Though the BBC developed the Dance Mat Typing site for school-aged children, seven to 11 years old, it also can help older students unfamiliar with touch typing get started (or restarted) typing quickly using all ten digits–fingers and thumbs on both hands. Amusing animated animal characters introduce keyboarding techniques and practice activities in a step-by-step fashion through four levels and 12 stages. Practice activities begin with ten keys in the home row (A-G and H-;), and work up to punctuation and capitalisation (BBC, 2005, About this site). The key to learning to type quickly and well from practice on site is to listen carefully to the instructions, paying special attention to what you see on screen rather than looking at your fingers or the keyboard. The animated characters speak (or mimic) different varieties of English, which may challenge learners of English as an additional language. Yet colourful screens show progress through each stage, and there are audio and visual cues to give feedback on mistyping during practice activities. Moreover, there is plenty of review practice–Warm Ups for every new stage, and the site offers printable certificates at the end of each level.
Working your way through each of the stages and levels, perhaps more than once, should make it much easier to complete both typing homework and writing assignments. As the BBC explained, "touch typing is the fastest way to write" (BBC, 2005, About this site, Why learn to touch type? ¶1).
Students who have taken part in Writing IV, section 1C, are to post reflections based on their experience this year in comments on this post, for the benefit of their successors next year. The presentation below outlines the short essay writing task calling for current students to prepare, compose, and post their reflections in comments on this post.
Students who have taken part in Writing IV, section 1A, are to post reflections based on their experience this year in comments on this post, for the benefit of their successors next year. The presentation below outlines the short essay writing task calling for current students to prepare, compose, and post their reflections in comments on this post.
The five-minute video that I've embedded below shows how to use text correction tools in Google Docs. As I mentioned in a previous post, auto-correction functions can help you tidy up texts that you've typed quickly, as you do for typing homework assignments (Using Correction Tools after Typing Trials, March 7, 2013).
Instead of a typed text, for this demonstration, I've started correcting a short passage generated from a graphic by Google's optical character reading (OCR) technology. Yet, as the screenshot below the video indicates, the correction tools don't work perfectly.
Even after five minutes treatment with Google correction tools, a number of errors remained, some still marked by Google (dotted red underscores), but without suitable suggestions for auto-correction. There were others not spotted by Google at all. The latter I highlighted by hand either during the demonstration (yellow backgrounds) or afterwards (blue backgrounds). Those still needed hands-on checking and correction.
To make a long story short, after complete correction, and prettied up a bit for a block quotation, it looks like this:
... A fault line runs through the disciplines concerning culture. On one side are disciplines like history or cultural anthropology, rooted in a historicist logic of seeking local regularities within a bounded milieu. On the other are disciplines like economics, driven by a functionalist logic of seeking transhistorical generalizations. Organizational behavior involves both of these logics.... Yet, the emic and etic perspectives each provide only half of the story. ... / ... [A] richer account of culture can result when an integrative explanatory framework arises.
(Morris, Leung, Ames, & Lickel, 1999, p. 790)
In retrospect, there seem to have been a number of OCR-generated errors in the passage, for example the two "cx" strings remaining in the second to last line of the first paragraph (one stand alone, and the other in the middle of an underscored word). I had corrected another instance of "cx" to "a" while making the video. If I had used the "Select all matching text" option the first time, I might have been able to correct all three at once.
The string "ol" appears to be another such OCR error, a misreading the word "of", as do the "lo" string, a misreading the word "to", and OCR-generated periods instead of commas (¶1, lines 2 and 7; and ¶2, line 1). For that particular typeface and layout (serif, with full-justification, in the original), Google seemed to have had trouble with commas, and with the letters a, f, and t.
Once you begin to recognize recurring errors, in your typing as well as in optical character read texts, it is possible to use the Find and replace function (Edit menu) to correct numerous errors at once.
