NATIONAL OPEN UNIVERSITY OF NIGERIA

COURSE CODE:
BED 111

COURSE TITLE:
INTRODUCTION TO KEYBOARDING
AND WORD PROCESSING

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 NATIONAL OPEN UNIVERSITY OF NIGERIA
Course Team:
Prof. Inegbedion, Juliet O (Course Developer/Writer/ Course Coordinator) –NOUN
Prof. L. E. Ekpenyong -University of Benin
Assoc. Prof. S.S. Amoor (Editor) – A.B.U., Zaria

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 NATIONAL OPEN UNIVERSITY OF NIGERIA

National Open University of Nigeria

Headquarters
University Village Plot 91, Cadastral Zone,
Nnamdi Azikiwe Express way Jabi, Abuja

Lagos Office
14/16 Ahmadu Bello Way Victoria Island, Lagos

e-mail: [email protected]
website: www.nou.edu.ng

Published by
National Open University of Nigeria

Printed 2007
Reprinted 2020
ISBN: 978-058-316-5

All Rights Reserved

CONTENTS PAGE

Introduction 1

What You Will Learn In This Course 1

iii
Course Aims 1

Learning Outcomes 1

Working Through This Course 1

Course Materials 1

Study Units 2

References And Other Resources 2

The Assignment File 2

The Presentation Schedule 2

Assessment 3

Tutor- Marked Assignments (Tma) 3

Final Examination And Grading 3

Course Marking Scheme 3

How To Get The Most From This Course 3

Tutors And Tutorials 5

Summary 5

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INTRODUCTION

BED111 - Introduction to Keyboarding and Word Processing

This course is a 2 units course designed to train the learners on how to manipulate the keyboard and
apply their skill in the production of documents. The course is therefore divided into two facets -
Keyboarding and Word processing. The keyboarding aspect will train you on the appropriate way to
manipulate the keyboard while word processing will introduce you to the presentation of documents.
WHAT YOU WILL LEARN IN THIS COURSE
You will be taught Skill Building and Measurement; Functions and Production of business documents.
COURSE AIMS
There are eighteen study units in the course and each unit has its objectives. You should read the
objectives of each unit and bear them in mind as you go through the unit. In addition to the objectives
of each unit, the major aims of this course are as follows:
1. To produce teachers who can teach keyboarding and word processing at the secondary
school and industrial levels.
2. To have well skilled teachers who can apply the knowledge of computer in teaching and
learning.
LEARNING OUTCOMES
The objectives of this course are:
• To inculcate appropriate word processing skills.
• To educate learners on how to create business documents.
• To educate learners on how to implement keyboarding and word processing skills in keeping
business records.
WORKING THROUGH THIS COURSE
You have to work through all the study units in the course. There are four modules and eighteen
nineteen study units in all.
COURSE MATERIALS
The major components of the course are:
1. The Course Guide
2. Study Units
3. Textbooks
4. CDs
5. A Tutor
6. The Assignment File
7. The Presentation Schedule

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STUDY UNITS
The breakdown of the three modules and fifteen study units are as follows:
Module 1 Skill Building/Skill Measurement
Unit 1 Introduction
Unit 2 Touch Keying and Skill Building on the Alphabetic Keyboard
Unit 3 Touch Keying and Skill Building on the Numeric Keyboard
Unit 4 Speed and Accuracy Practice
Module 2 Function Keys I
Unit 1 Page Setup
Unit 2 Line Spacing
Unit 3 The Use of White Spaces
Unit 4 Page Numbering
Unit 5 Headers and Footers
Module 3 Function Keys II
Unit 1 Templates
Unit 2 Document View
Unit 3 Line and Page Breaks
Unit 4 Print
Module 4 Production
Unit 1 Manuscript
Unit 2 Simple Editing
Unit 3 Paragraphs
Unit 4 Headings
Unit 5 Formatting and other Functions
REFERENCES AND OTHER RESOURCES
Every unit contains a list of references and further reading. Try to get all or some of the textbooks and
materials listed. The textbooks and materials are meant to deepen your knowledge of the course.
THE ASSIGNMENT FILE
In this file, you will find all the details of the work you must submit to your tutor for marking. The
marks you obtain from these assignments will count towards the final mark you will obtain for this
course. Further information on assignments will be found in the Assignment File itself and later in this
Course Guide in the section on assessment.
THE PRESENTATION SCHEDULE
The Presentation Schedule included in your course materials gives you the important dates for the
completion of tutor-marked assignments and attending tutorials. Remember, you are required to submit

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all your assignments by the due date. You should guard against falling behind in your work.
ASSESSMENT
Your Assessment will be based on tutor-marked assignments (TMAs) and a final examination which
you will write at the end of the course.
TUTOR- MARKED ASSIGNMENTS (TMA)
Every unit contains at least one or two assignments. You are advised to work through all the
assignments and submit them for assessment. Your tutor will assess the assignments and select four;
which will be marked and the best three will be selected which will constitute the 30% of your final
grade. The Tutor Marked Assignments may be presented to you in a separate file. Assuredly, for every
unit there are some tutor-marked assignments for you. It is important that you do them and submit for
assessment.
FINAL EXAMINATION AND GRADING
At the end of the course, you will write a final examination which will constitute 70% of your final
grade. In the examination which shall last for two hours, you will be requested to answer three
questions out of at least five.
COURSE MARKING SCHEME
This table shows how the actual course marking is broken down.
Assessment Marks
Assignments Four assignments, best three marks of the four count at 30%
of course marks
Final Examination 70% of overall course marks
Total 100% of course marks

HOW TO GET THE MOST FROM THIS COURSE

In distance learning, the study units replace the university lectures. This is one of the great advantages
of distance learning; you can read and work through specially designed study materials at your own
pace, and at a time and place that suits you best. Think of it as reading the lecture instead of listening
to the lecturer. In the same way a lecturer might give you some reading to do, the study units tell you
when to read, and which are your text materials or set books. You are provided exercises to do at
appropriate points, just as a lecturer might give you an in-class exercise.
Each of the study units follows a common format. The first item is an introduction to the subject matter
of the unit, and how a particular unit is integrated with the other units and the course as a whole. Next
to this is a set of learning objectives. These objectives let you know what you should be able to do by
the time you have completed the unit. These learning objectives are meant to guide your study. The
moment a unit is finished, you must go back and check whether you have achieved the objectives. If
you make this a habit, then you will significantly improve your chances of passing the course. The
main body of the unit guides you through the required reading from other sources. This will usually

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be either from your set books or from a reading section. The following is a practical strategy for
working through the course. If you run into any trouble, telephone your tutor. Remember that your
tutor’s job is to help you. When you need assistance, do not hesitate to call and ask your tutor to provide
it.
In additiondo the following:
1. Read this Course Guide thoroughly, it is your first assignment.
2. Organise a Study Schedule. Design a “Course Overview” to guide you through the Course.
Note the time you are expected to spend on each unit and how the assignments relate to the
units. Important information, e.g. details of your tutorials, and the date of the first day of the
semester is available from the study centre.
You need to gather all the information into one place, such as your diary or a wall calendar.
Decide on a method and write in your own dates and schedule of work for each unit.
3. Once you have created your own study schedule, do everything to stay faithful to it. The major
reason students fail is that they get behind with their course work. If you get into difficulty
with your schedule, please, let your tutor know before it is too late for help.
4. Turn to Unit 1, and read the introduction and the objectives for the unit.
5. Assemble the study materials. You will need your set books and the unit you are studying at
any point in time.
6. Work through the unit. As you work through the it, you will know what sources to consult for
further information.
7. Keep in touch with your study centre as up-to-date course information will be continuously
available there.
8. Well before the relevant due dates (about 4 weeks before due dates), keep in mind that you
will learn a lot by doing the assignments carefully. They have been designed to help you meet
the objectives of the course and therefore, will help you pass the examination. Submit all
assignments not later than the due date.
9. Review the objectives for each study unit to confirm that you have achieved them. If you feel
unsure about any of the objectives, review the study materials or consult your tutor.
10. When you are confident that you have achieved a unit’s objectives, you can start on the next
unit. Proceed unit by unit through the course and try to pace your study so that you keep
yourself on schedule.
11. When you have submitted an assignment to your tutor for marking, do not wait for its return
before starting on the next unit. Keep to your schedule. When the assignment is returned, pay
particular attention to your tutor’s comments, both on the tutor- marked assignment form and
also on the ordinary assignments.
12. After completing the last unit, review the course and prepare yourself for the final examination.

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 Check that you have achieved the unit objectives (listed at the beginning of each unit) and the
course objectives (listed in the Course Guide).

TUTORS AND TUTORIALS

The dates, times and locations of these Tutorials will be made available to you, together with the name,
telephone number and address of your Tutor. Each assignment will be marked by your tutor. Pay close
attention to the comments your tutor might make on your assignments as these will help in your
progress. Make sure that assignments reach your tutor on or before the due date.
Your tutorials are important; therefore try not to skip any. It is an opportunity to meet your tutor and
your fellow students. It is also an opportunity to get the help of your tutor and discuss any difficulties
you might encounter when reading.
SUMMARY
This course will train you on the basic skills you required to become competent in word processing.
I wish you the best of luck as you read through this course
CONTENTS PAGE
Introduction 1
What You Will Learn In This Course 1
Course Aims 1
Learning Outcomes 1
Working Through This Course 1
Course Materials 1
Study Units 2
References And Other Resources 2
The Assignment File 2
The Presentation Schedule 2
Assessment 3
Tutor- Marked Assignments (Tma) 3
Final Examination And Grading 3
Course Marking Scheme 3
How To Get The Most From This Course 3
Tutors And Tutorials 5
Summary 5
Module 1: Skill Building/Skill Measurement 8
Unit 1: Introduction 8
Unit 2: Touch Keying And Skill Building On The Alphabetic Beyboard 19
Unit 3: Touch Keying And Skill Building On The Numeric Keyboard 31

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Unit 4: Speed And Accuracy Practice 36
Module 2 Function Keys I 46
Unit 1: Page Setup Contents 46
Unit 2: Line Spacing Contents 55
Unit 3 The Use Of White Spaces Contents 58
Unit 4 Page Numbering Contents 54
Unit 5: Headers And Footers Contents 67
Module 3: Function Keys Ii 65
Unit 1 Templates Contents 65
Unit 2: Document View Contents 79
Unit 3: Line And Page Breaks Contents 76
Unit 4 Prints 88

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Module 4: Production 98
Unit 1: Manuscript 98
Unit 2: Simple Editing 103
Unit 3 Paragraphs 102
Unit 4 Headings Contents 108
Unit 5: Formatting And Other Functions 116

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MODULE 1 SKILL BUILDING/SKILL MEASUREMENT
This module is designed to introduce you to the skills of personal keyboard manipulations. Do not be
in a haste to learn the skills. Follow every instruction given steadily and you will become perfect with
the use of the keyboard through touch keying.
To acquire the desired skills, you shall be taken through the following units:
Unit 1 Introduction
Unit 2 Touch Keying and Skill Building on the Alphabetic Keyboard
Unit 3 Touch Keying and Skill Building on the Numeric Keyboard
Unit 4 Speed and Accuracy Practice
UNIT 1: INTRODUCTION
CONTENTS
1.0 Introduction
2.0 Learning Outcomes
3. Main Content
3.1 The Origin of Keyboarding
3.2 Types of Keyboarding Machines
3.3 Parts and Uses of the Personal Computer
3.4 Organisation of the Work Environment
3.5 Introduction To Microsoft Word
4. Conclusion
5. Summary
6. Tutor Marked Assignment (TMA)
7. References/Further Readings
1.0 INTRODUCTION
The society is dynamic in nature and therefore it is subject to change. The advancement in technology
especially in the use of personal computers, in almost every area of life, calls for the need in
keyboarding and word processing skills. Computers have been found

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useful in almost all fields - Engineering, Architecture, Surveying, Medicine, Artistic Work,
Education, etc. Gone are those days whereby keyboarding was only associated with typists or
secretaries. It is not enough to finger the keyboard or merely know how to use the mouse to bring
out data from the computer. The programmers that programmed the packages that are commonly
used today, followed typewriting techniques which
cover (1) word processing (text) (this includes letters, speeches, memoranda etc); (2) Display (3)
Tabulation. They tried as much as possible to programme the skills in typewriting so as to make
typewriting more enjoyable and meaningful. The fact remains that the use of personal computers
has not come to send typewriting into extinction rather it has come to enhance it. It should be
noted that although the programmers followed typewriting styles, one still needs to learn the skills
so as to be able to appreciate the new machine more.This material is prepared to give you an on
hand practical experience in keyboarding and word processing, which is the term that has taken
over “typewriting” because of the changes in the use of machines and the expanse in the function
of the machine. Today, it is important that everyone becomes proficient in keyboarding and word
processing irrespective of the field of specialisation, particularly in the business world.

2.0 LEARNING OUTCOMES

At the end of this unit you should be able to:
• Explain the origin of keyboarding and word processing;
• Identify the parts and uses of the personal computer
3.0 MAIN CONTENT
3.1 The Origin of Keyboarding
The process of representing spoken sound in readable form was first introduced by using the
finger to write on sand. This developed to the use of feathers, slates and writing with pen and
paper. Each of these styles has the problem of legibility and neatness. Therefore, the need for
improvement gave great concern to some scholars. In 1837, Christopher Shole developed the
“qwerty” typewriter which could be used to bring out hand written documents in printed form to
make them more legible and

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decent. Though this typewriter could not function as well as expected, it gave birth to the whole
idea of using machines to represent sounds. This typewriter passed through successive
developments and today, we have more advanced machines - personal computers.
Typewriting can therefore be defined as the process of representing spoken sound in printed form
with the use of a typewriter in the way and manner the reader (decoder) would understand it.
Typewriting is not just the art of striking the keyboard to see a letter, word or figure in print, rather
there are technicalities involved which would make the job more appreciable. These technicalities
are learned and cannot be achieved through guesswork.
Through successive development on the qwerty typewriter keyboard, the personal computer
keyboard was developed but with additional functions to make working on the personal computer
easy. See pictures below:

The Personal Computer

Additional Row
The Qwerty Typewriter.

From the pictures above, you can observe the similarities in the arrangement of the keys, which
make the knowledge and mastery of the qwerty keyboard easy to transfer to the personal computer
keyboard.
From what you have observed from the pictures above, locate a qwerty typewriter keyboard in your
environment and compare with that of a personal computer keyboard.
Is your observation the same with the illustrations in the picture above? If not, identify the
differences and compare with the illustrations in 3.3 below
3.2 Types of Keyboarding Machines
There are different types of typewriting machines, from which the keyboard emanated.
They are basically grouped as manual and electronic. The manual type functions without

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electricity while the electronic type needs electricity to function. The manual type can be found in both
standard and portable forms. The standard typewriter is the normal size of typewriter which can take
any size of paper ranging from A7 to A2. The electric typewriter is also in two forms; standard and
portable. Both manual and electric typewriters have similar keyboards which are the same as that
which was first developed by Shole. The interesting thing to note is that at each stage, there is an
improvement on the old by the kind of functions performed by the additional keys. For example, there
is no carriage return lever on the electric typewriter rather there is a key that does the return or the
function that performs automatic wrapping of words. The electric typewriter can store and retrieve
information when need be. It also has the facilities of viewing what you are typing on the screen. It is
the advancement on the typewriter that gave birth to the personal computer. The early computers were
not meant for typing but further progress in development led to the emergence of the personal
computer which now supersedes the use of the typewriter in typing because of its numerous functions.
3.3 Parts and Uses of the Personal Computer
The personal computer is divided into various parts and each part performs a function different from
the other. The parts of the personal computer could be likened to the parts of a human being. For
example, the major parts of a human being are the head, the fore limbs, the hind limbs, and the body.
Each of these parts has its own sub-parts and each of these sub-parts performs different interrelated
functions. For instance, in the head you have the eyes, nose, mouth, ear, forehead, hair, skull, brain
etc. The mouth is used for eating and talking therefore it cannot perform the hearing function of the
ear because it is not designed to do that, also the forehead cannot perform the function of the brain.
But human beings need the functions of all in order to achieve a normal process. We can now look at
the parts of the personal computer and their roles.
The Main Parts

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 2. The Central Processing Unit (CPU)
1. The Monitor

3. The Keyboard 4. The Printer

The monitor — The monitor is the part of a personal computer that looks like the television screen. A
monitor has either a monochrome or colour screen in a manner that resembles a printed text. The character
display can normally be generated in two different modes:
• The scrolling mode - This is the mode in which lines appear at the bottom and move up the
screen.
• The paging mode - In this mode, one complete screen -(a full screen) is replaced by another.
This can be likened to a slide projector.
The Central Processing Unit (CPU) - The CPU of a personal computer contains the power unit.
The CPU contains the processor, the main memory, disk drives and parts for output or input devices. The
processor unit helps to process the input data by changing the input data into a machine code in the
language the computer would understand. The computer can not read our normal way of writing; it works
in BINARY form, accepts ONE (1) or ZERO (0). The main memory helps to store information and
releases it when retrieved. The disk drive is the compartment provided for a floppy disk/diskette which
is used for external storage. There is also the zip drive and CDROM which are the compartments for the
zip and compact disk used for large documents.
The keyboard - The keyboard is divided into alphanumeric keys, function keys, control keys, the
numeric pad and cursor keys. The alphanumeric keys contain letters of the alphabet, figures and some
symbols and it is divided into six rows. The second to fifth rows contain these keys. The function keys
are designed to perform more advanced functions to enhance the work on the personal computer. They
are located on the sixth row. The control keys are basically used to move the cursor to the left, right, up
and down within a text or among pages. The numeric pad is used for easy entering of figures while the
cursor keys are used in scrolling on pages vertically and horizontally. One important thing to note on the
keyboard is that it resembles the qwerty typewriter. The

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alphanumeric keys are arranged in the same way expect for the additional keys meant for
more functions.
The printer is an output device which helps in producing the hard copy.
Sub Parts are:
1. The mouse is one of the input devices. An input device is a means used in feeding data into the
personal computer. The keyboard, scanner, joystick, keyboard e.t.c. are other input devices. The
mouse is also used to control the cursor. What is a cursor? A cursor is a small character-size
symbol displayed on the screen. It can be moved about the screen vertically and horizontally. As
earlier mentioned, the control keys can also perform this function.
2. The alternate key (Alt) is used with other keys to access software options
3. The backspace key moves the cursor to the left (backwards) and can also be used to delete already
typed words.
4. The caps lock key is used when you want to type all words in capital letters
5. The cursor serves as an indicator on the display screen that shows the user the exact position
within a document.
6. The delete key is used to delete text.
7. The disk (diskette/floppy disk) is the most common secondary storage medium used with
microcomputers. Disks are usually made of thin plastic, magnetically coated. They are protected
with opening which allows the disk drive to read or write information.
8. The disk drive is the compartment of a microcomputer into which the disk is slotted and it does
the reading in the disk.
9. The enter key returns the cursor to the next line of typing.
10. The insert key allows the user to insert text without deleting previously typed text.
11. The left shift key is used to capitalize letters keyed with the right hand. It is also used in
combination with other keys to perform specific functions.
12. The right shift key is used to capitalize letters keyed with the left hand.
13. The space bar is used to give space between letters or words.
14. The tab key moves the cursor directly to a tap stop.
3.4 Organization of the Work Environment
The arrangement of a work environment determines the rate of work flow. Poor work environment could
lead to:
• Tiredness
• Inefficiency in job performance
• A reduction in the rate of work flow
To avoid this problem, you should consider the following:
1. Care for the personal computer:
• Place the personal computer on a flat, smooth surface to prevent it from falling off.
• Shut down the PC properly after use.

