of the publication of the first Preface to the “Lyrical
Ballads” (1798) the poetical language of the eighteenth century, or
rather of the so-called “classical” writers of the period, has been
more or less under a cloud of suspicion. The condemnation which
Wordsworth then passed upon it, and even the more rational and
penetrating criticism which Coleridge later brought to his own
analysis of the whole question of the language fit and proper for
poetry, undoubtedly led in the course of the nineteenth century to a
definite but uncritical tendency to disparage and underrate the entire
poetic output of the period, not only of the Popian supremacy, but
even of the interregnum, when the old order was slowly making way
for the new. The Romantic rebels of course have nearly always
received their meed of praise, but even in their case there is not
seldom a suspicion of critical reservation, a sort of implied reproach
that they ought to have done better than they did, and that they could
and might have done so if they had reacted more violently against
the poetic atmosphere of their age. In brief, what with the Preface to
the “Lyrical Ballads” and its successive expansions at the beginning
of the century, and what, some eighty years later, with Matthew
Arnold’s calm description of the eighteenth century as an “age of
prose and reason,” the poetry of that period, and not only the neo-
classical portion of it, fared somewhat badly. There could be no
better illustration of the influence and danger of labels and tags;
“poetic diction,” and “age of prose and reason” tended to become a
sort of critical legend or tradition, by means of which eighteenth
century verse, alike at its highest and its lowest levels, could be
safely and adequately understood and explained.
Nowadays we are little likely to fall into the error of assuming that
any one cut and dried formula, however pregnant and apt, could
adequately sum up the literary aspects and characteristics of an
entire age; the contributory and essential factors are too many, and
often too elusive, for the tabloid method. And now that the poetry of
the first half or so of the eighteenth century is in process of
rehabilitation, and more than a few of its practitioners have even
been allowed access to the slopes, at least, of Parnassus, it may
perhaps be useful to examine, a little more closely than has hitherto
been customary, one of the critical labels which, it would almost
seem, has sometimes been taken as a sort of generic description of
eighteenth century verse, as if “poetic diction” was something which
suddenly sprang into being when Pope translated Homer, and had
never been heard of before or since.
This, of course, is to overstate the case, the more so as it can
hardly be denied that there is much to be said for the other side. It
may perhaps be put this way, by saying, at the risk of a laborious
assertion of the obvious, that if poetry is to be written there must be
a diction in which to write it—a diction which, whatever its relation to
the language of contemporary speech or prose may be, is yet in
many essential respects distinct and different from it, in that, even
when it does not draw upon a special and peculiar word-power of its
own, yet so uses or combines common speech as to heighten and
intensify its possibilities of suggestion and evocation. If, therefore,
we speak of the “poetic diction” of the eighteenth century, or of any
portion of it, the reference ought to be, of course, to the whole body
of language in which the poetry of that period is written, viewed as a
medium, good, bad, or indifferent, for poetical expression. But this
has rarely or never been the case; it is not too much to say that,
thanks to Wordsworth’s attack and its subsequent reverberations,
“poetic diction,” so far as the eighteenth century is concerned, has
too often been taken to mean, “bad poetic diction,” and it has been in
this sense indiscriminately applied to the whole poetic output of Pope
and his school.
In the present study it is hoped, by a careful examination of the
poetry of the eighteenth century, by an analysis of the conditions and
species of its diction, to arrive at some estimate of its value, of what
was good and what was bad in it, of how far it was the outcome of
the age which produced it, and how far a continuation of inherited
tradition in poetic language, to what extent writers went back to their
great predecessors in their search for a fresh vocabulary, and finally,
to what extent the poets of the triumphant Romantic reaction, who
had to fashion for themselves a new vehicle of expression, were
indebted to their forerunners in the revolt, to those who had helped
to prepare the way.
It is proposed to make the study both a literary and a linguistic
one. In the first place, the aim will be to show how the poetic
language, which is usually labelled “the eighteenth century style,”
was, in certain of its most pronounced aspects, a reflex of the literary
conditions of its period; in the second place, the study will be a
linguistic one, in that it will deal also with the words themselves. Here
