\‘V I ‘ ;I_ k I if ("gt ‘,-}I N 71. piv-N-N r' I3.II 2a.. .gII,NI.-. N 3-3:; $55911" fit": 'v . 5 a . ,Qfi . g..< +I..~ _ —'—. “ N939 :——k v v . <— __ 13:- : I NJ"): "Huffy!“ I_I :Njiw. 1;qu M5" I'M“: ' ”3*! MI; (3' 'WIT'.‘ h”! 1:“:51'6, ‘I “~15 \ I tI-6N N hhfl '\ , N JNN 6% . " A ': (31¢, 5 4an ”‘3'“ ':“" w . ‘ t'.’ ,. "fig, 5.1.53 . n. Mu: I'W ”q” ' :i IN" 1%!!! NN. \‘N xfi‘bht)‘. f 2333‘ 3.} I-IIIIstIN‘III-II IIIAK,IIN\I.IIII.. ' " ~‘N' ." ~ ‘ fix"... . ' ,‘J I IIII . , I’ll. w n] "f M 54'. .fo N gII-Ififij‘y I13§(t\ "u {KII 5‘"! A ”'3’,“ SI" ‘W' Ic'1‘1q-I “ ‘ I” I "‘ 1: l‘ I I I I I ‘1" IfII1%S:SIfI:§T {I I-l I?» I‘ N'III‘IZ'I :v ] I:I‘.M‘IA .'?(IN )1“. if: -\ . ”‘.... .‘ III JL‘. _'. '. II‘ Jt?j FIN $41423. W ’R ' 2.; ny rift: w‘EfiI . 1.1%., .r.‘I' Egg—l} g‘ ll;;‘.£"4 :3 .":'¢" 11% “N $6, 3.5} 1“?!» N ~15» fifi““¥,§2 F‘JNI P's“ nu " .w. tank-'0 '.'NI- “N N I *a—NNNNNN N. «N N u‘ :1." . -. ‘ \.I c 1 l. I '- I04 V‘fJL'N' 'A (3 'f' ‘ . '3" .\ _ I IIIII ON “1 'JNLII 3331:: LV; W532i ‘1 _ g1}? “33.; «III ‘III N v 1:0 “ }i41f.1||'{1r: @‘I\I’é-f‘ll \: 4:55;: . ‘T‘ 'I'N A. l‘. I . A II ' l V” v‘” 7'... ' 5.‘ . <1 i N u, . ' \I':. g I. N. ,u '. N .. . . V .-' «v H} N- ' . V". . .N‘ ..\ .‘Q v 1. .. - “K I I IV , 4' N‘ "1 . 'I' . ' " ' Nu . N' A" 'r .G--vN:!-'N-fNN.N 1 -! N - .‘N 1 NJ .N .' I- - . IN \_ J N; N. IN -. r ' ' ’7'" 'l N ~' 1.. N: > ' ‘ "I -'.', ' . NIN‘ I e “y \ N ' N . ' II I‘ N> 3N“. ". ' '( w i,;l.'NN~'--N"1 7" N; ." IEIH II .III‘ II .IvI .f' «IIIpIIIf. .N' "HI”? ,5 II‘ "(I III ' 7'.” H ”II' "y C‘ "l" ' " "‘ ' I ' 1' N '. '-} ' v: .10" N'Ho N ”II?" I’ I. “r' "" ' “‘. .‘1 IV"' "I‘IW‘" "V " '. ' L . Ir ' . ‘ — ' I g'" “L N‘??N ‘ ‘ Nl ' " J’s" {“’. I 11%;: INA“ ; “ A I ) I A . .III. I’ N"N.I_.‘,H,~‘V' .l :V.‘ I"‘l‘ ‘7. "‘. . I ,I\I "f I II ‘39.] II "1 P" n . . 1 “N' III :NIINI I .II I. ,I. .N'N IINNI' I'HIf uIIIvIIIIIII, ’, .I.IN.IIII::,I:II\ at"; 0“ t f. ' \ . - ' I ' J. ‘1' V . O I} N , , ‘ _ 'N‘ N NNN I; . n N .| 4.N . I. N I . I .N v v N-. .".. . I . - v '5 n I " .33 ‘N - N ' I ~ Il'n'I 5 ‘ I I ’. H . N N N “ N.IN 1'." I .' it]. ' '4" H ‘IIIII “V ‘INIII- n" n IyiPIII' : .(I .l' '1‘" II [- ‘l\ . . u N I-, , v. , l v I“ 1 , . I >‘ ‘5 ' . N" “'H in” {"1 N II.“ " “‘1' ‘ .’I'[HIII ‘b ‘ 5"" l‘ " ' )I.‘N::1Il'."‘ll',' '\ ’ . .N ' b. |‘ c N . NN I I! " .-| I - n , . 13‘ N.’ '1”). I IN '. III‘ .- (I EL“; I .I. IIII II 5? . I~) ,i 'V I I ‘,'_II ~_" N11,» l . ““J: I. III‘. “MA“ ': 'u' I ‘0! ‘l'lh. N WIU'. g. ‘lI j" “I “hall" 1'" II N 4.:0" "N ‘1' 't‘ l.‘ +. N1 I ' ‘ ‘ ' . N' -~.- "'.)H I.” 7‘; ‘N' ”'.Ila. 4‘", -N- . .1 I 'I‘ ,‘l '. N: lg}, i'ugl'u": :1 ' {qméfifll m .i-"'~":J3)N.T'-‘-hN Ni” 5.2% In". Mn ““'le ‘ 2‘?“th IH‘; '3 finflfif“flflgg"g THESIS This is to certify that the dissertation entitled EXPERIMENTAL STUDY OF THE RELATIONSHIP BETWEEN LISTENING AND CONVENTIONAL INSTRUCTION AND THE TRANSCRIBING AND PROOFREADING SKILLS USED IN THE WORD PROCESSING ENVIRONMENT presented by ANN CHRISTIANSEN REMP has been accepted towards fulfillment of the requirements for Ph.D. . Education degree in Major professor Date July 24, 1981 MS U is an Affirmative Action/Equal Opportunity Institution 0-12771 OVERDUE FINES: 25¢ per day per item RETURNING LIBRARY MATERIALS: Place in book return to remove charge from circulation records EXPERIMENTAL STUDY OF THE RELATIONSHIP BETWEEN LISTENING AND CONVENTIONAL INSTRUCTION AND THE TRANSCRIBING AND PROOFREADING SKILLS USED IN THE WORD PROCESSING ENVIRONMENT By Ann Christiansen Remp A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Secondary Education and Curriculum Business and Office Education l98l ABSTRACT AN EXPERIMENTAL STUDY OF THE RELATIONSHIP BETWEEN LISTENING AND CONVENTIONAL INSTRUCTION AND THE TRANSCRIBING AND PROOFREADING SKILLS . USED IN THE WORD PROCESSING ENVIRONMENT By Ann Christiansen Remp Machine transcription has become a skill of considerable impor- tance to business educators as they attempt to prepare students for employment in word processing centers. The problem of this research was to determine how instruction contributed to the acquisition of transcribing and proofreading abilities during the initial develOpment of the skill. Specifically, the research compared two instructional techniques, Listening Instruction and Conventional Instruction, for their ability to develop accuracy and speed in the machine tran- scription. Machine transcription was defined as a fusion skill, a high-level skill which is formed by integrating several, already-developed skills. These basic skills are language application, keyboarding, and proofreading. Two other covert skills are required in machine tran- scription as well: listening and decision making. Two sets of instructional materials, with dictation cassettes and written manuals, were designed. "Listening Instruction'I designated the experimental treatment which attempted to fuse these separate skills into one skill. The methods included dictation in “bursts," Ann Christiansen Remp dictation previews in compressed speech, dictation reviews in com- pressed speech to improve proofreading, use of aural cloze and word distortion techniques to develop decision making, and others. Current instructional practice is to focus primarily on the development of one component skill, language application. "Conven- tional Instruction'l designated the experimental treatment which mirrored current instructional approaches. Focus was on written vocabulary preview, written review of punctuation rules, use of tran- scripts during proofreading, and other methods. Both treatments employed error-correcting techniques compatible with word processing equipment. The experiment tested one major theoretic hypothesis: Machine transcription instruction based on a fusion skill approach will pro- duce better transcribing and proofreading performance among new learners than will machine transcription instruction based on a single skill approach. Eight specific hypotheses concerning the speed and accuracy of transcription and proofreading activities were derived from this hypothesis. In response to a request for assistance, five community college and four-year college teachers of machine transcription provided eight classrooms for the study. These classrooms were randomly assigned to the two treatments. Students completed a background questionnaire, a transcription pretest, 12 additional transcription tasks, and a tran- scription posttest. There were 47 students in the Listening Instruc- tion treatment and 46 students in the Conventional Instruction treatment. Analyses of covariance were conducted to test the eight Ann Christiansen Remp hypotheses. Three of the eight were statistically significant beyond the .05 level of probability. The findings of the study are that Listening Instruction produced higher rough drafting accuracy, higher overall accuracy, and higher replacement word count, a decision-making skill. There were no differences between the two treatments on rough drafting rate, proofreading accuracy, proofreading correction rate, overall rate of transcription, or accuracy of comma placement. Total transcription errors, a measure used in determining proofreading accuracy, proved to be significantly different, with Listening Instruction producing greater reductions in errors than Conventional Instruction. An exploration for interactions between different levels of three background variables (prior machine transcription experience, language ability, and typing speed) and the treatments revealed no consistent relationships. Because most students had prior shorthand experience, this variable could not be studied. Self-reports on grade in grammar-oriented classes and knowledge of punctuation rules, specifi- cally commas, were useful predictors of student performance. Additional findings concerning the relationship of background factors, prior experience, actual levels of production to the instruc- tion are reported. These are followed by recommendations for con- tinued research, adoption of a fusion approach to instruction, reconsideration of transcription standards, revision of course objec- tives, and other practices. © Copyright by ANN CHRISTIANSEN REMP l98l ACKNOWLEDGMENTS Many individuals have contributed greatly to this study. The machine transcription teachers deserve special mention and thanks: Helen Bruno, Gogebic Community College; Suzanne Bush, Delta Community College; Richard Claflin, Indiana State University; Christine Covert, Schoolcraft Community College; and Fred Leone, Ferris State College. My advisor and the members of my committee were most supportive. They are Robert Poland, College of Business; Richard Gardner, College of Education; Zane Quible, College of Business; and Lawrence Sarbaugh, College of Communication Arts. They have guided what has been a very satisfying educational experience. My family, friends, and colleagues also contributed to this study. I am grateful to them all. TABLE OF CONTENTS Page Chapter I. INTRODUCTION ....................... l Background and Significance ............... l Statement of the Problem . . .............. 4 Need for Research in Machine Transcription and Related Studies ................. 5 Fusion Theory: Conceptual Clarification ........ 9 Terminology . . . . . . . . . . ............. l3 Hypotheses . . . . . . . . . . . . ........... l3 Limitations and Assumptions . . . ............ l5 11. REVIEW OF LITERATURE ...... . ............ l8 Research Findings on Machine Dictation/Transcription . . 18 Educational Recommendations and Practices . . . . . . . . 23 Sequencing of Instruction .............. 23 Component Skills ................... 27 Keyboarding/Typing . ............... 27 Language Use Skills . . .............. 28 Proofreading Skills . . .............. 29 Automated Keyboarding Skills ........... 30 Current Transcription Practices . . . ....... 32 Listening and Related Language Use Literature ...... 34 Processing Dictated Materials . . . . . ....... 35 Shadowing Studies ................ 36 Aural Cloze Procedures and Listening ....... 37 Short- term Memory and Meaningful Units ........ 40 Summary . . . . . . . . . . . . . ......... . . . 43 III. RESEARCH PROCEDURES .................... 44 Population and Sample . . . . . . . . . . . . . . . . . . 45 Research Design and Statistical Analysis . . . . . . . . 46 Instrumentation: Listening and Conventional Instruction 49 Hypotheses and Operationalization of Variables ..... 54 Independent Variables . . . . . . . . . ....... 55 Dependent Variables . . ...... . . ....... 55 Hypotheses . . . . . . . . . . . . . . . . ...... 57 Assumptions and Limitations ............ . . . 57 iv IV. FINDINGS . . . . ..................... 60 Sample Characteristics ................. 6O Equivalence of Treatment Groups ............. 64 Correlates with Dependent Variables ........... 74 Hypothesis Testing . . . . . . ............. 79 Rough Drafting Accuracy ............... 79 Rough Drafting Rate . ................ 80 Proofreading Accuracy ................ 82 Proofreading Correction Rate ............. 84 Overall Accuracy ................... 85 Overall Rate . . . .................. 87 Comma Accuracy .................... 88 Replacement Word Count ..... . . ......... 9O Exploration of Interactions ............... 92 Prior Machine Transcription Experience . . . . . . . . 92 Language Ability . . ................. 94 Straight-Copy Typing Speed .............. 95 Summary . . . . . . . . . . . . ............. 97 V. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS . . . ...... lOO Summary of Findings ................... lOl Sample Background .................. 102 Equivalence of Treatment Groups .......... . l02 Correlates with the Dependent Variables ....... l03 Hypothesis Testing ............. . . . . . lO4 Interactions . . ................... l06 Conclusions . . ..................... 106 Recommendations .......... . .......... ll3 BIBLIOGRAPHY . . . . . ..................... llS APPENDICES . . . . . . . . . ...... . . . . . . ...... l20 Appendix A: Scripts for Machine Transcription Instruction 120 Listening Instruction Scripts ............ 120 Conventional Instruction Scripts ........... l49 Appendix B: Instructional Booklets ........... l76 Listening Instruction Booklet . . . . . . . . . . . . l76 Conventional Instruction Booklet ........... 198 Appendix C: Background Survey and Special Stationery . . 219 Appendix D: Teacher's Key ............... 234 Appendix E: Letter to Community Colleges . . ...... 25l Table 1. NO CD \lChU‘l D 0.) N O 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. LIST OF TABLES College Credits in Quarter System Equivalents Completed by Students in LI and CI Treatment Levels. . .......... Number of Students Reporting Prior Shorthand and Machine Transcription Experience ................. Student Reports of Perceived Difficulty of Machine Transcription . .................. . . . . Student Reports of Perceived Difficulty of Applying Grammar Skills . . ............ . . . . . . . . . . . . . Student Reports of Perceived Accuracy of Typewriting Skills . Student Reports of Perceived Accuracy of Proofreading Skills F-Values and Probabilities for One-Nay Analyses of Variance on Pretest Variables Within and Between Treatment Levels . . Average Pretest Transcribing Time in Minutes for Groups and Treatment Levels . . . . . . . . . . . . . . . . . . . . . . Average Pretest Proofreading Time in Minutes for Groups and Treatment Levels . . . . . . . . . . . . . . . . . . . . Average Pretest Accurate Word Count for Groups and Treatment Levels . . . . . . . . . . . . . . . . . . . . . . . . . . . Average Pretest Recognizable Word Count for Groups and Treat- ment Levels . . . . . . . ..... . . . . . . . . . . . . Average Pretest Unrecognizable Word Count for Groups and Treatment Levels . . . . . . . . . . . . . . . . . . . . . . Average Pretest Untranscribed Word Count for Groups and Treatment Levels . . . . . . . . . . . . . . . . . . . . . . Pretest Rough Drafting Accuracy as a Percent of the Total Transcript for Groups and Treatment Levels . . . . . . . . . Average Pretest Rough Drafting Rate in Words Per Minute for Groups and Treatments . . . . . . . . . . . . . . . . . . . Average Pretest Corrected Word Count for Groups and Treat- ment Levels . . . . . . . . . . . . . . . . . . . . . . . . Average Pretest Added Word Count for Groups and Treatment Levels 0 O O O O O O O O O O 000000000000 O Pretest Proofreading Accuracy as a Percent of Total Errors for Groups and Treatment Levels . . . . . . . ....... Pretest Proofreading Correction Rate in Words Per Minute for Groups and Treatment Levels . . . . . . . . . . . . . Means and Standard Deviations for Pretest Comma Accuracy for Treatment Levels . . . . . . . . . . . . . . . . . . . . Correlations of Background Variables with Posttest Measures Correlations of Pretest Performance Variables with Posttest Measures . . . . . . . . . . . . . . . . . . . . . vi 63 64 66 67 67 68 68 69 69 70 70 71 71 72 72 73 76 77 Table Page 23. Correlations of Pretest Transformed Variables with Posttest Measures . . . . . . . . . . . . . . . . . . . . . . 78 24. Analysis of Covariance for Posttest Rough Drafting Accuracy Using Pretest Rough Drafting Accuracy as Covariate ..... 8O 25. Analysis of Covariance for Posttest Rough Drafting Rate Using Pretest Rough Drafting Rate as Covariate ....... 81 26. Analysis of Covariance for Posttest Rough Drafting Rate with Multiple Covariates . . . . . . . . . . . ..... . . . . 82 27. Analysis of Covariance for Posttest Transcription Errors Using Pretest Transcription Errors as Covariate . . . . . . 83 28. Analysis of Covariance for Posttest Proofreading Accuracy Using Pretest Proofreading Accuracy as Covariate ...... 83 29. Analysis of Covariance for Posttest Proofreading Accuracy with Multiple Covariates ............ . . . . . 84 30. Analysis of Covariance for Posttest Proofreading Correction Rate Using Pretest Proofreading Correction Rate as Covariate 85 31. Analysis of Covariance for Posttest Proofreading Correction Rate with Multiple Covariates ....... . . . . 85 32. Analysis of Covariance for Posttest Overall Accuracy Using Pretest Overall Accuracy as Covariate . . . . . . . . . . 86 33. Analysis of Covariance for Posttest Overall Accuracy with Multiple Covariates . . . ...... . . . . . . . . . . 87 34. Analysis of Covariance for Posttest Overall Rate Using Pretest Overall Rate as Covariate . ..... . . . 87 35. Analysis of Covariance for Posttest Overall Rate with Multiple Covariates .................... 88 36. Analysis of Covariance for Posttest Comma Accuracy with Multiple Covariates .................... 89 37. Means and Standard Deviations for Posttest Comma Accuracy for Treatment Levels . . . . . . . . . . . . . . . . . . . . 9O 38. Analysis of Covariance for Posttest Replacement Word Count Using Pretest Replacement Word Count as Covariate . . . . . 91 39. Analysis of Covariance for Posttest Replacement Word Count Using Multiple Covariates . . . . . . . . . . . . . . . . . 91 40. Analyses of Covariance on Eight Dependent Variables for Stu- dents With and Without Prior Machine Transcription Experience 93 41. Analyses of Covariance on Eight Dependent Variables for Stu- dents Having High, Moderate, and Low Language Ability . . . 95 42. Analyses of Covariance on Eight Dependent Variables for Stu- dents Having High, Moderate, and Low Typing Speeds ..... 96 vii CHAPTER I INTRODUCTION Background and Significance Word processing has entered the business educator's vocabulary. Its many definitions, according to Kleinshrod, Kruk, and Turner, include the following key elements: The automation of secretarial work The use of machine dictation and automated typing equipment Specialization of office functions and tasks A systems approach to the communication process The transformation of information into readable form through the management of procedures, equipment, and personnel. All of these elements are linked to the process called machine transcription, and this process is the concern of the present study. Transcription, according to Balsely, . . . is the process in communication through which the original message or data (whether recorded in shorthand, in handwritten notes, or by machine) are prepared in the figal typewritten form designated by or acceptable to the dictator. Machine transcription is the keyboarding of information directly from machine-recorded dictation without the creation of an intermediate paper record in shorthand or longhand form. This complex A L-A M 1Walter Kleinshrod, Leonard B. Kruk, and Hilda Turner, Word Processing: Operations, Applications, and Administration (Indianapolis: Bobbs-MerrilTEducationaTPublishing,1980), p. l. 2Irol W. Balsely, “Current Transcription Practices in Business Firms," Mgnograph 139_(Cincinnati: South-Western Publishing Company, n.d. , p. v. communication process is accomplished through skills in listening, keyboarding, and applying language principles. The expert transcriber produces a readable, error-free document from machine dictation with little reference to written items. In addition, only rarely does the transcriber use a listening preview of the material to be transcribed. The role of machine transcription in word processing is succinctly described by Kidwell: Most discussions of word processing concepts depend heavily upon (1) the use of transcribing machines rather than manual shorthand, and (2; the elimination of 'one boss-one secretary' as an office model. The many texts and other reports on word processing now available verify this statement. Two current references provide representative views of the role of machine transcription. DataprogReports states: Machine dictation is the beginning of the input phase in the word processing cycle and speeds the process of moving speech from the word originator to the transcriptionist. Dictating by machine is five times faster than longhand, and over twice as fast as face-to-face shorthand.4 Brooks et al. describe the importance of machine transcription this way: Machine dictation conserves both the originator's and transcriptionist's time by eliminating the need to occupy two peOple at the sgme time and allowing them to work at their own rates of speed. Thus, dictation and machine transcription form the "winning 3Richard Kidwell, “The Dilemma of Word Processing," Balance Sheet 59 (November 1977): 122. 4Data ro Re orts on Office S stems (Delran: Datapro Research Corporat1on, 9 , p. - — . 5Bearl A. Brooks et al., Word Processing (Jonesboro: ESP Inc. Productions, 1977), p. 13. combination“ which, according to many experts, will produce improved office productivity. Machine transcription, a skill already taught in many secretarial and clerical programs, has taken on a new importance as educators try to answer some critical questions. As Smith states Because of the increased emphasis upon transcription, instructors are beginning to think about how to improve instructional techniques: What skills are included in the course? How does the student develop facility in combining those skills on the machine? What speed can be expected from the beginner? How can machine transcription be integrated with word processing? A close look at the literature available in businessGeducation magazines reveals very few answers to these questions. Not only do these questions remain unanswered, another problem affecting instruction exists. Of necessity machine transcription instruction is often a skill developed through self-paced instructional materials in a relatively short time compared with shorthand transcription instruction. Teachers must rely on these instructional materials to carry the burden of instruction while they simultaneously instruct students in other areas. The effectiveness of these materials is of critical importance to skill development. One question asked in the 1979 Delta Pi Epsilon research bulletin is: To what extent are the training materials developed by word processigg equipment manufacturers usable in a classroom setting? This question could be expanded to include the degree of effectiveness of all the materials currently available from commercial and educational sources to teach machine transcription. No published 6Clara J. Smith, “Improved Methods for Teaching Machine Transcription,“ Business Education Forum 35 (December 1980): 13. 