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• Cover the PC (with its cover) when not in use to protect it from dust.
2. A correct sitting position;
This would:
• reduce fatigue
• reduce backache and
• increase the quality of job production
Sitting correctly means you are getting ready to use the machine.
Therefore, you need to be well seated so as to achieve the proficiency required. To achieve good
performance of your job and a healthy body, adopt the following sitting posture:
• Sit erect with your back resting on the back rest. To achieve this, make sure that your chair and
table are compatible i.e. the chair should be neither too low nor too high for the table. They should
be proportionate.
• Place your feet flat on the floor to give you a relaxed posture.
• Relax your nerves, hold your shoulder erect, curve your fingers and let them hover on the home
keys.
Learn to keep your eyes off the keyboard. Your eyes should be either on the copy you are typing from or
on the screen if you are typing directly from the brain. This will help reduce tension and increase your
productivity.
A well-organized work environment leads to high productivity.
3.5 Introduction to Microsoft Word
The most commonly used package today for word processing is Microsoft Word which is commonly
referred to as “word”. This package is chosen as the beginning package because it takes care of most of
the jobs done in a modern office and it is the easiest package to use in learning keyboarding. The
mastering of this package would help to ease the difficulty in using other packages.

Starting Microsoft Word

To go to the Microsoft Word environment, you have to start or launch the personal computer through the
following process:
Ensure proper connection

Switch on the power from the socket

Switch on the stabilizer or UPS

Press the start button on the CPU

Press the on button on the monitor

As soon as this stage is completed, the PC would show light on the screen and start to change form. It is

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this stage of changing form that is referred to as “booting”. The computer does not receive data when
booting because it is at that stage that is getting itself ready for work. Icons and the cursor are displayed
as soon as the booting is over. The cursor most times has either an arrow (i ) shape or a plus (+) sign. At
this stage the computer is ready to receive data. It is only at this point you can start word by doing any
of the following:
1. Click start from the start menu window, click program, from the pop-up menu, click Microsoft
Word.
2. You can also launch Microsoft Word through the short cut - double click on the Microsoft
Word icon on the desktop.

The face of the screen after booting Microsoft Word window screen
Exiting Microsoft Word
Before you exit from the Word environment ensure that the document in progress is saved except if that
document is not needed afterwards, but should you forget to do that before clicking on close or exit, a
box will prompt:

If you click on “yes”, it will give you opportunity to make your savings before existing. But if you click
on “no’’ it will exist.
Any of the following methods could be used when you want to exit from the Microsoft Word
environment:
1. Select file, click on “close”, and click on “exit”
2. Press Alt + F4
3. Click on Word close window button
4. CONCLUSION
It is important to know the rudiment that leads to a good keyboarding and word processing before

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embarking on the actual practice. It is therefore advised that you go through this unit once more for a
proper understanding before proceeding to the practical session in Unit 2. Do not be in haste, master the
beginning and it will enhance your efficiency.
5. SUMMARY
The idea of keyboarding and word processing all started as a result of looking for a better way to making
hand written documents legible This gave great concern to many scholars amongst whom was
Christopher Shole who in 1837 manufactured the first typewriting machine. Though the machine could
not achieve the purpose which it was meant for, it gave further concern to some groups of scholars. This
successive concern gave birth to new types or models of typewriters and today we have the personal
computer, which has become very useful in the business world.
6. TUTOR- MARKED ASSIGNMENT (TMA)
1. Carefully examine the origin of keyboarding and word processing in the world of business
2. Enumerate the criteria that need to be considered when proficiency is desired in keyboarding
and word processing.
7. REFERENCES/FURTHER READINGS
Anna. C., Deryl, & Antti, F.O. (2016). Increasing Touch- Keyboarding Skills on Children, Type-to-learn
Software vs Covers. Retrieved on24th May, 2020 from Keyboarding.research.org.

Byers, E.M., Aronvey, A. &Zahran, J. (2015). Teaching and Learning Keyboarding. Valdostat
University, USA.

NCCE, (2016). List of Colleges of Education in Nigeria. Retrieved on 24 th May, 2020 from
www.ncceonline.edu.ng

Schorey, P (2015) “Eyes Up” Teaching Students not to look at their fingers or keyboard while typing.
Retrieved on 24th May, 2020 from www.google.com/typinghomeblog.

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UNIT 2: TOUCH KEYING AND SKILL BUILDING ON THE ALPHABETIC
BEYBOARD
CONTENTS
1.0 Introduction
2.0 Learning Outcomes
3. Main Content
3.1 keys - asdf ;lkj
3.2 Keys - g and h
3.3 Keys - e and i
3.4 Keys - r and u
3.5 Keys - w and o
3.6 Keys - t and y
3.7 Keys - q and p
3.8 Keys - b and n; c and v
3.9 Keys - x and m
3.10 Key z and quotation mark(s)
3.11 Keys - . ? shift-key and caps-lock
4. Conclusion
5. Summary
6. Tutor Marked Assignment (TMA)
7. References/Further Readings
1.0 INTRODUCTION
This section introduces you to the practical session of keyboarding and word processing. Follow every
instruction carefully and do all the practices presented. At the beginning, abiding by the instructions may
seem difficult especially in the placement of your fingers on the keyboard.
Those you see touching the keys at a very fast rate with the right finger without looking at the keyboard
started this way. That means you will, if possible do better if you follow the given instructions. Do not
see the time spent on trying to master the keys as wasted. It is time well spent which will bring about
your proficiency in keyboarding.
Do not admire those who strike the keys with the wrong fingers, the fingers may look fast when moving
but would not be able to attain the desired speed and attain proficiency in production.
Why? Some people will never be patient to learn.

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This unit will take you through several tasks. Repeat each task several times until you are comfortable
with the manipulation.
Never give up until you are perfect
2.0 Learning Outcomes
At the end of this unit, you will be able to:
• Manipulate the alphabetic keys through touch keying
• Manipulate the keys with less fatigue
• Type simple text
3. MAIN CONTENT
3.1 Keys - asdf; lkj (Home Keys)
Alphabetic Keys

Space bar
Before you go into typing, you need to locate the guide keys, home keys, enter key and space bar as well
as know their functions. The guide keys are “a” and “;”. They are called guide because they guide you
on the position of the keyboard to place your fingers. The Home keys are “ASDF and; LKJ”. These serve
as the beginning keys and fingers are usually returned there when they are not in use when typing; a
finger hovers around these keys. They could be further described as take off and rest keys. The enter key
is used to return the cursor to the left margin when typing. It also gives space between lines when Enter
key is pressed. The space bar is the long bar in the first (bottom) row. It is used to give space between
letters or words.
Eight fingers and one thumb are used in typing. Among the fingers, there are the guide fingers — the
little fingers on the left and right hands. These fingers are placed on the guide keys —‘a' for the left and
‘;' for the right hand; while other fingers are placed from that point to cover the home keys. When fingers
are properly placed, there will be only two keys left at the middle of the 3rd row. The thumb is used for
the space bar to give space. You can use either the left or right thumb. It all depends on the one the learner
finds most convenient since we have some persons who are left handed.
Always remember that the guide keys guide the placement of fingers on the home keys while the home
keys guide the placement of the fingers on the keyboard. See the diagram below for finger positioning.

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Left palm Right palm
Note: When you are to type from a text-book or manuscript, place the copy you are to type on either side
of the keyboard i.e. either to the left-hand side or to the right-hand side. It all depends on the side that is
more convenient for the user. It is wrong to say that you must place your text-book on the right or left
since people have different sights. To some their left eye functions better, than the right and vice-versa.
You are about going into the practical session. To have an effective practice you are required to have the
following materials:
• A personal computer - a lap top or desk top computer with Office software.
• A printer.
• A comfortable chair and table to match.
• Good lightening.
• Course material for BED 111

The Task
• Is your computer on the table and well connected?
• Have you checked your sitting position? Be sure you are well seated.
• Now launch your Microsoft Word environment
• Practice placing your fingers on the home keys starting with the guide keys.
Did you forget how to achieve any of these? If yes, go back to the preceding unit to refresh your memory
before proceeding.
• Now that you are properly seated and ready for the task, try your hands on the following:
Task 1
asdf ;lkjasdf ;lkjasdf ;lkjasdf ;lkjasdf ;lkjasdf ;lkjasdf ;lkjasdf ;lkjasdf ;lkjasdf ;lkjasdf ;lkjasdf ;lkjasdf
;lkjasdf ;lkjasdf ;lkjasdf ;lkjasdf ;lkjasdf ;lkjasdf ;lkjasdf ;lkjasdf ;lkjasdf ;lkj

Read while you type

19
asdf ;lkjasdf ;lkjasdf ;lkjasdf ;lkjasdf ;lkjasdf ;lkjasdf ;lkjasdf ;lkjasdf ;lkjasdf ;lkjasdf ;lkjasdf ;lkjasdf
;lkjasdf ;lkjasdf ;lkjasdf ;lkjasdf ;lkjasdf ;lkjasdf ;lkjasdf ;lkjasdf ;lkjasdf ;lkj
Oh no, you feel like looking at the keyboard, because of the little mistake. Never mind, you can only look
at the keyboard once, at the point of placing your fingers on the keyboard. Once your fingers are placed,
you don’t need to see the keyboard, rather let your eyes be on the course material. Just remember that
your little fingers are the guide keys and memorise the finger that goes with each home key.
Try again.
asdf ;lkjasdf ;lkjasdf ;lkjasdf ;lkjasdf ;lkjasdf ;lkjasdf ;lkjasdf ;lkjasdf ;lkjasdf ;lkjasdf ;lkjasdf ;lkjasdf
;lkjasdf ;lkjasdf ;lkjasdf ;lkjasdf ;lkjasdf ;lkjasdf ;lkjasdf ;lkjasdf ;lkjasdf ;lkj
asdf ;lkjasdf ;lkjasdf ;lkjasdf ;lkjasdf ;lkjasdf ;lkjasdf ;lkjasdf ;lkjasdf ;lkjasdf ;lkjasdf ;lkjasdf ;lkjasdf
;lkjasdf ;lkjasdf ;lkjasdf ;lkjasdf ;lkjasdf ;lkjasdf ;lkjasdf ;lkjasdf ;lkjasdf ;lkj
Good practice. Now you can see that you can type without looking at the keyboard. It’s just a matter of
determination!
Try again. On completion, check your work with the one in the course material.
Now that your fingers are getting used to the keyboard, close your course material and try typing from
memory. Sound - asdf space (strike the space bar); lkj and type. Look at the screen as you sound and
type.

How was that practice? Hope it’s interesting and you are getting more used to using the right finger for
the right key on the home key
Repeat all the practice several times as you can
Repeat the practice session several times, until you are comfortable with home keys.
Task 2
Have you placed your fingers properly? Use the right finger for the right key. Do not be in hurry.
a; sl dk fj a; sl dk fj a; sl dk fj a; sl dk fj a; sl dk fj ;f ldksaj ja jsjdjf a; al sk dk fj s; slsksj d; dl dk dj f; flfk
fj ja jsjdjf ka kskdkf la ls ldfl ;a ;s ;d ;f dk sj a; sl dk fj a; sl dl dk aj dk a; sl dk fj al skdj fj sk al fk a; sl
dk fj skaksl dk fj a; sl dk fj a; sl dk fj a; ak dk jfkd ;a kdjfks a; sk dk fj asa sad ask asks jakjaksjadjaljals
dad dads add adds all all; fall falls saff das daskdasks lass lak lads afaskaslfaks; jaks; dad; sad laklaks;
saaksaalsafasafaskalsjakjaks dal dalllaskjadjadsjas ask asks; add adds lad lads jakjak; fall falls
Do not be dis couraged that you could not type fast. It is better to be slow now and use the right fingers.
What do you do when you forget what finger should go for what key?
Don’t be tempted to look at the keyboard, rather, pause and think of the right finger while your fingers
are hovering on the keyboard. This may slow down your pace of typing, but never mind, because the
speed will come once your fingers master the keys. You don’t need to struggle for it.
3.2 Keys - g and h
Are you sure you have mastered tasks 1 and 2? If no, practices some more and if yes proceed to task 3.
Task 3
Keys “g” and “h” are the two middle keys after the home keys.
Instruction: Use “j” finger for “h” and use “f” finger for “g”. Type the following as they appear.

20
 Sound the letters while you type
fgjhfgjhfgjhfgjhfgjhfgjhfgjhfgjhfgjhfgjhfgjhfgjhfgjhfgjhfgjhfgjhfgjhfgjhfgjhfgjhfgjhfgjhfgjhfgjhfgjhfgj
hfgjhfgjhfgjhfgjhfgjhfgjhfgjhfgjhfgjhfgjhfg fag gas gad gads gafs hall halls hask hall; haj jaskhalahass
halls; gasshass had hadshaffkalskals; jakjaks; hall
Check your progress - Did you use the right finger? Do you have the same line endings as in the text?
Are your errors very many?
Repeat the same task and compare with the first attempt. Is there improvement over the first attempt? If
yes, in what magnitude? Is it by looking at the keyboard (bad habit) or by abiding by the given instruction
(good habit)?
Task 4
Type as presented
Sound the
Read while you type
letters/words while you type
adajasalahasa hag hags dahl; dasskass has jag jags; gall galls; hakshask haj; las lads halls jaks sad falls
gag gags jag jags galls gall hag hags jadakallkalls has has; gas gash hall; haaksafa dada sall kala lakalada
all all; lafa gaga haalakalaga fag fags faghkash dash dash; hall halls gaga gags gag gaka gala galas
salasalaskadalalasadafalasagasgad gads jaksal salsa salad salsas salsa dada gag dada all gaga hags jak
salads salsa sakakallkalls dadas fall;
Check your progress and repeat the task as many times as possible. You must not look at the keyboard
while typing. Looking at the keyboard in keyboarding is a “criminal” offence in word processing.
3.3 Keys - e and i
So far you have covered ten alphabetical keys on the third row of the keyboard. Repeat task 1 to task 4
before you proceed; this will increase your mastery.
You are about to go to the upper row (fourth row), to the home key row. It demands moving your fingers
from the third row to the fourth row, therefore move your fingers gently. Do not be tempted to look at
the keyboard when striking the keys
STOP, TAKE A LOOK AT THE KEYBOARD ONCE MORE AND STUDY THE ARRANGEMENT
OF THE KEYS CAREFULLY. AFTER WHICH YOU CAN PROCEED TO THE NEXT TASK.
Instruction: use “d” finger for “e” and “k” finger for “i”
Task 5
Type as presented
dedkikdedkikdedkikdedkikdedkikdedkikdedkikdedkikdedkikdedkikdedkikdedkikedeikiedeikiedeikiede
ikiedeikiedeikiedeikiedeikiedeikiedeikiedeikiedeikiedeiki seed seeds ill ills kill kills lid lids

Sound the letters /words while you type Repeat this several times until you are fairly comfortable with
the keys.

21
Task 6
Type as presented
Remember to use the right fingers
deed kesh dash seda aid aids ail ails; head heads gail ell ells; side sides jaskjask; ill ell gill gills gisa hiss
hisses hassle hassles lead leads eal head heads gill gills fill fills feel feels fed did said sill sills sesasesil
fill like likes kafadi his hassle gill gisas jig jigs ell ells ell; ado add adds feed desk deed desks; he has all
seed as jak said fill eda aka akas lead leads all his fill fig has all feed falls ills his jeaksjek fills all seed
gas has deaf gel gels falls
Repeat this several times and compare your progress.
3.4 Keys - r and u
Task 7
Type as presented and repeat as many times as you can Instruction: use “f” finger for “r” and use “j”
finger for “u”
frfjujfrfjujfrfjujfrfjujfrfjujfrfjujfrfjujfrfjujfrfjujfrfjujfrfjujfrfjujfrfjujfrfjujfrfjujrfrujurfrujurfrujurfrujurfru
jurfrujurfrujurfrujurfrujurfrujurfrujurfrujurfrujurfruju has he said all he sees full raff
Always remember to use the right finger as instructed Task 8
raffs dell dells red reds dull dulls urea jug jugs lusksaul seer seers her hers hug hugs full his urea seed
seer jug jugs rug rugs dear dears kiss kisses jeer urge urges judges all her ills hur rugs rue rues jude feel
jidehur dear his all gill his gear fill all her all feed all his fur feel dear dull his air urges her rugs fill all
air judges ask jug jug all her rue gear full.
Do you feel better striking the keys? Repeat this task several times and check your progress
3.5 Keys - w and o
Task 9
Instruction: Use “s” finger for “w”and“ l”finger for “o”
sws lol sws lol sws lol sws lol sws lol sws lol sws lol sws lol sws lol sws lol sws lol sws lol
swswswolowswolowswolowswolowswolowswolowswolowswolowswolowswolowsw few red rug road
hour house for

Task 10
all his horse does war all doll roll wore were goes dull well wore ore wore goes all her due war are for
his wear her shoes as does will guess red for his gall gills or sea sees well read houses ore we will wed
wedded ore how would he goes all rue seed rogges all lolli ore wore red shoes for his wedded judges has
all she were for houses asked war of wars all as his guess war wore ore our will were walled of his gag
as he asked for his rue as a
judge of all
Sound the letters /words while you type
3.6 Keys - t and y
Introduction: Use “f” finger for “t” and “j” finger for “y”
Task 11

22
Good practice, keep it up

ftfjyjftfjyjftfjyjftfjyjftfjyjftfjyjftfjyjftfjyjftfjyjftfjyjftfjyjftfjyjftfjyjftfjyjftf
jyjftftftyjytftyjytftyjytftyjytftyjytftyjytftyjytftyjytftyjytftyjytftyjytftyjytft
yjytftyjytft were you there for ada wed jude Task 12
The judge of the house at yogga ore you though thought all the there those this for fur yolk
Repeat each of these tasks several times and remember to sound the letters/words when
you type.
yours to that of those your will of thought that you should show the yelly gasses guess the skill word
letters lets your way for the wore of all kids or kiddy doll for dolls at fees full yoges hour through all
there yelly way of does you saddyyoggys rat rattle all he yell for his
3.7 Keys - q and p
Instruction: Use “a” finger for ‘ “q” and “;” finger for “p”.
Remember that your finger movement is in a vertical form. Up and back to the home keys.
Task 13
aqa ;p; aqa ;p; aqa ;p; aqa ;p; aqa ;p; aqa ;p; aqa ;p; aqa ;p; aqa ;p; aqa ;p; aqa ;p; aqa ;p; aqa ;p; aqa ;p;
aqa ;p; aqa ;p; aqa ;p; aqa ;p; aqa ;p; aqa ;p; aqa ;p; aqa ;p; aqa ;p; aqa ;p; aqa ;p; aqa ;p;
qaqp;pqaqp;pqaqp;pqaqp;pqaqp;pqaqp;pqaqp;pqaqp;pqaqp;pqaqp;pqaqp;pqaqp;p queue up at
Task 14
the tap to get water for the house for your use people equip the pulp for queries quote the right quote at
quest for quests pop pipe pope jude quip quite quiet to the pop pops rats quotes; quit paper pepper tosh
quire quarter quarters equip quest poppy rag Iraq fight fought fifth fourth thirty two too total totals equal
equips separated separate ideal peers author saddle saddles
If you look at the keyboard, you will notice that you have successfully completed the third and fourth
rows of the keyboard. You are about to enter this last row of letters on the keyboard; which is the second
row.
The movement of the fingers will still be in the vertical form. This time, the fingers will move from the
home keys downwards.
Do not look at the keyboard as you move your fingers
Instruction: Use “j’ finger for keys “b” and “n”. Use “f” finger for keys “c” and“ v”. You must not look
at the keyboard while typing the following:
Task 15
jnbfcvjnbfcvjnbfcvjnbfcvjnbfcvjnbfcvjnbfcvjnbfcvjnbfcvjnbfcvjnbfcvjnbfcvjnbvcfnbjvcfjnhfvcjnbcfvb
njfcjjncvjbcfvjhbnjbvcfgvchnbfncvjfvnbcvncbnfcbjvnjbc bottle but very nerve car carry

23
Task 16
control beautiful betting food best nerves not noting control convey cargoes to their various destinations
during the week Thursday is an odd day in November carving is one of the things Benin people are known
for in what way would you carry the bag of bottles to the nearest place as required by the director of
cargoes often time busy people do not always like to see their children in the house during the working
hours so they would always want their children to be in school at these period not very often would battle
scared people into their hiding narrow bottled like venue in the village near the bushing center .
Keys - x and m
Instruction: Use “d” finger for “x” and “k” finger for “m’’
Task 17
dxdkmkdxdkmkdxdkmkdxdkmkdxdkmkdxdkmkdxdkmkdxdkmkdxdkmkdxdkmkdxdkmkdxdkmkdxdk
mkdxdkmkdxdkmkdxdkmkdxddxdmkmdxdkmkdxdkmkdxdkmkdxdkmkdxdkmkdxdkmkdxdkmkdxdk
mkdxdkmkdxdkmkdxdkmkdxdkmkdxd fax vax make
Task 18
Merry merriment xylophone market madness man exercise mathematics history physics vascular
microphone xylem Matthew mattress matter mother men macro micro microcosm nylon sex sexes export
exporter exporting except excepted executive member of the committee in the meeting to be held on the
tenth of March the year two thousand and four
3.9 Key z and quotation mark(s)
Instruction: Use “s” finger for “z”, “l” finger for “,” and use “;” finger for quotation mark(s).