the attention will be directed to certain features characteristic of,
though not peculiar to, the diction of the eighteenth century poetry—
the use of Latinisms, of archaic and obsolete words, and of those
compound words by means of which English poets from the time of
the Elizabethans have added some of the happiest and most
expressive epithets to the language; finally, the employment of
abstractions and personifications will be discussed.
CHAPTER II
THE THEORY OF POETICAL DICTION IN THE
EIGHTEENTH CENTURY
About the time when Dryden was beginning his literary career the
preoccupation of men of letters with the language as a literary
instrument was obvious enough. There was a decided movement
toward simplicity in both prose and poetry, and, so far as the latter
was concerned, it was in large measure an expression of the critical
reaction against the “metaphysical” verse commonly associated with
the names of Donne and his disciples. Furetière in his “Nouvelle
Allegorique ou Histoire des dernier troubles arrivez au Royaume
d’Eloquence,” published at Paris in 1658,[1] expresses the parallel
struggle which had been raging amongst French poets and critics,
and the allegory he presents may be taken to symbolize the general
critical attitude in both countries.
Rhetoric, Queen of the Realm of Eloquence, and her Prime
Minister, Good Sense, are represented as threatened by
innumerable foes. The troops of the Queen, marshalled in defence of
the Academy, her citadel, are the accepted literary forms, Histories,
Epics, Lyrics, Dramas, Romances, Letters, Sermons, Philosophical
Treatises, Translations, Orations, and the like. Her enemies are the
rhetorical figures and the perversions of style, Metaphors,
Hyperboles, Similes, Descriptions, Comparisons, Allegories,
Pedantries, Antitheses, Puns, Exaggerations, and a host of others.
Ultimately the latter are defeated, and are in some cases banished,
or else agree to serve as dependents in the realm of Eloquence.
We may interpret the struggle thus allegorically expressed by
saying that a new age, increasingly scientific and rational in its
outlook, felt it was high time to analyze critically and accurately the
traditional canons and ideals of form and matter that classical
learning, since the Renaissance, had been able to impose upon
literature. This is not to say that seventeenth century writers and
critics suddenly decided that all the accepted standards were
radically wrong, and should be thrown overboard; but some of them
at least showed and expressed themselves dissatisfied, and,
alongside of the unconscious and, as it were, instinctive changes
that reflected the spirit of the age, there were deliberate efforts to re-
fashion both the matter and the manner of literary expression, to give
creative literature new laws and new ideals.[2]
The movement towards purity and simplicity of expression
received its first definite statement in Thomas Sprat’s “History of the
Royal Society, 1667.” One section of the History contains an account
of the French Academy, and Sprat’s efforts were directed towards
the formation of a similar body in England as an arbiter in matters of
language and style. The ideal was to be the expression of “so many
things almost in an equal number of words.”[3] A Committee of the
Royal Society, which included Dryden, Evelyn, and Sprat amongst its
members, had already met in 1664, to discuss ways and means of
“improving the English tongue,” and it was the discussions of this
committee which had doubtless led up to Evelyn’s letter to Sir Peter
Wyche, its chairman, in June 1665.[4] Evelyn there gives in detail his
ideas of what an English academy, acting as arbiter in matters of
vocabulary and style, might do towards purifying the language.
Twenty-three years later Joseph Glanvill defined the new ideal briefly
in a passage of his “Essay Concerning Preaching”: “Plainness is a
character of great latitude and stands in opposition, First to hard
words: Secondly, to deep and mysterious notions: Thirdly, to affected
Rhetorications: and Fourthly, to Phantastical Phrases.”[5] In short,
the ideal to be aimed at was the precise and definite language of
experimental science, but the trend of the times tended to make it
more and more that ideal of poetry also which was later to be
summed up in Dryden’s definition of “wit” as a “propriety of thoughts
and words.”[6]
It is of some little interest perhaps to note that it is not until the end
of the seventeenth century that the word diction definitely takes on
the sense which it now usually bears as a term of literary criticism. In
the preface to “Sylvae, or The Second Part of Poetical Miscellanies”
(1685), Dryden even seems to regard the term as not completely
naturalized.[7] Moreover, the critics and poets of the eighteenth
century were for the most part quite convinced that the special
language of poetry had begun with Dryden. Johnson asserted this in
his usual dogmatic fashion, and thus emphasized the doctrine,
afterwards vigorously opposed by Wordsworth, that between the
language of prose, and that proper to poetry, there is a sharp
distinction. “There was therefore before the time of Dryden no