7Delta Pi Epsilon, “Needed Research in Business Education," Research Bulletin No. 5, 3rd ed. (St. Peter: Delta P1 Eps1lon, 1979), research has been reported on the performance results produced by any of these materials. Decisions on instructional practice and materials ought to derive from the nature of the skill being taught and an underlying educational philoSOphy. If machine transcription is a fusion skill, as is shorthand transcription, then instructional materials should encourage the fusion of component skills. If, on the other hand, machine transcription is a unitary or single skill, then instruction can proceed from the simple to complex, as single skills are devel- oped. To date, however, evaluation of materials for their assumptions and effectiveness has not occurred. Statement of_the Problem Is machine transcription a single skill or a fusion of already-develOped skills? The problem of this study is to determine whether the single skill approach or the fusion skill approach to developing machine transcription materials results in more rapid and more accurate machine transcription performance by the student. The means by which an answer is sought is the development and experimental use of two sets of introductory instructional materials, one consistent with the single skill approach (called in this study "conventional instruction") and the other consistent with the fusion skill approach (called in this study “listening instruction“). Through the comparison of instructional approaches, this research seeks to answer these specific questions: 1. Which instructional approach produces higher transcription rates? 2. Which instructional approach produces more accurate proofreading of transcripts? 3. Which instructional approach produces more accurate punctuation skills? 4. Which instructional approach produces better word choice under conditions of ambiguous dictation? Further, through examination of student background, the research attempts to answer these questions: 1. What effect does previous shorthand and machine transcription experience have on the acquisition of the machine transcription skill? 2. What effect does typing speed have on the acquisition of the machine transcription skill? 3. What effect does language proficiency have on the acquisition of the machine transcription skill? The problem explored by this study, then, is to determine whether instruction designed to integrate the separate skills comprising machine transcription is superior to instruction consistent with a single skill philosophy in producing higher speeds and accuracy in transcribing documents. The purposes of the study are to contribute to the research in the field and to assist teachers in the selection and evaluation of instructional materials. Need fgr Research in Machine Transcription and RelatedAStydies The justification for a study in machine trancscription derives from two basic areas: the current status of machine transcription in the curriculum and its current status in the research and theoretical literature. Regarding the position of machine transcription in the curriculum, Kruk states: Many secretarial curricula include very little time for teaching machine transcription methods. In many instances, only two weeks is (sic) spent by studgnts using transcription equipment in an office practice class. Waterman9 concurs, citing five to 25 hours as the average. The relatively low status of machine transcription in the curriculum relates to its status in the research and theoretical literature. Darst states: [A] problem of the machine transcription approach [in teaching word processing] is the lack of adequate, uniform body of training materials and methods such as we have in shortBand. Without this, it is hard to develop or measure proficiency. An example of this is the lack of reference to machine transcription skills in P0pham, Shrag, and Blockus's major work, A Teaching-Learning 11 System for Businesngducation. It is possible to locate literature from the early 1900s about shorthand transcription--its methods, evaluation, and philoSOphy (see Rankin‘z, for example)--but no such history of machine transcription A ‘ A AA 8Leonard B. Kruk, "Educating the Educator About WP," Word Processing World 5 (April 1978): 44. '—*- 9Elsie M. Waterman, "Development of Instructional Materials for Use in the Introduction Phase of a Unit on Voice Transcription" (MTE thesis, University of Wisconsin-Eau Claire, 1972), p. 2. 10Marian J. Darst, "Education for Word Processing--the Basics and the Extremes,“ Journal of Business Education 54 (January 1979): 177. nEstelle L. P0pham, Adele F. Shrag, and Wanda Blockhus, A Teaching-Learning System forLBusiness Education (New York: Gregg Division] McGraw-Hill Book Company, 1975). 12Pearl M. Rankin, “The Development of Transcribing Skill in Shorthand Instruction (1900-1960)“ (Ph.D dissertation, University of Pittsburgh, 1963). exists. Until recently, there has been no research like that by Jester]3 , who describes the actual activities involved in transcribing from shorthand notes. One unpublished study by Remp and Swartz provides data parallel to that in Jester's research for machine transcription activities.14 Wilkins, in her 1979 study of machine transcription, investigated the relationship of language, reading, and straight-copy typewriting speeds to machine transcription performance. This was the first systematic study of factors affecting student performance.15 The 1979 Delta Pi Epsilon bulletin, Needed Research in Business Education, calls for the study of word processing, specifically: What special drills for developing competencies in word processing can be taught in typing classes? To what extent are the training materials developed by word processing equipment manufacturers usable in a classroom setting? To what extent do certain personal characteristics serve as determinants of success of word processors? To what extent does the training or learning curve differ between visual and non-visual text editing equipment? To what extent does the learning curve and overall productivity differ between text editing equipment using alphanumeric commands or that using specific (overlaid) function keys?16 A A AA 13Donald D. Jester, “The Shorthand Transcription Process and Its Teaching Implications,“ Monograph 108 (Cincinnati: South-Western Publishing Company, 1963). 14Ann M. Remp and Rose Ann Swartz, "Study of the Machine Transcription Skill as Practiced in Word Processing Centers Using Structured Observation Techniques" (Professional Development Grant Report, Ferris State College, 1980). 15Marilyn Walberg Wilkins, "The Relationship of Selected Language, Reading, and Typewriting Skills to Post-Secondary Student Performance in Machine Transcription for Word Processing" (Ed.D. dissertation, University of North Dakota, 1979). 16Delta Pi Epsilon, "Needed Research," pp. 25-6. Each question to some degree relates to the tasks performed or skills needed by the machine transcriber using automated word processing equipment. The questions have gone unanswered. Kidwelll7 calls for research to demonstrate that 1) use of machine transcription is really efficient, and 2) what computer-assisted communication training our students need. One previous study is similar to the research undertaken in this study. Waterman18 , in a 1972 master's thesis for the University of Wisconsin, deve10ped a set of instructional materials for the introductory phase in machine transcription. This thesis raised the question of whether or not machine transcription is a fusion skill, but took no position on this issue. A single set of materials was designed to assist the student to develop a continuous typing skill. No test was made of the materials, however, and no comparison against a control group was proposed. Given that little research exists to date on the skill, instructional materials provide the only other look at the educational aspects of acquiring the machine transcription skill. Conceptually machine transcription is treated as a fusion ski11--a combination of listening, keyboarding, language, proofreading, and decision-making skills. Instructionally, however, machine transcription is deve10ped as a single skill, with little manipulation of the style of the dictation the student hears. The dictation is slow at first and increases in speed as lessons progress. There are few specific exercises on developing continuous keyboarding or determining A L A A “A 17Kidwell, "Dilemma," p. 123. 18Waterman, “Development of Instructional Materials.“ meaningful units of thought. Proofreading keys are sometimes provided, but few exercises or techniques are presented to the student. There is considerable agreement on the need for language skills, but authors differ extensively on how much decision making on language use the students will do. In some materials all punctuation marks and spellings are dictated; in others, the student must determine proper punctuation. Text materials do not address specific error-correction techniques which are used in the word processing environment. While there are many machine transcription materials available from educational publishers and commercial sources, no reports of the effectiveness of these materials are available. Thus, this current study is unique. The status of machine transcription is, then, unresearched for the most part, but growing in significance for the word processing environment. That status argues for research to provide business educators with some guidelines by which to develop learning materials. Fusion Theory: Conceptual Clarification Rankin, in her history of shorthand transcription, points out the major role that Louis A. Leslie played in putting transcription on a strong phi1050phical grounding.19 20 In his Methods of Teaching Transcription, Leslie outlines the major characteristics of a fusion skill and the instructional approach appropriate to developing such a skill. Because Leslie's discussion is the major foundation for the current research question, his position is outlined here. 19Rankin, "DevelOpment of Transcribing Skill." 20Louis A. Leslie, Methods of Teaching Transcription (New York: McGraw-Hill Book Company, T949). 10 Shorthand transcription, according to Leslie, is not simply a new behavior to be learned. It is instead a skill formed by integrating other, more basic skills into a higher-level skill. Specifically, shorthand transcription requires the student to have three already developed skills: English, or language ability; typewriting; and shorthand. The transcription skill asks the student to use these skills in a coordinated fashion to produce mailable, or error-free, correspondence from dictated material. Machine transcription is essentially the same kind of skill, requiring already-developed language and keyboarding skills. In place of the intermediate step of recording dictation in shorthand form, machine transcription requires immediate decisions about word form, sentence structure, and punctuation as the student listens to dictation. In addition, proofreading is an essential component of the skill. Leslie characterizes the teaching of a fusion skill in this fashion: 1. The delay in beginning transcription until the pupil has some worth-while skills to fuse or merge 2. The brief but careful introduction to, or preparation for, the fusion of these skills . . . 3. The emphasis on the mailable letter . . . 4. The constant effort to continue the improvement of the three separate skills and especially the speed and accuracy of shorthand and typewriting. [Language use is the third skill.] 5. The uninterrupted,2continuously timed period of transcription at the typewriter. The develOpment of the fusion skill material proceeds in three stages, again following Leslie's recommendations. These stages are described as follows: 211bi ., pp. 128-9. 11 1. First "have the learner transcribe something that will require as little skill as possible and that will almost guarantee a successful result attained by the use of correct transcription techniques ."22 In general the items should be short (100 to 200 words) with no problems in spelling, punctuation, capitalization, and other decision-making problems. The student should be given the margins and spaces for starting the letter. He states, “It is not desirable to permit the use of an eraser because that adds one more complication to the process."23 Error correction, then, should not be the focus of early instruction in transcription. The early goal of instruction is continuous typewriting. This stage lasts only one to three instruction periods at the most. 2. The second stage for Leslie is specific for shorthand transcription, for students are now using their shorthand notes. Of relevance to machine transcription is the discussion of spelling, punctuation, and style as part of a preview to the dictation. The dictation is very slow. Prereading and discussion of spelling, punctuation, and other language items should be used only during the first five to ten transcription periods.24 Parallel to this stage for machine transcription would be listening previews of the material to be transcribed. 3. "Step three comprises a graduated scale of increasing difficulty of work that shades imperceptibly into the permanent 221bid., p. 103. 23Ibid., p. 104. 24Ibid., pp. 108-9. 12 teaching plan . . . ."25 This stage begins from the third to seventh day generally. Prereading and previewing the whole letter is omitted. Dictation is transcribed under time constraints. New matter is previewed, but such previews are gradually omitted. During this transition period, a larger number of letters than two is provided. They are of different lengths. During this stage, also, techniques for paper handling, determining margins and starting place, and error correction are introduced. These introductory techniques are used within the first 11 to 15 transcription lessons. The primary evaluation measures for the development of the skill are speed and accuracy, both of which are ultimately dependent on how well the individual skills are merged. Stressing the importance of initial instruction, Leslie states: In transcription, unfortunately, the learner may continue to perform the three operations separately, consecutively, rather than simultaneously, unless the teacher arranges the learning situation correctly at tag very beginning of the development of the transcr1pt1on skill. A single skill approach assumes that the machine transcription skill "comes naturally" and does not require stages of instruction with differing educational objectives to fuse skills. Instructional materials proceed from the simple to the complex, but do not differ in either instructional stages or objectives as a fusion approach would. This is the foundation for the current research, to apply these principles to the initial instruction of machine trancription and compare the differences in performance to those resulting from 251bid., p. 110. 261b1d., p. 183. 13 conventional instruction, which for the most part, does not distinguish these stages of instruction. Terminology Here, now, is additional terminology used in this study: Single Skill: A basic skill formed from new behavior and later used as a building block or component in higher-level skills. Keyboarding, or typing, is considered a single skill; it is initially a new behavior for the student, is not subdivided into other skills, and requires no prerequisite skills. Fusion Skill: A high-level skill which is formed by integrating several, already-developed single skills. Shorthand transcription is considered a fusion skill; it is the integration of shorthand, language, and typing skills which require previous development. Machine Transcription: A fusion skill which integrates skills in typing/keyboarding, language ability, and proofreading to convert dictated messages into readable ones. Typewriting/Keyboarding: The single, psychomotor skill of operating a keyboard, evaluated in terms of speed and accuracy. Language Ability: The application of language principles in punctuation, word choice, and general grammar, evaluated in terms of accuracy. Proofreading: The post-transcription task of l) evaluating the correctness of transcribed material in terms of punctuation, grammar, and word usage, and 2) correcting errors and/or editing text. Listening Instruction: A term coined for this study to designate initial machine transcription instruction based on a fusion approach to learning. Conventional Instruction: A term coined for this study to designate initial machine transcription instruction based on a single skill approach to learning. Operational definitions of independent and dependent variables are given in Chapter 3. Hypotheses The major theoretic hypothesis for this study is: Machine transcription instruction based on a fusion skill approach will produce 14 better transcribing and proofreading performance among new learners than will machine transcription instruction based on the single skill approach. This hypothesis can be subdivided into the following theoretic hypotheses: 1. Machine transcription instruction based on fusion skill approach will produce longer periods of continuous typewriting, that is, faster transcription time, than will instruction based on a single skill approach. 2. Machine transcription instruction based on fusion skill approach will produce more accurate punctuation skills in new learners than instruction based on a single skill approach. 3. Machine transcription instruction based on fusion skill approach will develOp better decision-making ability with distorted wording than instruction based on a single skill approach. 4. Machine transcription instruction based on fusion skill approach will produce more accurate transcripts following proofreading than instruction based on a single skill approach. Because certain variables are expected to influence the results of the treatments, student reports on language skills, straight copy typing speeds, and prior transcription experience will be used to evaluate the results. There is no basis on which to predict any interactions. These few possible relationships will be explored, however: 1. Do the fusion skill and single skill treatments differentially affect students at low, moderate, and high levels of language skill? 2. Does prior experience in shorthand and machine transcription influence the effectiveness of the fusion skill and the single skill approaches to instruction? 15 3. Does the level of typing speed interact with the two treatments to produce differential effects? This study, then, assesses the main effects of treatments on accuracy and speed of transcription and explores the relationship of student background to skill acquisition. A§§umption§ and Limitations A major assumption of this study is that fusion skills and single skills are categorically different from one another. In fact, the skills may be more likely to be the extremes on a continuum with some characteristics and instructional approaches common to both. For example, the strategies for improving typewriting accuracy may be relevant to improving machine transcription accuracy. It is still useful to focus on certain differences in instructional approach for research purposes. This assumption, however, is the basis for several limitations of the study. A second major assumption, already discussed earlier, is that the textbook and dictated materials constitute the major teaching intervention in the classroom. Machine transcription materials are viewed in this study as similar to programmed or other self-paced, self-instruction materials. The teacher's role when using them is assumed to follow the student's initiative. In fact, however, some teachers may be considerably more active in develOping student skills. In this study certain methodological steps were taken because of differing teaching styles, but the degree to which the reader agrees with this assumption determines the value of the research outcomes. There are several limitations in this study. A first concern is that only two instructional approaches are compared. Because each 16 approach is itself a combination of learning strategies, the results may not be attributable to the specific strategy, but only to the approach as a whole. The contribution of each technique, then, is unlikely to emerge. In addition, it might have been possible to develop more than two approaches for comparison's sake. This limitation, however, opens up possibilities for further research. A second limitation is that the research is concerned only with the skill acquisition which occurs during the first two to three weeks of instruction. The materials constitute an introduction to machine transcription rather than a full term of 30 to 40 hours of instruction. The time limit was chosen for two reasons: 1. Many programs do not provide a full term of instruction, and it was believed that teachers might be unable to use or test a longer set of materials. 2. In a fusion skill, the major differences in teaching strategy occur in the early lessons. By the completion of 14 lessons, the student should be able to undertake the transcription of many types of dictation. The concern still remains, however, as to whether or not 14 lessons are of sufficient length to produce a difference in student performance. A third limitation is the lack of prior experimental, observational, or survey research on the machine transcription skill. This has been compensated for to a limited extent by drawing on linguistic research as reported in Chapter 2. Although the main reason for the growing importance of machine transcription is the emergence of word processing, another limitation of this study is the inability to make direct application of the findings to improved performance in the word processing center. 17 Certain error-correcting techniques can be used in instruction which are compatible with word processing techniques, but the contribution of those procedures to improved accuracy and speed cannot be specifically measured. Further limitations will be presented in Chapter 3 which discusses the design, procedures, and development of the materials. CHAPTER II REVIEW OF LITERATURE Literature relevant to machine transcription comes from three sources: research, educational commentary, and instructional materials. This review will summarize the findings, viewpoints, and techniques relevant to the machine transcription skill presented in this literature. Research Findings on Machine Dictation/Transcription l As has been stated already (see Darst and Smithz), little research exists on machine transcription instruction. Waterman3 designed a set of introductory instructional materials for machine transcription, but no report of the effectiveness of the materials was made. Wilkins, in a study of 132 post-secondary students enrolled in word processing courses in Minnesota vocational institutes, completed the first systematic study of the skill. Wilkins administered a battery of tests on language, reading, and straight-copy typing speeds at the start of a quarter. A performance 1Marian J. Darst, "Education for Word Processing - The Basics and the Extremes,“ Journal of Business Education 54 (January 1979): 177-79. 