For instance, the search shown above would:
Seek " ol " – with single spaces before and after the letters, to find only stand-alone instances of "ol" – not words like alcohol, oligarchy, or polyphenol; and
Replace " ol " with " of " – similarly spaced.
If there are any hits on those search term[s], the buttons across the bottom of the dialog box will become active, and have dark lettered labels.
That fine-tuned search might be a safe bet for the Replace all function (circled in orange, but still grayed out, above). However, if you're not absolutely certain that your search and replacement terms are exact, it will be better to review and replace search strings one at a time using the Next, or Previous, and Replace buttons.
Reference
Morris, Michael W.; Leung, Kwok; Ames, Daniel; & Lickel, Brian. (1999). Views from inside and outside: Integrating emic and etic insights about culture and justice judgement. The Academy of Management Review, 24(4), 781-796. Retrieved November 15, 2012, from http://www.jstor.org/stable/259354
In the screenshot below, Mr. T. captured a stop-action view of Yukie's first typing trial, on the topic Self introduction. He was viewing a word-processing document with the grammar- and spell-checking tools on (activated). You can tell that the checking tools are on because there are squiggly green and red underlines visible under a number of words. Those are words that the word-processing program either: a) didn't recognize as correctly spelled words (generally red), or b) thought – if a program can think – were inaccurate (generally green).
Let me pause here for a moment to explain, and emphasize, that all of those underlined words appearing in a timed (five minute) typing trial are not a major concern, especially now, at the beginning of this writing course. This is simply a point of departure. Not only can you well expect to type more words in five minutes as the year progresses, but you also may find that you mistype fewer words, too, as you learn to both spell and type in English.
Even if you notice capitalization, punctuation, or spelling mistakes while typing, it's better not to go back and make corrections during timed trials. You should do that when you've finished each trial, both with computerized tools and without.
However, after churning out a certain number of words, it is important to clear up as many of those underlined passages as possible, before transferring them to new posts on your blogs. Mr. T. took the screenshot below to show Yukie how the checking tools work in a word-processing program, when they are turned on. This post explains a bit about how they work.
Mr. T. had just clicked on the word "my" that I've circled in red on the screenshot below, and emphasized with a pointing finger like one he may have seen just before clicking on that word ("my", line 4). Clicking on that word had opened a short, pop-open menu offering three basic choices for a point the program thinks of as a grammatical problem (capitalization):
Change it to "My;"
Ignore it (from now on); or
Correct it yourself, which opens a dialog box for retyping.
In this case, the first choice is the best one. Capitalizing the first letters of words at the beginning of sentences in the passage that Yukie typed will clear up most, if not all, of the squiggly green markings, and some of the red ones as well, for example: "I'm . . . " (line 3).
Peoples names, like Yukie, and place names, like Kumamoto, also call for capitalization, but even if you capitalize those names, the word-processing program still may not recognize them. So, once you're certain that you've capitalized and spelled such names correctly, you may need to select Ignore from the menu of choices that the word-processor checking tools propose.
Let me draw to a close here with a couple of reminders regarding both word-processor and web-based grammar- and spell-checking tools, including those built into your blogs:
You shouldn't count on those tools to catch every error or inaccuracy in your work; and
They may flag words or passages that the programs don't recognize, but aren't necessarily incorrect.
Nevertheless, timely and regular use of those tools can help you improve your English, and should make your blog posts easier to read and understand. Finally, if in doubt about a particular point that may need correction, ask about it!
Acknowledgements
It is a pleasure to acknowledge contributions to this post from:
Yukie, who graciously agreed to let me share a representation of her early work in this writing course on the Writing Studio Blog;
Mr. T., who quickly captured an image of that typing sample before corrections occurred, and passed it along to me (personal correspondence, March 4, 2013 7:02:36 PM GMT+09:00), and who also provided additional suggestions on a draft for this post; and, last but not least,
In comments on this post, students who have taken part in Writing IV, section 1C, are to provide advice based on their experience this year, for the benefit of their successors next year. The presentation below outlines the short essay writing task calling for the former to prepare, compose, and post their advice for the latter.