poetical diction.... Those happy combinations of words which
distinguished poetry from prose had been rarely attempted; we had
few elegancies or flowers of speech.”[8] Gray moreover, while
agreeing that English poetry had now a language of its own,
declared in a letter to West that this special language was the
creation of a long succession of English writers themselves, and
especially of Shakespeare and Milton, to whom (he asserts) Pope
and Dryden were greatly indebted.[9]
It is not very difficult to understand Dryden’s own attitude, as laid
down in the various Prefaces. He is quite ready to subscribe to the
accepted neo-classical views on the language of poetry, but
characteristically reserves for himself the right to reject them, or to
take up a new line, if he thinks his own work, or that of his
contemporaries, is likely to benefit thereby. Thus in the preface to
“Annus Mirabilis” (1666) he boldly claims the liberty to coin words on
Latin models, and to make use of technical details.[10] In his apology
for “Heroic Poetry and Poetic License” (1677) prefixed to “The State
of Innocence and Fall of Man,” his operatic “tagging” of “Paradise
Lost,” he seems to lay down distinctly the principle that poetry
demands a medium of its own, distinct from that of prose,[11] whilst
towards the end of his literary career he reiterates his readiness to
enrich his poetic language from any and every source, for “poetry
requires ornament,” and he is therefore willing to “trade both with the
living and the dead for the enrichment of our native language.”[12]
But it is significant that at the same time he rejects the technical
terms he had formerly advocated, apparently on the grounds that
such terms would be unfamiliar to “men and ladies of the first
quality.” Dryden has thus become more “classical,” in the sense that
he has gone over or reverted to the school of “general” terms, which
appeared to base its ideal of expression on the accepted language
of cultured speakers and writers.[13]
Toward the establishment of this principle of the pseudo-classical
creed the theory and practice of Pope naturally contributed; indeed,
it has been claimed that it was in large measure the result of the
profound effect of the “Essay on Criticism,” or at least of the current
of thought which it represents, on the taste of the age.[14] In the
Essay, Pope, after duly enumerating the various “idols” of taste in
poetical thought and diction, clearly states his own doctrine; as the
poets’ aim was the teaching of “True Wit” or “Nature,” the language
used must be universal and general, and neologisms must be
regarded as heresies. For Pope, as for Dryden, universal and
general language meant such as would appeal to the cultured
society for whom he wrote,[15] and in his practice he thus reflected
the traditional attitude towards the question of language as a vehicle
of literary expression. A common “poetics” drawn and formulated by
the classical scholars mainly (and often incorrectly) from Aristotle
had established itself throughout Western Europe, and it professed
to prescribe the true relation which should exist between form and
matter, between the creative mind and the work of art.[16]
The critical reaction against these traditional canons had, as we
have noted, already begun, but Pope and his contemporaries are in
the main supporters of the established order, in full agreement with
its guiding principle that the imitation of “Nature” should be the chief
aim and end of art. It is scarcely necessary to add that it was not
“Nature” in the Wordsworthian sense that was thus to be “imitated”;
sometimes, indeed, it is difficult to discover what was meant by the
term. But for Pope and his followers we usually find it to mean man
as he lives his life in this world, and the phrase to “imitate Nature”
might thus have an ethical purpose, signifying the moral
“improvement” of man.
But to appreciate the full significance of this “doctrine,” and its
eighteenth century interpretation, it is necessary to glance at the
Aristotelian canon in which it had its origin. For Aristotle poetry was
an objective “imitation” with a definite plan or purpose, of human
actions, not as they are, but as they ought to be. The ultimate aim,
then, according to the Poetics, is ideal truth, stripped of the local and
the accidental; Nature is to be improved upon with means drawn
from Nature herself. This theory, as extracted and interpreted by the
Italian and French critics of the Renaissance, was early twisted into
a notion of poetry as an agreeable falsity, and by the end of the
seventeenth century it had come to mean, especially with the
French, the imitation of a selected and embellished Nature, not
directly, but rather through the medium of those great writers of
antiquity, such as Homer and Virgil, whose works provided the
received and recognized models of idealized nature.[17]
As a corollary to this interpretation of the Aristotelian doctrine of
ideal imitation, there appeared a tendency to ignore more and more
the element of personal feeling in poetry,[18] and to concentrate
attention on the formal elements of the art. This tendency, reinforced