2Clara J. Smith, "Improved Methods for Teaching Machine Transcription,“ Business Education Forum 35 (December 1980): 13-14. 3Elsie M. Waterman, "Development of Instructional Materials for Use in the Introduction Phase of Unit on Voice Transcription“ (MTE thesis, University of Wisconsin-Eau Claire, 1972). 18 19 test of four letters was administered during the final week of the quarter. Straight-copy typing speed, spelling skill, punctuation ability, and reading comprehension were found to contribute to general performance, speed, and accuracy. Prior machine transcription experience at the high school level contributed little to performance. In addition, the kinds of errors in transcription were generally not due to typing skills.4 Other research pertinent to machine transcription cites the degree to which machine dictation is used in business. Harris, in her Atlanta study of shorthand and machine transcription practices, found that Transcription workers spent 28 percent of the hours worked transcribing, and dictating-transcribing machines were used to record and transcribe business office dictation more frequently than any other systems. Of the hours Spent transcribing, 52 percent were spent transcribing from dictating-transcribing machines; 27 percent from longhand notes; 11 percent from manual shorthand; and 10 percent from typed or rough draft notes. . . . 5 Archer and White report the results of a study of methods of word origination. They cite very little use of dictation in comparison to the use of longhand.6 Luke states that 75 percent of correspondence is originated in 4Marilyn Walberg Wilkins, "The Relationship of Selected Language, Reading, and Typewriting Skills to Post-Secondary Student Performance in Machine Transcription for Word Processing" (Ed.D. dissertation, University of North Dakota, 1979). 5Benita Lynn Harris, "The Use of Manual Shorthand, Dictating- Transcribing Machines, and Machine Shorthand in Selected Businesses in the Metropolitan Atlanta, Georgia, Area in 1976,“ Business Educatipp Forum 32 (October 1977): 43. 6Earnest R. Archer and Roberta Dunlap White, “What Ever Happened to the Art of Dictation?“ Business Education Forum 32 (October 1977): 17, 19-20. 20 longhand.7 Lewis reports still other statistics on document origination practices. He surveyed word processing supervisors and users, and 32 percent of the sample responded. After word processing implementation, document origination was as follows: 38 percent by direct telephone dictation, and 26 percent by personal handwriting. Use of direct telephone dictation was related to 1) large size of company, 2) centralization of the word processing center, 3) the preparation of originators by inservice dictation training, and 4) the availability of word processing user manuals.8 Holub's survey on the relative merits of mechanical dictation/ transcription equipment versus manual shorthand determined that shorthand transcribers were more efficient in their method of completing transcription and were given more responsibility in the areas of composing correspondence and looking up data to be included in the transcript than were machine transcribers. However, Mechanical equipment was preferred by 58 percent of the dictators [of 73 dictators] and 39 percent of the transcribers [of 76 transcribers]; 24 percent of the dictators and 33 percent of the transcribers preferred shorthand.9 Remp and Swartz report that 44 percent of daily input to the word processing stations was estimated to be in dictated form. Other estimates were that 30 percent originated as longhand and 22 percent 7Cheryl M. Luke, “Dictation: An Important Business Communication Skill,“ Business Education Forum 33 (October 1978): 26-27 0 8Stephen D. Lewis, ”The Effect of Word Processing on Business Letter Writing," Business Education Forum 33 (October 1978): 41. 9Linda Bly Holub, ”A Survey to Determine the Relative Merits of Mechanical Dictation/Transcription Equipment with Manual Shorthand," Business Education Forum 32 (October 1977): 44. 21 as previously stored material. Supervisors generally wanted to encourage more origination in dictated form.10 Although the results of such usage studies are mixed, machine dictation can be expected to increase. These studies, then, tell educators that machine transcription skills are needed, but they do not indicate how machine transcription skills should be developed. Remp and Swartzll observed expert machine transcribers working on word processing units. Observations of transcribers' activities were recorded in nine categories: keyboarding; handling of paper, recording media, and equipment; untended playback; listening; proofreading; editing, especially the use of word processing edit features; referencing; records management and distribution; and downtime, or unproductive activities. The study shows that the machine transcriber's job is to combine word processing unit skills with keyboarding, proofreading, and decision-making skills. The findings support the conceptualization of machine transcription as a complex fusion of more basic skills, but they do not constitute a direct study of the learning process. There is another way to determine the kind of listening and decision-making skills that the machine transcriber requires. That manner is to ask what kind of materials the transcriber must transcribe. What does the literature reveal about the dictation content and style prevalently used in the business environment? A IOAnn Marie Remp and Rose Ann Swartz, "Study of the Machine Transcription Skill as Practiced in Word Processing Centers Using Structured Observation Techniques" (Professional Development Grant Report, Ferris State College, 1980), p. 19. 111b1d., p. 8. 22 In terms of the characteristics of office-style dictation, Hart and Cone identify several features relevant to the task of the machine transcriber: changing the wording after material has been dictated; spelling difficult words, but giving only some punctuation; unintentional repetition of material; making errors in dates, amounts, numbers, names, etc.; omitting addresses, titles, closings; dictating at uneven rates of speed; interruptions; giving instngctions or material not included in the transcript. mNO'iUl-hWN—J Olinzock, updating Green's 1951 study on business dictation, adds these findings: 1) Correspondence is actually composed during dictation with concern for expression, not speed. Overall dictation speeds are low and do not reflect the composition process. Middle portions of dictation are dictated more slowly than beginning or concluding portions. Spurts of dictation occur and are frequently sustained for two or more quarter minutes; 2) The actual syllabic intensity of the business dictation studied was 1.65; 3) The dictation included corrections, instructions, punctuation, repetition, spellings, and other directional words. The stenographer is faced with a selection process in transcribing the material.13 He then observes: Dictation rates of dictators, as well as multiple dictations by the same dictators, were found to vary greatly. The ability to mentally organize and express one's thoughts, the type and importance of the correspondence dictated, and the efficiency of the dictator are some of the variables which affect the rate of dictation.14 12Sara Hart and Randy Cone, "Office Style Dictation,“ Journal of Business Education 51 (April 1976): 305-6. 13Anthony A. Olinzock, "The Speeds of Business Dictation," Journal of Business Education 53 (January 1978): 150. 14Anthony A. Olinzock, “An Analysis of Business Dictation,“ qurnal of Business Education 52 (March 1977): 289. 23 Olinzock, though studying the dictation process as it affects stenographers, provides insights into the tasks the machine transcriber faces. In summary, the machine transcriber will need to cope with a wide variety of dictation styles, speeds, and other habits. This research is useful in identifying the competencies that the learner must possess, but as in the previous case, the research is not a direct study of skill acquisition. This is, however, the extent of the research available which is relevant to the machine transcription process. Educational Recommendations and Practices Recommendations on educational practice exist in increasing numbers as interest in word processing grows. These recommendations concern the placement of machine transcription in the curriculum and the stages of basic skill development. They also concern the development of the basic, or component, skills of which machine transcription consists. What these commentaries reveal is an acceptance of machine transcription as a fusion skill, but disagreement exists on what skills require development. The recommendations on curricular placement and developmental stages are discussed first. Then an extended discussion of the component skills is presented. Seqpencing of Instruction Not all experts address the question of curricular placement and stages of development. This review presents the major views which have been published in the literature or have been presented to explain instructional materials. 24 Casady identifies “five advancing levels" of learning machine transcription: 1. Operating the transcribing machine 2. Acquiring the ability to listen and type 3. Reviewing the format of letters and reports; transcribing on forms 4. Reviewing grammar, punctuation, word division, number rules, 5. capitalization, and spelling Training for alertness of thought[ 'thelgbility to catch inconsistencies or errors of thought. '] Casady makes suggestions for teaching/learning at each level. These suggestions elaborate her conceptualization of the learning stages and so are presented here: 1. U'l Aw N e e e 0 Teach the machine for initial learning phase (set up, volume control, speed control, index slips, correction techniques, and rewind). Increase the retention span until the student can type continually while listening. Proceed from simple formats to more complex ones. Include some correction and decision making of these skills [grammar, capitalization, numbers, punctuation, etc.]. Incorporate proofreading into levels 4 and 5. Include errors that are misspegkings (' rate of $25 a week' instead of 'rate of $25 a day') The time frame by which these five levels should be accomplished is not stated. Kell et al., in their Wprd Processing Curriculum Guide intended for Grades 11 and 12, identify four instructional levels. Each level is described here: Level 1: Familiarization with different types of machines, orientation to machine, organization of materials, word habits, machine operation, transcription aids. Level 2: Development of reference usage, development of vocabulary and spelling aids, transcription, student dictation of prepared materials. 15Mona J. Casady, "Effective Teaching of Machine Transcription," Journal of Business Education 53 (April 1978): 292. 161b1d., p. 293. 25 Level 3: Continued development of reference usage; continued development of spelling, vocabulary, etc.; further development of transcription; introduction of specialized transcription; student composition of dictation. Level 4: Development of high proficiency on transcription of general items; further development of specialized units of7 student's choice; in-basket problem on student dictation. The approximate time for accomplishing the units is five to 25 hours. Anderson and Kusek would place machine transcription early in a sequence of newly created courses in word processing: . Magnetic Keyboarding . Machine Transcription (Basic and Advanced) . Administrative Support Services . Word Processing (Concepts and Careers, Supervision, and Systems and Management) . Word Processing Model Office Simulation . Word Processing C00perative Office Experience wa—I 0301 The first two are of most relevance here, and their suggested course content is as follows: Magnetic Keyboarding: --introduction to keyboarding as one of the five phases of word processing and brief background on contribution of magnetic keyboading to the development of word processing. --basic record, playback, adjust and revision operations. --applications, record, playback, adjust, and revise. --special operations. . .[and] applications. . . . Machine Transcription (Basic and Advanced) --introduction to machine transcription in word processing. --machine operations. --language skills review or remediation: spelling, grammar, punctuation, context. --special techniques: previewing by listening to or roughdrafting item, and first-time-final transcription. --specialty forms and terminology: medical, legal, technical, governmental, etc. --realistic productivity standards comparable to those established for shorthand transcription courses. 17Vanetta Kell et al., Business and Office Occupations - Curriculum Guide. Arizona State Department of Education: ERIC Document Reproduétion Service, ED 133 428, 1974. 13Marcia A. Anderson and Robert W. Kusek, Word Processing Curriculum Guide, Southern Illinois University: ERIC Document Reproduct1on Service, ED 147 493, 1977. 26 Anderson and Kusek devote more discussion to the procedures to be learned in machine transcription: 1. rough drafting the item, then revising and typing a final copy. 2. preview[ing] the item by listening to the dictation before transcribing 3. transcrib[ing] in immediate 'first-time-final' copy . . . .[T]hree items are deliberately designed to illustrate situations where it may be necessary to have a variety of transcription procedures. . . . Emphasis should be given to the 'first-time-final' as the ultimate goal in wordIBrocessing offices even with dictators [who are disorganized]. Brooks et al. have prepared materials in four difficulty progression levels. Each level is identified by four variables: level of instruction, dictation rate, punctuation provided, and spelling given. All varieties of document formats (letter, memo, report manuscript) are used at each level, though document formats are even more diversified as the levels progress, including speeches, news releases, glossaries, bibliographies, telegrams, and the like.20 Misenheimer's materials also progress in difficulty. The author states: This program is divided into progressively [more] difficult levels. During the first lessons, the dictation rate is slow with detailed instruction, most punctuation, and difficult spelling provided. As you progress, moderate dictation rate emphasizes voice inflections, pauses, and stops to indicate some of the punctuation. You will also notice that the instructions are more general and fewer spellings are given. When you begin your simulated secretarial work for Dictaphone, all of the dictation is from the actual tapes of the originators. In this realistic word processing environment, variations in the level and manner of instructions, dictation rates, punctuation, capitalization, and spelling directions are common. 1 191m. 20Bearl A. Brooks et al., prg Processing [for Dictaphone] (Jonesboro: ESP Inc. Productions, 1977). 21E. Luther Misenheimer, Word Processing Secretarial Transcription Course (Rye: DictaphOne Corporation, 1978). 27 This is another example of materials developed on a simple-to-complex skills development pattern. These citations represent the diverse views held on the sequencing of instruction. The wide acceptance of these views cannot be documented due to lack of apprOpriate research. Component Skills The overt skills of which machine transcription consists are keyboarding/typing, application of language principles during transcription, and post-transcription proofreading. These skills, however, result from two mental processes: listening and decision making. Because these latter two activities cannot be observed directly or separated from the other skills, they will be incorporated into the other discussions as they become relevant, as well as treated in discussion footnotes. Keyboarding/Typing. Keyboarding of the dictated material is an essential element of machine transcription. It is presumed that the learner has already mastered the typewriter keyboard. In transcription, however, typewriting skills need to be defined more closely. Continuous typewriting is a major criterion for effective transcription. Meyer and Moyer instruct the student in this way: "Listen to a phrase or meaningful word group, type those words, and start listening again before you have completed typing the first group 22 of words. . . ." This is representative of what other authors state. Further, error correction techniques, Specifically 22Lois Meyer and Ruth Moyer, Machine Transcription in Modern Business (New York: John Wiley and Sons, 1978), p.vii 28 backspacing/strikeover practice, are included in typewriting skills. Derrick23 recommends this practice, and Meroney states: Correction techniques such as erasing and correction tape or fluid are generally not used in word processing environments due to the nature of the equipment used. The teaching of backspace correction technique is encouraged because it teaches alignment and is used in many word processing machines.24 Accuracy in the word processing environment includes the ability to know when a keyboarding error has been made so thafisthe error may be easily corrected on word processing equipment. Thus the student has only a portion of the typewriting skills needed when entering the machine transcription course. Language Use Skills. The language skills, according to Meyer26, consist of using correct grammar, sentence structure, punctuation, capitalization, number form, correct spelling, and vocabulary. Virtually all the text materials and the periodic literature support this element of the transcription process. Kruk, a business educator and columnist for Word Processing World, devotes considerable space to these topics. He observes in one column: Word processing supervisors and teachers often are confronted with pe0ple who have difficulty punctuating. This is especially evident when proofreading and transcribing dictated documents. Estimates are that 14 punctuation rules account for over 90 percent of all business writing. . . .27 Other writings clearly reinforce the need to develop language skills. Using language skills in machine transcription requires decisions 24Joanne Derrick, "The Impact of Word Processing on Secretarial Education,“ The Balance Sheet 40 (December 1978-January 1979): 158. 25John W. Meroney, “Word Processing - What Skills Should An Entry Level Applicant Have?“ Century 21_Reporter (Fall 1979): 5-6. 26Lois I. Meyer, "Learning to Transcribe from Machine Dictation,“ Business Education Forum 30 (February 1976): 15-16. 27L. B. Kruk, "Teaching Punctuation Skills," Word Processing World (May 1979): 40. 29 based on listening, however. Kupsh et a1. provide the most detailed description of this skill: Listening techniques can be classified into two distinct categories: interpreting and deciphering. . . . The first step is one of deciding what word or words could be by the meaning of the rest of the sentence or paragraph. . . . Another kind of deciphering is required when the words sound clear but other types of problems may exist: The words may not be a sentence; incorrect grammar was used; no paragraphs were given. The task of the transcriber is that of transcribing 'muggered words and phrases' into perfectly typed and polished copy. The development of listening skills has a direct bearing on the meaningful unit to which the transcriber attends. As Kupsh et a1. state: Transcribing in thought units helps to avoid errors. . . . By transcribing in thought units, the possibility of mi§§ranscribing words that have similar dictation sounds is reduced. Many texts leave the function of the meaningful unit undefined and undiscussed. Anderson and Kusek recommend preview listening to assist in the decision-making and editing processes. Meyer30 agrees. Kupsh et al., however, disagree with the procedure. No research exists on the effectiveness of listening previews, but Leslie would regard previews as appropriate to the early stages of develOping the transcription skill. Proofreading Skills. Though closely related to language use skills, proofreading skills are set apart here to distinguish the special review and decision-making aspects of this skill. Meroney defines proofreading as follows: 28Joyce Kupsh et al., Machine Transcription and Djptation (New York: John Wiley and Sons, 1978), p.36. 29Ibid., p.37. 30Meyer, "Learning to Transcribe," p. 15. 3O Proofreading is the ability to read what is actually on the page and not what we know should be there. This ability requires a high degree of attention to detail. Proofreading for typographical errors is only one portion of that skill. Checking continuity of thought and making sure the sentence structure makes sense require grammar proficiency. The third element of proofreading is checking for consistency. All of these segments which are vital to the accuracy of work performed in word3] processing comprise the skills necessary in proofreading. This definition is more comprehensive than most provided by the literature. There is general agreement, however, that proofreading is a task completed after the basic keyboarding has been done. Wilson addressed the need for proofreading skills given the increasing development of "dictionaries" in word processing equipment. She estimated that dictionaries will flag only from 10 to 50 percent of possible transcribing errors.32 If listening previews can help the transcriber prepare for transcription, can listening reviews contribute to proofreading accuracy? Lombard of Variable Speech Control, Inc., stated that his company, a manufacturer of pitch-controlled, speech-compressed tape recorders has had inquiries about these units for use in word processing centers for proofreading purposes. Sony incorporates VSC's technology into one of its transcribing units.33 These facts suggest that listening reviews may be a key to improved proofreading as well as basic language application during transcription. Automated Keyboarding Skills. This refers to the specialized skill of using a keyboard programmed and directed by a computer. These 31Meroney, "What Skills,“ pp. 5-6. 