Task 19
szsl,lszsl,lszs ;’; szsl,l ‘;’ szsl,l ‘;’ szsl,l ‘;’ szs ‘;’ szsl,l ‘;’ zsz ,l, ‘;’ szsl,l ;’; szsl,l ‘;’ szs ,l, ;’; szs ‘;’ ,l,
szs ‘;’ zsz ,l, zsz ‘;’ ,l, zsz ‘;’ ,l, szs ;’; ,l, zszl,lzsz ;’; ask; them, dwelling; ‘market’ zero zebra ‘zebulum’
zechariahezekieh ‘babtolo’ marketers, goodness, hezebal, tobaiah, sibling,
Task 20
do you know that men often want to be recognize in functions, in one of such functions zeba said ‘men
of integrity are not easy to come across, should you find them, they make you feel happy’ zezebra,
zebulum, ‘zephaniah’ zetta, zoro, zero, nylon, zech, zobo, zesh, zoo zest czechczechs ‘mattle’ ‘zero’
‘nylon’ ‘zech’ ‘zobo’ zesh’ ‘zoo’ ‘waters’ ‘czechs’ ‘zeba’ ‘agbodo’ ‘asaba’ ‘lags’
3.10 Keys - . ? shift-key and caps-lock
Specific Instruction
Use “l” finger for “.” , use “;” finger for “?”.There are two shift keys on the keyboard, one on the left and
the other on the right hand side. Use the little finger on the left or right hand for shift key. To achieve
this use the left little finger to hold down the shift key if the letter you want to type is on the right hand
side, and use the right little finger to hold down t he shift key on the right if the letter you want to type is
on the left hand side of the keyboard and as soon as you strike the desired key release your finger from
the shift key and continue typing. The shift key is used when you want to type in initial capital i.e. the
first letter in a word being typed with a capital letter while the subsequent letters in the word are typed

24
in small letters; e.g. Andrew.
There is no special finger for caps-lock. Press the caps lock when you want to type your text in capital
letters and as soon as you are through, press it again and the function will go off.
Note:
1 Give two spaces after each full stop. To achieve this, press the space bar twice before
beginning a new sentence. Start a new sentence afterevery full stop with a capital letter.
When you are to type the upper letters or symbols on the keys, hold down the shift key and strike
the desired key. If you do not do this you will not ach ieve the desired re sult. E.g. to type “?”,
use your left l ittl e finger to hold down the shift key on the left while you use tine “;” finge r to
s trike the “?” key. Another thing to note about the typing of “?” is that after each “?” give two
spaces just like in the case of the full stop.
Task 22
When will you go to Ilorin?Aduke will be getting married in June. Would you like to be there to grace
the occasion? How often do you go to Lagos? University of Lagos lagoon is a fine place to visit. Would
you like to be there next Saturday? Children like Lilly flowers, they would always like to feel it each time
they see them. Would you like to go to Kaduna on the tenth of November, this year? Do you always feel
happy when you are typing? Or do you think the art of typing is only through the use of the typewriter?
If not, what is your option about typing with other machines? Abeokuta is the home of Adire. So should
you want to buy any you need to visit and pick your choice. Never you give up when things are tough,
giving up is never the best solution to tough times. What do you do then? Look for ways to amend.
Task 23
MEN BY NATURE WANT TO DO LESS WORK AND GET RICH QUICKLY. THIS IS NOT THE
BEST WAY OF LIFE, BECAUSE THIS KIND OF OPTION WOULD ALWAYS INCREASE CRIME
IN THE SOCIETY. THE ART OF GETTING RICH. LET’S BE PATIENT AND WORK IN A
GENUINE WAY. THE WEALTH, WHICH WE DESIRE, WILL COME IN ITS NATURAL FORM.
Repeat each task several times until you are comfortable typing them.
Congratulations. You have successfully come to the end of the alphabetical keys.
Although getting used to the keys without looking at the keyboard was very rigorous, I can see you with
a smile because you can now manipulate the keys without looking at the keyboard.
Do not mind your speed now, but mind your accuracy and efficiency on the keyboard.
You have been a very wonderful student who keeps to instructions, which is the secret of your success.
Keep it up.
4. CONCLUSION
The horizontal method was used to introduce you to the keyboard This method introduces a beginner
to the home key row first before other keys. The advantage is that it gives you the opportunity to master
the guide and home keys and takes you through the horizontal movement of your fingers. Also, it gives
you the opportunity of learning more than one key at a time, which makes learning less monotonous.

25
5. SUMMARY
This unit has taken you through the alphabetical keys, starting with the guide and home keys with a
successive improvement to the fourth and second rows. To acquire the desired skills the following are
important:
• Do not look at the keyboard when typing
• Sound the letters \words as you type
• Keep to all instructions
• Practice very often
If you are able to achieve this, you will discover that in no time you will become comfortable using the
keyboard.
6. TUTOR -MARKED ASSIGNMENT (TMA)
Task 1
Type the following as presented:
Some years ago, typewriting was basically associated with the typists and secretaries only. Therefore, all
manuscripts were directed to the typist or secretary for typing. This single act led to the misconception of
the role of secretaries in an organisation. Some typists assumed the position of secretaries while most of
the very few qualified secretaries were denied the opportunity of performing their roles, most especially
in Nigeria where they were restricted to performing the role of typists.
Task 2
Today the art of typing is no more for the typist or computer operator or secretary only. It is now for
everyone who needs proficiency in his or her daily activities. This makes it important for everyone to
learn how to use the keyboard which is fundamental in the use of the computer in every field of
specialisation. But it has been discovered that people are not ready to learn these basics which are
fundamental in the application of the computer to their specific areas. They see it as a waste of time, but
the time that is considered to have been wasted in learning keyboarding is gained several times during
application.

7. REFERENCES/FURTHER READINGS

Anna. C., Deryl, & Antti, F.O. (2016). Increasing Touch- Keyboarding Skills on Children, Type-to-learn
Software vs Covers. Retrieved on24th May, 2020 from Keyboarding.research.org.

Byers, E.M., Aronvey, A. &Zahran, J. (2015). Teaching and Learning Keyboarding. Valdostat
University, USA.

NCCE, (2016). List of Colleges of Education in Nigeria. Retrieved on 24th May, 2020 from
www.ncceonline.edu.ng

Schorey, P (2015) “Eyes Up” Teaching Students not to look at their fingers or keyboard while typing.
Retrieved on 24th May, 2020 from www.google.com/typinghomeblog.

26
UNIT 3: TOUCH KEYING AND SKILL BUILDING ON THE NUMERIC
KEYBOARD
CONTENTS
1.0 Introduction
2.0 Objectives
3. Main Content
3.1 Keys 1 2 0 and 9
3.2 Keys 3 4 8 and 7
3.3 Keys - 5 and 6
4. Conclusion
5. Summary
6. Tutor -Marked Assignment (TMA)
7. References/Further Readings
1.0 INTRODUCTION
The Personal Computer keyboard as introduced to you earlier contains letters of the alphabet, numerical
and functions keys. The last unit took you through the alphabetical keys. This unit is designed to introduce
you to numerical keys. To be well acquainted with the desired skills, follow all the given instructions.
The instructions you are expecting to meet are in line with the kind of instructions you are already used
to. Therefore, relax and proceed.
2.0 LEARNING OUTCOMES
At the end of this unit, you should be able to:
• Manipulate numerical keys
• Type a simple text with numbers
2. MAIN CONTENT
2.1 Keys 1 2 0 and 9
This section introduces you to the fifth row on the keyboard. This requires further movement of your
fingers upward. Use the “a” finger for “1”,the “s” finger for “2” , the “L” finger for “0” and the same “L”
finger for “9”
Be systematic with the movement of your fingers. Try your hands on the following task:
Task 24
Aq1 sw2 lo0 lo9 aq1 lo0 sw2 lo9 aq1 sw2 lo0 lo9 aq1 lo0 sw2 lo9 aq1 lo0 sw2 lo9 sw2 lo9 aq1 lo0 2ws
9ol 0ol 1qa q1a lo0 9ol 2ws aq1 o9l ws2 o0l 2ws lo0 q1a ol9 ws2 lo0 qa1 0ol q1a 0ol. Aq1 sw2 lo0 lo9
aq1 lo0 sw2 lo9 aq1 sw2 lo0 lo9 aq1 lo0 sw2 lo9 aq1 lo0 sw2 lo9 sw2 lo9 aq1 lo0 2ws 9ol 0ol 1qa q1a
lo0 9ol 2ws aq1 o9l ws2 o0l 2ws lo0 q1a ol9 ws2 lo0 qa1 0ol q1a 0ol.

27
Remember the rule: Do not look at the key board when typing.
Repeat this three times. At the end of each session, check your progress.

Good Student. I commend your effort, repeat Task 23 once more and you will discover you have made
significant progress
Task 25
Type the following as presented
There are 20 villages in the land of Akoko. Adekoke will be one year old on Sunday 20th April 2007. 90
persons were reported dead in the plane crash, 901 persons were hospitalised. Children within the ages
of 9 are always anxious to go to secondary school. What age do you think is most desirable for children
to start school? Take note of the following figures: 1, 2, 10, 19, 101, 120, 129, 921, 2002, 191 and 900.
Life is interesting when you have to live in a country with a buoyant economy. Such a country caters for
her masses and sees beyond just today.
Repeat task 25 as many times as you want. Aim at proficiency
2.2 Keys 3, 4, 8 and 7
These numbers are also on the fifth row on the keyboard. Take a look at the keyboard once more to study
the arrangement of the keys. This session requires the same style of finger movement, which is in the
upward direction. Remember you will not get the best if you look at the keyboard when typing, so avoid
the temptation.
Instruction: Use the “d” finger for keys “3” and “4”,the “k” finger for “8” and the “j”finger for “7”.

Task 26
Type the following as presented
de3 de4 ki8 ju7 de3 de4 ki8 ju7 de3 de4 ki8 ju7 de3 ki8 de4 ju7 de3 ju7 de4 ki8 de3 ki8 de3 ki8 ed3 4ed
ki8 i8k 7uj u7j e3d 4ed ki8 u7j 4ed ju7 de4 ju7 de4 8ik 4ed ki8 ed3 ik8 3ed ju7 ki8 ju7 101 202 303 404
191 292 282 272 300 303 393 383 373 400 494 484 474 990 294 193 778 483 287 183 478 134 890 214
838 288 283 1892 2,44.00 23, 8,990 390 4990 1000 2000 3000 4000 9000 8000 7000 2001 3002 4002
22 334 129 988 7990 321 234 431 908 291 290 390 2090 2101 When we are talking about figures that
end with round figures we are referring to such figures as 100, 200, 300, 400, 700, 800, 900 etc. Some
persons like odd numbers like 3, 7, and 9.
Repeat this task 10 times
SELF ASSESSMENT EXERCISE 1

28
React to the following at the completion of the ten.
i. Compare your performance in the ten. Is the performance good or bad?
ii. List points to support your answer to question one above.
iii. Suggest ways of possible improvement based on the difficulty you encountered during the task.
2.3 Keys 5 and 6
You are on the verge of completing the numerical keys. What seemed difficult and unrealistic at first has
become interesting and exciting. So with this interest and excitement complete the following task.
Instruction: Use the “f” finger for “‘5” and “6” and the “;” finger for

Task 27
Fr5 ft6 ;p- fr5 ft6 ;p- fr5 ;p- ft6 ;p- fr5 ft6 ;p- fr5 ft6 ;p- fr5 ft6 ;p- fr5 ft6 ;p- fr5 ft6 ;p- fr5 ft6 ;p- ft6 ;p-
ft6 6tf p;- fr5 ft6 ;p- 500 600 670 465 567 678 312 565 764 765 896 805 669 660 661 559 557 556 679
667 9006 6009 670 679 6003 5006 5007 5009 5008 1005 1006 2660 66231 3659 The numbers 666 and
419 have some connotations. Many people dread these numbers and seldom use them for anything that
connotes the positive. You may want to know more about these numbers - 666 is a mark of the anti-
Christ, and 419 connotes a dubious character. There are some compound words we use often, such as co-
operation, co-worker and inter-face.
Repeat this task 10 times
SELF ASSESSMENT EXERCISE 2
i. Identify your areas of difficulties
ii. Identify at least two ways of overcoming the difficulties
iii. Repeat the task, using the solutions provided in“2” above.
iv. Has the new method improved your performance? Yes or No.
v. State reasons to support your answer to 4 above.
3. CONCLUSION
I want to congratulate you for your ability to manipulate the keyboard without looking at the keys. It is
not magic to gain competency, but it comes through self-discipline and determination. Keep these criteria
in mind as you work through the rest of this material so as to be able to improve your competency.
You have successfully completed alphabetical and numerical keys. The function keys and other signs
that are placed at the top of the numerical keys can be typed at a glance.
These are not frequently used; therefore typing them will not pose a problem. The alphabetic and numeric
keys are the ones that are mostly used, hence the need look for a way of improving to the speed of using
them.
Remember to use the shift keys when you are to type any of the signs at the top of the major keys. The
other keys whose functions you may need to master - home, end pg up and pg down. The first two can
not work on their own; they need a combination of the control (Ctrl) key. See the following:
• Ctrl + Home - takes you to the beginning of the current document

29
• Ctrl + End - takes you to the end of the current document
But in case of the last two keys tapping either of them once will give you the following result:
Page Up - When you press this key it takes you towards the beginning of the document in a successive
manner.
Page Down - When you press this key , it takes you to the page(s) after the current page in the document.
You will be introduced to the function keys as you proceed in Word Processing.
Practice using the home, end, page down and page up keys following the instructions above.
4. SUMMARY
In summary, you have typed all the basic numbers used in mathematics. You need constant practice to
improve your proficiency. In 3.0 you were reminded not to look at the keyboard when typing, remember
to keep to this as you progress. This is one sure way for you to gain speed steadily.
5. TUTOR- MARKED ASSIGNMENT (TMA)
Explain your experience in keyboarding with reference to:
1. Difficulty encountered
2. Encouragement received
3. Suggestion to others who want to learn keyboarding

6. REFERENCES/FURTHER READINGS

Anna. C., Deryl, & Antti, F.O. (2016). Increasing Touch- Keyboarding Skills on Children, Type-to-learn
Software vs Covers. Retrieved on24th May, 2020 from Keyboarding.research.org.

Byers, E.M., Aronvey, A. &Zahran, J. (2015). Teaching and Learning Keyboarding. Valdostat
University, USA.

NCCE, (2016). List of Colleges of Education in Nigeria. Retrieved on 24 th May, 2020 from
www.ncceonline.edu.ng

Schorey, P (2015) “Eyes Up” Teaching Students not to look at their fingers or keyboard while typing.
Retrieved on 24th May, 2020 from www.google.com/typinghomeblog.

30
UNIT 4: SPEED AND ACCURACY PRACTICE
CONTENTS
1.0 Introduction
2.0 Learning Outcomes
3.0 Main Content
4. Conclusion
5. Summary
6. Tutor- Marked Assignment (TMA)
7. References/Further Readings
1.0 INTRODUCTION
This unit is going to teach you how to complete a given task that is error free, and that in time too. You
can do this effectively if you have successfully gone through units 2 and 3, if not you may not achieve
the objective set for this unit. It is advised, therefore, that you go through units
2 and 3 again, but if you know you have already done that and you can fairly type without looking at the
keyboard, you may then proceed to the tasks in this unit.
2.0 LEARNING OUTCOME
At the end of the unit, you should be able to:
Type a simple text at 15 words per minute with a minimum of 2% error.
3.0 MAIN CONTENT
Type the following passages to ensure a proper mastery of the keyboard. At the end of each paragraph,
press the enter key twice before you start a new paragraph, when more than one paragraph is required.
Repeat each task as many times as you wish to gain perfection.
Task 28
68 words at 22 w.p.m. for 3 minutes
If the new shop is to be ready in June, there are a few jobs that must be done at once. First, we must find
a person who is able to make some effort to put this business on its feet again, and, further, I am sure that
the person must be given a free hand as to how many people we should employ and what pay each will
receive for full-time work
(SI 1.19)
Task 29
140 words at 28 w.p.m. for 3 minutes
Yes, they should call here to see the goods which I spoke to you about last Monday. I do send stock out
on approval. I shall be very pleased to do business with you and to allow monthly credit of N10, 000. In
the late autumn I hope to offer some first-class quality goods, and in the meantime, I can let you have the
best value in woollens, with a special line in sweaters. I am sorry that I am unable to suggest a reliable
house for socks: this is part of the trade in which I have not done business, and it would not be fair of me
to pass an opinion on the firms whose names you mention in your letter. I have always kept my prices
low, and will write to you when next I have some special offers.

31
 (SI 1.23)
Task 30
201 words at 28 w.p.m. for 7 minutes
All of you will be glad to hear that we now have a scheme for refunding to staff that part of their expenses
for travelling long distances to work. Some details of local conditions and of the grades of staff will help
you to understand our query.
We are faced with a sharp division between town-based staff, who would pay fares of between =N=6 and
=N=9 a week, and members of staff living in the country who are paying between =N=10 and =N=17 a
week.
There are about 500 people on the office staff - four-fifths live within the city boundary (a radius of some
4 miles) and the rest live at distances varying from 6 to 12 miles. Some time ago a plan was thought up
for paying travelling costs on a mileage basis to all employees who travel a distance of more than 4 miles
from the city centre; however, the scheme was not a success. It is hoped that the new plan which was put
into operation last week will prove to be fairer. The scheme ensures that no one in this group pays more
than =N=9 a week to get to and from her/his work.
(SI 1.27)
Task 31
264 words at 33 w.p.m. for 8 minutes
We understand that you will be leaving this country shortly to take a job overseas, and we thought that
your friends and family might like an up-to-date photograph of you before you leave. We can supply
large prints, and we should be pleased to arrange a sitting at short notice when convenient to you.
May we also mention that we offer to businessmen a service which is both efficient and complete in every
way. We will be pleased to show you numerous pictures which show clearly the eye-catching style
presented by our photographers. We enclose a list of firms that employ us and for whom we have
produced many advertisements for industrial magazines.
Transfer Travel, our branch in High Street, can help you in a number of ways to solve your travel and
transport queries. In these days when time seems to be the most important commodity of all, you can
depend on Transfer Travel to deal with all your arrangements. Just telephone Sean Gallapher and he will
use both his own and his staff’s time in dealing with the hundred and one irritating little things that crop
up, but which are so easily overcome by the expert who has made the whole subject his own intimate
profession. Should you wish to do business with a country with which you are not in touch, our agents
will be pleased to help you with advice and contacts.
(SI 1.27)
Task 32
361 words at 36 w.p.m. for 10 minutes
Proof-reading is a skill and like any skill it must be practiced. If you are to become efficient at spotting
errors of all kinds, it is necessary to undergo training in the art of proof-reading. To be effective as a
proof-reader you need to be able to spell and punctuate correctly, and to know the basic rules of grammar,
as well as acceptable typewriting display and layout.