In comments on this post, students who have taken part in Writing IV, section 1A, are to provide advice based on their experience this year, for the benefit of their successors next year. The presentation below outlines the short essay writing task calling for the former to prepare, compose, and post their advice for the latter.
The table below includes a number of comments that I've left on recent Proto-Portfolio entries for the month of October. I'm sharing them here, so everyone will be able to learn from them right away, before November Proto-Portfolio entries are due (Dec. 1).
Rows
Comments
2-16
Japanese numerals don't work in spreadsheet formulas.
9
Please show and tell me in class on Nov.
7 what you have counted as essays in Oct. Thanks.
10
Please count slides as ¶¶ for
Essay 2-01a, and encourage your classmates and peers to do the same. Thanks!
10
Please show and tell me in class on Nov.
7 what you have counted as ¶¶ in essaysin Oct. Thanks.
11
Your presentation (Essay 2-01a) includes graphics, doesn't it?
13
Please show and tell me in class on Nov.
7 what you have counted as (a) post(s) with media in Oct. Thanks.
15
Please show and tell me in class on Nov.
7 what you have counted as (a) post(s) with original video in Oct.
Thanks.
Please note that entries in rows 11 through 15 of your Proto-Portfolios should match up perfectly with labels you add to posts that you make each month:
Row 11: graphics,
Row 12: links,
Row 13: media (for embedded presentations, as well as audio and video),
Row 14: media, original audio, &
Row 15: media, original video.
If you create new labels for posts that include original audio and original video productions, and apply suitable labels to each post that you make from now on, searching through links in the Labels clouds in your sidebars will make it easy for you to count posts for future Proto-Portfolio entries.
For more info. about labels and kinds of posts to use them on, please review the list and explanations on the Labels and Links page.
The comments I've collected in this post represent three sorts of suggestions that many bloggers other than the immediate recipients of the comments should heed in their own posts:
Choosing and using labels (again [Labels..., again?!? {Yes, labels, again!}];-),
Creating paragraph divisions to improve readability, and
Better labels for this post (three or more for every post) might be: "animals, birds, chicks, dogs, gardens, ..." (comma-spaced values without quotation marks). Some of those you also could use on your next post.
Cheers, PB 2012年6月18日
General recommendations: 1) Use topic labels that you are likely to use again and again. 2) If the labels are countable nouns, use their plural forms.
Choice of suitable labels is important for several reasons. First and foremost, if the labels you use are both accurate and appropriate, they can help blog visitors find the kinds of posts they want to read, compare, or comment on (such as essays: drafts and revisions), as well as special topics they want to read about.
Next, depending on how many times you use appropriate topic labels, the numbers of times you use particular labels may indicate both to you and to your readers which topics interest you most, as well as which you may want to write more about.
Last (today;-), but not least, reflecting on the topics in your posts as you choose labels may help you decide where and when you should divide your posts into paragraphs, and perhaps even see where you might reorganize your paragraphs to make your ideas easy for readers to follow.
It is interesting to hear of your fondness for mystery stories, especially those written by Jirou Akakawa. However, this post summarizing one of his stories, recently dramatized on TV, probably would be easier to read if you divided it into paragraphs clearly separated by blank lines (no indentation necessary).
Cheers, PB
Remember: White-space is golden! Divide large blocks of text into paragraphs to make them easier to read.
Single blank lines between paragraphs orient readers' eyes towards topic shifts, if not to topic sentences, at the beginning each subsequent paragraph.
pab2012年7月12日 Y...,
Would you please (re-)read the following post on the Writing Studio Blog, paying special attention to the illustration of summarizing, where the yellow part becomes green?
Then please summarize the message from (a) member(s) of your host family in a similar fashion, using your own words.