32Nancy Wilson, “Trends in Office Technology" (Presentation, Delta Pi Epsilon - Alpha Lambda Chapter, March 1981). 33Ed Lombard, Representative (Conversation, Variable Speech Control, Inc., San Francisco, July 1980). See also "How Variable Control Eases Playback" (Word Processing World, September 1978) and Edward M. Gottschall's Graphic CommuniCation '805, p. 27. 31 skills require an understanding of machine logic and problem solving; the skills include the efficient selection of correct function keys to solve specific text editing requirements. Wells states: I challenge any manager who for a moment believes that a word processing equipment operator or specialist is just a typist to spend some time attempting to manipulate the equipment. . . . Such a manager may find that it is just not depressing a few keys to operate the equipment, but knowing3fihich keys to depress, when, in order to produce the desired copy. Most texts and periodic literature do not address these skills. Yet there is some justification for including this area from Kleinshrod. He compares the training and performance required of a typist using a conventional typewriter to that required by the operator of an automated keyboard: When training someone to Operate a standard typewriter, the basic skill to inculcate is accuracy, for the consequence of error is severe in the time it takes to retype a badly done first attempt, or even to correct a single 'typo' using correction fluids, eraser, or chalk paper. If carbon copies must also be corrected, the consequence of error swells pr0portionate1y with their number. WP typewriters greatly reduce the consequence of error created by inaccurate keystroking, but they introduce errors of another sort. The machines come loaded with editing features, controls, and media whose electronic codings are there, but invisible, and not as easily deciphered if they were visible. And a lot can go wrong. From a mechanical point of view, the prime mission in training a WP Operator is no longer keyboard accuracy, but understanding the whole machine, the controls that format, assemble, send, retrieve, store, and do all manner of text manipulation at high speed. The mission is to get them to safely 'drive' those. . .keys. . . . This element of machine instruction is not widely viewed as a component 34Patricia A. Wells, "Word Processing in the Typewriting Classroom,“ Journal of Business Education 54 (March 1979): 260. 35Walter A. Kleinshrod, Management's Guide to Word Processing (Chicago: The Dartnell Corporation, T977), pp. 130-1. 32 of machine transcription. Most machine transcription texts are designed for use on conventional typewriters, and simulations of machine instruction are not included. The skill is included here because, if machine transcription is accomplished on a word processor, the automated features of the keyboard influence the accomplishment of the end product, the transcribed material. Kruk would probably support this position: Among the competencies to be taught are: text editing, global searching, inserting, scrolling, pagination, paragraph deleting, heading, paragraph numbering, global substituting, automatic letter writing, graphics conversions, automatic typewriting, basic accounting, programggng Specialized applications, and using peripheral devices. Anderson and Kusek, as already noted, recommend development of a magnetic keyboarding skill prior to machine transcription instruction. This is consistent with a fusion skill point of view. Current Transcrjption Practices. Current transcription practices based on a review of materials available from major commercial and educational sources37 give the following picture of machine 36L. B. Kruk, "Teach DP in the WP Classroom," Word Processing World 5 (November/December 1978): 46. 37The materials reviewed for this study are presented here in alphabetic order. Their full references are contained in the bibliography: Brooks et al.'s Word Processjpg; Dictation Disc Company's 1981 Catalogue and cassette tape, "How to Teach Machine Transcription foriWord Processing“; Extence's Dictatipn for "Tomorrow's Secretar "; International Business Machine's Machine Transcpiption for Word Processing; Kupsh et al.'s Machine Transcription and Dictation; ‘Eanier's Machine Transcription; Lanier's Machine Transcription in the Mgpern Office: A"Teachipg'Aidifor OfficepProcedures; Machine Transcriptionlby’Lanier; MCLean and’FroiTand's Comprehensive Word Processing; Meyer and Moyer's Machine Transcription in Modern Business; Misenheimer's Word Processing SegretarialTranscriptiopCourse; New York State Secretarial Practice Transcription Course; Pasewark's *Maéhine Transcription Word’Processing; Sohatz and Funk's “TFanscriptionSkills fOr'InfOrmation Processing"; and Snyder's 12 Hours to Accomplished Transcription. 33 transcription instruction. There is no question that the primary objective of instruction is to develop language use skills. These skills are primarily in the spelling and punctuation areas. Some materials dictate all punctuation and spelling early in instruction, gradually deleting this dictation as the student gains experience. (See Brooks, Word Processing, and Misenheimer, Word Processing Secretarial Transcription Course, for example.) Other materials, through dictated and written previews and reviews of both vocabulary and punctuation rules, require the student to make decisions on language use. (See Pasewark, Machine Transcription Word Processing, or McLean and Froiland, Comprehensive Word Processing, for example.) Regarding the other skills of which machine transcription consists, current instructional materials say little. Except for one example in Pasewark, instructional materials give very little assistance to the student in determining a meaningful unit of thought. Providing an experience of continuous keyboarding and monitoring student performance are also omitted. Error correction and proofreading techniques are left to the teacher's discretion or follow procedures apprOpriate to the conventional typewriter. Proofreading is encouraged by the instructional materials, and the usual assistance given to the student is a copy of the transcribed letter to consult during proofreading. Sometimes the student has the transcribed document available during transcription. (See Brooks, Misenheimer, and Pasewark, for example.) The teacher is reSponsible for other proofreading techniques and exercises. Other language and decision skills, namely editing and interpretation of poorly dictated materials, are not developed specifically. 34 In spite of variations, conventional instruction is characterized by vocabulary previews, reviews of punctuation and other language rules, and use of a transcript during proofreading. By omission, current practice is to use error-correction and referencing procedures appropriate to transcription on the conventional typewriter. By implication, currently available materials must be supplemented by active teacher intervention in several component skill areas. This is the assumption made by materials which may be open to question. This concludes the discussion of the component skills required when machine transcription is performed in the word processing environment and current instructional practices. There is not universal acceptance that all of these skills can or should be developed in machine transcription instruction. Some argument can be made, however, that to ignore these skills will produce students only partially prepared for employment. Some argument can also be made that instructional materials must encourage more fusion of the multiple skills if they are to be truly self-paced and self-instructional. Listening and_Re1ated Language Use Literature The literature in machine transcription has been reviewed. The description of the skill as far as it has been defined has been presented, as have the types of dictation likely to be encountered by the transcriber. Many questions, however, have not been answered. Most of these concern developing the listening skills required by the transcriber. For some answers, it is necessary to go outside the machine transcription literature. Educators in machine transcription skills call for the development of listening skills as a means of speeding up production and resolving 35 the language problems that occur. Misenheimer provides the rationale for listening ahead: As your skills in transcribing longer thought groups and complete sentences develop, begin listening further ahead. Your goals are to listen to about one sentence or complete phrase ahead of your typing and to maintain a consistent typing rhythm. This technique keeps your typewriter in constant motion and avoids problems with the originator's corrections, special instructions, and afterthoughts. Also, when you listen ahead to a complete sentence, spelling, grammar, capitalization, and punctuation questions are often automatically answered. With this3§echnique, transcription speed is limited only by typing ability. Casady39 would view this as a retention or memory skill. In practical matters, however, there is no research in machine transcription to tell the learner what the optimum listening unit is. Further if listening is geared toward natural thought units, then the basis for slowing down the dictator's rate of speed to 80 to 90 words per minute may not be compatible with listening for natural speech. The literature in language processing and short-term memory may provide some clues to the design of instructional material, for interestingly enough some of this literature has used dictated material as the stimulus in experimental work. What is reported here is selective, as the body of literature is vast. Processing Dictated Materials Two kinds of studies using dictation are discussed here: shadow- ing and aural cloze procedures. Each adds further understanding of the psychology of the machine transcription activity. 38Misenheimer, Word Processing Secretarial Transcription Course, p.16. 39Casady, "Effective Teaching," p. 292. 36 Shadowing Studies. Marslen-Wilson had subjects shadow dictated language: Speech shadowing is an experimental task in which the subject is required to repeat (shadow) speech as he hears it. When the shadower is presented with a sentence, he will start to repeat it before he has heard all of46t. The response latency to each word can therefore be measured. The reader may note the similarity to the machine transcription task in which the transcriber shadows on the typewriter, having probably heard only a portion of the total material to be transcribed. The subjects shadowed material delivered at 160 words per minute. Those most successful in shadowing remained . . .little more than a syllable behind the original material [which was narrative prose involving full sentence structure]. We know that it is possible to repeat isolated syllables with similar or even shorter delays. This suggests that the closest shadowers are procesaing the incoming material at the level of individual syllables. In analyzing the errors made in this task, Marslen-Wilson notes that errors are more likely to occur when subjects anticipate the next syllable, “. . .as if they are placing more reliance on the predictive properties of the [language context]."42 A second report reinforces the role of context in resolving ambiguous or distorted words and syllables during dictation. Again, a shadowing task was involved with selected syllables distorted or mispronounced. The researcher analyzed what the shadower said when trying to reproduce, or restore, what was heard: Two types of restoration were distinguished in the error analysis. The critical errors are the Word Restoration (WR) 40William Marslen-Wilson, "Linguistic Structure and Speech Shadowing at Very Short Latencies,” Nature 244 (August 1973): 522-23. 41mm. 421m. 37 errors, which are the restoration of disrupted words to their original lexical form, for example, repeating 'tomorrane' as 'tommorrow'. . . . [Context restorations (CR)] are reinstatements of the original4§ord that had been replaced by contextually anomalous word. Context restorations were made more quickly than were word restorations, and word restorations occurred most frequently when there was a context preceding the distorted word, i.e., the distorted word did not appear at the beginning of a sentence. Both of these studies have a direct bearing on the development of listening skills because they argue that listening can occur very rapidly, at almost twice the speed of typical dictation, and that the context of the language is critical in an accurate transcription. It seems almost impossible, regardless of the task, to prevent the listener from interpreting what s/he hears. Aural Cloze Procedures and Listening. Another group of studies also uses dictation as the stimulus and presents findings of interest to the machine transcription skill. These studies involve the aural cloze procedures. The cloze procedure is explained by Spolsky: "In the cloze test, portions of a written or oral test are blanked out and the subject is called on to provide the missing word or words."44 The use of the aural cloze in measuring language proficiency is explained by Streiff: Cloze tests. . . are criterion-referenced measures which allow for comparison of a test taker's performance with written or oral text of varying levels of difficulty. . . . Cloze tests have been 43William Marslen-Wilson, "Sentence Perception as an Interactive Parallel Process,“ Science 189 (July 1975): 226-28. 44Bernard Spolsky, "Reduced Redundancy as a Language Testing Tool," in Applications of Linguistics, eds. G. E. Perrin and J. L. M. Trim (Cambridge: Cambridge University Press, 1971), p. 387. 38 substantially researched and validated as measures of global language proficiency. . . . This task calls into play what has been termed the listener-speaker's 'grammar of expectancy'. . . . [C]1oze tends to correlate most highly with other integrative measures, such as listening comprehension and dictation tasks.45 That aural cloze relates to listening ability is verified by Tommola: . . .[T]he . . . aural cloze of the word-deletion type can probably be characterized as [an] intensive listening test. . . . Short-term memory plays a . . . role . . .and. . . require[s] fairly quick reaction in the use of language, as is appropriate in a test connected with oral communication.4 Correlations with other tests . . . may perhaps be taken as an indication that aural cloze is more concerned with intensive. . . listening [the ability to concentrate on the language used to express the content of the passage], and that4jt is more a test of language structure in the wide sense. He states that the aural cloze is interesting to test takers, uses authentic listening materials, and requires anticipatory listening or prediction of the direction of a statement. P0pham, Schrag, and Blockus discuss the cloze procedure as a device for evaluating the reading level of text materials to measure their compatibility with individual student ability.48 Though Popham et a1. do not suggest the use of the aural cloze in developing language skills, their acknowledgement of it as a device of interest to business educators shows the widespread application of this tool. 45Virginia Streiff, "Relationship among Oral and Written Cloze Scores and Achievement Test Scores in a Bilingual Setting,“ in Lan ua e in Education: Testingpthe Tests, eds. John W. Oller and Kyle Perkins (Row1ey: Newbury House Publishers, 1978), pp. 68-9. 46Jorma Tommola, "Testing Listening Comprehension Through Redundancy Reduction," Language Center News 1 (1978): 11. 47Ibid., p. 17. See also Stump, "Cloze and Dictation Tasks.“ 48Estelle L. Popham et al., A Teaching;Learning System for Business Education (New York: Gregg Division/McGraw-Hill Book Co., 1975), p. 127. 39 More citations about the cloze procedure could be used to verify its value as a test of language competence and listening ability. The reader will have noted, however, that the purpose of the aural cloze is to test language proficiency, not to develop language skills. Yet the high correlations of the aural cloze with anticipatory listening is definitely of interest in machine transcription. If listening ahead is required for purposes of determining grammatical structure, then the aural cloze may be a device for training students to anticipate language and to handle ambiguous and even incorrectly dictated language. McDonough49 suggests the cloze procedure for developing listening comprehension. From these two types of studies, shadowing and aural cloze, the educator may conclude that dictation speeds may be increased without harm to the transcriber if the breaks between word groupings emphasize meaning50 and that the student's natural ability to anticipate the 49J. E. McDonough, Epglish for Academic Purposes: Some Factors in Listening Comprehension. ERIC Document Reprodhction Service, ED 148 104, 1977. 50Although speeds of dictation often average to 80 words per minute, spurts do occur. Conversational speech, for example, ranges from 140 to 160 words per minute; professional readers and announcers usually achieve about 175 words per minute; and the court reporter records speech delivered at up to 225 words per minute on a regular basis. The range within which spoken language occurs should be considered when training the machine transcriber. Research in response to spoken word rate shows that both intelligibility of words and comprehensibility of ideas are preserved at word rates of about 275 words per minute. Emerson Foulke in his discussion, "Listening Comprehension as a Function of Word Rate,“ reports that comprehension of word rates between 125 to over 250 words per minute does not differ significantly. Intelligibility is preserved at higher rates. Thomas Sticht, in "Some Relationships of Mental Aptitude, Reading Ability, and Listening Ability Using Normal and Time Compressed Speech,“ also reports no significant loss of comprehension under conditions of speeded speech for varying ability levels. Fairbanks, Guttman, and Miron's study, cited in Carl Weaver's Human Listenin , reports comparable findings. lfie implications are clear if the reader considers that the machine transcriber transcribes a wide variety of documents delivered 40 next words and/or syllables can be better developed for use in machine transcription activities. Short-term Memory and Meaningful Units The role of memory in machine transcription is clear. Misenheimer states: If you can listen to and remember the dictation at a faster rate, increase the speed and adjust the pitch. A decrease in your listening time means an automatic increase in your transcription rate. . . . Try to listen to and remember a complete phrage, clause, or thought group before st0pp1ng the un1t to type. Though there is not complete agreement on how many words should be retained, the role of memory is clearly recognized. This section considers the role of short-term memory to determine whether the literature has any recommendations of use to the machine transcriber. The questions of relevance to machine transcription are: What are the limits of verbatim recall of sentences? What is the length of the meaningful unit to which the transcriber should be expected to attend? Some research may help to answer these questions. George A. Miller, a noted psychologist of the communication process, has examined the relationship of memory to language extensively. His "magical number seven plus or minus two" is quoted in many contexts. On the matter of relevance to meaningful units of thought, he says that “the word is not the apprOpriate unit for in varying styles (e.g., conference notes, meetings, speeches, reports, letters, and others). There is no difficulty for the individual with average ability to respond to language delivered at far greater speeds than 80 words per minute, and this will frequently be required on the job. This forms the justification for the somewhat higher speed (140 words per minute) used in the current pretest and posttest materials. 5lMisenheimer, Word Processing Secretarial Transcription Course, p. 7. ' 41 52 There is no measuring the psychological length of a sentence." definite answer as to how long the sentence may be, but Miller proceeds to analyze the research on memory for errors in recall. Just as in machine transcription, errors are simply changes in output from what was input: We expect that, as we increase the amount of input information, the observer will begin to make more and more errors. . . . This [leveling off] we take to be the channel capacity of the observer; it represents the greatest ggount of information that he can give us about the [input]. . . . Memory, then, would seem to have a limit as to how much input can be handled at a high level of accuracy. Regardless of the kind of stimulus used, whether taste, sound, or vision, accuracy judgments average to be 6.5 categories or approximately seven: ". . .one standard deviation includes from four to ten categories, and the total range is from three to fifteen categories."54 Studies on the span of immediate memory, when response was given after several stimuli, showed the same range even though the tasks were different. On unidimensional items, the number of items recognized and recalled is approximately seven plus or minus two. Above that number, the mind rearranges the input into condensed form, or chunks, to increase the capacity of short-term memory. That, however, would result in error if exact replication is what is desired. Because the goal in machine transcription is not to increase memory beyond the recall of exact wording, “chunking” is not desirable. As a result, the more reasonable recommendation to the 52George A. Miller, The Psychology of Communication (New York: Basic Books Inc., 1967), p. 12. 53Ibid., p 17. 541mm, p. 24. 