32
It is not a question of just reading through a completed piece of typescript in case a typing error may have
been overlooked; it is often necessary to ask the help of a colleague to go through the copy to make
certain that figures are correct, that nothing has been omitted, or that unreadable handwriting has been
deciphered correctly.
It may be that you are an audio typist and that you have to listen to a recording on a transcribing machine.
You will need to take great care when proof-reading, and, in order to check certain details, it may be
necessary for you to play part of the recording again.
If the transcription is from shorthand notes, it is a good plan to check the transcript very closely with the
notes to make certain that nothing has been omitted. Keep one finger following the shorthand notes with
a finger of the other hand following each word on the typed copy. Take particular care with words that
sound alike but are spelt differently - homophones, e.g., check and cheque; aloud and allowed. If you
have any doubt as to which spelling is required, check the meaning of the word in a dictionary.
If you are proof-reading from VDU, it may be helpful to use the cursor to guide the eye across the screen,
and to vary the density of the brightness on the screen.
Make sure that you have used the correct stationery, type accurately any labels or envelopes required,
and attach any enclosure before the documents are placed for signature.
(SI 1.27)
Task 33
84 words at 42 w.p.m. for 2 minutes
My brothers and I were terrors when we were boys, but I do not believe we were really bad. In those days
boys were forced into mischief, for there were not yet any movies or radio, and television was a mystery
of the future. When the police chased us for some of our pranks, we always had somewhere to hide. As
we lay breathless in our lair, we often heard the tread of heavy boots as the policeman went on his way.
(SI 1.27)

Task 34
87 words at 43 w.p.m. for 2 minutes
There has always been a great deal of good advice available for the person seeking a job. Much of this
excellent advice lays stress on making a good first impression, and I do feel that the first few minutes are
critical to your chances of being selected for a job. This means that you should carry out some careful
planning before the interview. The clothes you wear must be neat and clean and suitable for the job for
which you are applying.
(SI 1.35)
Task 35
161 words at 40 w.p.m. for 4 minutes
Electronic mail sends, receives, and stores messages and the main reason for using it is to speed the
delivery of large amounts of information: it offers immediate delivery if this is required.
There is one or 2 points you should remember about this means of communication. To start with, different

33
pieces of electronic equipment can communicate with each other - telephone lines, telegraph lines,
satellites are examples. Further, the information between communicating machines is in the form of
electronic signals, not a copy on paper.
If desired, information may be sent to a location and stored until it is needed by the receiver. Also, the
receiver may view the message on a screen or print it out as and when a copy is required. This means a
great saving, in paper, additional copies, and mailing costs.
(SI 1.56)
Task 36
242 words at 40 w.p.m. for 6 minutes
Perhaps you have seen typists’ jobs advertised in the papers and wished you could apply. Or you may
have spent some time in an office and have an idea of the different types of work the typist has to tackle.
For the better-paid typist’s job you should have appropriate qualifications: a Stage III in typing, Stage
II/III in audio transcription, and a good knowledge of English language. This job usually demands
common sense, initiative, and tact. However rushed you may be, you will have to be pleasant to the boss
who will often deviate from the topic and perhaps waste your time. If you have a query, always ask for
advice - never undertake a job unless you are sure you know what is required.
You may be required to deal with internal and external telephone calls and to make certain decisions.
The typist often has to operate a photo-copying machine and to maintain a filing system. Typing is also
a means of providing input for word processors and computers and it may be that you will have extra pay
for operating these machines.
Employment prospects for typists are excellent. Thousands of typists are added to the work-force each
year, and the typist who is familiar with processing equipment has an even better chance.
(SI 1.40)
Task 37
329 words at 46 w.p.m. for 7 minutes
A FAX or facsimile machine is a copier which will transmit a document by electronic means usually
over telephone lines from one location to another. At the distant end it appears as a printed copy, or
facsimile, of the original.
Almost anything that can be put on paper can be transmitted by facsimile - text, graphs, charts, etc, can
be sent and also received. Quotations, orders, price-lists, delivery schedules, specifications, etc, are just
a few examples. As originally used it was slow and the quality was certainly poor. The equipment used
today takes advantage of today’s technology which means that it is much faster and of good reproduction.
Today, many new special-purpose systems will transmit a page in as little as 15 seconds; however, all
high-speed transmission equipment is expensive.
One of the great advantages of facsimile is the reduction of keyboarding errors because if the original
copy is correctly prepared, no further typing or checking is necessary, and no carbon copies, envelopes,
postage, etc, are required. Also, you will know that the document cannot get lost in the post.
These machines have answering devices and other automatic mechanisms which means they can receive
documents without an individual being present, and documents may be sent when phone prices are at a

34
lower rate, such as in the evening. Up until 1987 most electronic mail was transferred on internal networks
by individual companies. However, towards the end of 1987, an American company started to develop
in Great Britain, a public worldwide electronic mail service. It would seem that in the years ahead
facsimile will be a major means of transmitting information.
(SI 1.59)
Task 38
392 words at 49 w.p.m. for 8 minutes
We receive constant reminders of the importance of good communication. Vast sums are expended by
both individuals and organisations to convey a desired message or image to the public. Politicians and
their parties engage the services of high-powered promotion experts to sell their messages; companies
employ advertising agents to put forward the qualities of their products; PR people devote their expertise
to enhance the reputation of organisations; individuals in the public eye use the media to create a
particular image so that some manage to make a lucrative career merely out of being a personality or
well- known figure, recognised for who or what they are rather than for what they do. All these interests
are devoted to using professional communicators to promote a particular message in order to provoke the
intended response.
Individual members of staff will also play a part in enhancing or detracting from the impression given by
the organisation. You will be able to think of examples such as using a snack bar regularly because of the
pleasant staff or deciding not to return to a shop because of the surly off-hand manner of an assistant.
You may think of occasions when you were trying to obtain information but were discouraged by being
kept waiting on the telephone or having to experience difficulty in understanding the manual
accompanying an unfamiliar piece of equipment or despaired of filling in an application form neatly
because of its poor design. Alternatively, you may have noticed examples of an attractively written
invitation or good presentation in a notice or advertisement. Such experiences almost certainly influence
your response to the company concerned and may determine whether you wish to have further dealings
with them.
In a secretarial role you should be especially conscious of the vital importance of conveying the desired
message in an appropriate form.
(SI 1.61)
Task 39
318 words at 53 w.p.m. for 6 minutes
Before leaving for your holidays, give your car a good wash, and waxing can be important if you plan to
stay by the sea. Salt air is highly corrosive and can damage the finish on an unprotected car. Keeping the
outside of your car in good condition will help when you want to sell it. Also, when driving on a
motorway, do not stay too close to the car in front as, apart from being dangerous, its tyres will throw up
stones and other debris that can chip the paint on your car.
If a breakdown should occur, the first rule is to remain calm and report to the police or a motoring
association. On motorways, there are emergency telephones at regular intervals. In addition, the
motorways are well patrolled by the police. When something goes wrong on a country road, determine

35
your location, then try to find a phone and call a garage or a motoring association.
Do not give your car a lengthy warm-up. When the engine starts to run smoothly, pull away from the
kerb. Contrary to popular belief, a lengthy warm-up wastes fuel and causes excessive wear. Avoid fast
stops and starts. Whenever possible, stop gently and start slowly. Fast acceleration wastes fuel. Before
moving away from the kerb, check to see that it is safe to move off, and when pulling into the kerb, give
a timely and clear indication that you are doing so.
If you are involved in an accident, remember to write down the name and address of a witness, if there is
one, and also to record the name and address of the other driver, owner of the vehicle, if different, and
name and address of the other driver’s insurance company.
(SI 1.39)
Task 40
239 words at 59 w.p.m. for 4 minutes
The interview is a 2-way process. The interviewer should find out if you have the desired qualifications
and suitable personality. You must try to size up the job to see if it is what you are looking for.
Before the interview, the interviewer would have studied your Application Form and Job Sheet to find
out what the job is about - what has to be done, where it has to be done, and how it has to be done. He
will then be ready to ask you a number of questions, designed to confirm statements made on your
Application Form and to discover other facts about
you.
When the most suitable person has been chosen, references will be checked. This may be done by mail
or by telephone. If they are in order, the chosen person will be offered the job.
When you receive a letter offering you a post, see that you write back straight away, thanking the writer
for the offer and giving your decision.
In the new job there are many things to learn. No matter how well you have been trained, your new
employer is sure to ask you to do one or 2 tasks in a different way. When he does so, carry out all
instructions he gives. If, later on, you feel your way is better, there is usually no harm in saying that you
think so.
(SI 1.33)
Task 41
396 words at 56 w.p.m. for 7 minutes
A visit to India is a unique experience because this vast nation is a blend of races, religions and cultures;
it is one of the most fascinating places in the world. It is a country rich in tradition and legend, covering
more than 5,000 years of history. It is a land of great variety and contrast with tranquil temples and
exciting bazaars, always a vivid mixture of colour and sounds.
We start at Delhi where we arrive at 6 am and go straight to our hotel, the Kanishka. Today we are free
to relax and wander at our leisure round the city, and after a good night’s sleep we join our coach for a
tour of New Delhi and Old Delhi. We visit the Red Fort, India’s largest mosque, the Jama Masjid, and
the site where Gandhi was cremated. We also have time to see the Raj Ghat, in Old Delhi, and the Qutab
Minas and India Gate in New Delhi.

36
Next day, after breakfast, we leave by coach for Jaipur, the Pink City, where we arrive in the early
afternoon. We stay at the Hotel Ashok and, after checking in; go by coach to the Palace of the Winds,
and the grand eighteenth-century observatory. The following morning we will visit nearby Amber, a
large hilltop palace-fortress which we enter in style on the back of an elephant. The afternoon is free.
After breakfast we leave by coach for a visit to the Ghana Bird Sanctuary, one of the world’s finest bird
reserves and also call at the deserted city of Fatehpur Sikri, one-time capital of Emperor Akbar. In the
afternoon we go on to Agra, city of the magnificent Taj Mahal, which we visit in the evening when it is
said to be at its most beautiful. Our hotel is the Galaxy Ashok.
We leave Agra after breakfast and stop at Sikandra to see the great mausoleum of Emperor Akbar. The
afternoon will be free in Delhi for any last-minute shopping, and we will have dinner before leaving for
the airport. This will be a holiday to remember and we are sure you will wish to go back and enjoy the
beauty of Kashmir, the very tempting shops of Bombay, and laze on the tropical beaches of Goal.
(SI 1.43)
4.0 CONCLUSION
This unit has been designed to help you increase your speed and accuracy, which can only be gained
through several practice sessions Therefore endeavour to do all the practices until you are very
comfortable with the keys.
5.0 SUMMARY
Speed and accuracy is important in keyboarding. One thing is to type and the other is to have a mailable
document produced from what is typed. This is where the untrained users of the keyboard are faced with
problems. Now that you are undergoing the training ensure you follow all the rudiments prescribed so
that you can gain the proficiency needed.
6.0 TUTOR -MARKED ASSIGNMENT (TMA)
405 words at 67 w.p.m. for 6 minutes
Shorthand writers should always be ready to take dictation. A notebook should be easily available at all
times to take instant dictation. If you place a rubber band around the used pages, the first blank sheet will
be found quickly. A pen or pencil can be slotted through the rubber band, and the book placed by the side
of your typewriter ready for use as soon as you are asked to take dictation.
When you are taking dictation, concentrate on the content of the matter being dictated. For easy reference,
date each page of your shorthand notebook at the bottom. Always have a wide margin so that you can
mark very clearly any special instructions such as the urgency of a particular document, items to be
verified, etc. If the dictator is accustomed to giving additional instructions during or after dictating, it
may be a good plan to have an extra shorthand notebook specifically for the purpose of making notes.
Never rely on your memory.
If additions have to be made to your shorthand notes, each one should be numbered and a numbered caret
sign inserted in your notes at the appropriate point.
If the dictator pauses in the dictation to find some notes or to consider a point, use the time beneficially
by reading through the shorthand already taken down - do not yawn, tap the desk with you pen or stare
at the dictator.

37
If you feel at all unsure about being able to transcribe the notes accurately, clear up any queries
immediately. It is just possible that the dictator may be leaving the office for the remainder of the day
and the finished documents may be urgent. If you cannot read your notes immediately after the dictation,
it is unlikely that you will be able to do so later on in the day. Ask if you may read through any part of
your notes about which you feel unsure.
Shorthand, like typewriting, is a skill and the clarity with which you write and the accuracy of your
transcript will be dependent on dedicated practice and a wide vocabulary. In addition, you must be able
to spell, punctuate and use words correctly.
(SI 1.44)
519 words at 64 w.p.m. for 8 minutes
If you were asked to list all activities you do just for pleasure of doing them, how many different items
would there be in your list? The chances are that the list most of us could compile would contain very
few things. Even if we could make a rather lengthy list, it seems likely that most of the activities would
be those in which we engage on an irregular basis, if indeed there is sufficient repetition of any one
activity to indicate any sort of schedule at all. At first glance, it might seem that such a question has very
little significance at all; yet, in a sense, it does seem to be important in the opinion of many employers.
Every job application form that I can ever remember filling in or studying always had the same question:
what do you do with your spare time; how much time do you devote to each activity? Regardless of how
the question was worded, the main point of the question seems to be that it is important for a person not
to devote too much time to work, the idea being that all work and no play makes you extremely dull.
I feel it must be true that spending several hours a week on activities that are in no way connected with
your job, and deriving sheer pleasure and relaxation from doing so, must make a person a less dull
individual; however, when I have discussed the subject with other people, it does seem that a great many
individuals did not engage in any activity solely for the purpose of deriving pleasure from it. Four persons,
who gave me their views on the subject, said that they would be more than happy to take up a hobby of
some kind if they could only find the time to research the various pastimes available, and then choose
one that they thought might be something that would indeed provide complete relaxation.
The number of working wives and the number of husbands who work at two jobs, one of which is
performed on a regular full-time basis and the other on regular part-time basis, seems to be ample
testimony to the fact that a great many people do not have the time for engaging in hobbies at all, to say
nothing of doing so for whatever pleasure they may derive from them. Not that the wives and husbands
with whom I have spoken feel that they are martyrs of some kind, but they usually point out the economic
necessity of having two breadwinners in the family. It seems to me that it is not what a person is but what
he does.
There is just one more point I must mention, and that is to remind you of how difficult it can be for older
people to settle down when they retire, and this is especially so if they do not have a hobby.
(SI 1.33)
7.0 REFERENCES/FURTHER READINGS
Anna. C., Deryl, & Antti, F.O. (2016). Increasing Touch- Keyboarding Skills on Children,

38
Type-to-learn Software vs Covers. Retrieved on24th May, 2020 from
Keyboarding.research.org.

Byers, E.M., Aronvey, A. &Zahran, J. (2015). Teaching and Learning Keyboarding.

Valdostat University, USA.

NCCE, (2016). List of Colleges of Education in Nigeria. Retrieved on 24 th May, 2020 from
www.ncceonline.edu.ng

Schorey, P (2015) “Eyes Up” Teaching Students not to look at their fingers or keyboard while
typing. Retrieved on 24th May, 2020 from www.google.com/typinghomeblog.

39
MODULE 2: FUNCTION KEYS I
Apart from keyboarding, there are aspects of word processing that need to be learnt. These aspects are
vital in document production failing which an unmailable document would be the resultant output. This
module will therefore introduce you to them as stated below:
Unit 1 Page Setup
Unit 2 Line Spacing
Unit 3 Use of White Space
Unit 4 Page Numbering
Unit 5 Headers and Footers

UNIT 1: PAGE SETUP CONTENTS

1.0 Introduction
2.0 Learning Outcomes
3.0 Main Content
4.0 Conclusion
5.0 Summary
6.0 Tutor- Marked Assignment (TMA)
7.0 References/Further Readings

1.0 INTRODUCTION
This unit is going to introduce you to the technicalities in word processing. Learning the skills leads to
proficiency; therefore, as you are introduced to the functions practice, use the functions as directed so as
to gain the desired proficiency.

2.0 LEARNING OUTCOMES

At the end of this unit, you should be able to:
• Set desired margins
• Select appropriate paper sizes
• Apply selected margins and paper sizes to documents as desired
3.0 MAIN CONTENT
Page Setup is an aspect of Microsoft Word that gives opportunity to users to select margins, paper size
and layout of documents. These are basic aspects in word processing for document production.

How Do I Get a Page Setup?

To get the Page Setup, do the following:

40
Click on file on the menu bar and the following drop menu will appear
File Edit View Insert Format Tools T able Wine

□ New... Ctrl+N

Open... Close Ctrl+O

U Save Ctrl+5
Save As...

Save as Web Page...

Search...

Versions...

Web Page Preview

Page Setup...

Print Preview

<3 Print... Ctrl+P

Send To ►

Properties

1 C:\BED lOHNTRODUCTION TO KEYBOARDING...

2 D:\CTH 611-Main.Final

3 C: V .,\CTH 611 Final\CTH 611-Main.Final

4 D:\CTH 101 Main

Exit

Select Page Setup by clicking on Page Setup, once the cursor gets there it will highlight as shown in the
above dropped down menu.
When you click on Page Setup the following dropped down menu will
appear:

41
Immediately after the blue part that contains? and x, you will see three words reading Margins, Paper and
Layout. A click on any of these will produce a different setting.
When you click on Margins, you will see the setting shown below.
Let’s take the parts one after the order. Scroll button
|N A Bottom: 1" A

1.25" A Right: 1.25" A

Margins

lop:
jo" -d Gutter position: |LeFt

Left:
A
Gutter:
After each word, there is a box to the right where setting and adjustment is done. In
every document spaces are left to the top, bottom, left and right for the purpose of fine
presentation. These spaces are referred to as margins. The personal computer provides you the
opportunity of setting these margins as desired. The top, bottom, left and right margins are set in 1 inch
or 2.5 cm but there are times the top, right and bottom margins may be set at xk an inch, but on no account
should the left margin be set on less than 1 inch except on special display work.
To set the margins, you either highlight the existing number in the box and type in a new number or you
use the scroll buttons provided at the right of each box. The upper button will increase the number, while
the lower button will decrease the number.
The gutter function sets aside the part of the paper that need not be used when typing. It may be provided
for the purpose of punching holes for filing. But this can also be achieved by increasing the number of
inches left on the part you would like the document to be punched. It is therefore advised that you leave
the gutter setting at ‘0’. For the purpose of practice, you may increase the number upward and view the
resultant
effect on the preview.
SELF ASSESSMENT EXERCISES
Type any of the exercises in Module 1 and do the following:
i. Set the left, right, top and bottom margins at 1 inch each

42
ii. Set the left margin at 1/ inches, top and bottom / an inch each, and right 1 inch.
iii. Set the gutter at 0 inch
iv. Set the gutter at 1 inch
v. Repeat 1 to 4 at different stages before typing the same exercise in Module 1. Compare your
results and discuss with your colleagues in the class.
The next part is the Orientation, which gives you the opportunity of selecting the way you want the
document to appear on the paper, either portrait or landscape. All you need to do is to click on the desired
type and a blue square will appear on the selected part as shown below.

The next part is

From this part you could select the way you wish your document to appear. In the box above, to the
right you will notice a white box, inside it reads “Normal” and to the right is a scroll button. A
click on the button will further present a dropped down menu through which selection can be
made.
If you work with the normal, your document will appear in the normal way of presenting a document,
which is the common way people are used to. But apart from the normal way, there are other ways
documents could be presented depending on the type of document.

Let’s see the other parts by clicking on the scroll button.

Click on each of them one after the other and see the resultant effect in the preview. For now you may
concentrate on using the normal pattern until later when others would be used.
The next part is the preview. This section gives you a view of how the final document would look like.
So before you select OK ensure you are satisfied with the selected pattern. But should you click on OK,
you can always reselect what you desire and re-apply.
After selecting the desired pattern, you need to choose the aspect of the document to which you would
want it applied. Choose this from the portion reading “Apply to” as shown in the diagram below. In the
box under “apply to”, you have “whole document” and to the right of it is a scroll button. If you want it

43
apply to the whole document, leave it as it is, if not click on the scroll button and select the desired part.