by the authority of the Horatian tag, ut pictura poesis (“as is painting,
so is poetry”), led naturally, and in an ever-increasing degree, to the
formal identification of poetry with painting. Critics became
accustomed to discussing the elements in the art of writing that
correspond to the other elements in pictorial art, such as light, colour,
expression, etc. And as the poet was to be an imitator of accepted
models, so also he was to be imitative and traditional in using
poetical colouring, in which phrase were included, as Dryden wrote,
“the words, the expressions, the tropes and figures, the versification,
and all the other elegancies of sound.”[19] That this parallelism
directly encourages the growth of a set “poetic diction” is obvious;
the poet’s language was not to be a reflection of a genuine emotion
felt in the mind for his words, phrases, and figures of speech, his
operum colores,[20] he must not look to Nature but to models. In
brief, a poetical gradus, compiled from accepted models, was to be
the ideal source on which the poet was to draw for his medium of
expression.
It is not necessary to dwell long on this pseudo-classical confusion
of the two arts, as revealed in the critical writings of Western Europe
down to the very outbreak of the Romantic revolt.[21] In English
criticism, Dryden’s “Parallel” was only one of many. Of the eighteenth
century English critics who developed a detailed parallelism between
pictorial and plastic art on the one hand and poetry on the other,
maintaining that their standards were interchangeable, the most
important perhaps is Spence, whose “Polymetis” appeared in 1747,
and who sums the general position of his fellow-critics on this point
in the remark, “Scarce anything can be good in a poetical description
which would appear absurd if represented in a statue or picture.”[22]
The ultimate outcome of this confusion of poetry and painting found
its expression in the last decade of the eighteenth century in the
theory and practice of Erasmus Darwin, whose work, “The Botanic
Garden,” consisted of a “second part,” “The Loves of the Plants,”
published in 1789, two years before its inclusion with the “first part”
the “Economy of Vegetation,” in one volume. Darwin’s theory of
poetry is contained in the “Interludes” between the cantos of his
poems, which take the form of dialogues between the “Poet” and a
“Bookseller.” In the Interlude to Canto 1 of Part II (“The Loves of the
Plants”) he maintains the thesis that poetry is a process of painting
to the eye, and in the cantos themselves he proceeds with great zeal
to show in practice how words and images should be laid on like
pigments from the outside. The young Wordsworth himself, as his
early poems show, was influenced by the theory and practice of
Darwin, but Coleridge was not slow to detect the danger of the
elaborate word-painting that might arise from the confusion of the
two arts. “The poet,” he wrote,[23] “should paint to the Imagination
and not to the Fancy.” For Coleridge Fancy was the “Drapery” of
poetic genius, Imagination was its “Soul” or its “synthetic and
magical power,”[24] and he thus emphasized what may be regarded
as one of the chief distinctions between the pseudo-classical, and
the romantic, interpretations of the language of poetry. In its groping
after the “grand style,” as reflected in a deliberate avoidance of
accidental and superficial “particularities,” and in its insistence on
generalized or abstract forms, eighteenth century poetry, or at least
the “neo-classical” portion of it, reflected its inability to achieve that
intensity of imaginative conception which is the supreme need of all
art.
The confusion between the two arts of poetry and painting which
Coleridge thus condemned did not, it is needless to say, disappear
with the eighteenth century. The Romanticists themselves finally
borrowed that much-abused phrase “local colour” from the technical
vocabulary of the painter, and in other respects the whole question
became merged in the symbolism of the nineteenth century where
literature is to be seen attempting to do the work of both music and
painting.[25]
As regards the language of poetry then—its vocabulary, the actual
words in which it was to be given expression—the early eighteenth
century had first this pseudo-classical doctrine of a treasury of select
words, phrases, and other “ornaments,” a doctrine which was to
receive splendid emphasis and exemplification in Pope’s translation
of Homer. But alongside of this ideal of style there was another ideal
which Pope again, as we have seen, had insisted upon in his “Essay
on Criticism,” and which demanded that the language of poetry
should in general conform to that of cultivated conversation and
prose. These two ideals of poetical language can be seen persisting
throughout the eighteenth century, though later criticism, in its haste
to condemn the gradus ideal, has not often found time to do justice
to the other.
But, apart from these general considerations, the question of
poetic diction is rarely treated as a thing per se by the writers who,