42 learner is to work toward a meaningful unit of seven plus or minus two words. This would fit the length of some sentences and many phrases and clauses. This is not to say that the transcriber's capacity for retaining more than this could not be developed, but that during the learning stages, this is a reasonable goal. This goal would provide some limits to the general recommendation to listen to clauses and phrases, for there are many phrases and clauses that exceed even the nine or ten units which short-term memory seems to handle fairly well. Can machine transcribers listen as much as a sentence ahead of where they are transcribing? Clark and Clark elaborate on a bias in perception which affects the way what is listened to is remembered: . . . [L]isteners build in interpretation from verbatim wording, but then get rid of this wording soon after crossing a sentence boundary. . . . Accordingly, they are good at verbatim recogni- tion immediately after hearing a sentence and poor thereafter.55 Word order is not represented accurately [in short-term memory] either,58nd subtle changes can creep in during immediate recall. From this review, recommendations to listen ahead a full sentence would seem unwise. The meaningful unit of thought, at least for the beginner, might begin at five words and progress to about nine or ten. As a final note, Clark and Clark state that "...[R]eca11 is best when people know the meaning of a sentence, so the more attention that 57 is focused on meaning the better their recall." This would suggest that the kind of instruction given on developing retention skills will greatly affect the student's performance. 55Herbert H. Clark and Eve V. Clark, Ppychology and Language (New York: Harcourt Brace Jovanovich, Inc., 1977), p. 139. 551bid., p. 141. 57Ibid., p. 151. 43 Summary This review attempts to draw together the views of business educators and language psychologists in areas of common interest. The literature shows the role of machine transcription in the contemporary office and the characteristics of the dictation to which the transcriber will attend. The current conceptualization of and varying viewpoints about skill development are also reported. Finally the review identifies several findings from the general language learning and psychology area which have bearing on the manner in which dictated language is processed. The research and analysis contained in this chapter form the rationale for the development of the Listening Instruction and Conventional Instruction treatments described in Chapter III. CHAPTER III RESEARCH PROCEDURES The problem of this study sets the context for the discussion of research procedures: Which of two theoretical approaches, fusion skill or single skill, leads to higher acquisition of the machine transcription skill? This problem relates most significantly to initial instruction, for it is in the introductory stages that the approaches would most strongly differ. The question of whether materials based on these two approaches have an effect on student learning is essentially a problem in comparison. In order to provide a comparison, two parallel sets of materials required development. Hypotheses concerning expected differences required specification. A design had to be selected which allowed the comparison to be analyzed, and random assignment to the two treatments had to be accomplished. Finally, assumptions and limitations of the research strategy needed statement. This chapter presents the details of these research steps in this order: the population and sample, the research design and statistical analysis, the instrumentation and general instructions, the hypotheses and Operationalization of variables, and the assumptions and limita- tions of the study. Because of the frequent reference to the treat- ments, use will be made throughout the chapter of LI for Listening Instruction and CI for Conventional Instruction. 44 45 Population and Sample The population to which this study is generalized consists of post-secondary students acquiring the machine transcription skill through organized classroom instruction. This population includes the full- or part-time student enrolled in a community college, or other post-secondary institution. Most typically, but not exclusively, this student is enrolled in a secretarial, word processing, or other office program, and is female. The study does not generalize to individuals acquiring the machine transcription skill through on-the-job training, self-instruction, or other means. The student, in other words, is enrolled in a course which includes machine transcription instruction. Such a course might be devoted exclusively to such instruction or include other office procedures. Because the sample of classrooms and students was not a random sample of a well-defined, existing population, generalization is made via the Cornfield-Tukey Bridge argument1 to the population which most closely matches the characteristics of the sample described in this study. The findings section describes the student background in detail. The sample for this study consisted of volunteer community college and four-year college classrooms. In June, 1980, letters and reply cards were sent to 29 community colleges asking for c00peration in the study. Replies from four colleges indicated the availability of eight classrooms. Two additional classrooms were obtained by personal 1Andrew C. Porter, Experimental Design in Education (ED 969C) (Michigan State University: Lecture, April 16, 1979). 46 contact. The participating colleges in alphabetic order were: Delta Community College (MI), Ferris State College (MI), Gogebic Community College (MI), Indiana State University (IN), Lake Michigan College (MI), and Schoolcraft Community College (MI). Teacher estimates of enrollment put the number of students at 187, and materials for this number were sent to the teachers in August, 1980. Low enrollments resulted in the loss of two of the ten classrooms, and one classroom which had confirmed participation withdrew after beginning the study. A replacement classroom was secured to maintain a balanced design. The sample classrooms, their random assignment to treatments, and enrollment numbers are shown here in the original order they became available: Ex ected Random Actual Usable Classroom Enrollment Assignment Enrollment Data A 20 CI 20 15 B 20 CI 8 8 C 20 LI 10 10 D 20 CI Withdrew 9/80 E 15 L1 Withdrew 1/81 F 15 L1 Withdrew 9/80 G 30 L1 15 12 H 15 LI 12 6 I 20 CI 14 14 J 12 CI 12 9 K Replacement L1 20 19 The number of students who participated in each treatment is: L1, 57 students; and CI, 54 students. Usable data, that is both pretest and posttest data, were obtained from 93 students, 47 in the L1 treatment and 46 in the CI treatment. Research Design and Statistical Analysis An experiment permitted the best comparison of the results of the instructional materials. The experimental unit of analysis dictated 47 the selection of design and data analysis. The individual student could not be randomly assigned to treatments without major administrative difficulties for the teachers, yet the student was the logical unit of analysis. The design and data analysis, therefore, were chosen to deal with these problems in random assignment. Because of its simplicity and appropriateness for the desired comparison of instructional approaches, a completely randomized design was followed for the study. The data to be gathered met the general assumptions of the analysis of variance model, and, in addition, two conditions could be met: 1) There was an experimental variable (instructional approach) with at least two treatment levels (listening instruction and conventional instruction). 2) There was random assignment of classrooms to treatments so that each subject received only one level of treatment. In effect, teachers were randomly assigned to the two treatments.2 Teachers were encouraged to follow certain procedures, but considerable latitude had to be allowed in order to obtain cooperation in the study. Random assignment of classrooms neutralized the biases that teachers might introduce by varying classroom practices. Left as is, however, the design would have required “classrooms" as the unit of analysis with correspondingly few degrees of freedom and other possible difficulties. The use of "student" as unit of analysis, however, was unjustified unless student equivalence at the start of the study could be argued. Analysis of covariance allowed initial student differences to be 2Roger E. Kirk, Experimental Design: Procedures for the Behavioral Sciences (Belmont, Cal1forn1a:*BrookS/Cole Publishing Company, 1968), p. 99, 172. 48 neutralized statistically. In fact, this study fit one of the three situations appropriate for analysis of covariance (the use of intact groups) and met the following conditions: 1. The experiment contained at least three sources of variation believed to affect the dependent variables but considered irrelevant to the objectives of the study: typing speed, language ability, and prior transcription experience. 2. The experimental control of these sources of variation was not possible. 3. It was possible to obtain a measure of these sources of variation that did not include the effects attributable to the treatment through the use of a pretest prior to the presentation of the treatment levels.3 The combination of random assignment of classrooms to treatments and the statistical control of individual differences through analysis of covariance provides a strong basis for arguing that major biases were randomly distributed or statistically controlled and that confidence can be placed in the results. The analysis of data was performed at Ferris State College (Big Rapids, Michigan) using several BioMeDical P-Series (BMDP) programs for descriptive data, correlation measures, missing value scores, and analyses of variance and covariance. The .05 alpha level of signifi- cance was selected according to convention. 31bid., pp. 457-8. 49 Instrumentation: Listening and’COnventibnal Instruction This section provides the operational definition of the Listening Instruction (LI) and Conventional Instruction (CI) variables. Two sets of dictated materials accompanied by written instruction were developed under the direction of two business education experts to insure their educational soundness and consistency with the study. All scripts and text materials were original, designed specifically for this study. They are presented in the appendix to the report. The fusion approach as described by Leslie (See Chapter 1) identifies three stages for introductory instruction. In the first stage, emphasis is on continuous keyboarding with less emphasis on conventional error-correcting techniques. Instruction should assure a successful experience in continuous keyboarding. The second stage uses previews of punctuation, spelling, and dictation. Stage three begins the transition to the remainder of the course, with reduced previews and more difficult materials to encourage decision-making. Listening Instruction attempts to mirror these stages. The Conventional Instruction does not have specialized stages of instruction which integrate skills. Instead, the dictation proceeds from slow to fast, and punctuation previews are not geared to the specific documents being transcribed, but are general in nature. Current transcription materials do, however, provide vocabulary previews and copies of the transcribed documents to use during proofreading . These have been included in the current materials. Materials for the student included: one audio cassette tape with the dictated lessons (See Appendix A for scripts of dictation), one student instruction booklet (See Appendix B for two versions of the 50 instruction manual), and special stationery on which to transcribe each lesson (See Appendix C). The teacher's materials consisted of a manual with keys to the transcription (See Appendix 0). Both sets of materials are characterized by these features: 1. Each set contains 14 dictated items to be transcribed. 2. The content of each item is identical from set to set; for example, the content of Lesson 3 or Lesson 11 in the L1 treatment is identical to the content of Lesson 3 or Lesson 11 in the CI treatment. 3. The stationery provided to the students for each lesson is the same in both treatments and gives margin and placement information to simplify initial skill development. 4. The transcription keys used for evaluating the transcript are the same for both treatments. 5. Lessons 1, 5, 10, and 14, which are evaluation lessons, are identical not only in content, but in style of dictation, length, and other features. They were, in fact, recorded from the same master onto each set of tapes. Each is recorded at 140 words per minute, a rate considered to be conversational. 6. Each set reviews the same seven punctuation rules dealing with comma use. 7. No comma, period, or other common punctuation marks are dictated in any of the lessons. Quotation marks are dictated. Spell- ing, capitalization, and line instructions are given for memorandum headings and inside addresses in selected lessons. 8. Students are instructed to use the backspace-and strikeover technique for keyboarded errors. 9. Students are instructed to type a double X (that is, xx) when- ever wording is untranscribable to discourage referencing 51 activities during transcription. Referencing activities are encouraged during the proofreading periods, a procedure compatible with word processing techniques. The differences between the sets are significant, however. These differences apply to lessons 2, 3, 4, 6, 7, 8, 9, 11, 12, and 13. These lessons make up three distinct subparts of instruction. Lessons 2, 3, and 4 are aimed at continuous keyboarding. The comparison of these lessons follows: Listening Instruction 1. preview of dictation in compressed speech 2. dictation in spurts of approximately five words at five-second intervals. 3. proofreading review of dictation in compressed speech 4. no punctuation rule review in written manual Conventional Instruction 1. written preview of nine phrases used in dictation 2. dictation at 100 words per minute 3. written key for use during proofreading 4. review of one general comma rule per lesson Lessons 6, 7, 8, and 9 are geared to use of appropriate comma rules during dictation. The differences in the lessons are: Listening Instruction 1. preview of dictation in compressed speech 2. review of two comma rules tied directly to the dictated messages 3. dictation style emphasizing temporary and long pauses for punctuation 4. dictation review in compressed speech for proofreading 52 Conventional Instruction 1. written preview of eight or nine phrases 2. review of one general comma rule per lesson 3. dictation at 120 words per minute 4. use of written key to transcription during proofreading Lessons 11, 12, and 13 emphasize decision making under conditions of ambiguous dictation. Both sets of materials contain deliberately distorted words, but they differ in these ways: Listening Instruction 1. a one-paragraph preview of dictation at conversational speed 2. a transcription aid listing three possible word choices to insert for ambiguous words 3. dictation review in compressed speech for proofreading 4. dictation at conversational speed (untimed) Conventional Instruction 1. no written preview of terminology 2. no transcription aid for ambiguous dictation 3. use of written key to transcription during proofreading 4. dictation at 140 words per minute Because the critical lessons for purposes of this research are lessons 1 and 14, the pretest and posttest respectively, a description of each is important. These lessons are identical in both treatments, having been recorded from the same master. The key elements are: 1. Lessons 1 and 14 are dictated at 140 words per minute. 2. There is no assistance given to the student in terms of preview, punctuation, ambiguous dictation, terminology, or in any other manner. 3. Lessons 1 and 14 contain the same number of each of the 53 following sentence types and word combinations to test knowledge of the seven punctuation rules: coordinate adjectives (four), lists or series (five), introductory prepositional phrases (four), introductory verbal phrases (four), introductory adverb clauses (four), compound sentences (four), and nonrestrictive items (four). The lessons require no other punctuation marks except for periods. 4. These lessons require the recording of the beginning transcription time, ending transcription time, and ending proofreading time. 5. Lessons 1 and 14 contain six ambiguously dictated words at intervals of five words in the last one or two paragraphs of the dictation. 6. Lessons 1 and 14 contain 271 words. The other evaluation lessons, Lesson 5 and Lesson 10, assessed student progress in speed and accuracy in general terms. These lessons, though comparable in speed and length, are not content controlled as are the pretest and posttest lessons and are not used in hypothesis testing. Although the hypotheses do not concern changes in performance from the pretest to the posttest, the findings section reports these statistics for general interest. To have confidence in the increases in speed and accuracy figures, the comparability of the pretest and the posttest should be examined. Two different concerns motivated vocabulary usage in the pretest and the posttest. The pretest content was selected in order to facilitate transcription, according to Leslie's recommendations for early transcription. The posttest content was selected as new 54 material, and care was taken to avoid vocabulary already used in lessons 1 to 13. To check the adequacy of these selections and to insure that the posttest vocabulary was not easier than the pretest vocabulary, the pretest and posttest were prepared in written cloze form, with 38 words deleted at regular intervals. Copies were randomly distributed to 60 students not associated with the machine transcription study, and these students attempted to replace the deleted words. The pretest, as expected, resulted in a higher mean replacement of words (16.6 words; s.d.=5.07) than the posttest (11.3 words; s.d.=3.83). Although the two means are not statistically different, the reader may have some confidence that the posttest is not easier material than the pretest and does not artificially inflate the increases achieved. The punctuation required in the pretest and posttest can also be shown to be comparable. C0pies of the pretest and posttest were prepared with all 29 commas removed. The copies were randomly distributed to 60 students not associated with the study. A count of accurately replaced commas shows a mean replacement of 17.82 commas (s.d.=5.30) for the pretest and 16.30 (s.d.=5.28) for the posttest. The closeness of the scores and lack of statistically significant differences demonstrates the comparability of the punctuation require- ments from pretest to posttest. Hypotheses and Operationalization of Variables The hypotheses to be tested involved the following measures of independent and dependent variables. Several dependent variables were composites of other measures, and this section defines operationally each variable used not only in testing the hypotheses but also in 55 constructing the dependent measures. All the dependent measures related to the prime concerns of machine transcription instruction: accuracy and speed in transcription. Independent Variables In addition to the listening and conventional instruction variables already defined, the study explored the influence of these independent variables: Language Ability: Numerical equivalent of letter grade reported by student when asked for "average grade in grammar-oriented language classes.“ Prior Machine Transcription Experience: Student's report of whether or not she/he had prior machine transcription experience in class or on the job. Prior Shorthand Transcription Experience: Student's report of whether or not she/he had prior shorthand transcription experience in class or on the job. Typing Speed: Student's report of current typing speed in words per minute. A questionnaire asked students to indicate other background as well. This questionnaire can be found in Appendix E. Dependent Variables The eight hypotheses were statistically tested in terms of speed and accuracy measures. Specifically the criterion variables consisted of the following direct measures or other measures constructed from a combination of direct measures: Transcribing Time: The number of minutes reported on stationery from the beginning to the end of the rough draft. Proofreading Time: The number of minutes reported on stationery from the end of the rough draft to the end of proofreading. Total Transcription Time: The sum of Transcribing Time and Proofreading Time. 56 Accurate Words: The number of transcribed words which match the Key to Transcription in form (excluding capitalization), including words corrected by backspace-and-strikeover procedures. Recognizable Words: The number of transcribed words which match the Key to Transcription, but are incorrect in form (excluding capitalization) due to misspelling, hyphenation, word endings, or similar errors. Unrecognizable Words: The number of transcribed words which do not match the Key to Transcription. Untranscribed Words: The total number of words in the Key to Transcription less the sum of Accurate Words and Recognizable Words. Rough Drafting Rate: The sum of Accurate Words and Recognizable Words divided by the Transcribing Time. Rough Drafting Accuracy: The ratio of Accurate Words to Total Words in the Key to Transcription. Corrected Words: The number of Recognizable Words and Unrecognizable Words marked for correction during proofreading. Added Words: Number of Untranscribed Words added to the transcript during proofreading which match the Key to Transcription. Total Transcription Errors: The number of errors on the transcript after rough drafting, formed by summing Recognizable Words, Unrecognizable Words, and Untranscribed Words. Proofreading Accuracy: The percent of total transcription errors corrected during post-transcription proofreading activities, expressed as the ratio of Corrected Words and Added Words to Total Transcription Errors. Proofreading Correction Rate: The number of corrections made per minute during proofreading, formed by Proofreading Accuracy divided by Proofreading Time. Total Errors: The sum of Recognizable Words, Unrecognizable Words, and Untranscribed Words less Corrected Words and Added Words. Overall Accuracy: The percent of the total words dictated which are accurately produced during transcribing and proofreading activities, formed as the total of Accurate Words, Corrected Words, and Added Words divided by the total number of words in the Key to Transcription. Overall Rate: The number of words per minute achieved during combined transcribing and proofreading activities, formed from the total number of Accurate Words, Corrected Words, and Added Words divided by Total Time. 57 Replacement Word Count: The number of attempts to transcribe distorted words in dictation which match the Key to Transcription. Comma Accuracy: The ratio of accurately placed commas to the total number of commas in the Key to Transcription. The eight variables used in hypothesis testing were: Rough Draft- ing Accuracy, Rough Drafting Rate, Proofreading Accuracy, Proofreading Correction Rate, Overall Accuracy, Overall Rate, Replacement Word Count, and Comma Accuracy. Hypotheses The theoretic hypotheses are given in Chapter 1. The null hypotheses tested in this study are as follows: 1. There will be no significant difference in Rough Drafting Accuracy demonstrated by new learners developed by Listening Instruction and Conventional Instruction. 