A click on the scroll button would appear thus:

But where you need the selections to affect only a part in the whole document select that part by
highlighting it. When this is done the resultant effect would be:

What is Highlighting?
Highlight means to select. To achieve this, take the cursor to the beginning point of where you want to
highlight and left click, hold down the button and drag it to the end point of selection and release your
finger. Upon your releasing your finger, that part will appear dark. See the next box.

44
The Ruler
The ruler shows settings, also you can make indentation and tab changes directly to the ruler to eliminate
the display of dialog boxes every time you want to change an indentation or tab value. Click anywhere
on the ruler to add a tab stop after you select the appropriate tab from the tab selection area. To remove
a tab, drag the tab stop down off the ruler. By dragging an indentation handle, you can change a
paragraph's
indentation on the file.
Ruler

Double click the bottom of the ruler to display the tabs dialog box, and double click the top of the ruler
to display the page setup dialog box. We will discuss this later.
Once again go through each of the discussions above and demonstrate each section on your computer as
illustrated.
The next major part in the Page Setup is “Paper”. A click on “ paper” will present this:

The concentration here will be on the selection of different paper sizes and print options. The procedure
for the preview session is the same all the time as the one discussed above. At this level set the paper
source as default tray (automatically). It is always on this, so you may not need any adjustment.
The table below shows standard paper sizes
Sizes of Papers and Their Uses

45
From the dialog box shown above select the desired paper size.
When you click on the Print Option the following dialog box will appear.

In this box we may only concern ourselves now with the section of Options for Duplex Printing
If it is only the odd numbers in the document that is you require, click on the small box in front of the
odd numbers and if it is even numbers you do same in the box in front of the even numbers. A click will
show a little tick. See below:

46
When you are satisfied with your selection, click on OK.
4.0 CONCLUSION
It is very important that a user of the word processor learns how to set his/her document to meet the
desired specification. This is to say that knowing how to use the keyboard is not enough in achieving the
proficiency required in word processing rather, it is only a stepping stone to the proficiency required. This
calls for a thorough understanding of the skills required in document presentation.
5.0 SUMMARY
Page Setup is a function in Microsoft Word that gives the user the opportunity to set his/her documents
in the way and manner that he/she desires. To launch Page Setup, click on file on the menu bar and follow
the directions in the box.
6.0 TUTOR- MARKED ASSIGNMENT (TMA)
Type Task 41 and:
1. Set the paper size on landscape
2. Set the paper size on portrait
3. Set the top, bottom, left and right margins at 1 inch each
7.0 REFERENCES/FURTHER READINGS
Anna. C., Deryl, & Antti, F.O. (2016). Increasing Touch- Keyboarding Skills on Children,
Type-to-learn Software vs Covers. Retrieved on24th May, 2020 from
Keyboarding.research.org.

Byers, E.M., Aronvey, A. &Zahran, J. (2015). Teaching and Learning Keyboarding.

Valdostat University, USA.

NCCE, (2016). List of Colleges of Education in Nigeria. Retrieved on 24th May, 2020 from
www.ncceonline.edu.ng

Schorey, P (2015) “Eyes Up” Teaching Students not to look at their fingers or keyboard while
typing. Retrieved on 24th May, 2020 from www.google.com/typinghomeblog.

47
UNIT 2: LINE SPACING CONTENTS
1.0 Introduction
2.0 Learning Outcomes
3.0 Main Content
4. Conclusion
5. Summary
6. Tutor- Marked Assignment (TMA)
7. References/Further Readings

1.0 INTRODUCTION
The function of Line Spacing is to give you the opportunity of setting spaces between lines of typing the
way you like. The type of document determines the type of line spacing that would be set. Well set line
spacing enhances the understanding of the information presented in the document and the reverse is the
case when a document is not well set.
2.0 LEARNING OUTCOMES
At the end of this unit you will be able to:
• Set line spacing in different ways
• Determine appropriate line spacing for a document
3.0 MAIN CONTENT
To launch line spacing in Microsoft Word, click on Format at the menu

48
bar

Click on format

Click on paragraph, and the

following dialog box will
The following dropped down menu will appear:
appear:

In the dialog box, locate line spacing. Underneath is a box specifying the types of line
spacing. Click on the spacing you desire and click OK.

On the left of line spacing underneath, you have Before and After. It is advised that you

49
leave the setting at 0 pt except on special a display in which you may need to increase the
point (pt). An increase in the point increases the spaces between lines irrespective of the
line spacing set
SELF ASSESSMENT EXERCISES
Type a document of your choice. Highlight the document and select each of the line
spacing and view the resultant effect. Compare the results and share your comments with
your colleagues
Repeat what you have just done and set the spacing at different points. Share your
observation(s) with your colleagues.

4.0 CONCLUSION
Line spacing is used to demarcate lines of typing. The nature of the document determines
the type of line spacing that should be selected. Later in this course you will be taught the
appropriate line spacing for different documents.
5.0 SUMMARY
This unit has introduced you to line spacing; how to launch it and how it is applied in a
document. Apart from line spacing, the unit also emphasised the use of spacing in terms
of points, which further space the spaces between lines irrespective of the line spacing
selected. A further practice of this will enhance proficiency.
6.0 TUTOR -MARKED ASSIGNMENT (TMA)
1. State the difference between line spacing and spacing
2. Explain the usefulness of line spacing and spacing in a document
7.0 REFERENCES/FURTHER READINGS
Anna. C., Deryl, & Antti, F.O. (2016). Increasing Touch- Keyboarding Skills
on Children, Type-to-learn Software vs Covers. Retrieved on 24th May,
2020 from Keyboarding.research.org.

Byers, E.M., Aronvey, A. &Zahran, J. (2015). Teaching and Learning

Keyboarding. Valdostat University, USA.

NCCE, (2016). List of Colleges of Education in Nigeria. Retrieved on 24 th

May, 2020 from www.ncceonline.edu.ng

Schorey, P (2015) “Eyes Up” Teaching Students not to look at their fingers
or keyboard while typing. Retrieved on 24th May, 2020 from
www.google.com/typinghomeblog.

50
UNIT 3: THE USE OF WHITE SPACES CONTENTS
1.0 Introduction
2.0 Learning Outcomes
3. Main Content
4. Conclusion
5. Summary
6. Tutor -Marked Assignment (TMA)
7. References/Further Readings
1.0 INTRODUCTION
We are going to discuss two types of White Spaces in this unit. One is the inbuilt white space in
Microsoft Word and the other is provided for specific uses in a document. Read the presentations
carefully.
2.0 LEARNING OUTCOMES
At the end of this unit you should be able to:
• Identify the white spaces
• Utilise the white spaces
3.0 MAIN CONTENT

51
This is the original white space which acts as a demarcation between pages. It enables the user to
identify different pages in a document. You can hide the white space by clicking on it. When it is
hidden it appears thus;

To regain the white space, click on the thin line.

The other white space is purposely created in a document. It is mostly used in documents prepared for
distance learning. The purpose is to provide enough space for learners to make side notes when they
are reading. See below:
If you look at the above document, you will discover that the spaces with arrows are wider than the
inside margin spaces. As earlier mentioned, the spaces are provided for side notes. The outside margin
on BED 111 is an example i.e. this material you are reading.
This is only an example, it does not mean that the white space would always form the outside margins;
the margins where it would be provided are to be determined by the person creating the document.
But it is important to determine the number of spaces that make up a white space. A white space
should be set at a minimum of 2 inches and maximum of 3 inches.
SELF ASSESSMENT EXERCISES
i. Identify the original white space in your document.
ii. Hide the white space.
iii. Create a document with a white space for note taking.
4.0 CONCLUSION
When typing, it is good to leave your settings to show the white space because it will easily show you
where each page ends and where another begins. Documents that are prepared for adult learners should

52
White space
be provided with white spaces for note taking, especially if they are prepared for distance learners.
5.0 SUMMARY
There are two types of white spaces; the original white space that comes with Microsoft Word and the
purposely built white space for note taking. The first is used to demarcate pages while the second is
meant for learners to jot their side notes while reading. The white space for note taking should be set
at a minimum of 2 inches (5cm) and maximum of 3 inches (7^2 cm).
6.0 TUTOR- MARKED ASSIGNMENT (TMA)
Create a two-page document and set white margins for the reader’s j otting.
7.0 REFERENCES/FURTHER READINGS
Anna. C., Deryl, & Antti, F.O. (2016). Increasing Touch- Keyboarding Skills on Children,
Type-to-learn Software vs Covers. Retrieved on24th May, 2020 from
Keyboarding.research.org.

Byers, E.M., Aronvey, A. &Zahran, J. (2015). Teaching and Learning Keyboarding.

Valdostat University, USA.

NCCE, (2016). List of Colleges of Education in Nigeria. Retrieved on 24 th May, 2020

from www.ncceonline.edu.ng

Schorey, P (2015) “Eyes Up” Teaching Students not to look at their fingers or
keyboard while typing. Retrieved on 24th May, 2020 from
www.google.com/typinghomeblog.

53
UNIT 4 PAGE NUMBERING CONTENTS
1.0 Introduction
2.0 Learning Outcomes
3.0 Main Content
4.0 Conclusion
5.0 Summary
6.0 Tutor- Marked Assignment (TMA)
7.0 References/Further Readings
1.0 INTRODUCTION
In the last few units you were introduced to Page Setup, Line Spacing and White Spaces. In addition
to these functions, there are others that are going to be discussed amongst which is Page Numbering.
Why page numbering? Have you ever had a mix up of documents and you tried to sort them out? You
will discover that for you to succeed in such sorting, you will need title of the document and more
importantly the page numbering which will enable you know where each page of the document falls
into. This only helps to highlight the importance of page numbering.
2.0 LEARNING OUTCOMES
At the end of this unit, you will be able to:
• Launch page numbering functions
• Select appropriate page numbering formats
• Apply page numbering on a document
3.0 MAIN CONTENT
In page numbering, the page number should not appear on the first page in all documents, but the next
page should read page 2 which by implication shows that the first page is page 1 though not shown as
1.
How do we launch page numbering? This is can be done as shown below:
Click on insert on the menu bar and a dialog box will appear thus:

54
 Click on page numbers, a dialog box will further appear thus:

Now study the dialog box above, you have position, alignment, preview, show number on first page,
format, OK and cancel. The functions of each of these will be explained.
Position gives you the opportunity to select the portion of the page
where you would like the numbering to appear, usually top or bottom.
Click on the scroll button at the side to show the available options and select as desired.
Preview shows how the document would look like, and when you are satisfied with the selected
option(s) as previewed then click on OK .
Alignment helps to determine the side on which the numbering should appear. A click on the scroll
button will produce this:

Select as desired. For example let’s select “Inside”. It will appear thus:

55
What do you observe?
• The numbering is at the bottom of the page
• The preview formats are in book form.
• The numbering of the inside page numbering is appearing at the right hand margin of the left
page and left hand margin of the right page. Since it is in book form the said margins form
the inside margin.
• The appearance of the margins set as outside margins are opposite of the inside margins.
To round up this demonstration, let’s set the page numbering at the
center. The following will be the resultant effect.

There is a box before the words “show number on first page”. If you click in the box and it shows a
tick as in the box below it means you want the numbering to appear on the first page.

However if you do not want the numbering to appear on the first page click on that box to remove the
tick, which will appear thus:

When you are satisfied with these selections, click on OK and it will apply on the document. But
should you mistakenly click on page numbering and it is not needed, click on cancel and continue your
work.
Repeat each of these stages several times and ensure you master each function. Compare your work
with that of your colleagues
Another important aspect we need to discuss is the Format. The function of the format is to enable the
user select the desired format for pagination. When you click on format, the following dialog box will
appear:

The number format in the above dialog box shows 1, 2, 3, a click on the scroll button will
produce other formats thus:

56
Click on the desired format and click on OK. This box shows the various formats available for page
numbering. You may want the page numbering to appear in Arabic, Roman numeral or in letters of
the
alphabet.
A look at the Page Number Format box above shows page numbering. Use the scroll button to indicate
the number at which you wish the numbering to start.

Type a document and apply the page numbering format above. Should you encounter any problem,
ask questions.
4.0 CONCLUSION
To master the use of page numbering you need to practice the explanation given above. Do not assume
but practice as directed and you will achieve your goal. Give yourself tasks and practice before going
on to the task on TMA.
5.0 SUMMARY
Page numbering is an important aspect of any document because it enables the user of the document
to sort the pages for easy reading, especially when the pages fall apart. Microsoft Word does not only
provide the function, but also provides alternative formats for page numbering. In which case, the
page numbering can be in Arabic, Roman numerals or letters of the alphabet.
6.0 TUTOR- MARKED ASSIGNMENT (TMA)
If you were asked to list all activities you do just for the pleasure of doing them, how many different
items would there be in your list? The chances are that the list most of us could compile would contain
very few things. Even if we could make a rather lengthy list, it seems likely that most of the activities
would be those in which we engage on an irregular basis, if indeed there is sufficient repetition of any
one activity to indicate any sort of schedule at all. At first glance, it might seem that such a question
has very little significance at all; yet, in a sense, it does seem to be important in the opinion of many

57
employers.
Every job application form that I can ever remember filling in or studying always had the same
question: what do you do with your spare time; how much time do you devote to each activity?
Regardless of how the question was worded, the main point of the question seems to be that it is
important for a person not to devote too much time to work, the idea being that all work and no play
makes you extremely dull.
I feel it must be true that spending several hours a week on activities that are in no way connected
with your job, and deriving sheer pleasure and relaxation from doing so, must make a person a less
dull individual; however, when I have discussed the subject with other people, it does seem that a
great many individuals did not engage in any activity solely for the purpose of deriving pleasure from
it. Four persons, who gave me their views on the subject, said that they would be more than happy to
take up a hobby of some kind if they could only find the time to research the various pastimes
available, and then choose one that they thought might be something that would indeed provide
complete relaxation.
The number of working wives and the number of husbands who work at two jobs, one of which is
performed on a regular full-time basis and the other on a regular part-time basis, seems to be ample
testimony to the fact that a great many people do not have the time for engaging in hobbies at all, to
say nothing of doing so for whatever pleasure they may derive from them. Not that the wives and
husbands with whom I have spoken feel that they are martyrs of some kind, but they usually point out
the economic necessity of having two breadwinners in the family. It seems to me that it is not the
person but what he does.
There is just one more point I must mention, and that is to remind you of how difficult it can be for
older people to settle down when they retire, and this is especially so if they do not have a hobby.
1. Type the above document.
2. Insert page numbering, using the outside format and let the numbering be at the top.

7.0 REFERENCES/FURTHER READINGS

Anna. C., Deryl, & Antti, F.O. (2016). Increasing Touch- Keyboarding Skills on Children,
Type-to-learn Software vs Covers. Retrieved on24th May, 2020 from
Keyboarding.research.org.

Byers, E.M., Aronvey, A. &Zahran, J. (2015). Teaching and Learning Keyboarding.

Valdostat University, USA.

NCCE, (2016). List of Colleges of Education in Nigeria. Retrieved on 24 th May, 2020

from www.ncceonline.edu.ng

Schorey, P (2015) “Eyes Up” Teaching Students not to look at their fingers or keyboard
while typing. Retrieved on 24th May, 2020 from www.google.com/typinghomeblog.

58
NIT 5: HEADERS AND FOOTERS CONTENTS
1.0 Introduction
2.0 Learning Outcomes
3. Main Content
4. Conclusion
5. Summary
6. Tutor- Marked Assignment (TMA)
7. References/Further Readings
1.0 INTRODUCTION
This aspect of word processing helps to enhance your document. It makes your document looks great.
For example you may want a particular word or sentence to appear as the Header or Footer of all the
pages of your document. You do not need to keep typing it at every page, which may be tedious to do;
rather you can use either the footer or header in achieving this. This is what this unit is out to teach
you.
2.0 LEARNING OUTCOMES
At the end of this unit, you will be able to:
• Identify headers and footers in any document
• Create footers or headers in a document
• Manipulate headers or footers in a document
3.0 MAIN CONTENT
How do I launch my header and footer? Click on view on the menu bar.

It will show the above dropped down menu. From the dropped down menu click on header and
footer and the following dropped down menu will appear:
Header.
Header and Footer ▼

Insert AutoTextT i a it n© u% s; Close

You will observe a broken rectangle with a header at the top and a cursor at the left top corner inside
the rectangle which indicates where the typing line starts. There is another long bar below the
rectangular box, this carries other functions that could be used along with header and footer. At the
end of typing, click on close on the bar and it will automatically appear on all the pages of typing.
Let’s see the function(s) of the sub menu on the bar.
A click on insert autotext shows the above dropped down menu, they are automatic text. With a click
on any of them, the text will automatically appear in the header or footer box depending on the one

59
that is in operation at a time. For example if you click on page x of y the following resultant effect
would occur:

This indicates page 2 out of 3 pages. At a glance you know the total number of pages the document
has and the particular page you are currently on.

Check your progress

Click on insert auto text in your header and footer and apply each of the texts in the dropped down
menu in your document. What did you observe? Write down your observation(s) and repeat same.
Again write down your observation(s) and compare with the first.
Are you happy with your progress?
Now let’s proceed.

A click on the highlighted icon will automatically insert page number(s).

Now go to your computer and try it. Did you achieve the same result? If not, try again and if yes,
repeat to master the function.

A click on the highlighted icon will insert the total number of pages.
A click on the highlighted icon (page number format) will produce a dropped down menu as shown
on the right. This box will enable you to format page numbers as you desire. Click on OK when you
have selected the formatting .

60
A click on the highlighted icon would automatically insert the current date.

A click on the highlighted icon will automatically insert the current time
on the document.

A click on the highlighted icon will produce a page setup dialog box. I hope you are now familiar with
the page setup environment. From this dialog box, you can reset the margins, paper size and layout of
the document.

A click on the highlighted icon will either show or hide document text.

61
A click on the highlighted icon will enable you to switch from header to footer and from footer to
header.

A click on the highlighted icon will show previous as indicated above.

62
 A click on the highlighted icon will show the next as indicated above.

A click on the highlighted icon (close) closes the header and footer.
Did you understand the presentations? Don’t be confused, a little practice will lead to more
understanding.
Now, practice all the presentations above on your computer.
Are you confused, stop for a while and go through the presentation again and continue.
4.0 CONCLUSION
To gain more efficiency on the use of headers and footers, practice more. Create your document and
wordings for headers or footers. It is only through several practices can you gain the desired
proficiency.
5.0 SUMMARY
Headers and footers are used to enhance documentation. They are created by clicking on view on the
menu bar, and clicking on headers and footers from the dropped down menu.Now follow the direction
to achieve your goal.
6.0 TUTOR- MARKED ASSIGNMENT (TMA)
Type Task 29 and:
1. Type “Introduction to Keyboarding" as the header
2. Use page x of y as the footer
3.
7.0 REFERENCES/FURTHER READINGS
Anna. C., Deryl, & Antti, F.O. (2016). Increasing Touch- Keyboarding Skills on Children,
Type-to-learn Software vs Covers. Retrieved on24th May, 2020 from
Keyboarding.research.org.

Byers, E.M., Aronvey, A. &Zahran, J. (2015). Teaching and Learning Keyboarding.

Valdostat University, USA.

NCCE, (2016). List of Colleges of Education in Nigeria. Retrieved on 24th May, 2020
from www.ncceonline.edu.ng

Schorey, P (2015) “Eyes Up” Teaching Students not to look at their fingers or keyboard
while typing. Retrieved on 24th May, 2020 from www.google.com/typinghomeblog.