Cheers, PB
Summarize the writing of others, in this case, for three main reasons, namely to:
1. Avoid copying;
2. Present only key points, and mainly your own ideas; and
3. Avoid publishing personal correspondence without the authors' permission.
I note that you've changed your blog title, and started posting frequently. Now I'd like to ask you to do me a favor.
Would you please reserve the label "free-writing" for "essay prep." assignments that I give leading up to composition of complete essay posts? You can use "homework" or "studies" for a third label on this post.
Cheers, PB
For labels on posts, please follow the instructions in the Google spreadsheet in the Labels and Links page on the Writing Studio Blog,
pab2012年5月14日 9:05 PS: Please also share what you learn from this comment about labels with your classmates (1C) and peers (1A). Cheers, PB
I definitely recommend getting into healthy eating habits early on.
Regarding labels, would you please reserve "essays" and "free-writing" in particular for specific writing assignments that I give in class? Suitable labels for this post would be "food, habits, [and] health" (without the quotation marks or the word in square brackets).
Cheers, PB
For labels on posts, please follow the instructions in the Google spreadsheet in the Labels and Links page on the Writing Studio Blog.
This book review needs a complete APA-style reference citation, with the publisher's location (city) and name. Please see the ... BR posts on the Writing Studio Blog for models.
You also need to publish BR 1-03 & BR 1-04 before 1-05, AND label ALL of your book reviews with the labels "books, reviews, ..." and at least one other suitable label for each.
Cheers, PB
APA-style citations need four (4) parts, punctuated by periods:
Authors' names: Family, Given;
Years of publication (in parentheses);
Titles in italics, AND in Title Case, NOT all capital letters;
Places of publication: ...[Names of cities] and publishing company names[, separated by colons and single spaces].
See the model BR posts on the Writing Studio Blog for examples:
According to a calendar of UN observances, today is English Language Day. When I looked that day up on the Internet, I found that it is celebrated on April 23, "the date traditionally observed as the birthday of William Shakespeare" (English Language Day at the UN..., Language Days at the UN, ¶1, retrieved 2012.04.23).
However, the William Shakespeare entry at the Britannica Online Encyclopedia, to which that UN page pointed, suggested that April 23, 1616, was actually the date of Shakespeare's death. Neither Britannica nor Wikipedia cited a date of birth, only a date of baptism, April 26. A parenthetical note in a sidebar at Wikipedia indicates that his "birthdate [is] unknown" (William Shakespeare, Born, retrieved 2012.04.23).
This calendar event caught my attention, primed as it was by noticing a Chinese language day on the calendar last Friday, April 20. It turns out that the UN observes six such language days:
Language Days at the UN aim to entertain as well as inform, with the goal of increasing awareness and respect for the history, culture and achievements of each of the six working languages among the UN community.
I used the Material Search link (also in the Writing Studio Blog sidebar) to get details for the following example reference citation. Please note the:
Order of the author's names: Family, Given;
Sentence-like punctuation of the main elements with periods:
Author,
Date,
Title, and
Source; and
Use of italics and Title Case for the title and subtitle.
If you have any questions about how to write references for your book reviews, please ask them in class, or spell them [out] in comments on this post.
Reference
Marcosson, Isaac F. (1949). Metal Magic: The Story of the American Smelting and Refining Company. New York: Farrar, Straus and Co.
In case you're not back from your summer holidays (or forgot classes started today, like I did about this time last year :-), here is a snapshot of class notes reflecting what we did. The main activities and assignments today covered accuracy (labeling issues), fluency (free-writing and extensive writing), portfolio (PF) foundation building, and homework.
To get a closer look, please click on the graphic (above). To find out details, please ask a classmate or peer who attended. If you have questions about classwork and other assignments shown here, questions your classmates and peers cannot answer, please post them in comments on this post.
Last but not least, please plan to attend every class meeting for the rest of the semester, or to gather this sort of information on your own from now on. Thank you in advance for your cooperation.