2. There will be no significant difference in Rough Drafting Rate developed by Listening Instruction and Conventional Instruction. 3. There will be no significant difference in Proofreading Accuracy developed by Listening Instruction and Conventional Instruction. 4. There will be no significant difference in Proofreading Correction Rate developed by Listening Instruction and Conventional Instruction. 5. There will be no significant difference in Overall Accuracy deve10ped by Listening Instruction and Conventional Instruction. 6. There will be no significant difference in Overall Rate developed by Listening Instruction and Conventional Instruction. 7. There will be no significant difference in Comma Accuracy developed by Listening Instruction and Conventional Instruction. 8. There will be no significant difference in Replacement Word Count developed by Listening Instruction and Conventional Instruction. Assumptions and Limitations The choice of analysis of variance or covariance assumes that the unit of analysis, in this case the student, responds independently of other units of analysis. A common problem in the classroom situation 58 is interaction among students or between students and teacher which negates that assumption of independence. In this case, the kind of activity involved is performed in such a way that other students are not likely to affect transcribing performance. Aside from the fact that each student works alone with the transcribing unit, students often complete transcription on a rotation basis in some classrooms while other students in the same class work on other machines. A major assumption, then, is that the students for the most part acted independently of one another in completing these materials and that teacher influence has been handled by random assignment of classrooms. Concerning the use of analysis of covariance to neutralize individual differences, Kirk cautions: Experiments of this type are always subject to interpretation difficulties that are not present when random assignment [of individuals] is used in forming the experimental groups. Even when analysis of covariance is skillfully used, we can never be certain that some variable that Has been overlooked will not bias the evaluation of an exper1ment. The assumption is made that the pre-test measures selected for the analysis of covariance adjustment adequately cover significant areas of student difference. The preparation of cassette tapes is a difficult job at best, and the duplication of nearly 200 tapes is time consuming. The quality of the tapes is not that of a commercial publisher with access to sound studios. The quality of tapes was considered acceptable at the time they were provided to teachers, but there is no way to determine student reaction to quality in comparison with other taped materials that may have been available during initial instruction in dictation unit operation. The quality of taped materials was, however, the same for all students and is not a variable in that regard. 41bid., p. 456. 59 The last limitation concerns the BMDP programs used for analysis. In the analysis of covariance routine, any case with any missing value caused the entire case to be dropped from analysis. As a result, the degrees of freedom varied from one test of hypothesis to the next. CHAPTER IV FINDINGS Because generalizations of these findings cannot be made to a random sample of machine transcription students, the first concern of this chapter is to describe the sample in detail. The next question of concern is the degree to which the treatment groups were equivalent at the start of the study. The basis for the selection of covariates for analysis of covariance tests is then presented. The reports of hypothesis testing and exploration for interactions follow. In all areas, descriptive statistics are provided which should be useful to educators when assessing instructional methods and materials. Sample Characteristics A questionnaire (See Appendix E) asked for student background in a variety of areas: perception of language ability, prior transcription experience, curriculum, completion of college credits, language used at home, grade in grammar-oriented language classes, typewriting speed, and the like. This background information is reported for the two treatment groups. The 93 student participants were women. 0f the 47 students in the L1 treatment, 33 (70.2 percent) were secretarial majors. Twenty-eight (60.9 percent) of the 46 students in the CI treatment group reported a secretarial major. Twenty students reported non-secretarial majors. These included clerical, court reporting, and non-office programs. 60 61 The remaining 12 students did not answer the question. Altogether, 61 of the 81 students reporting this information (75.3 percent) indicated a secretarial major. Students reported the number of credit hours (quarter system equivalents) completed prior to the term in which they were enrolled. Table 1 shows the students' college experience for each treatment level. Table 1 College Credits in Quarter System Equivalents Completed by Students in L1 and CI Treatment Levels Number of Credits Completed Treatmept 0 1-20 21-40 41-60 61-80 “Blppp Totp], LI 6 3 3 8 8 8 36 CI 4 3 7 13 1 9 37 Total 10 6 10 21 9 17 73 Twenty of the 93 students in the study did not respond to the question about college credits, but the findings confirm that there are considerable differences in the college experience of the students entering the machine transcription course and that there are no substantial differences between the treatment groups on this factor. Of the 84 who responded to the question about second language, 76, or 90.5 percent, reported English as the only language spoken at home. Reported grades in grammar-oriented courses ranged from A to 0+ with the average in both the LI and CI treatments at 8-. Initially language ability was to be measured using the verbal score achieved on the American College Testing Program college entrance examination. Several community colleges, however, did not have such entrance scores. In addition, courses in grammar or language use at the 62 college level were not listed as prerequisites for the machine tran- scription course. In the absence of other standard information, self-reported grades were used in analyses where apprOpriate. Students indicated their prior experience in both machine and shorthand transcription. Table 2 presents this information by treatment level. Table 2 Number of Students Reporting Prior Shorthand and Machine Transcription Experience Prior Experience in Shorthand Transcription Machine Transcription Treatment Yes No _ Yes No LI 42 O 24 23 CI 36 6 20 25 Total 78 6 44 48 Of the 84 students answering the question about prior shorthand transcription experience, 92.9 percent had some exposure to the skill. Of the 92 reporting prior machine transcription experience, 47.8 percent had prior experience. Students reported typing speeds averaging 61 to 62 words per minute in both treatment groups. As with reported grades in grammar-oriented classes, reported typing speed is not the most direct measure available. A timed, straight-copy typing test is not, however, a required element of the machine transcription course. Rather than increase requests to the teachers who were already responding to the basic requirements of the study, self-reports were used in analyses as appropriate. How do students perceive their abilities? Tables 3, 4, 5, and 6 summarize responses to questions on perceived difficulty of grammar 63 and machine transcription and perceived accuracy in typing and proofreading activities. Table 3 Student Reports of Perceived Difficulty of the Machine Transcription Skill N=86 AA Levels of Difficulty Value Very Somewhat Somewhat Very Easy Easy Difficult Difficult Aver. Treatment 1 2 3 4 LI 1 15 25 3 2.68 CI 3 21 15 3 2.43 . Percent of Sample 4.7 _p41.9«p 46.5 7.0 Table 4 Student Reports of Perceived Difficulty of Applying Grammar Skills N=9O A ‘Levels of Difficulty Value Very Somewhat Somewhat Very Easy Easy Difficult Difficult Aver. Treatment 8.. 1 2 3 4 LI 3 17 25 1 2.52 CI 5 24 14 l 2.25 Percent of ,_ASamp1e 8.9 “45.6 43.3 2.2 _ Table 5 Student Reports of Perceived Accuracy of Typewriting Skills N=91 Levels of Difficulty A Value Very Somewhat Somewhat Very Inaccurate Inaccurate Accurate Accurate Aver. Treatment 1 A 2 _A 3 _p 4 LI 1 6 37 3 2.89 CI 0 3 36 5 3.05 Percent of Sample 1.2 9.9 p80.2 8.8 64 Table 6 Student Reports of Perceived Accuracy of Proofreading Skills N=92 7 Levelstof Difficulty A A Value Very Somewhat Somewhat Very Inaccurate Inaccurate Accurate Accurate Aver. Treatment 1 2 3 4 LI 2 9 26 10 2.93 CI 5 6 25 9 2.84 Percent of Sample 7.6 16.3 55.4 20.7 As a group, students perceived the machine transcription skill to be neither easy nor difficult, but in between. They perceived the application of grammar principles to be slightly more easy than difficult. The students' confidence in the accuracy of their typing and proofreading skills was high, but not extremely high. One-way analyses of variance indicated differences statistically significant beyond the .05 level of probability between the treatment groups on perceived difficulty of machine transcription and application of grammar principles. In summary, the women who participated in the study were most similar on curriculum, reported grades in grammar-oriented classes, prior shorthand and machine transcription experience, and perceived accuracy in typing and proofreading skills. The women varied in prior college training and perceived difficulty of both machine tran- scription and application of grammar principles. Generalization of findings is made to groups having similar characteristics. Egyivalence of Treatmenthroups Classrooms were randomly assigned to treatments in order to distribute teacher effects or biases to both treatments. Confirmation 65 of the need for such random assignments came from an analysis of the groups within each treatment level on the pretest variables. These variables are: transcribing time, proofreading time, total tran- scription time, accurate word count, recognizable word count, unrecog- nizable word count, untranscribed word count, corrected word count, added word count, replacement word count, and total comma count. Table 7 on the next page shows on which variables the classrooms were significantly different from one another within treatment levels and on which variables, after pooling the groups, the treatment levels were significantly different. The analyses show fewer significant differences between treatment levels than among the groups within each treatment. Such within- treatment differences illustrate the conditions which justify the use of the analysis of covariance technique. The effect of the teacher in producing uniformity of performance is apparent. Table 7 F-Values and Probabilities for One-Way Analyses of Variance on Pretest Variables Within and Between Treatment Levels 66 Variable F and p Within LI Within CI Between Name __ Values Treatment df Treatment df Treatments df Transcription F 2.7531 3,34* 5.5812 3,26 .8480 1,66 Time p .0576 .OO43** .3605 Proofreading F 4.7976 5.7271 2.8069 Time p .OO68** .OO38** .0986 Total Time F 2.7021 9.6476 .2203 p .0609 .0002** .6403 Accurate F 2.4070 3.5981 1.3709 Word Count p .0842 .0268** .2459 Recognizable F 6.3143 1.1198 1.8114 Word Count p .0016** .3591 .1829 Unrecognizable F 4.1910 .0961 6.8990 Word Count p .0126** .9640 .0107** Untranscribed F 1.1232 4.9753 .7334 Word Count p .3534 .0073** .3949 Corrected F 7.1780 1.2801 1.7116 Word Count p .OOO7** .3020 .1953 Added Word F 5.0920 3,43 .4674 3,42 8.1084 1,91 Count p .OO42** .7066 .0054** Replacement F 14.7525 1.7642 7.3465 Word Count p .OOOO** .1687 .0080** Comma F 7.6158 1.6754 4.5125 Accuracy p .OOO3** .1868 .O364** *Degrees of freedom differ fhr anhlyses because of the manner in which missing scores are handled by the BMDP program. All analyses listed below each df have the same df until a change is noted. **Significant beyond the .05 level of probability. The actual performance levels of students at the start of the study have importance for educators, for no statistics on these levels are currently available. The following tables report the means and standard deviations for each group and for each treatment level on pretest measures. 67 Under teacher supervision, students recorded the starting and ending times for rough drafting the pretest. Table 8 shows these data. Table 8 Average Pretest Transcribing Time in Minutes for Groups and Treatment Levels N=9O 7 CI Treatment p I 7 LI Treatment Groups 1 2 3 4 5 6 7 8 Mean 22.71 20.71 16.33 18.87 19.40 20.53 16.00 14.40 5.0. 3.67 5.35 2.96 4.42 7.26 3.81 4.71 4.62 Treat Mean 19.84 18.49 Treat 5.0. 4.61 5.40 The students spent approximately 18 to 20 minutes to transcribe the pretest. Table 9 presents the average time required to proofread the transcript. Table 9 Average Pretest Proofreading Time in Minutes for Groups and Treatment Levels N=85 CI Theatment LI Treatmept A Groups 1 2 ,p_‘3 4 5, 6 7 8 Mean 7.86 10.20 8.89 5.83 6.70 10.00 11.58 9.75 S.D. 3.46 6.76 3.06 2.76 2.45 3.90 5.18 5.25 Treatment Mean 7.77 9.67 Treatment S.D. 3.87 4.37 Adding proofreading time to transcribing time brings the total task to about 27 to 28 minutes. Each pretest was evaluated for the number of exact matches in word form and word order with the master transcript. The pretest contained 68 271 words. Table 10 presents the average number of words accurately transcribed during the rough draft period. Table 10 Average Pretest Accurate Word Count for Groups and Treatment Levels N=93 CI Treptment ‘7‘ LI Treatment Groups 1 2 3 4 5 6 Zg_ 8 Mean 199.1 212.6 237.6 231.9 207.6 231.4 241.3 253.7 S.D. 51.2 40.4 19.1 27.6 45.0 37.1 10.5 14.4 Treatment Mean 219.7 231.7 Treatment 5.0. 39.6 34.6 In addition to exact matches, students transcribed words which differed in form or sequence from the dictation but which were nevertheless recognizable. The average number of these recognizable words is reported in Table 11. Table 11 Average Pretest Recognizable Word Count for Groups and Treatment Levels N=93 CI Treatment LI Treatment Grogps 1 2 3 4 5 6 7 8 Mean 17.50 25.13 18.67 17.80 27.80 15.47 16.08 14.00 5.0. 7.54 13.94 9.04 12.53 10.12 12.37 5.45 10.81 Treatment Mean 19.15 18.06 Treatment 5.0. 10.86 11.24 Students also transcribed words not in the dictation. The statistics for these unrecognizable words are in Table 12. 69 Table 12 Average Pretest Unrecognizable Word Count for Groups and Treatment Levels N=93 CI Treatment Ag p LI Treatmepi» Groups 1 2 3 _4 5 6 7 8 Mean 10.79 8.75 11.44 9.33 11.20 7.00 6.67 3.00 S.D. 6.87 4.92 8.13 6.76 4.64 4.52 3.50 3.69 Treatment Mean 10.09 7.30 Treatment S.D. 6.66 4.74 Differences between treatments on this variable were significant, with the L1 treatment showing 2.79 fewer mistranscriptions. The results of transcription are normally evaluated in terms of mailability. Mailability standards were not the most appropriate measures for introductory learning, especially in terms of the pretest. As an alternative, the number of words remaining untranscribed after rough drafting and proofreading provides a guage of "how close“ students were to a mailable transcript. These data are shown in Table 13. Table 13 Average Pretest Untranscribed Word Count for Groups and Treatment Levels N=93 CI Treatment LI‘Ireatmepp Groups 1 2 3 4 5 6 7 8 A‘ A Mean 54.36 33.25 14.78 21.40 35.60 24.16 13.50 3.50 S.D. 50.82 43.22 12.94 23.41 46.35 36.10 9.08 4.04 Treatment Mean 32.19 21.23 Treatment S.D. 38.59 32.51 The next two tables show the overall measures of accuracy and speed for the initial transcribing activities. These measures do not 7O reflect changes produced by proofreading. Table 14 shows rough drafting accuracy, that is, the percent of the 271 dictated words which were transcribed accurately during the rough drafting period. Table 14 Pretest Rough Drafting Accuracy as a Percent of the Total Transcript for Groups and Treatment Levels N=93 CI Treatment LIpTreatment Grogps‘ 1 ,2 3 4 _p, 5 6 7 8 Mean 73.5 78.5 87.7 85 6 76.6 85 4 89.0 93.6 S.D. 18.9 14.9 7.1 10 2 16.6 13 7 3.9 5.3 Treatment Mean 81.1 85.5 Treatment S.D. 14.6 12.8 Table 15 reports the rough drafting rate achieved by students in terms of words per minute. Table 15 Average Pretest Rough Drafting Rate in Words Per Minute for Groups and Treatment Levels N=9O CI Treatment LI Treatmepif 7) Groups 1 2 3 4 5 6 7 8 Mean 10.01 12.29 16.19 13.92 13.45 12.66 19.81 19.93 S.D. 3.63 4.76 3.21 3.24 4.12 3.80 15.28 5.58 Treatment Mean 12.91 15.39 Treatment S.D. 4.18 8.75 During proofreading, a post-transcription activity, students made corrections to their rough drafts in the form of changes to already transcribed words and additions to the transcript. Tables 16 and 17 show these data. 71 Table 16 Average Pretest Corrected Word Count for Groups and Treatment Levels N=93 CI Treatment LI Treatmep§_ Groups__ 1 2 3 4 5 6 7 8 Mean 5.93 7.38 7.33 5.47 16.20 6.37 8.83 7.50 5.0. 4.36 7.33 5.43 5 29 8.51 6.74 4.28 7.82 Treatment Mean 6.30 9.23 Treatment S.D. 5.34 7.57 Table 17 Average Pretest Added Word Count for Groups and Treatment Levels N=93 CI Treatment LI Treatment Groups 1 2 3 4 5 _A6 7 pp, 8 Mean .93 .38 1.33 .73 .80 1.58 5.25 2.17 S.D. 1.94 1.06 2.12 1.53 2.20 1.54 4.71 3.25 Treatment Mean .85 2.43 Treatment S.D. 1.70 3.36 The average number of corrections to words already on the transcript did not differ significantly for the two treatments, but the number of new words added to the transcript during proofreading did differ signicantly. From the corrected word count and the added word count, both the percent of accuracy and the correction rate of proofreading activities can be calculated. Table 18 presents the figures on the percent of the errors made during rough drafting which were corrected during proofreading. 72 Table 18 Pretest Proofreading Accuracy as a Percent of Total Errors for Groups and Treatment Levels N=93 7 CI Treatment LI Treatment 7 Groups 1 2 3 4 *_ 5 6_p 7 8 Mean 12.2 16.5 28.8 18.7 37.1 28.8 98.9 78.2 S.D. 10.3 15.9 17.9 15.4 20.9 17.1 90.0 44.3 Treatment Mean 18.3 54.8 Treatment S.D. 15.3 57.3 Table 19 shows the proofreading correction rate, the number of words per minute added or corrected by proofreading activities. Table 19 Pretest Proofreading Correction Rate in Words Per Minutes for Groups and Treatment Levels N=83 CI Tneatment LI Treatment 7 Groups 1 2 3 4 A5 “#6 7 8 Mean .92 1.66 1.04 1.24 2.61 .79 1.45 .59 S.D. .64 1.28 .78 1.47 1.54 .60 .92 .54 Treatment Mean 1.14 1.35 Treatment S.D. 1.04 1.19 As a result of proofreading activities, the CI treatment gained 7.10 total words at a rate of 1.14 words per minute. The LI treatment gained 11.66 words at a rate of 1.35 words per minute. Accuracy in punctuation is a major concern for instruction. This study focused on seven comma rules, and the pretest required only commas related to these rules. The only other punctuation involved in the pretest was the period to end sentences. The following statistics show both the overall accuracy in placement of commas as well as accuracy in applying the seven specific comma rules that were to be presented during instruction. The comma counts are based on placement 73 of punctuation during both rough drafting and proofreading of the document. Table 20 presents the average number of commas correctly placed by students, and, except for series or lists, four commas were required in each category. Table 20 Means and Standard Deviations for Pretest Comma Accuracy for Treatment Levels N=93 Comma Type A M .8 CI Treatment LI Treatment Significance Coordinate Adjectives 1.35 1.72 ns (n=4) 1.30 1.46 Series or Lists 3.24 3.26 ns (n=5) 1.65 1.61 Introductory Preposi- 1.87 2.28 ns tional Phrases (n=4) 1.47 1.35 Introductory Verbal 1.98 2.66 * Phrases (n=4) 1.39 1.45 Introductory Adverbial 1.89 2.62 * Clauses (n=4) 1.43 1.44 Compound Sentences 1.28 1.83 * (n=4) 1.05 1.24 Nonrestrictive Items 1.57 2.17 * (n=4) 1.24 1.34 TOTAL (n=29) 13.17 16.53 * 7.47 7.77 *Significant differences between treatments beyond the .05 léQél of probability (df=1, 91). The table shows which punctuation rules had been mastered prior to instruction. Except for commas used in series or lists, the CI treatment had fewer than half of each type of comma placed correctly. In contrast, the LI treatment had five of the seven types placed accurately more than half of the time. The commas were used 74 accurately on 45.4 to 57.0 percent of the applications. The composite comma accuracy score is what has been used for data analysis. In summary, the pretest data are the indicators of where students were at the start of the machine transcription study. The treatments differed significantly on four of the 11 pretest measures: unrecognizable word count, added word count, replacement word count, and comma accuracy. The students required from 27 to 28 minutes to transcribe and proofread their pretests. For the CI and LI treatments respectively, the transcripts were 81.1 to 85.5 percent accurate after rough drafting and 83.7 to 89.9 percent accurate after proofreading. Proofreading contributed little more than one word per minute to the transcript and caused the rate of transcription to drop from 11.07 and 12.53 words per minute to 8.21 and 8.64 words per minute respectively. Correlates with Dependent Variables Analysis of covariance depends upon the selection of covariate measures available before the experimental treatment which correlate with the posttest measures. How key background and pretest measures correlate with post measures is shown in several tables. Analysis of covariance uses variables which are capable of explaining additional variance in the dependent measure and hence increase the chances of showing results of the treatment itself. The correlations shown on the following tables are not extremely high. Conventionally, squaring the correlation figure shows the percent of explained variance contributed by the variable. Although not high, correlations of .24 or higher (that is approximately six percent or more of explained variance) were selected as covariates providing they were not highly correlated among themselves. 