63
64
MODULE 3: FUNCTION KEYS II
This module will introduce you to more functions that are used in Word Processing. They
are:
Unit 1 Templates
Unit 2 Document View
Unit 3 Line and Page Break
Unit 4 Print
UNIT 1 TEMPLATES CONTENTS
1.0 Introduction
2.0 Learning Outcomes
4. Main Content
5. Conclusion
6. Summary
7. Tutor- Marked Assignment (TMA)
8. References/Further Readings

1.0 INTRODUCTION
Templates are samples of various documents. Creating a document is usually a difficult task
for most persons, especially those who did not undergo the training before jumping into word
processing. The problem of presentation usually lies with meeting the international standards
in line with typewriting skills. Microsoft Word programmers came up with some samples of
some commonly used documents to ease the presentation of such documents by the users.
All the users need to do is to change the wordings. This unit will expatiate on this.

2.0 LEARNING OUTCOMES

At the end of this unit, you should be able to:
• Launch templates
• Identify templates
• Use templates
3.0 MAIN CONTENT
How do I launch a template? There are two ways to it.
First, as you launch the Microsoft Word environment, the task pane will appear on the right
side of the screen thus:

65
Below is a bold look of the task pane:

Open a document - This shows recently opened documents. To go to any of the

documents, all the user needs to do is to click on the desired document and it will open. This
is a short cut to the document.
New - Any of the documents listed underneath can be created. When you click on “ blank
document”, it gives you opportunity to work on a new document; a click on “blank web page”
takes you to the Web page. It is a short cut. Blank e-mail message is a short cut to e-mail
message, a click on it automatically takes you there. With these short cuts you may not need

66
to go through the longer process.
New from existing document - This gives you opportunity to open a document that has
been saved. A click on it takes you to the save document environment as shown below:

New from template - There are different templates presented here; templates for memos
and general templates. Should you want to type a memo and you are confused on how to
present it, just click on the memo template, which will automatically give you different styles
of memos. A click on memo wizard will produce the following:
To the left, you have start, style, title, heading fields, recipient, closing

67
fields, header/footer and finish. A click on each of these will give you the opportunity to
effect the desired information. For example a click on style will produce the following result:

All the user needs to do is to select the desired pattern - professional, contemporary or elegant.
A click on any of the sub titles on the left will give you the opportunity to effect the necessary
information as you desire.
Now let’s work on the general template. A click on it will produce this:

At the top of the dialog box, you have general, legal pleadings, letters & faxes, mail merge,
memos and other documents. A click on each of these will give you a different dialog box,
which produces other documents for you to select on. Like the face of the dialog box above
itshows the face of the general dialog box. Now let’s see the face of the dialog box of letters
and faxes:
A click on any of these will further produce a dialog box. Follow the direction(s) and you

68
will achieve the desired goal.
Through this process, you can easily mail merge by clicking on mail merge, and it will appear
thus:

Point to any of the icons and view the preview on the right, on satisfaction, click on OK or
double click the desired icon. Then follow the directives. This is a short cut to mail merge.
Where the template does not meet your need, you can add your own information or improvise.
The second way is to click on view on the menu bar and click on task pane for it to appear
on the right hand side of the screen.

69
 4.0 CONCLUSION
To effectively use the template, follow the guide lines given once you click on the template.
And where you cannot get the information required you can either improvise or supply
your information.

5.0 SUMMARY
Templates are samples of documents that are commonly used in day to day business. They
serve as short cuts in document creation. There are two ways of launching a template in
Microsoft Word; either it appears on the right hand margin as soon as you launch the
Microsoft Word environment or you click on view on the menu bar and click on task pane.
The second method is used when it is no more visible on the screen. A good use of it
enhances speed in document creation.

6.0 TUTOR -MARKED ASSIGNMENT (TMA)

Click on the various memo templates and write out your observations.

7.0 REFERENCES/FURTHER READINGS

Anna. C., Deryl, & Antti, F.O. (2016). Increasing Touch- Keyboarding Skills on Children,
Type-to-learn Software vs Covers. Retrieved on24th May, 2020 from
Keyboarding.research.org.

Byers, E.M., Aronvey, A. &Zahran, J. (2015). Teaching and Learning Keyboarding.

Valdostat University, USA.

NCCE, (2016). List of Colleges of Education in Nigeria. Retrieved on 24 th May, 2020 from
www.ncceonline.edu.ng

Schorey, P (2015) “Eyes Up” Teaching Students not to look at their fingers or keyboard

70
while typing. Retrieved on 24th May, 2020 from www.google.com/typinghomeblog.

71
UNIT 2: DOCUMENT VIEW CONTENTS
1.0 Introduction
2.0 Learning Outcomes
3.0 Main Content
4.0 Conclusion
5.0 Summary
6.0 Tutor -Marked Assignment (TMA)
7.0 References/Further Readings
1.0 INTRODUCTION
The past units dwelled on how to create a document. It is also important to view the
document created and know if it is well presented or not. To save costs, it is always advisable
to view the document on the screen to ensure that it meets with the desired layout before it
is printed out on paper, which serves as the hard copy. This unit will therefore take you
through how you will view your documents before printing.
2.0 LEARNING OUTCUMES
At the end of this unit, you should be able to:
• Launch a document view
• View a document
3.0 MAIN CONTENT
To view a document, click on view on the menu bar and it will produce the following:

72
From the dropped down menu, the frequently used document views are normal, web
layout, print layout and outline. Now let’s click on each and see the resultant effect.

Normal View

73
 Web Layout

Print Layout

Outline
If you look at the different views above, you will observe that each view has its unique
form. Among the four views stated above two will be further highlighted.Theoutlines
of which show dots to indicate the lines of typing. For normal typing, the document
should be set at print layout because it gives a full view of how the typed document
would look like when it is printed on paper.

74
Apart from using this process, there is a short cut, which is shown as follows:

Normal View short cut

Print Layout View short cut

Web Layout View short cut

Outline View short cut

The highlighted parts; where the arrows are pointing to indicate the point to click on to
give the resultant effect. To locate this in your computer, locate the start menu at the
bottom part of the screen and atthe third row above the start menu at the left hand corner
you will find the short cut as shown in the above displays.
4.0 CONCLUSION
To have a good grip of this function, practice more of it and compare your results with
the displays given in this text. You can also discuss with your colleagues. Should you
encounter any problem, go through the presentations above once more and repeat your
practice.
5.0 SUMMARY
Document view is an essential function that gives opportunity to a computer operator
to view his/her document before printing. There are four common document views -
normal view, web layout view, print layout view and outline view. The commonly used
document view is the print layout view because it shows the exact way the document
will appear on paper after printing.
6.0 TUTOR -MARKED ASSIGNMENT (TMA)
1. Why is document view necessary in word processing?

75
2. List and explain four forms of common document views you know
3. Why is print layout view becomes most commonly used?
7.0 REFERENCES/FURTHER READINGS
Anna. C., Deryl, & Antti, F.O. (2016). Increasing Touch- Keyboarding
Skills on Children, Type-to-learn Software vs Covers. Retrieved
on24th May, 2020 from Keyboarding.research.org.

Byers, E.M., Aronvey, A. &Zahran, J. (2015). Teaching and Learning

Keyboarding. Valdostat University, USA.

NCCE, (2016). List of Colleges of Education in Nigeria. Retrieved on 24th

May, 2020 from www.ncceonline.edu.ng

Schorey, P (2015) “Eyes Up” Teaching Students not to look at their

fingers or keyboard while typing. Retrieved on 24 th May, 2020
from www.google.com/typinghomeblog.

76
UNIT 3: LINE AND PAGE BREAKS CONTENTS
1.0 Introduction
2.0 Learning Outcomes
3.0 Main Content
4.0 Conclusion
5.0 Summary
6.0 Tutor -Marked Assignment (TMA)
7.0 References/Further Readings
1.0 INTRODUCTION
The last unit emphasized four different ways in which you can view documents - normal
view, web layout view, print layout view and outline view. Through these views the
computer user or operator is able to ascertain the document’s position before it is finally
used. This unit will introduce you to another function that will help to further enhance
your documents. This will be treated as Line and Page Break.
2.0 LEARNING OUTCOME
At the end of this unit, you should be able to:
 Utilize line and page breaks in a document.
3.0 MAIN CONTENT
When you click on the paragraph from format, a dialog box showing the line and page
breaks tab is displayed:
Paragraph

Note:
As you click on paragraph two major headings are shown within the dialog box -
“indents and spacing” and “line and page breaks”. To get the exact dialog box above;
click on “line and page breaks” when you get to the paragraph environment.
We can briefly talk about the sub titles on the dialog box. A widow is a paragraph's
last line that prints at the top of the next page, and an orphan is a paragraph's first line
that prints at the bottom of a page. Most of the time, widowed and orphaned lines look

77
incomplete. If you click the widow/orphan control option, Word adjusts page breaks, if
necessary, so that two or more paragraph lines always begin a page and so that two or
more paragraph lines always end a page.
The “keep lines together”, check box ensures that a page break never breaks the selected
paragraph. The “keep with next” check box ensures that a page break never appears
between the current paragraph and the next. The “page break before” check box forces
a page break before the selected paragraph even if a page break would not normally
appear for several more lines.
Another important aspect that needs to be discussed in this dialog box is the “tab”
option. The tab option is used to set the tab. Tab is the abbreviation for tabulation. In
word processing the use of tabs is inevitable. Tabs are used for paragraphing or for
tabular jobs. A tab controls the vertical spacing for certain items in your text.
Tab Settings
Click on format from the menu bar, click on the paragraph dialog box, click on the tab
command.
Option Description

Tab stop position allows you to enter individual measurement values such as 25” to
represent one-fourth of an inch. After you type a value, press set to add that value to
the list of tab settings. To clear a Tab stop, select the value and click clear. Click clear
all to clear the entire Tab list.
a) Left left-aligns text at the tab stop (the default).
b) Center centers text at the tab stop.
c) Right right-aligns text at the tab stop
Decimal aligns lists of numbers by ensuring that their decimal points align with each
other.

Leader /none

78
Displays a series of hyphens inside the tabs.
Displays a series of underlines inside the tabs.
Character Spacing
You could determine the space you want between characters before or after typing. To
achieve this, do the following:
• Click on format.
• From the drop-down menu, click on font
• From the dialog box, click on character spacing
Note that the computer is already formatted for normal character spacing, you only need
to change it if you desire to use spacing outside the normal spacing.
Unusual Character Spacing
You could sometimes experience an unusual character spacing while typing a text.
Instead of normal one space per character, the space in between the characters may be
more than one. If such happens, do the following to format the character spacing to
match each other or be the same.
• Highlight the text you want the unusual text space to be like
• Left-click on format Painter (a small black brush will appear)
• Move the pointer along with the brush to the text you want to adjust.
• Drag the pointer through the text.
• The unusual text will be the same as first highlighted.
4.0 CONCLUSION
In addition to the format stated above, tabs can also be set on the ruler, by clicking
directly on the ruler the spot where you want the tab to stop. A click will form a small
dark ‘L’ shape; and to remove, left click on the “L” shape, hold the mouse down and
drag it to the extreme left corner to meet the “L” shape in that corner. See example of
a tab set on ruler:
To remove tabs,
move each of the
‘“L” shape to this
point. Left click
and drag.

wji Document! - Microsoft Word

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79
The arrows are pointing to the small “L” shapes where the tabs are set. From the setting,
the tabs are set on ^, 2, 3 and 4 on the ruler. The implication is that once the tab key is
pressed, the cursor would automatically move to xk and pressing the tab key from xk
moves the cursor to 2, pressing, it again moves the cursor to 3 and pressing it again
moves cursor to 4 . This means you have given a command of where the cursor should
go each time you press the tab key .
5.0 SUMMARY
Line and page break, tabs play a unique role in document creation. A good setting of
line and page breaks makes the paragraphs and continuation pages of a document to
appear neatly. While the setting of the tabs enhance tabular work.
6.0 TUTOR- MARKED ASSIGNMENT (TMA)
1. State the usefulness of line and page break in word processing
2. How would tabular set enrich a document?
3. Explain in steps how you will adjust unusual character spacing.
7.0 REFERENCES/FURTHER READINGS

Anna. C., Deryl, & Antti, F.O. (2016). Increasing Touch- Keyboarding Skills on
Children, Type-to-learn Software vs Covers. Retrieved on24th May, 2020
from Keyboarding.research.org.

Byers, E.M., Aronvey, A. &Zahran, J. (2015). Teaching and Learning Keyboarding.

Valdostat University, USA.

NCCE, (2016). List of Colleges of Education in Nigeria. Retrieved on 24th May, 2020
from www.ncceonline.edu.ng

Schorey, P (2015) “Eyes Up” Teaching Students not to look at their fingers or keyboard
while typing. Retrieved on 24th May, 2020 from
www.google.com/typinghomeblog.

80
UNIT 4: PRINTS
CONTENTS
1.0 Introduction
2.0 Learning Outcomes
3.0 Main Content
4.0 Conclusion
5.0 Summary
6.0 Tutor -Marked Assignment (TMA)
7.0 References/Further Readings
1.0 INTRODUCTION
The use of paper work cannot be totally eliminated from the business environment. The
use of paper documents calls for printing; which is the only way hard copies of
documents typed can be produced. A hard copy is a copy of document printed on paper.
Can you recall how many printed documents you have come across recently? If not,
you may recall your admission letter. Apart from your seeing your name in the soft
copy among the list of students given admission on NOUN web site, you were also
given a hard copy of your admission letter, which invariably served as an evidence for
your admission. This unit will show you how to print your document on paper.
2.0 LEARNING COUTCOMES
At the end of this unit, you should be able to:
• Select a print format
• Print a simple document
3.0 MAIN CONTENT
When do we print?
Print after you have previewed your document. To preview means you have to look at
your document in a paper format while still in the computer to ascertain the correctness
of the layout in the way it is designed before sending it to print. There are two major
ways of launching a print preview. You may either use the short cut on the tool bar

81
or click on file on the menu bar, and click on print preview.
File Edit View Insert Format Tools Table Wine
□ New... Ctrl+N

\Mr Open... Ctrl+O

Close

-IjdI Save Ctrl+S

Save As...
Jgl Save as Web Page...

Search...

Versions..,

Web Page Preview

Page Setup...

a Print Preview

m Print... Ctrl+P

Send To ►

Properties

Print Preview will appear thus:

82
The purpose of bringing this part out is to highlight the function of each icon.
A click on this icon will result to printing. But the printer type needs to have
been installed in the computer failing which printing will not take place, it will rather
produce a dialog box alerting you that the printer is not installed. The same thing
happens when the printer is not connected to power.
A click on this produces a magnifier. Take the magnifier to the document and
click on it; this will make the document to be enlarged for view. Should you want to
enlarge it further re-click on it in the same manner.
A click on this icon makes you view your document a page at a time. To
scroll from page to page, you can use the scroll button on the right hand corner of the
screen or use the four directional arrow keys.
£ BED 101 INTRODUCTION TO KEYBOARDING AND WORD PROCESSING (Preview) - Microsoft Word

File Edit View Insert Format Tools Table Window Help

i g H H =« ■ M?|ll|cl.se Iff.

IM4 PRINT

CONTENT
1.0 Introduction
2.0Objectives
3.0Mini Content
4.0Conclusion
5.0Summary
6.0 Tutor-marked Assignment (TMA)
7.0 References
1.0 INTRODUCTION
The use of paper word cannot be totally eliminated from the business
environment. The use of paper document calls for printing, which is
the only way hard copy of document typed can be produced. Hard
copy is a copy of document printed on paper. Can you recall how
many of printed documents you have come across? If no one, you
may recall your admission letter. Apart from you seeing your name,
in a soft copy among the list, of students given admission in NOUN
web site, you were also given a hard copy of your admission letter,
which invariably serve as an evidence for your admission. This unit
will expose you to how you will print your document on paper.

2.0 LEARNING OUTCOMES

At the end of this unit, you shall be able to:
a) Select print format
b) Print simple document
3.0 MAIN CONTENTS
When do we Print?
Print after you have previewed your document. To preview means
you have to look at your document in a paper format while still in the
computer to ascertain the correctness of the layout in the way and
manner it is deserved before sent to print. There are two ways of
handling print preview. You may either use the short cut on the tool
bar.

83
A click on the upper scroll button moves the document to the previous page, and a scroll
of the lower button moves the document to the next page-
Use this icon when you want to view more than a page at a time. A click on it
produces a dialog box through which the required number of pages required to be viewed
at a time is selected.

Let’s assume we are selecting 1 x 2 pages. In this case you would click on only the first
box in the dialog box and the resultant effect would be:

And if it is 2 x 2 pages it will appear thus:

84
You may ask: “How would I know 1 x 2 and 2 x 2?” As you point your cursor on the sub
icon of the icon of multiple pages 1 x 2, 2 x 2 etc would appear; It depends on how the
icons are highlighted.

27%
T
shows the percentage of document width. The percentage could be increased or
decreased by using the scroll button at the side.
Click on this icon if you want to view ruler.
FS
Click on this icon if you want the document to shrink and fit into a page. You
should use it when you know that the document would not normally fit into a page and you
want such a document to go into a page.

A click on this icon enables you to view your document in full

screen.
close click on icon close the view and takes you back to the original document.

85
 Click on this icon when you need clarification.
Through this process necessary adjustments are made on the document. If you are satisfied,
proceed. A click on the print option would produce a dialog box thus:

There are a few things that we need to discuss in the above dialog box. Name

The name may not all the time be “HP Laser Jet 1200 Series PCL” as shown in the dialog
box. The type of printer in use would determine the name that would be in the box name.
Where several printers have been installed in the computer, use the scroll button by the
side to select the right printer, failing which there would be print failure.
Page range

Click on “all” when printing all the pages in the document; click on “current page” when
printing the page where the cursor is; click on “selection” when printing only the
highlighted part(s) in a document and click on “pages” when printing a selection of pages
and indicate the pages in the box in front thus: 12 - 26.

Copies

86
Indicate the number of copies required in the box, either by typing it in or by using the
scroll button. Click on “collate” to show a tick, if you want the machine to do that and if
not re-click on it to remove the tick.

Under “print what”, use the scroll button to select what you want to print. If it is a
document, you do not need any selection since “document” is already selected.
The print option in the dialog box is requesting for how the printing should be. A click on
the scroll button would produce this:

Select “all pages in range” if printing all pages in the document; select “odd pages” if
printing just the odd pages and select “even pages” if printing only even pages.
The “option” allow you to further format your print as desired. A click on the option button
will produce:
At this stage, you may not need to do any adjustment here until later when you have been
exposed to some other topics.

“Pages per sheet” in the above box indicates the numbers of document pages that may be
printed on a sheet. Click on the scroll button and select the number of pages needed on a
sheet.
Use “scale to paper size” when you want the document to fit into a particular size of paper.
Click on the scroll button and select as you desire.

87
Click on “ok” if you are satisfied with all selections. As soon as this is clicked the document
goes on printing. But remember to put papers into the tray. When you no more require
printing, click on “cancel” to leave the print environment.
Go to your computer and practice each of these. Should you encounter any problem, stop
and go through the presentations once more before you continue.
Remember it is only through practice you can gain proficiency.

4.0 CONCLUSION
To reduce the number of papers wasted during printing, always preview your work before
printing. What do you need to look out for? Check the size of paper, margins and general
display of the document. It is always better to waste a little more time in adjusting your
document before sending it for printing than printing before adjustment. Wasting of papers
is a result of inefficiency.
5.0 SUMMARY
Printing is the only way a soft copy can be duplicated on paper. Paper work is sometimes
vital in business and therefore we can not do without having hard copies of some
documents. To access the print dialog box, you could click on file and access or use short
cuts, either Ctrl + P or a click on the printer icon on the menu bar. Any method of launching
the printer’s box is acceptable, it all depends on the one the user finds most convenient.
Before clicking on OK in the print box ensure that you have supplied the necessary

88
information.
6.0 TUTOR -MARKED ASSIGNMENT (TMA)
Explain the usefulness of the following icon in a printer’s dialog box:

7.0 REFERENCES/FURTHER READINGS

Anna. C., Deryl, & Antti, F.O. (2016). Increasing Touch- Keyboarding Skills on Children,
Type-to-learn Software vs Covers. Retrieved on24th May, 2020 from
Keyboarding.research.org.