Following a three-part series on email on the ULiveandLearn blog, Email Etiquette and Guidelines, offering a total of 15 tips (for example, Part Three), Always Learning has started a series of Grammar Basics punctuation guides. Recently these guides have focused on commas in particular. The brief explanations and examples are well worth a look:
If you go to the ULiveandLearn website, and sign up for free membership, you can get weekly email notification of new writing tips. Tips for using semi-colons should be coming soon!
Here is a basic APA-style formatting guide for motion picture references:
Producer, P. P. (Producer), & Director, D. D. (Director). (... [Year] of publication).Title of motion picture [Motion picture]. Country of origin: Studio or distributor.
If you'd like to have a go at using that guide to compose and format a draft, APA-style reference for the movie that your classmates and peers are reviewing (Mrs. Doubtfire), feel free to post one in comments on this post. Likewise, if you have questions about the composition, formatting, or purposes of APA-style references, in general, please feel free to spell them out in comments on this post.
Last but not least, whenever you're composing references, please remember that:
As with authors' names for book references, you should list producers' and directors' family names before their given names (and middle names or initials, if available) for movies;
Commas and single spaces separate family names from other names or initials, and
For practice in the writing course you are taking, you should spell out given names, followed by middle names or initials (if available). That will facilitate comparison and cross-checking of your draft references.
Students have begun adding another link to the lists of Links (gagdets) in their sidebars. I've followed suit. The green oval in the graphic above highlights a new link in the Writing Studio Blog sidebar. That link is also on the Writing Studio Wiki homepage, in §6.1.
Data on books you review (authors' names, publication dates, cities of publication, and the like) that you glean from the Material Search site work well in conjunction with the Citation Maker, an online tool to help you compose accurate and complete APA-style citations (see: Course Links: Highlights – May 2011). That is, as long as you remember that Citation Maker automatically reduces authors' given names to their initials. For practical purposes, please spell them out (again) completely in reference listings on your book review posts.
This post recap's a message sent to viewers of the Best Essays: Self-Assessments workbook. In square brackets toward the end of the message are a couple of minor revisions (a clarification and a correction).
Thu, Jun 2, 2011 at 11:59
Best Essays: Self-Assessments
Hello everyone (§§1A & 1C + assistants):
Thank you for your cooperation yesterday in submitting self-assessments of your best essays to date, especially those of you who submitted the Best Essays: Self-Assessments form only once. I closed the form for additional markup and sorting this morning.
On the left most spreadsheet in this Google workbook (sheet 1: 2011-12_1st-20110601), I've marked redundant entires with dark blue backgrounds across rows. Red backgrounds in individual cells flag failures to follow instructions when entering data, for example:
- more than the last five digits of student numbers,
- blog titles or URLs instead of blog handles, and
- line returns within paragraph text entries.
Please note that most of those undesirable and unnecessary line returns within paragraphs are residuals of copy and paste clippings _from paragraphs on your blogs_, many of which still contain large numbers of undesirable and unnecessary line returns within paragraphs. So please revise previous posts, and remove unnecessary line returns within paragraphs. Then remember to enter line returns only between paragraphs, and then to enter two, to create white spaces between paragraphs.
Most important, however, are the entries that I've flagged with green backgrounds, which reflect growing awareness of distinct qualities of your own writing. In a nutshell, among the qualities you've mentioned are:
+ audience appeal,
+ ease of understanding,
+ grammatical accuracy
+ grammatical complexity,
+ informativeness, and
+ self-expression.
Please review items 8 and 9 (important qualities, columns J-K [at present]), and tell us in class next week (June 8, 2011) of any other qualities of your or your classmates' [and] peers' writing that you are able to distinguish from this data collection, or through links in it. Please also prepare to identify the topics of the weakest paragraphs in your best essays, and explain what their weaknesses are.
Thank you again for your cooperation. PB
If you have concerns or questions about this message, please spell them out in comments on this post, or voice them in class next week. Thanks.