75 Table 21 shows the correlations of background variables with the eight posttest measures used for hypothesis testing. These background variables come from student responses on the questionnaire completed prior to the start of the study. Table 22 presents the correlations of pretest measures obtained directly from the pretest transcripts with the eight posttest measures used for hypothesis testing. These variables are the raw measures from which transformed measures were constructed. Table 23 shows the correlations of the variables created through transformations. These are the exact parallels from the pretest of the dependent measures, and in all cases these variables have been used as covariates with the criterion variables. On the basis of the correlation figures, the following variables were identified as potential covariates for the criterion variables: For Rough Drafting Accuracy, additional covariates were reported grade in grammar-oriented classes, prior shorthand transcription experience, pretest accurate word count,pretest recognizable word count, pretest unrecognizable word count, and pretest comma accuracy. For Rough Drafting Rate, reported grade in grammar-oriented classes, pretest transcribing time, pretest total transcription time, pretest overall rate, and two comma measures were selected as covariates. Only pretest added word count correlated with Proofreading Accuracy. Pretest rough drafting rate and pretest transcription time correlated with Proofreading Correction Rate. Additional correlates for Overall Accuracy were grade in grammar-oriented classes, pretest recognizable word count, pretest unrecognizable word count, prior shorthand transcription experience, and pretest comma accuracy. Perceived difficulty of machine transcription, perceived difficulty of applying grammar principles, pretest transcription time, pretest total 76 .umme meeewce>ee we mwmaweee use :w meuewse>ee Lew empeewem wee: Lmzmw; ce em. we meewpe_mccee new; mmpeewce>k emumpeseo oemo.- Neoo. Nweo.- Fomo. Nme_.u o~mo.- mooo.- Pwoo. muweegu mwoo. Pom_.- oeo_.- epo_.- emom.- mmmo.- mm¢_.- mem_.- Ee_ee_cc:u mmeemeee w__w. NNNF. mw_o.- mmo_. eoeo.- mmo—. cmoo. mme_. eeeeem mewweece we henceeu< mwow. FPNF. owwp. mmew. mmo_.- emeo. .oeo. ~F_N. ee>wmucee meweaw we aeeseue< memo. cmmo.- mwmo. mmoo.- ewmw. meo.- mmmo.- wewo. ee>wmecme LeEEecm we apweewwwwo emoo.- mom_.- tw¢mm.- emwo.- mmoo.u News. memw.- wm__.u em>wmecme w: ew xupeewwwwo emop.- mwmw.- «mmwm.- mmwo.- mmm..- Poeo.- mem_.- ”wee. em>wmucme ewe m memo. oFmo.- oem_. Nwow. mmwo.- omoo. emmw. mmow. mcwexw meeeweeexm .meecw memo. memo.- memo.- mmpm.- oomw.- mmom.- mewo. mump.- mewzuez meeewcmexm .meecw mmmw.- wemw.- mmeo.- «emmm.1 mmmo. Neo~.- mmoo.1 «omwm.1 eeezpsesm memme_u Leeeecw cw opwp. «m—em. momm. «mopm. wNmF.1 memo. «comm. «mwem. mecca .uu ego: aeeceee< mama aueceee< meewpumceeu aueceee< mama aueceuu< mmpeewce> acmemuepemm esseu Fwecm>o Ppecm>o meweemcweece mcweemcweece uweco cmeem uwesc gmeem eceecmxeem mopeewce> ammuumee i iii-l 1 1 lel 1“ Iii 1 mmeememz umeuumee sew: me_eewce> eczecmxuem we meewue_eeceu PN m-nmw 77 .pmm» eeeewce>ee we mwmaweee use Lew meuewce>eu me empeewem wee: ceemw; Le «N. we meewueweccee new: mmpeewce>e peeeo mmew. mwxo. mmeo. _mm—. memo. epmem. oepm. meeo. ego: emee< peeeu use: mwm_.u eemp.- ommo.u mmop.- ammo. mpmo.- _moo. emo~.1 eepuecceu ueeeu ego: _omo.- mmpo. mmoo.1 mmeo.1 «we_. Nepp. momp.- memo.uemewcumeesue= uceeu use: ewe «eoom.- mmop.- m~m_.- tmmmm.- ommo. Papo.- mono.- hemme.u -eremeuesez peeeu ego: tmwme.- «Pmmm.- ammem.u «eFme.- memo.u mmm_.- owmp.1 «mmem.u wpeeremeemm peeeu use: NeeF. memo. Pm<_. mmmF. meew.- eemo.- Pemw. «meew. maeceue< mew» mmeo.- “mmp. «memm.- ammo. mmwp. momm. «wo-.- mowo.- .mcegw Pepe» eeww «moo. ono. emmo. wmpw. Pmeo.- oemp. memm. ammo. meweeecweece mew» meow. copy. ampme.- memo.- emwem. mump. tmmmm.1 wmmo.1 mcwewcemeecw .uu ego: xeeceee< eeem xeeceee< meewueecceu mueceue< epem henceue< moweewce> Hememeepemm esseu Ppece>o Ppece>o neweemcweece mcweemcweece uweco zmeem uweca cmeea umeumce meweewce> umeuumee mmcemeez ummeumee saw: mm_eewce> eeceELewsme ummpece we mcewpepmcceu NN mpneh 78 .mmmu meemwcm>ee we mwmxpmcm mcu Lew mmumwcm>ee mm mmuemwmm mcmz cmgmw; me am. we mcewumchcee new: mmwemwcm>e memceee< oomw. amowm. mmmo. ammom. mmmp.- moow. aawm. «comm msseo peeeo owe: wmww. mmmo. mmmw. amow. Nmm_.- o_oo.- ep_m. avpm. mememem_ema mama Fwom.1 memo. soowm. oomo. momm.- mom—.1 «Noam. momw. pwmgm>o xmmczum< momo. Pemw. momw. ooow. om_—.- mmmo. omaw. mowm. F_mcm>o mama :ewmemcceo «o—om.- omow.- _Nao. coop.- FoN—. ammo.- .moo. om_~.u mewemmcweesa memceee< memo. Nomw. eoow. Fmow. mmoo. momw. omo_. .mm_. mcwommcweeca mmma ome_.1 mowo. twmmm. ommo. «omem.- ee_~.- mmwme. Pamo. uwmco zmeea memceeo< mooo. weep. _me_. mmow. oeeP.- memo.u mew. «comm. uwmeo smeea .po nee: memcsem< muma memceuu< meewuemcceo memceee< mama xemceee< mmwemwcm> memsmemwema mEEeo Pchm>o PFmLm>o mewemmcweema mcwommcweesm uwmco nmeea uwmgo smeea ummumca mmpemwcm> ammummea mmcemmmz ummmmmea saw: mm_emwsm> omEcewmcmcw ammmmca we meewumwmcceo mN m—omw 79 transcription time, pretest rough draft rate, and pretest recognizable word count correlated with Overall Rate. Three variables correlated with Comma Accuracy: reported grade in grammar-oriented classes and pretest recognizable word count. Finally, pretest recognizable word count, pretest unreCOgnizable word count, and pretest proofreading correction rate correlated with Replacement Word Count. This concludes the section on covariate selection. The reader will note that certain background variables initially selected for use in evaluating hypotheses, namely language ability (i.e., grade in grammar-oriented classes), typing speed, and prior shorthand and machine transcription experience, vary in their ability to explain variance in the dependent measures. In general, except for reported grade in grammar-oriented classes, they are weak predictors of posttest performance. HypothesispTesting The eight hypotheses were tested using analysis of covariance. The pretest variable was used as the covariate for the posttest variable in the first test presented with each hypothesis. Where justified by correlations, a second test was conducted using multiple covariates with the dependent measures. Rough Drafting Accuracy Null Hypothesis: There will be no significant difference in Rough Drafting Accuracy demonstrated by new learners developed by Listening Instruction and Conventional Instruction. Rough drafting accuracy is a percent obtained by taking the accurate word count and dividing that measure by the 271 words in the 80 transcript. Table 24 presents the analysis of covariance results using the pretest measure for rough drafting accuracy as a covariate. Table 24 Analysis of Covariance for Posttest Rough Drafting Accuracy Using Pretest Rough Drafting Accuracy as Covariate __‘___‘- 4‘ Sources of Variance df SS MS F-Value p Adjusted Cell Means 1 .0510 .0510 18.3246 .0001* Zero Slope 1 .0100 .0100 3.6118 .0606 Error 90 .2503 .0028 Equality of Slopes 1 .0015 .0015 .5357 .4661 Error 89 .2488 .0028 *Significant beyond the .05 leve170f probability in the predicted direction. An examination of pretest and background variables correlating with rough drafting accuracy generated the following correlations of .24 or above: reported grade in grammar-oriented classes (r=.3673), prior shorthand transcription experience (r=-.3750), recognizable word count (r=-.5499), unrecognizable word count (r=-.4854), total comma accuracy (r=.3664), and accurate word count (r=.2446). Because of the pretest equality of treatment groups and the level of probability achieved using the pretest variable as covariate, no further analyses of covariance were run. The null hypothesis is not retained. The level of rough drafting accuracy achieved by the L1 treatment is .9234, or 92 percent of the 271 words, up from the pretest level of .8549, or 85 percent. The CI treatment pretest level was .8106, or 81 percent accuracy, and increased to .8726, or 87 percent. Rough Drafting_Rate Null Hypothesis: There will be no significant difference in Rough Drafting Rate developed by Listening Instruction and Conventional Instruction. 8l Rough drafting rate is a words-per-minute measure obtained by first summing accurate and recognizable words and then dividing by transcribing time. Table 25 presents the analysis of covariance using the pretest measure as covariate. Table 25 Analysis of Covariance for Posttest Rough Drafting Rate Using Pretest Rough Drafting Rate as Covariate - L A A. flu M Sources of Variance df SS MS F-Value p Adjusted Cell Means 1 19.4065 19.4065 .7117 .4015 Zero Slope 1 502.4043 502.4043 18.4247 .0001 Error 78 2126.9001 27.2679 Equality of SlOpes l .0989 .0989 .0036 .9524 Error 77 2l26.80l3 27.6208 Background and pretest variables with correlations of .24 or higher were: reported grade in grammar-oriented classes (r=.2506), pretest transcription time (r=-.5383), total pretest transcription time (r=-.2707), pretest overall rate (r=.3252), and two comma measures (introductory verbals (r=.3507) and introductory adverbial clauses (r=.2531)). In an effort to reduce extraneous variance, a second analysis of covariance was run using reported grade, pretest transcription time, and the two comma measures as covariates. Total pretest transcription time and pretest overall rate were not used because both included pretest transcription time. Table 26 presents the results of this analysis. 82 Table 26 Analysis of Covariance for Postest Rough Drafting Rate with Multiple Covariates* Sources of Variance df SS MS F-Value p Adjusted Cell Means 1 8.9746 8.9746 .3649 .5477 Zero Slope 5 819.5618 163.9124 6.6651 .0000 Error 73 1795.2649 24.5927 Equality of Slopes 5 121.7566 24.3513 .9895 .4308 Error 68 1673.5083 24.6104 *Pretest Rough DraftingwRate, Reported Drade, Pretest Transcription Time, and Comma Measures for Introductory Verbals and Introductory Adverb Clauses. 0n the basis of the results the null hypothesis is retained. The rough drafting rate in the L1 treatment rose from a pretest level of 15.39 words per minute to a posttest level of 18.91 words per minute. The respective rates for the CI treatment are 12.91 words per minute and 16.71 words per minute. The increases did not differ because of the treatment. Proofreading Accuracy Null Hypothesis: There will be no significant difference in Proofreading Accuracy developed by Listening Instruction and Conventional Instruction. Proofreading accuracy is a ratio of added and corrected words to total transcription errors. Transcription errors are uncorrected words, untranscribed words, and unrecognizable words. Table 27 first presents the analysis of covariance on transcription errors. 83 Table 27 Analysis of Covariance for Posttest Transcription Errors Using Pretest Transcription Errors as Covariate “‘.—A. #A A Sources of Variance df SS MS F-Value p Adjusted Cell Means 1 8231.6836 8231.6836 19.6727 .0001* Zero Slope 1 1438.4609 1438.4609 3.4377 .0670 Error 90 37658.8242 418.4312 Equality of Slopes 1 402.4844 402.4844 .9615 .3295 Error 89 37256.3398 418.6104 *Significant beyond the .05 leve170f probability. In the L1 treatment, errors decreased from 34.94 words in the pretest to 18.47 words in the posttest. In the CI treatment, errors declined from 54.28 words in the pretest to 39.91 words in the posttest. This was a reduction of 16.47 words and 14.37 words respectively in the L1 and CI treatments. Table 28 presents the covariance results on proofreading accuracy. The pretest value used as covariate includes the transcription error measure and adjusts for differences which existed between the treatments at the start of the study. Table 28 Analysis of Covariance for Posttest Proofreading Accuracy Using Pretest Proofreading Accuracy as Covariate Sources of Variance df SS MS F-Value p Adjusted Cell Means 1 .1404 .1404 .3092 .5796 Zero Slope l .5502 .5502 1.2116 .2740 Error 90 40.8705 .4541 Equality of Slopes 1 1.1283 1.1283 2.5268 .1155 Error 89 39.7421 .4465 A search for other possible covariates revealed one relationship only, added word count (r=.248l). The analysis of covariance with this additional variable is shown in Table 29. 84 Table 29 Analysis of Covariance for Posttest Proofreading Accuracy with Multiple Covariates* Sources of Variance df SS MS F-Value p Adjusted Cell Means 1 .0622 .0622 .1410 .7082 Zero Slope 2 2.1324 1.0662 2.4153 .0952 Error 89 39.2883 .4414 Equality of Slopes 2 1.5605 .7802 1.7992 .1715 Error 87 37.7278 .4337 *Pretest Proofreading Accuracy, Pretest Addedhword Count: The null hypothesis is retained in light of these findings. The level of proofreading accuracy seems to be independent of the other factors assessed in this study. Self reports on expected accuracy in proofreading were unrelated to performance (r=.0494). The lack of other relationships on which to predict proofreading ability should be noted. The L1 treatment increased from a pretest level of 54.76 percent to 65.77 percent accuracy. The CI treatment increased its level of accuracy from 18.33 to 50.57 percent. Proofreading Correction Rate Null Hypothesis: There will be no significant difference in Proofreading Correction Rate developed by Listening Instruction and Conventional Instruction. Proofreading correction rate measures how many words per minute are corrected during proofreading through changes or additions. Table 30 shows the results of the analysis of covariance. 85 Table 30 Analysis of Covariance for Posttest Proofreading Correction Rate Using Pretest Proofreading Correction Rate as Covariate Sources of Variance df SS MS F-Value p Adjusted Cell Means 1 2.5573 2.5573 2.5104 .1177 Zero Slope 1 1.6896 1.6896 1.6586 .2022 Error 68 69.2709 1.0187 Equality of Slopes 1 .0002 .0002 .0002 .9878 Error 67 69.2706 _ AAA .... A A..L; Other possible covariates were: pretest rough drafting rate (r=—.2498) and pretest transcription time (r=.24l6). The results of the subsequent analysis of covariance are reported in Table 31. Table 31 Analysis of Covariance for Posttest Proofreading Correction Rate with Multiple Covariates* Sources of Variance df SS MS F-Value p Adjusted Cell Means 1 1.9264 1.9264 1.9197 .1706 Zero Slope 3 3.5649 1.1883 1.1842 .3227 Error 65 65.2252 1.0035 Equality of Slopes 3 3.3444 1.1148 1.1169 .3491 Error 62 61.8809 .9981 MAA A“ *Pretest‘ProofreadingACorrection Rate, Pretest7RoughLDraftingfiRate, Pretest Transcription Time. The null hypothesis is retained. In general, students are adding slightly over one correction per minute through proofreading. The LI treatment produced no change from pretest to posttest (1.35 to 1.32 words per minute). The CI treatment did slightly better (1.14 to 1.68 words per minute). More will be said about this level of proofreading. Dyeral] Accuracy Null Hypothesis: There will be no significant difference in Overall Accuracy developed by Listening Instruction and Conventional Instruction. 86 Overall accuracy considers exact word matches produced during initial transcription and during proofreading. The percent of total words is then generated. The analysis of covariance is reported in Table 32. Table 32 Analysis of Covariance for Posttest Overall Accuracy Using Pretest Overall Accuracy as Covariate AAA _ “A Sources of Variance df SS MS F-Value p Adjusted Cell Means 1 .0476 .0476 14.1577 .0003* Zero Slope l .0033 .0033 .9822 .3243 Error 90 .3027 .0034 Equality of Slopes l .0062 .0062 1.8537 .1768 Error 89 .2963 .0033 *Significant beyond the .05 level of probability in the predicted direction. Other variables correlating with overall accuracy are: pretest recognizable word count (r=-.4814), pretest unrecognizable word count (r=-.3823), total comma accuracy (r=.3622), prior shorthand transcription experience (r=.3336), and reported grade in grammar-oriented classes (r=.3105). A second analysis was run with these additional covariates. When prior shorthand transcription experience was included as a covariate, no test for equality of lepes could be made. Table 33 reports the analysis using the remaining four covariates. 87 Table 33 Analysis of Covariance for Posttest Overall Accuracy with Multiple Covariates* Sources of Variance df SS MS F-Value p Adjusted Cell Means l .0372 .0372 14.9032 .0002** Zero Slope 5 .0807 .0161 6.4655 .0000 Error 85 .2122 .0025 Equality of Slopes 5 .0317 .0063 2.8072 .0218 Error 80 .1805 .0023 *Pretest Overall Accuracy, Reported Grade, Pretest Recognizable Word Count, Pretest Unrecognizable Word Count, and Pretest Comma Accuracy. **Significant beyond the .05 level of probability in the predicted direction. The null hypothesis can be rejected on the basis of these tests. The LI treatment produced increased overall accuracy of 95.47 percent, up from a pretest level of 89.79 percent. The CI group achieved 90.56 percent accuracy, up from a pretest level of 83.70 percent. Overall Rate Null Hypothesis: There will be no significant difference in Overall Rate developed by Listening Instruction and Conventional Instruction. Overall rate is a words-per-minute measure obtained by dividing accurate, added, and corrected words by the 271 total words in the transcript. Table 34 shows the analysis of covariance. Table 34 Analysis of Covariance for Posttest Overall Rate Using Pretest Overall Rate as Covariate Sources of Variance df SS MS F-Value p Adjusted Cell Means 1 16.2507 16.2507 1.3640 .2469 Zero Slope 1 83.0566 83.0566 6.9713 .0102 Error 69 822.0659 11.9140 Equality of Slopes 1 58.1880 58.1880 5.1799 .0260 Error 68 763.8779 11.2335 88 Correlated variables include: perceived difficulty of machine transcription (r=-.2782), perceived difficulty of applying grammar principles (r=-.2547), pretest transcription time (r=-.4313), total transcription time (r=-.2963), pretest rough draft rate (r=.3997), and pretest recognizable word count (r=-.2683). Because total pretest transcription time includes pretest transcription time, total time was not included as a covariate. Pretest rough draft rate is part of pretest overall rate and was likewise excluded. Table 35 shows the results of the analysis of covariance with these additional covariates. Table 35 Analysis of Covariance for Posttest Overall Rate with Multiple Covariates* Sources of Variance df SS MS F-Value p Adjusted Cell Means 1 23.6638 23.6638 2.1503 .1481 Zero Slope 5 237.1282 47.4256 4.3094 .0022 Error 56 616.2854 11.0051 Equality of Slopes 5 76.2627 15.2525 1.4405 .2258 Error 51 540.0227 10.5887 *Pretest Overall Rate, Perceived Difficulty of Machine Transcription, Perceived Difficulty of Grammar, Pretest Transcription Time, and Pretest Recognizable Word Count. Although the resulting F-value is improved in the predicted direction, there is no basis on which to reject the null hypothesis. The overall rate of transcription increased from approximately 9 to 12 words per minute. The LI treatment increased from 9.38 words to 12.27 words; the CI treatment increased from 8.59 to 11.55 words per minute. Comma Accuracy Null Hypothesis: There will be no significant difference in Comma Accuracy developed by Listening Instruction and Conventional Instruction. 89 Comma accuracy is a ratio of correctly placed commas to the total commas required in the transcript. The first analysis of covariance resulted in a probability of 1.0. The treatment groups, in other words, were virtually identical to one another. In order to detect some differences, the search for covariates was made. Two variables correlated with comma accuracy: reported grade in grammar-oriented classes (r=.26l8) and recognizable word count (r=-.3391). Table 36 presents the second analysis of covariance. Table 36 Analysis of Covariance for Posttest Comma Accuracy with Multiple Covariates* Sources of Variance df SS MS F-Value p Adjusted Cell Means l .0005 .0005 .0139 .9063 Zero Slope 4 1.3033 .3258 9.2444 .0000 Error 86 3.0312 .0352 Equality of SlOpes 4 .1800 .0450 1.2939 .2793 Error 82 2.8512 .0348 *Pretest Comma Accuracy, Reported Grade, and Pretest Recognizable N6rd Count. The null hypothesis is retained on the basis of both tests. The L1 treatment improved from a pretest rate of .5701, or 57 percent, to a posttest rate of .6786, or 68 percent. The CI treatment group improved from a pretest level of .4543, or 45 percent, to a posttest level of .6281, or 63 percent. The CI treatment appears to have been more effective in producing improvement than the LI treatment, in spite of lack of significant differences. Table 37 presents the posttest data for each type of comma and is parallel to Table 20, which presents the pretest data for comma accuracy. 90 Table 37 Means and Standard Deviations for Posttest Comma Accuracy for Treatment Levels N=93 CommawType CI—Treatment LI Treatment Significance Coordinate Adjectives 1.59 1.40 ns (n=4) 1.31 1.06 Series or Lists 3.56 4.36 * (n=5) 1.50 .97 Introductory Preposi- 3.15 3.26 ns tional Phrases (n=4) 1.25 1.13 Introductory Verbal 2.43 2.70 ns Phrases (n=4) 1.24 1.16 Introductory Adverbial 3.22 3.45 ns Clauses (n=4) 1.23 1.06 Compound Sentences 1.89 1.36 * (n=4) 1.42 1.1] Nonrestrictive Items 2.37 3.13 * (n=4) 1.51 1.74 TOTAL (n=29) 18.22 19.68 ns 7.48 5.44 *Significant differences between treatments beybnd the7.05 level’of probability (df=1, 91). A comparison with Table 20 shows gains for the CI group in several areas. There are only two, rather than five, areas in which the L1 treatment is superior to the CI treatment, and one area, compound sentences, where the reverse is true. Replacement Word Count Null Hypothesis: There will be no significant difference in Replacement Word Count developed by Listening Instruction and Conventional Instruction. The decision-making element of instruction is reflected in the replacement word count. This count is the number of words distorted 91 in dictation which were correctly replaced by the student. Table 37 shows the results of the analysis of covariance. Table 38 Analysis of Covariance for Posttest Replacement Word Count Using Pretest Replacement Word Count as Covariate Sources of Variance df SS MS F-Value p Adjusted Cell Means 1 12.8850 12.8850 5.7990 .0181* Zero Slope l .3625 .3625 .1632 .6872 Error 90 199.9753 2.2219 Equality of SlOpes 1 15.2961 15.2961 7.3714 .0080 Error 89 184.6793 2.0750 *Significant beyond the .OSnlevel of probability in the predicted direction. Two other variables correlated with the replacement word count: pretest recognizable word count (r=-.3391) and pretest proofreading correction rate (r=-.3018). A further analysis of covariance was done using these two additional covariates. Table 39 reports the findings: Table 39 Analysis of Covariance for Posttest Replacement Word Count Using Multiple Covariates* Sources of Variance df SS MS F-Value p Adjusted Cell Means 1 14.9293 14.9293 8.0780 .0057** Zero Slope 3 24.1861 8.0620 4.3622 .0068 Error 78 144.1554 1.8481 Equality of Slopes 3 14.3006 4.7669 2.7532 .0484 Error 75 129.8548 1.7314 *Pretest Replacement word Count, Pretest Recognizable word Count, Pretest Proofreading Correction Rate. **Significant beyond the .05 level of probability in the predicted direction. Unrecognizable word count was not included because of its high correlation with recognizable word count. The null hypothesis is not retained. The L1 treatment improved from 3.30 to 3.77 words, and the CI treatment improved from 2.33 to 2.96 words. 