after Dryden or Pope, or alongside of them, took up the question.
There are no attempts, in the manner of the Elizabethans,[26] to
conduct a critical inquiry into the actual present resources of the
vernacular, and its possibilities as a vehicle of expression. Though
the attention is more than once directed to certain special problems,
on the whole the discussions are of a general nature, and centre
round such points as the language suitable for an Heroic Poem, or
for the “imitation” of aspects of nature, or for Descriptive Poetry,
questions which had been discussed from the sixteenth century
onwards, and were not exhausted by the time of Dr. Johnson.[27]
Goldsmith’s remarks, reflecting as they do a sort of half-way
attitude between the old order and the new, are interesting. Poetry
has a language of its own; it is a species of painting with words, and
hence he will not condemn Pope for “deviating in some instances
from the simplicity of Homer,” whilst such phrases as the sighing
reed, the warbling rivulet, the gushing spring, the whispering breeze
are approvingly quoted.[28] It is thus somewhat surprising to find that
in his “Life of Parnell” he had pilloried certain “misguided innovators”
to whose efforts he attributed the gradual debasing of poetical
language since the happy days when Dryden, Addison, and Pope
had brought it to its highest pitch of refinement.[29] These writers had
forgotten that poetry is “the language of life” and that the simplest
expression was the best: brief statements which, if we knew what
Goldsmith meant by “life,” would seem to adumbrate the theories
which Wordsworth was to expound as the Romantic doctrine.
Dr. Johnson has many things to say on the subject of poetic
language, including general remarks and particular judgments on
special points, or on the work of the poets of whom he treated in his
“Lives.” As might be expected, he clings tenaciously to the accepted
standards of neo-classicism, and repeats the old commonplaces
which had done duty for so long, pays the usual tribute to Waller and
Denham, but ascribes the actual birth of poetical diction to the
practice of Dryden. What Johnson meant by “poetical diction” is
clearly indicated; it was a “system of words at once refined from the
grossness of domestic use, and free from the harshness of terms
appropriated to different arts,”[30] that is, the language of poetry must
shun popular and technical words, since language is “the dress of
thought” and “splendid ideas lose their magnificence if they are
conveyed by low and vulgar words.”[31] From this standpoint, and
reinforced by his classical preference for regular rhymes,[32] all his
particular judgments of his predecessors and contemporaries were
made; and when this is remembered it is easier to understand, for
instance, his praise of Akenside[33] and his criticism of Collins.[34]
Gray, however, perhaps the most scrupulous and precise of all our
poets with regard to the use of words in poetry,[35] has some
pertinent things to say on the matter. There is his important letter to
West, already referred to, with its dogmatic assertion that “the
language of the age is never the language of poetry,” and that “our
poetry has a language to itself,” an assertion which, with other
remarks of Gray, helps to emphasize the distinction to be made
between the two ideals of poetical diction to be seen persisting
through the eighteenth century. It was generally agreed that there
must be a special language for poetry, with all its artificial
“heightening,” “licenses,” and variations from the language of prose,
to serve the purpose of the traditional “Kinds,” especially the Epic
and the Lyric. This is the view taken by Gray, but with a difference.
He does not accept the conventional diction which Pope’s “Homer”
had done so much to perpetuate, and hence he creates a poetic
language of his own, a glittering array of words and phrases,
blending material from varied sources, and including echoes and
reminiscences of Milton and Dryden.
The second ideal of style was that of which, as we have seen, the
canons had been definitely stated by Pope, and which had been
splendidly exemplified in the satires, essays, and epistles. The aim
was to reproduce “the colloquial idiom of living society,”[36] and the
result was a plain, unaffected style, devoid of the ornaments of the
poetic language proper, and, in its simplicity and directness, equally
suitable for either poetry or prose. Gray could make use of this
vehicle of expression, whenever, as in “The Long Story,” or the
fragmentary “Alliance of Education and Government,” it was suitable
and adequate for his purpose; but in the main his own practice stood
distinct from both the eighteenth century ideals of poetical language.
Hence, as it conformed to neither of the accepted standards,
Goldsmith and Johnson agreed in condemning his diction, which
was perhaps in itself sufficient proof that Gray had struck out a new
language for himself.
Among the special problems connected with the diction of poetry
to which the eighteenth century critics directed their attention, that of
the use of archaic and obsolete words was prominent. It had been