Byers, E.M., Aronvey, A. &Zahran, J. (2015). Teaching and Learning Keyboarding.

Valdostat University, USA.

NCCE, (2016). List of Colleges of Education in Nigeria. Retrieved on 24 th May, 2020

from www.ncceonline.edu.ng

Schorey, P (2015) “Eyes Up” Teaching Students not to look at their fingers or keyboard
while typing. Retrieved on 24th May, 2020 from
www.google.com/typinghomeblog.

89
90
MODULE 4: PRODUCTION
All that you have learnt in modules 1 to 3 are preliminaries which will enhance the main
work. A good knowledge of keyboarding and different functions in Microsoft Word is
the basic knowledge required in production work. At this point you are going to be
introduced to production work in word processing. Production work is the main
documents typed. But to make this document presentable, some intricacies are required,
which is why the need for the basic and elementary parts of production are critical. For
example, should you need to type a business letter or memorandum, you won’t need to
be told how to set margins, or the type of heading or paragraph that you should use, all
that would be expected is a good document that is presentable. And making a document
presentable would involve all that we have discussed earlier.
This module is designed to teach:
Unit 1 Manuscript
Unit 2 Simple Editing
Unit 3 Paragraphs
Unit 4 Headings
Unit 5 Formatting/Other Functions

UNIT 1 THE MANUSCRIPT

CONTENTS
1.0 Introduction
1.1 Learning Outcomes
3.0 Main Content
4.0 Conclusion
5.0 Summary
6.0 Tutor -Marked Assignment (TMA)
7.0 References/Further Readings
1.0 INTRODUCTION
Many people still do not know how to use the personal computer all on their own,
especially in the developing countries. Some who know how to do a few things on the
computer find it easier to do so by looking at the manuscript and not by working directly
on the computer. This invariably indicates that the use of manuscripts is still very much
on the high side in our society. One way or the other, we all work with manuscripts. It
therefore means we need to study it so as to be able to cope with it accurately.
2.0 LEARNING OUTCOMES
At the end of this unit, you should be able to:

91
• Interpret the printer’s signs
• Type a simple manuscript
3.0 MAIN CONTENT Meaning of Manuscript
A Manuscript is the representation of spoken sound on paper with the use of a pen. A
manuscript is usually hand written. The art of writing with pen can not be removed from
communication. Most times we need to write with pen and paper before the material is
typed out with the machine. During this process of writing, the writer has to make one
adjustment or the other. In typing, these adjustments have to be put in the proper order.
The signs that are usually used by the writer are referred to as the printer's signs. Some
of such printer's signs are given below.

Type the following: Exercise 1

Caps
NP
A manuscript is the representation of spoken sound on paper with the use of a pen. A
manuscript is usually hand written. The art of writing with a pen can not be removed
from communication. Most times we need to write with pen and paper before the
material is typed out with the machine. During this process of writing, the writer has to

92
make one adjustment or the other. In typing these adjustments have to be put in the
proper order. The signs that are usually used by the writer are referred to as the printer's
signs. Some of such printer's signs are given below.
Exercise 2
central processing unit (cnu) - The CPU of a personal computer contains the
power unit. The CPU contains the processor, main memory, disk drives and parts for
output or input devices. The processor unit helps to process the changing data by input
the input data into machine code in the language the computer would understand. The
computer can not read our normal way of writing; it works in BINARY form, accepts
ONE (1) or ZERO (0). The main memory helps to store information and releases it when
retrieved. The disk drive is the compartment provided for a floppy disk/diskette which
is used for external storage.There is also the zip drive and CDROM which are the
compartments for zip and compact disk used for large documents.
Exercise 3
Proofreading is a skill and like any skill it must be practiced. If you are to become
efficient at spotting errors of all kinds, it is necessary to undergo training in the art of
proofreading. To be effective a proof reader needs to be able to spell and punctuate
correctly, and to know the basic rules of grammar, as well as acceptable typewriting
display and layout.
If the transcription is from shorthand notes, it is a good plan to check the transcript very
closely with the notes to make certain that nothing has been omitted. Keep one finger
following the shorthand notes with a finger of the other hand following each word.
It is not a question of just reading through a completed piece of typescript in case a
typing error may have been overlooked; it is often necessary to ask the help of a
colleague to read through the copy to make certain that figures are correct, that nothing
has been omitted, or that unreadable handwriting has been deciphered correctly.
It may be that you are an audio typist and that you have to listen to a recording on a
transcribing machine. You will need to take great care when proofreading, and, in order
to check certain details, it may be necessary for you to play part of the recording again.
If you are proofreading from VDU, it may be helpful to use the cursor to guide the eye
across the screen, and to vary the density of the brightness on the screen. Make sure that
you have used the correct stationery, typed accurately any labels or envelopes required,
and attached any enclosure before the documents are placed for signature.
4.0 CONCLUSION
It is always better to read through your manuscript before typing. This will enable you
get familiar with the hand writing and at the same time let you have a good knowledge

93
of all the instructions. If you don’t read the manuscript before setting out to type you
may run into the problem of reduced speed in completing the task on the typed copy.
Take particular care with words that sound alike but are spelt differently - homophones,
e.g., check and cheque; aloud and allowed. If you have any doubt as to which spelling
is required, check the meaning of the word in a dictionary.
5.0 SUMMARY
A manuscript is the representation of spoken sound on paper with the use of a pen. The
legibility of what is written is dependent of the writer’s hand writing. This therefore
calls for a careful study of handwriting to be able to understand what is written. People
have different ways of writing and not all handwriting may be appealing at a time. Also
you can not totally condemn the way an individual writes. Writing varies from person
to person.
6.0 TUTOR- MARKED ASSIGNMENT (TMA)
Type the following:
The ability to speak effectively is nowhere put to a more rigorous test than in a meeting.
The following rules-of-thumb illustrate areas involving such skills:
Listen first Each meeting develops its own climate. Its temperature may become boiling
or frosty. where sympathies or antipathies lie Bylistening and waiting, you will be able
to assess not only the general climate, but also the moods and attitudes of individuals.
Test the temperature first, before diving in!
See where the land lies Most meetings tend to comprise sub-groups or caucuses allied
to achieve common objectives. While speaking or providing feedback, others may
reveal.
Timing If your contribution is to be important, then timing the moment to speak is all-
important. Personal judgement is effective here to perceive when a developed argument
proposed by another is falling, or when the ground has been prepared and participants
are sympathetic or amenable.
7.0 REFERENCES/FURTHER READINGS

Anna. C., Deryl, & Antti, F.O. (2016). Increasing Touch- Keyboarding Skills on
Children, Type-to-learn Software vs Covers. Retrieved on24th May, 2020 from
Keyboarding.research.org.

Byers, E.M., Aronvey, A. &Zahran, J. (2015). Teaching and Learning Keyboarding.

Valdostat University, USA.

NCCE, (2016). List of Colleges of Education in Nigeria. Retrieved on 24 th May, 2020

from www.ncceonline.edu.ng

94
Schorey, P (2015) “Eyes Up” Teaching Students not to look at their fingers or keyboard
while typing. Retrieved on 24th May, 2020 from
www.google.com/typinghomeblog.

95
UNIT 2: SIMPLE EDITING
CONTENTS
1.0 Introduction
2.0 Learning Outcomes
3.0 Main Content
4.0 Conclusion
5.0 Summary
6.0 Tutor- Marked Assignment (TMA)
7.0 References/Further Readings
1.0 INTRODUCTION
In the last unit, we discussed the manuscript. From the manuscripts presented it would be
observed that there were some transpositions, deletions and restatement of words. In
typing also, there are times you may need to change or transpose words or make a total
change in the construction of tenses. All these call for a re-typing and some times a re-
display. This unit is therefore designed to educate you on how corrections can be affected.
2.0 LEARNING OUTCOMES
At the end of this unit, you should be able to:
• Locate the tools for computer editing
• Effect simple corrections on soft copy documents
3.0 MAIN CONTENT Meaning
Editing means to correct or to set the document in the way you want it. Some simple
editing tools are:
Insert & delete text Copy, cut and paste Locate text fast Selecting text
Auto correct and auto formatting
If you have already typed a text and you want to replace the typed text with a new one all
you need to do is to highlight the text and press the insert key on the control keys and type
the new text.

96
To delete already typed text, highlight the text to be deleted and press the delete key on
the control keys. You may also use the back space key (^) on the keyboard.

To highlight;
a) Take the cursor to the beginning point of what you want to highlight,
b) Left-click on that point;
c) Hold the left button, and;
d) Drag through the position of all you want to highlight
e) Release your finger and it will show a dark shade.
E.g.
--------- THE MAN ------------------------------------------------------
To copy a text that is already typed, highlight the text, click on edit on the menu file. From
the dropped down menu click on copy. See picture:

Step 1 God is good

highlight the text click on edit on the menu file.
Step 2

From the dropped down menu click on copy

Step 3
Edit View Insert Format:

I II~Ido Clear (Ztrl-l-iZ

■:Z I_I t tZtrl-HX

&
tZtrl-l-tZ
Office Clipboard. . .

OS Paste (Ztrl-HV

Select All _
Fined. . . (Ztrl-HA
(Ztrl-I-E

Replace . . . tZtrl-l-l—1
Or click on the short cut on the menu file:
5?

Copy paste
97
Cut
Next, take the cursor to the point where you want the text and click on paste
either from edit or short cut. If you want to cut, use the same procedure, the
difference between cut and paste is that when you cut the text will change its
position entirely from the original position, but when you copy, the text remains
in its original position, it only duplicates itself in another environment.
Locating a text
To locate a text fast, select edit/find; a dialog box will appear. From the space provided
type the text you want to locate.
E.g.
File Edit View Insert For met

= □ 1 Undo Typing Ctrl-l-Z

2
F i n - & Cut Ctrl-HX
a 1
L:: Q Copy Ctrl-l-C
Cj
OFFice Clipboard. . .
■-
CS Paste Ctrl-I-V

— Select AN Ctrl-I-A

- 41 Find. . . Ctrl-I-F

r--. P.enlace. . . Ctrl-I-H

1 5? 1

When you click on “find” a dialog box will appear thus:

98
On the dialog box, you have, find, replace and go to. A click on “find” would ask find
what. In front of the find what is a white box.. Type in the word you want to find and click
on find next or press the enter key, the word is automatically highlighted. Click on find
next if the word appears in more than one place, keep doing that until a command tells
you no more.
E.g.:

But if the word you are looking for is not available it will show:

If you need to replace such a text, click on replace and follow the instruction provided in
the dialog box.

99
The box above indicates that what you want to find is “men”. Under replace you
need to indicate what you want to use to replace men; e.g. women. Then type
women on the box of replace thus:

A click on replace at the bottom would replace “men” with “women” at a time, but a click
on replace all would replace all “men” in the document with “women”
Selecting Text means highlighting the text that you want to work on as a single block.
This is usually referred to as selection.
Another way of launching the find command is to press Ctrl + F. Click on the undo
function “undo” in the dialog box under “edit” when you want to undo a command.
How did you find reading through this session? Was it interesting? Now go through this
session again with careful practice on your computer.
4.0 CONCLUSION
Should you make a mistake when typing, do not worry; you do not need to start all over,
there is a way out. All you need is to locate the right command you need to effect the
correction; be it to delete, copy, cut, paste, find, replace or undo.
5.0 SUMMARY
Effecting corrections or setting documents in the desired order is referred to as editing.
Sometimes there is a need to delete, copy, cut, paste, undo, find and replace words. These
are some of the functions that were very difficult with manual typewriters and a little
better off with electric typewriters but professionalised with the personal computer. The
beauty of these functions makes word processing more interesting.

100
6.0 TUTOR- MARKED ASSIGNMENT (TMA)
Explain the following as used in word processing:
1. Cut
2. Paste
3. Copy
4. Undo
5. Replace
7.0 REFERENCES/FURTHER READINGS

Anna. C., Deryl, & Antti, F.O. (2016). Increasing Touch- Keyboarding Skills on Children,
Type-to-learn Software vs Covers. Retrieved on24th May, 2020 from
Keyboarding.research.org.

Byers, E.M., Aronvey, A. &Zahran, J. (2015). Teaching and Learning Keyboarding.

Valdostat University, USA.

NCCE, (2016). List of Colleges of Education in Nigeria. Retrieved on 24 th May, 2020

from www.ncceonline.edu.ng

Schorey, P (2015) “Eyes Up” Teaching Students not to look at their fingers or keyboard
while typing. Retrieved on 24th May, 2020 from
www.google.com/typinghomeblog.

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UNIT 3: PARAGRAPHS
CONTENTS
1.0 Introduction
2.0 Learning Outcomes
3.0 Main Content
4.0 Conclusion
5.0 Summary
6.0 Tutor- Marked Assignment (TMA)
7.0 References/Further Readings

1.0 INTRODUCTION
Paragraphing is a very important aspect of written communication; it helps in
expression coordination. The grammarians would say that every new idea forms a new
paragraph. This calls for a good display to facilitate the reader’s understanding.
Pick a text and identify the number of paragraphs in it. Now answer the following
questions:
• How many paragraphs do you have in the text?
• How did you identify the paragraphs?
• Did the beginning line of each paragraph start at the same point? Share your
answers with your colleagues and facilitator.
2.0 LEARNING OUTCOMES
At the end of the unit, you should be able to:
• Identify different types of paragraphs
• Format a document in different kinds of paragraphs
3.0 MAIN CONTENT
There are three main types of paragraphs, namely
• Blocked paragraphs
• Indented paragraphs
• Hanging paragraphs

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Blocked Paragraphs

All lines begin at the left-hand margin, e.g.

Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxx
Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
Blocked ParagrphsNote:
Give one clear space between paragraphs if you are using single line spacing. To
achieve this, press the enter key twice before you start the next paragraph. If you are
using one and half line spacing, give two clear spaces i.e. press the enter key twice.
Since you already set it to a one and half line spacing, it will automatically give two
clear spaces. Also if you are using a double line spacing, give three clear spaces i.e.
press the enter key twice. Since you have set a double line spacing it will automatically
give you three clear spaces.
See the following examples:

Xxxxxxxxxxxx xxxxxxxxxxxxx xxxxxxxxxxxxx

xxxxxxxxxxxxx xxxxxxxxxxxxx Xxxxxxxxxxxx
xxxxxxxxxxxxx Xxxxxxxxxxxx xxxxxxxxxxxxx
xxxxxxxxxxxxx xxxxxxxxxxxxx xxxxxxxxxxxxx
xxxxxxxxxxxxx xxxxxxxxxxxxx xxxxxxxxxxxxx
x xxxxxxxx xxxxxxxxxxxx
Xxxxxxxxxxxx Xxxxxxxxxxxx

Single line spacing One and half line spacing D ouble line

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Indented Paragraphs
In the indented style, the first line in each paragraph begins at five spaces to the right
while subsequent lines begin at the left hand margin. E.g.
XI x xx x xx x xx x xx x xx x xx x xx x xx x xx
XX X XX X XX X XX X XX X XX X XX X XX X XX X XX X XX X XX
X X XX X XX X XX X XX X XX X XX X XX X XX X XX X XX X XX
X XX X X XX X XX X XX X XX X

Xxx XX X XX X XX X XX X XX X XX X XX X XX X XX

xx x xx x xx x xx x xx x xx x xx x xx x xx x xx x xx x x
XX X XX X XX X XX X XX X XX X XX X XX X XX X XX X XX X XX
X X XX X XX X XX X XX X XX X XX X XX

Indented Paragraphs
Note:
Give one clear space in between paragraphs if you are using the single line spacing
(press the enter key twice). For a one and half line spacing, give two clear spaces (press
the enter key twice). If you are using double line spacing, it is advisable that you
maintain it all through, but remember to indent the first line in each paragraph.
It is advisable that you always set the line spacing before you start to type. You don't
need to end your typing before setting or formatting your document, it then becomes
more difficult. So avoid it. Once you set the line spacing, the only thing you then need
to control is the enter key to get the clear spaces you need between paragraphs.
See the following examples:

Xxxxxxxxxxxxxxxx Xxxxxxxxxxxxxxx xxxxxxxxxxxxxxx

xxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxx xxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxx xxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxX xXxxxxxxxxxxxxx xxxXxxxxxxxxxxx
xxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxx xxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxx
xxxxxxxxxx x Xxxxxxxxxxxxxxx

Sinole line spacing One and half Donhle line

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 Hanging Paragraphs
The first line in each paragraph starts from the left hand margin, while subsequent lines
start at least two and at most five spaces to the right,
i. e. you indent the subsequent lines. E.g.
Xxixixmmxxxraraxxiixixxxixxxunxix
xxxxxiixxnxxxxxxxxxxnxxxxxixmx
xxxxxi xxxxxxxxxxxxxxxi xxxxxxxxn xx
xxxxxxxxxxxxxxxxxxxxxxxxxxxxx
XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXHXXX

XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
XXX XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX

XXXXXXXXXXXXXXXXXXXXXXXXXXXXX

Hanging Paragraphs Note:

For hanging paragraphs, the most commonly used line spaces are single and one and
half. The space in between paragraphs is the same with that of indented paragraphs.
Use the tab to get the indentation you require.
Go through the presentations once again and practice as you read through. Should there
be any problem, go through it again and ask your facilitator questions.
4.0 CONCLUSION
To achieve a well set paragraph, determine the line spacing you wish to use and where
each line of the paragraph should begin. Remember there are three main types of
paragraphs - blocked, indented and hanging. The type of document you are typing may
also serve as a determinant of the type of paragraph to use.
5.0 SUMMARY
Paragraphs help to determine the idea in a text and therefore are set out into make readers
have a good understanding of the text. The three types of paragraphs begin in different
ways. All lines of typing in a blocked paragraph begin from the left hand margin; the first
line of typing in an indented paragraph is indented five spaces to the right while the first
line of typing in a hanging paragraph begins from the left hand margin and the subsequent
lines in the paragraph are typed five spaces to the left.
6. TUTOR- MARKED ASSIGNMENT (TMA)
Exercise I
The ability to speak effectively is nowhere put to a more rigorous test than in a meeting.
The following rules-of-thumb illustrate areas involving such skills:

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Listen first Each meeting develops its own climate. Its temperature may become boiling or
frosty. where sympathies or antipathies lie Bylistening and waiting, you will be able to
assess not only the general climate, but also the moods and attitudes of individuals. Test
the temperature first, before diving in!
See where the land lies Most meetings tend to comprise sub-groups or caucuses allied to
achieve common objectives. While speaking or providing feedback, others may reveal.
Timing
If your contribution is to be important, then timing the moment to speak is all-important.
Personal judgement is effective here to perceive when a developed argument proposed by
another is falling, or when the ground has been prepared and participants are sympathetic
or amenable.
Type the above text in:
1. Indented paragraphs
2. Hanging paragraphs
Exercise II
Type the following in blocked paragraphs

7. REFERENCES/FURTHER READINGS

Anna. C., Deryl, & Antti, F.O. (2016). Increasing Touch- Keyboarding Skills on Children,
Type-to-learn Software vs Covers. Retrieved on24th May, 2020 from
Keyboarding.research.org.

Byers, E.M., Aronvey, A. &Zahran, J. (2015). Teaching and Learning Keyboarding.

Valdostat University, USA.

NCCE, (2016). List of Colleges of Education in Nigeria. Retrieved on 24th May, 2020

106
 from www.ncceonline.edu.ng

Schorey, P (2015) “Eyes Up” Teaching Students not to look at their fingers or keyboard
while typing. Retrieved on 24th May, 2020 from
www.google.com/typinghomeblog.