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Utilities You Should Use 254 Making Sense of Sound 304

xii WHAT’S NEW IN THIS EDITION?

WHAT’S NEW IN THIS EDITION? xiii

In This Chapter INTRO

A computer is a programmable machine that converts raw

both business and personal use.

2 Identify Types and Uses of Personal Software

3 Assess a Computer System for Software

4 Compare Various Ways of Obtaining Software In this chapter, you’ll learn

Application Software conclusion of this chapter,

xiv VISUAL WALKTHROUGH

Current status of drives

Windows 10, Microsoft Corporation

114 CHAPTER 3 Objective 6 257

IT Simulations—take students through a

5 Things you need to know key Terms

• First-generation computers used vacuum tubes. central process- microprocessor

xvi Visual walkthrough

From Yelp Inc. Copyright © by Yelp Inc.

Ian Dagnall Computing/Alamy

FIGURE 8.23 Searching for a Place to Eat in FIGURE 8.25 reddit

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420 CHAPTER 8 Objective 5 421

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VISUAL WALKTHROUGH xvii

1 From your student data ﬁles,

Windows 10, Microsoft Corporation

8 CHAPTER 1 Running Project

3 Things you need to know kEy TErM

Explorer can help you determine the

Objective 7 427 Objective 3 81

Viz Check quizzes—Each chapter includes two short

xviii Visual walkthrough

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the ch03_isaac_animals folder by dragging it to your flash drive. If you

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142 CHAPTER 3 How To 143

Mac coverage—Where appropriate,

VISUAL WALKTHROUGH xix

to application and hands-on proj-

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a. microprocessor project you will enter and edit text, a. UAS

Consider the features available on the personal computing device 11

Your map should have three main branches: desktop, Downloadable

46 CHAPTER 1 End of Chapter 47

APPLICATION tion they learned

2. Identify Types and Uses of Personal Software