107
UNIT 4: HEADINGS CONTENTS
1.0 Introduction
2.0 Learning Outcomes
3. Main Content
3.1 Main Headings
3.2 Sub Headings
3.3 Side Headings
3.4 Paragraph Headings
3.5 Shoulder Headings
3.6 Headings in Spaced Capitals
4. Conclusion
5. Summary
6. Tutor- Marked Assignment (TMA)
7. References/Further Readings
1.0 INTRODUCTION
Headings are used as caption for readers, and therefore need to be well structured and
displayed to appeal to the reader. Have you ever been attracted to a story because of the
caption? Or you were attracted to buy a particular textbook or novel because of the title?
If yes, that tells you the importance of captions. Captions are so important that we should
be particular about their structure and the way they are displayed.
Headings also serve vital role when sorting documents in the office. It is the heading that
is used to determine what document should go where. Therefore a document that is
wrongly headed or has a wrong display of its heading may be wrongly placed; which may
affect the decision to be taken on such document.
It is therefore important that you ensure that the headings of all your typed documents are
well structured and displayed if they must get the required attention.
2.0 LEARNING OUTCOMES
At the end of this unit, you should be able to:
• Identify different types of headings
• Type different types of headings
3.0 MAIN CONTENT
The following are the common types of headings used:
Main headings
Sub headings
Side headings

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 Paragraph headings
Shoulder headings
Headings in spaced capitals (caps)
3.1 Main Headings
Main headings are the headings that carry the main idea of what the document is all about.
A main heading may be blocked or indented; it all depends on the required style. With the
blocked style, the heading is typed and flushed to the left-hand margin but if it is indented
the heading is typed to center on the typing line or the paper. A main heading may be typed
with capital letters, with or without an underscore. But if the heading is bold, do not
underscore. “Bold” and “underscore” perform the same function of emphasis. E.g.

Blocked style Indented style

To centralise the heading, do the following:
• Type the text
• Highlight the text
• Click on the centralised short cut icon on the menu bar

109
and it will automatically centralise the text.
3.2 Sub Headings
Sub headings are usually typed after the main heading. Sub headings are expressions within
the main headings. Give one clear space between a sub heading and the main heading. The
style used in typing the main heading determines the style to be used for sub headings. For
example,. if the blocked style is used for the main heading, it means the blocked style will
also be used for the sub headings. Sub headings could be typed in capital letters or in initial
capitals. See the following example.
CREATING WEALTH
A---- One-clear space
The Grass Roots
Blocked style
CREATING WEALTH
One-clear space
The Grass
Roots Indented style
3.3 Side Headings
Side headings are typed on the left-hand side of the paper while the contents are typed on
the right hand side. Give two or at most five clear spaces between the heading and the
content. Where there are several headings to type, use the heading with the longest line to
determine the space to be left for the headings. Also, where you have a long heading to
type, use your own discretion to break the line to run through the following line.

From the box above we can see there are four headings - General, Statistics, Spell Checker
and Grammar Checker. Counting the strokes on each of the headings, General is 7,
Statistics 10, and Spell Checker 13. Grammar Checker occupies two lines because of its
length, but should we consider the spaces, we will choose the longer of the two lines which
is “Grammar”; it has 7 spaces. These strokes represent the number of spaces required for

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typing. Talking about the number of spaces required, the longest heading - Spell Checker
has to be considered to determine the space between the headings and the contents. Do not
allow the heading to occupy too much space since you have more to type on the right hand
side than the left. Once the spaces to be left between the heading and the content have been
determined, use tab to set stops for the beginning of the content.
SELF ASSESSMENT EXERCISE BREAK
Try what you have learnt so far in your computer. How did you find the practice? Practice
several times before you continue, to ensure proper mastering.
3.4 Paragraph Headings
Paragraph headings form part of the paragraph. After typing the heading, you may end it
with a full stop or colon. Give two or at most five spaces between the heading and the
content. The heading may be typed in initial capitals or in capital letters. The heading may
or may not be underscored. But you must not underscore when the headings are typed in
bold letters.

111
E.g.
THE PAGE LAYOUT
If you want to view your document exactly the way the document will print, select the page
layout view. The page layout view shows any details, such as headers and footers, and
shows you where page breaks occur.
Or
THE PAGE LAYOUT
If you want to view your document exactly the way the document will print, select the page
layout view. The page layout view shows any details, such as headers and footers, and
shows you where page breaks occur.
Or
The Outline View
This gives you true expandable and collapsible views of your document in outline form. If
you prefer to write an outline, you can use word predefined heading styles to create your
document’s outline, and then expand the outline when you’re ready to add detail.
Or
The Outline View
This gives you true expandable and collapsible views of your document in outline form. If
you prefer to write an outline, you can use word predefined heading styles to create your
document’s outline, and then expand on the outline when you’re ready to add detail.
3.5 Shoulder Headings
Shoulder headings are typed one clear space above the contents. The headings could be
typed in initial capitals with an underscore or in capital letters with or without an
underscore or in bold letters without an underscore.
E.g.
THE PAGE LAYOUT
If you want to view your document exactly the way the document will print, select the page
layout view. The page layout view shows any details, such as headers and footers, and
shows you where page breaks occur.

THE OUTLINE VIEW

This gives you true expandable and collapsible views of your document in outline form. If
you prefer to write an outline, you can. Use word predefined heading styles to create your
document’s outline, and then expand the outline when you’re ready to add detail.

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How do I differentiate between initial capitals and capitals?
Capitals. All letters are typed in capitals.
E.g.THE OUTLINE VIEW
Initial Capitals. The first letter in a word is typed in capital while others are typed in small
letters .E.g. The Outline View
3.6 Headings in Spaced Capitals (CAPS)
Some times headings are typed in spaced capitals either because the heading is too short
or for emphasis. To type a heading in space caps means leaving one space in between
letters and three spaces between words. E.g. E X I T I N G W O R D. Headings typed in
spaced caps may or may not be underscored.
NOTE: HEADINGS WITH MORE THAN A LINE MUST BE TYPED IN SINGLE
LINE SPACING TO SHOW THAT THEY ARE TOGETHER AND PROPER
ALLIGNMENT MUST BE MADE. .
E_g.
MANAGING DOCUMENTSAND CUSTOMISING WORD
4.0 CONCLUSION
We have discussed six different ways of presenting headings. The most important thing
that concerns us is the display pattern. We should be able to display the skill of appropriate
display each time we type. Our headings should not be placed haphazardly, rather they
should be orderly.
5.0 SUMMARY
There are six major ways of presenting headings in a document -The main heading, sub
heading, side heading, paragraph heading, shoulder heading and headings in spaced
capitals. Each of these headings has its peculiar way of display and is applicable at different
times. It is important for you to know when each can apply.
6.0 TUTOR- MARKED ASSIGNMENT (TMA)
Type the following Visual Thinking
Preparation for a multimedia script is a process of visual thinking or visualisation. The
dictum is - “Think Visually”. In order to think visually, you need to create an overall
conceptual design of the programme that you are planning to make. Creation of mind maps
of the content area is a good first step. However, the words in the mind map must
synchronise graphically. When you have an idea, consider relating it to some graphics and
see how the idea can be represented graphically.
The process of visualisation is basically section, creation, and editing of images into a
meaningful sequence. In reality it takes a lot of practice to “see” the programmes to be

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developed successfully.
The Scriptwriting Process
The scriptwriting process has the following stages:
Programme idea: The programme idea needs to be discussed vis-a-vis the strength of
multimedia. You must ask at this stage: why is it necessary to have a multimedia
programme for this particular idea?
Programme brief: At this stage, the programme idea needs to be expanded to include
the title, target audience, objectives of the programme, content outline, etc. A rationale for
the multimedia programme and project beneficiaries is useful, if included in the
programme brief.
Research: Planning and carrying out a thorough research on the topic of the programme
idea and the target audience will be useful in designing the multimedia. Identifying relevant
graphics content and experts on the programme will be useful to consult and select
appropriate content.
Identify and select content elements: Having done the research, it is appropriate to develop
the best way or a sequence to deliver the message. Though multimedia provides the user
with a hypermedia navigation opportunity, it is important to have a “‘default’ sequence.
The content elements can be visualized in terms of text, audio, video, graphics animation,
etc.

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Interface design and layout: The interface design is one of the most creative stages of
scripting for multimedia. Here, the look and feel of the programme needs to be decided.
While deciding on this, it is important to keep in mind the target audience’s choice and the
nature of the topic.
There can be so many ways of designing the interface depending on the creativity of the
designer. However, it is essential to decide on one layout design in the beginning and stick
to that for uniformity and also for the reason that the learners will not appreciate a different
layout for all different screens of the multimedia programme.
Preparing the storyboard: The storyboard is a detailed shot-by-shot or screen-by-screen
description of the programme on a sheet of paper or card. The storyboard forces the
scriptwriter to think in terms of multiple media use in a multimedia programme. It is also
a blueprint for action that can be given to a multimedia designer to execute as depicted in
the storyboard. It allows the working of different groups of people in the same project
developing different components of it with similar design and compatibility. We will now
present to you a systematic approach to preparing a storyboard for multimedia.

Type all the paragraph heads as

shoulder headings.
7.0 REFERENCES/FURTHER READINGS
Anna. C., Deryl, & Antti, F.O. (2016). Increasing Touch- Keyboarding Skills
on Children, Type-to-learn Software vs Covers. Retrieved on24th May,
2020 from Keyboarding.research.org.

Byers, E.M., Aronvey, A. &Zahran, J. (2015). Teaching and Learning

Keyboarding. Valdostat University, USA.

NCCE, (2016). List of Colleges of Education in Nigeria. Retrieved on 24 th

May, 2020 from www.ncceonline.edu.ng

Schorey, P (2015) “Eyes Up” Teaching Students not to look at their fingers
or keyboard while typing. Retrieved on 24th May, 2020 from
www.google.com/typinghomeblog.

115
UNIT 5: FORMATTING AND OTHER FUNCTIONS
CONTENTS
1.0 Introduction
2.0 Learning Outcomes
3.0 Main Content
4.0 Conclusion
5.0 Summary
6.0 Tutor- Marked Assignment (TMA)
7.0 References/Further Readings
1.0 INTRODUCTION
In the last two units we discussed paragraphs and headings. The purpose was to ensure that
our documents are set out in an attractive manner. This takes us to formatting and other
functions that can make our documents more presentable. There are different ways of
presenting documents, and there are functions provided to make this a success. This unit
is designed to educate us on how to use these functions in achieving our aims.
2.0 LEARNING OUTCOMES
At the end of this unit, you should be able to:
• Format simple documents
• Apply the different functions required in formatting
3.0 MAIN CONTENT
Formatting means choosing a style with which a document could be displayed. There are
different styles of typing. In typing a document the typist has to choose a desired style to
display or present the document. It could also be seen as the way in which we want our
document to appear. The following are the different types of formatting.
• Simple character formatting; e.g. underline, bold, italic etc.
• Special character formatting; e.g. font colour, colourize the document background,
subscript, superscript, strike through, double strikethrough, shadow, outline,
emboss, engrave, small letters, capital letters, hidden, etc.
• Paragraph formatting

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Simple Character Formatting; e.g. underline, boldface, italicise your text. To
achieve this, click on edit on the menu bar and from the drop down menu click on the
format you desire. You could also use the short cut keys. Press ctrl + B for bold, ctrl + L
for italics and ctrl + U for underscore. Press one of the short cut keys before you type the
text you want to format. When you want to stop formatting press the same short cut key to
turn off the formatting.

Go through Unit 2 of this module once more to refresh your memory on this. Remember to
always highlight the text before you click on “edit” in the menu bar; if not the required
function will not be highlighted.
Special character formatting; e.g. font colour, colourize the document background,
subscript, superscript, strike through, double strikethrough, shadow, outline, emboss,
engrave, small letters, capital letters, hidden etc.
 Font colour
 Colourize the document background
 Subscript
 Superscript
 Strike through
 Double strike through
 Shadow
 Outline
 Emboss
 Engrave
 Small cap
 All caps
 Hidden
To achieve any of these, click on “format”; from the drop down menu click on “font”. Again

117
from the dropped down menu click on the option you require.

Study the box and click on the function you need. But remember to always highlight the
affected word(s) before clicking on format.

Stop for a while and try your hands on what you have just studied. Did you
understanding it? Do not rush over it, study it carefully and you will achieve
your aim.
Paragraph Formatting
Part of paragraph formatting has been discussed above in addition; justification of text may

118
apply as stated below:
• Left-justification
• Right-justification
• Center-justification
• Full-justification
To justify text do any of the following:
1. Click on format, paragraph and indent and spacing and select the one you require
from alignment using the scroll button.

Justify
When you click on justify, all the lines of typing will flush at both left and right hand
Drop down menu from
alignment

119
2. Use the short cut in the menu bar:
Type a question for help x

margins.
E.g.
Paragraph A
In a class the class teacher wanted the class to participate in one of the pupil’s birthday
celebration. The said pupil was absent from school on account of ill health. The teacher then
asked: “When is Yetunde’s birthday?” Abu answered and said it was 6th of March 2007 but
Maria disagreed, saying Abu was not right, because he did not know the exact date. Nobody
knew the date.

120
Paragraph B
In a class the class teacher wanted the class to participate the birthday of one of the pupils
who was absent from school on account of ill health. The teacher then asked: “When is
Yetunde’s birthday?” Abu answered and said it was 6th of March 2007 but Maria disagreed,
saying Abu was not right because he did not know the exact date. Nobody knew the date.
In the two paragraphs above, you will observe that paragraph A has a better line ending. All
the lines of typing in paragraph A are aligned at both left and right, this shows the paragraph
is justified. But in paragraph B, the lines of typing only align on the left and do not align on
the right. Always justify your document, it presents a better appearance.
Click on this to get more short cut icons.
After clicking, a dropped down menu
will appear thus:

Select as appropriate.
Drop Cap
To achieve this, type the word, highlight the letter you intend to drop, click on format,
from the drop down menu, click on “drop cap”. See below:
1. Type the word e.g. Man
2. Highlight the letter e.g.
3. Click on format, from the drop down menu, click on drop cap.

121
 4. As you click on drop cap, the following dialog box will appear:

In the box, identify “position” and “option”. Under position you have “none”, “dropped”
and “in margin”. Click on none when you do not want drop cap; click on dropped when
you want a letter to drop and click on in margin when you want the letter to be in margin.
Under “options”, there is “font”; click on the scroll button and choose the font type you
require. Under “font” there is “lines to drop”. Use the scroll button to indicate how many
lines you wish the letter in question to cover. For the “distance from text” indicate how
far the said letter should be from the text. See the following example:

politics would have been cherished by everyone in the nation, but the way

P politicians take it is what make most people to refer to it as a dirty game. For
example, a politician always fails torecognise the good his opponent has done.
Instead of facing facts they deceive. Even when you notice the deceit in them, they
argue with you.
Auto Text Entries

122
Follow the following procedure:
1. Type and format the text you want to add to the auto text entries.
2. Select the text.
3. Select insert/auto text/auto text. Word displays a dialog box.

123
Where you have auto text entries in the box, type in the new word you want to add and
click on add and ok. With this, each time you need to use the word, you may not need
to type it. You could instead use the insert auto text by clicking on the word among the
auto text.
4. Type and abbreviate for the auto text entry in the field labeled. Enter auto text
entries here.
5. Press enter.

124
 Customize: If you don't like the way Word does something, you can customize Word to
act the way you want. The tool menu contains options that let you customize Word.
Customize
Toolbars Commands j Options |
To add a command to a toolbar: select a category and drag the command out of this dialog box to a
toolbar.
Categories: Commands:

Save in: Normal Close

J3j =<

Customize lets you change the layout of Word toolbars and menus.
Options let you control the behaviour of most of Word’s automatic and manual editing
features

125
Note: You may not need to use these options except when it is essential for you to do so.
Special Characters
Symbols are special characters that don't always appear on your keyboard. To insert a
special symbol, select “insert/symbol” to display the symbol dialog box. If you don't see
the symbol you want to insert, select a different font from the font drop-down list. Many
fonts, such as wing dings, supply special symbols from which you can choose.

From the box, click on what you need and click on “insert” and the symbol will
automatically be inserted where you place the cursor.
If you need to insert a particular symbol often, add that symbol to the auto correct table.
Click on the auto correct button to see the auto correct dialog box, type the auto correct
entry that you will use to produce the special symbol, press enter, and you would have
created the auto correct entry for that symbol. You can also assign a short cut key to any
symbol; such as alt + shift + S, press enter.
Additional Insert
• You can insert date and time. Select Insert/Date and Time.

126
• Insert Page Numbers. Select Insert/Page Numbers
You can insert a comment. A comment does not print but does show up on your screen
highlighted in yellow so you're sure to see it. You can read or remove the comment
whenever you want. To insert a comment in your text, select insert/comment. When you
type your comment and click on close, Word attaches the comment to your text and
indicates the comment by highlighting the anchor text in bright yellow and inserting the
comment name inside square brackets. Subsequently, when you edit your document, you
will see the comment in yellow. If you right click on the comment, Word pop-up lets you
edit the comment, or it deletes the comment from the text.
Using the Spell Checker: Word helps in checking spelling and grammar as you type.
A red wavy underline suggests a suspicious spelling problem:
Womin

A gray wavy underlines suggest a grammar problem:

Edit
When you see a red wavy line, you can correct the problem in any of these ways:
• Edit the misspelling.
• Right-click on the misspelling to display the pop-up menu. You can select from
the suggested options.
To check for miss-spelt word(s) apart from the method stated above, you may do this: click
on tools and click on spelling and grammar.

Using the Thesaurus:

The Thesaurus helps to check for synonym (a different word whose meaning is similar).
To see a list of synonyms, select a word and select tools/language/thesaurus (or Press Shift
+ F7). Word displays the thesaurus dialog box.

127
Note:
It is not all errors that the computer can detect through advanced proof reading. There are
errors that need to be corrected manually; such as display, transposition of words and
inconsistency in spelling e.g. British or American or native.
Using Automatic Hyphenation: To automatically hyphenate your document as you
type, select tools/language/hyphenation to display the hyphenation dialog box. The
hyphenation zone lets you determine the amount of space between the end of a line's last
word and the right margin. A higher value reduces the number of hyphens that Word adds.

To manually hyphenate your document after you have created it, do the following;
a) Select tool/language/hyphenation
b) Click on manual

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 To manually hyphenate your document after you have created it, select
tools/language/hyphenation and click on manual.
Word prompts for your approval at each hyphen location. If you want to stop Word from

Manual Hyphenation: English (U.S.)

hyphenating particular paragraphs, select those paragraphs, then select format/paragraph,

click on the line and page breaks tab, and check the don't hyphenate option.
Did you stop at each stage to practice what you have learnt in your computer? If no, go
through once more and practice. If yes, go through again and ensure mastery.
4. CONCLUSION
Know what you want and it will aid you to know how to get it. There is no sure way of
using these functions other than working with them; therefore create time to practice and
master them. When you do not understand it; slow down the pace of reading and study line
by line with practice.
5. SUMMARY
There is no way we type documents without formatting and using some special functions.
The type of formatting that are often used in documents include paragraph formatting,
formatting with styles, drop caps, auto correct; and for functions we have spell checker,
grammar checker, thesaurus and hyphenation.
6. TUTOR- MARKED ASSIGNMENT (TMA)
Write brief note on the following:
1. Drop Caps
2. Auto Correct
3. Thesaurus
4. Hyphenation
5. Grammar checker

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7. REFERENCES/FURTHER READINGS
Anna. C., Deryl, & Antti, F.O. (2016). Increasing Touch- Keyboarding Skills
on Children, Type-to-learn Software vs Covers. Retrieved on24th May,
2020 from Keyboarding.research.org.

Byers, E.M., Aronvey, A. &Zahran, J. (2015). Teaching and Learning

Keyboarding. Valdostat University, USA.

NCCE, (2016). List of Colleges of Education in Nigeria. Retrieved on 24th

May, 2020 from www.ncceonline.edu.ng

Schorey, P (2015) “Eyes Up” Teaching Students not to look at their fingers
or keyboard while typing. Retrieved on 24th May, 2020 from
www.google.com/typinghomeblog.

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