92 Exploration of Interactions The eight main effects hypotheses have examined the relationship of the Listening Instruction and the Conventional Instruction treatments to measures of accuracy and speed. The covariates selected for the statistical analysis were those that correlated to the dependent measures. The correlation is a determination of linear relation. There were, however, possibilities that non-linear relationships existed within the data. Of concern here were possible interactions between student characteristics of prior transcription experience, reported grade in grammar-oriented classes, and reported straight-copy typing speed and the dependent measures. To determine whether there were differential effects of the treatments on various subgroupings of the subjects, analyses of covariance were performed for two levels of prior machine transcription experience, three levels of language ability, and three levels of typing speed. There was insufficient variation in prior shorthand transcription experience to perform a comparable analysis. Prior Machine Transcription Experience Within each treatment group, students were divided into two groups, those with and those without prior machine transcription experience. Of the 44 students reporting prior machine transcription experience, 36 were analyzed (21 in the L1 treatment and 15 in the CI treatment); the remaining 8 had missing values and were dr0pped by the statistical program. Of the 48 reporting no prior experience, 32 were used in the analysis (18 in the LI treatment and 14 in the CI treatment), the other cases having been dropped for missing values. Analyses of covariance were calculated for each of the eight 93 dependent measures using the pretest values of these variables as correlates. Table 40 reports the F-values and probabilities for the two levels of prior machine transcription experience. Table 40 Analyses of Covariance on Eight Dependent Variables for Students with and Without Prior Machine Transcription Experience L A...‘ _ .. Dependent Prior Machine Transcription Experience Variables No Yes df=1, 1, 29 df=1, 1, 33 Rough Drafting Accuracy F 3.7286 6.2173 p .0633 .0178* Rough Drafting Rate F .4869 .7231 p .4909 .4013 Proofreading Accuracy F .0002 .0134 p .9885 .9086 Proofreading Correction F 1.4839 3.5196 Rate p .2230 .0695 Overall Accuracy F 1.3364 4.2423 p .2571 .0474* Overall Rate F .4405 .5323 p .5121 .4708 Comma Accuracy F 1.8131 .0002 p .1886 .9882 Replacement Word Count F 3.6706 .2137 p .0653 .6469 #A A *Significant in the direction of Listening Instruction. Almost all of these students had prior shorthand transcription experience and were not new to the transcription task per se, but prior experience appears to aid the accuracy of rough drafting. The reader should note, however, that the loss of cases through missing values may influence the results. 94 Language Ability Using reported grade in grammar oriented classes as a measure of language ability, students within each treatment were divided into three levels: high, moderate, and low. The high group had reported grades of B+ or higher. The moderate group had reported grades of B or B-, and the low group had reported grades lower than B-. The numbers in each level were as follows: high, 24 with 16 remaining after missing values were assessed (10 in LI treatment and 6 in CI treatment); moderate, 38, with 26 remaining after missing values were assessed (17 in L1 treatment and 9 in CI treatment); and low, 30 with 26 remaining after missing values were assessed (12 in LI treatment and 14 in CI treatment). The statistics are reported in spite of low numbers and imbalance in the resulting groups. Analyses of covariance were calculated for eight dependent measures using the pretest values of these variables for covariates. The F-values and probabilities for the three levels of language abilities are reported in Table 41. 95 Table 41 Analyses of Covariance on Eight Dependent Variables for Students Having High, Moderate, and Low Language Ability Dependent Variables Level of Language Ability High M0derate Low df=1, 1, l3 df=1, l, 23 df=1, l, 23 luRough Drafting Accuracy Rough Drafting Rate Proofreading Accuracy Proofreading Correction Rate Overall Accuracy Overall Rate Comma Accuracy Replacement Word Count F7 8.8330 .9022 4.3617 p .0108* .3521 .0480* F .1578 7.7749 .3287 p .6976 .0104* .5720 F 2.3224 1.8718 .0596 p .1515 .1845 .8092 F 3.0833 .1649 .8444 p .1026 .6884 .3677 F 2.0827 1.4276 1.8768 p .1726 .2443 .1839 F .0012 6.6724 .0033 p .9727 .0166* .9550 F .2354 .3036 .3600 p .6356 .5869 .6644 F .8801 3.1166 2.4330 p .3653 .0908 .1325 *Significant in the direction of Listening Instruction. If one may have confidence in results based on a low number, Listening Instruction affects the high and low groups similarly in accuracy and helps the moderate group in speed of rough drafting. No other relationships are apparent from the results. Straight-Copy Iypinngpeed Does the level of typing speed interact with the Listening Instruction and Conventional Instruction treatments to produce differential effects? In order to expose any consistent relationships, reported typing Speeds were Split into three levels: high, 66 words per minute or higher; moderate, 60 to 65 words per 96 minute; and low, 59 words per minute or less. The number of cases in each level respectively were: 25, with 16 remaining in the analysis (7 in LI treatment and 9 in CI treatment); 33, with 31 remaining in the analysis (23 in LI treatment and 8 in CI treatment); and 29, with 19 remaining in the analysis (8 in LI treatment and 11 in CI treatment). Again the resulting blocks are imbalanced and low in number. Table 42 reports the F-values and probabilities for the analyses of covariance performed for the three levels of typing Speed. Table 42 Analyses of Covariance on Eight Dependent Variables for Students Having High, Moderate, and Low Typing Speeds Dependent Level of Language Ability Variables High Moderate Low df=1, 1, l3 df=1, l, 28 df=1, 1, l6 Rough Drafting Accuracy F 2.4252 2.9515 773.2964 p .1434 .0968 .0882 Rough Drafting Rate F .1358 .7836 1.6205 p .7184 .3836 .2212 Proofreading Accuracy F .1964 .0253 .0657 p .6649 .8747 .8010 Proofreading Correction F 1.2668 .6306 .4831 Rate p .2807 .4338 .4970 Overall Accuracy F 2.3573 .4768 1.1497 p .1487 .4955 .2995 Overall Rate F .0005 .2241 5.7541 p .9828 .6396 .0290* Comma Accuracy F .0174 1.8680 .1078 p .8970 .1826 .7469 Replacement Word Count F 2.8668 .0694 1.2794 p .1142 .7941 .2747 *Significant in the direction7of Listening Instruction. 97 If confidence can be placed in the one significant result, the Listening Instruction treatment improved the overall rate of students with low speeds in typing. In the absence of similar results on rough drafting rate and proofreading correction rate, however, no explanation for the significant difference can be suggested. No other consistent results showing interactions were apparent. In summary, the exploration for non-linear relationships between prior machine transcription experience, language ability, and typing speed and the eight dependent measures yielded few significant differences. A certain number of differences were expected on the basis of chance, given the number of analyses actually performed. On the basis of these data, neither Listening Instruction nor Conventional Instruction appear to affect substantially the various subgroupings within the treatment groups. When such differences did appear, however, they favored the Listening Instruction treatment over the Conventional Instruction treatment. Summary The findings chapter has described the results of the experiment in several areas. First the similarities and differences among the students participating in the study were reviewed. The students are most similar on sex, reported grade in grammar-oriented classes, curriculum, prior shorthand transcription experience, perception of their own accuracy in typewriting and proofreading, and other factors. The students are dissimilar on position in their curriculum (the number of college credits completed) and perception of the difficulty of machine transcription and application of grammar principles. 98 On pretest measures, the classrooms demonstrated considerable variation. Groups in the Listening Instruction treatment differed from one another on five of eleven variables. Groups in the Conventional Instruction treatment differed on seven of the eleven variables. Pooling reduced this variation, and the treatments differed on only four of the eleven variables. Correlations of eleven background and nine pretest performance measures showed relatively few good predictors of posttest variables. The most effective variables overall were: reported grade in grammar- oriented classes, pretest transcription time, recognizable word count, and unrecognizable word count. These correlated with three or more posttest variables. All of the transformed pretest variables were used in analyses of the posttest variables. Even so, only four of the eight correlated at a .24 level or higher with the posttest measures. The most effective variable was comma accuracy, which correlated with its own posttest measure as well as rough drafting accuracy and overall accuracy. The tests of hypotheses allowed three of eight null hypotheses to be rejected. These concerned rough drafting accuracy, overall accuracy, and replacement word count. In each case, the differences were significant in the predicted direction. In addition, there were significantly fewer transcription errors in the Listening Instruction treatment than in the Conventional Instruction treatment. In ten instructional lessons and four evaluations, the Listening Instruction treatment appears to have been effective in producing more accurate transcription performance and better decision making than the Conventional Instruction treatment was. The search for interactions in the data for varying levels of 99 machine transcription experience, language ability, and typing Speed yielded a few significant results. Caution was exercised in inter- preting these results because of low numbers and imbalance in the groups. However, in all cases, the significant results favored the Listening Instruction treatment. CHAPTER V SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS This chapter first puts the findings of this study into perspec- tive, given the initial intent of the research. The conclusions are then stated, followed by recommendations for further research and educational practice. The problem of this research was to determine how instruction contributed to the acquisition of transcribing and proofreading abilities during the initial development of the machine transcription skill. Transcription instruction can be designed to develop a single skill or to fuse multiple skills. Current materials reflect a primary concern with developing language skills, Specifically vocabulary use and application of punctuation rules. Although these language skills are extremely important, the machine transcriber must employ speed and accuracy in several skills: keyboarding, error correction, proof- reading, handling of ambiguous or distorted dictation, and listening and decision-making skills. These are essential to employment in the word processing environment. Because the single skill approach to teaching can proceed from the simple to the complex, whereas the fusion skill approach combines multiple strategies, a comparison of approaches was in order. This research has compared the two instructional approaches through the development and test of two sets of dictated and written materials. 100 101 Listening Instruction represented what the fusion skill approach does; Conventional Instruction mirrored current instructional concerns with vocabulary and punctuation rules. These two treatments have been compared for their ability to produce speed and accuracy in tran- scribing and proofreading abilities. A secondary purpose of the study was to explore the relationship between several background charac- teristics of the student for their ability to predict transcribing performance. The study tested in eight areas the theoretic hypothesis: Machine transcription instruction based on a fusion skill approach will produce better transcribing and proofreading performance among new learners than will machine transcription instruction based on a single skills approach. Students in eight machine transcription classes in five community and four-year colleges used one of the two sets of introductory transcription lessons. Based on random assignment, four classrooms, with usable data from 46 students, used the Conventional Instruction materials. Four classrooms, generating usable data from 47 students, used the Listening Instruction lessons. Hypothesis testing was based on measures taken during the pretest (Lesson 1) and the posttest (Lesson 14). In addition, a survey gathered background information on the students. Summary of Findings Several concerns were addressed in the findings: characteristics of the sample, equivalence of treatment group at the outset of the study, the selection of covariates, the results of hypothesis testing, and interactions in the data. Each area will be summarized. 102 Sample Background The participating classrooms were not a random sample of a well- defined population, and therefore a description of the sample is important for purposes of generalization. The 93 students for whom both pretest and posttest data were available were women, and 75 percent of the 81 students who reported their curriculum were secretarial majors. Their prior college experience varied greatly, indicating no consistent placement of the machine transcription course in the office curriculum. Seventy-eight of the 84 reporting students indicated prior shorthand trancription experience. Of the 92 reporting, 44 had prior machine transcription background, while the remaining 48 had not. Typing speeds, based on self reports, averaged 61 to 62 words per minute. Grades in grammar-oriented classes, based on self reports, averaged at the B- level. Students perceived the machine transcription skill to be slightly more difficult than easy and application of grammar principles to be slightly more easy than difficult. Students' evaluation of their accuracy in typing and proofreading was high, but not extremely high. Eguivalence of Treatment Groups The values of 11 pretest performance measures provided data on the skill level of students at the beginning of the study. These measures were: transcribing time, proofreading time, total time, accurate word count, recognizable word count, unrecognizable word count, untranscribed word count, corrected word count, added word count, replacement word count, and comma accuracy. The groups within each treatment level varied greatly, with the Conventional Instruction 103 groups significantly different on five of the 11 measures and the Listening Instruction groups Significantly different on seven of the 11 measures. Pooling classrooms within treatments resulted in more equivalent treatment groups at the beginning of the study. Only four of the 11 measures were significantly different after pooling. Correlates with the Dependent Variables Eight measures were constructed to test the eight hypotheses. These constructed variables were: rough drafting accuracy, rough drafting rate, proofreading accuracy, proofreading correction rate, overall accuracy, overall rate, comma accuracy, and replacement word count. Each hypothesis concerned one of these variables, and the pretest value of the same variable was used in each case as covariate for the posttest value. Correlations were run between all other background and pretest variables with the dependent variables to determine other possible covariates. Variables with correlations of .24 (approximately six percent of explained variance) or more were selected as covariates unless the variable had a high correlation with another covariate. Covariates selected on this basis are shown here: Dependent Variable Additional Covariatgg Rough Drafting Accuracy Grade in grammar-oriented classes, prior shorthand transcription experience, comma accuracy, accurate word count, recognizable word count, and unrecognizable word count. Rough Drafting Rate Grade in grammar-oriented classes, transcribing time, and two comma measures. Proofreading Accuracy Added word count. Proofreading Correction Transcribing time, and rough drafting Rate rate. 104 Dependent Variable, Additional Covariates Overall Accuracy Grade in grammar-oriented classes, prior shorthand transcription experience, comma accuracy, recognizable word count, and unrecognizable word count. Overall Rate Perceived difficulty of machine tran- scription and application of grammar principles, recognizable word count, and transcription time. Comma Accuracy Grade in grammar-oriented classes and recognizable word count. Replacement Word Count Recognizable word count and proofreading proofreading correction rate. Reported typing speed and prior machine transcription experience correlated with no posttest measures, and prior shorthand transcription experience had limited ability to explain posttest variance. Reported grade in grammar-oriented classes, comma accuracy, transcription time for the rough draft, and recognizable and unrecognizable word counts proved to be versatile covariates, correlating with three or more dependent measures. Hyppthesis Testing Each hypothesis predicted greater effectiveness for the Listening Instruction treatment than for the Conventional Instruction treatment among new learners of the machine transcription skill. Hypothesis 1 concerned Rough Drafting Accuracy, the percent of the total dictated words transcribed accurately. The analysis of covariance yielded a probability of less than .0001 in the predicted direction. The null hypothesis of no significant differences was rejected without further analyses. Hypothesis 2 concerned Rough Drafting Rate, the rate of rough drafting speed in words per minute. The analysis of covariance was not significant in the predicted direction. An second analysis of 105 covariance with multiple covariates did not yield a significant dif- ference between treatment groups. The null hypothesis was retained. Hypothesis 3 concerned Proofreading Accuracy, the ratio of added words and corrected words to total transcription errors. Although the analysis of covariance yielded a significant difference in the pre- dicted direction between the two treatments on transcription errors, the analysis of covariance on proofreading accuracy did not show such differences. The null hypothesis was not accepted. Hypothesis 4 concerned Proofreading Correction Rate, the number of words per minute corrected during proofreading by additions or changes to transcribed text. Neither the analysis of covariance with a single covariate nor the one with multiple covariates produced significant differences. The null hypothesis was retained. Hypothesis 5 concerned Overall Accuracy, the accuracy achieved during rough drafting and proofreading. Overall Accuracy is expressed as a percent of the total dictation. The initial analysis of covar- iance with a single covariate was significant beyond the .0003 level of probability. A second analysis with multiple covariates improved the probability to .0002. The null hypothesis was not accepted. Hypothesis 6 concerned Overall Rate, the words-per-minute measure obtained by dividing accurate, added, and corrected words by the total time required for the task. The initial analysis of covariance with a single covariate yielded a probability of .2469. Adding multiple covariates improved the level of probability to .1481. This level did not, however, justify the rejection of the null hypothesis. Hypothesis 7 concerned Comma Accuracy, the proportion of correctly placed commas to the total commas required in the transcript. 106 Analyses of covariance with one and multiple covariates indicated that the treatment groups were similar on this variable, with probabilities of 1.0 and .9063 respectively. The null hypothesis was accepted. Hypothesis 8 concerned Replacement Word Count, the number of words substituted correctly for the six ambiguous or distorted words in the dictation. The analysis of covariance was significant in the predicted direction with a level of probability beyond .0181. Another analysis with multiple covariates yielded a probability beyond the .0057 level. The null hypothesis was not accepted. Interactions The study tried to determine the influence of typing speed, language ability, and prior transcription experience on the effectiveness of the two treatments. Few interactions were observed in the data, and given low numbers in the subgroupings of subjects, no conclusions were drawn. All the significant results, however, favored the Listening Instruction treatment. Conclusions Based on the reported findings, the following conclusions are drawn: 1. Prepared machine transcription materials can be developed which fuse the various skills of which machine transcription consists, especially those which promote accuracy in word use and decision making. 2. The Listening Instruction materials are effective in producing differences in rough drafting accuracy, transcription errors, overall accuracy, and replacement word count. These results were achieved in 107 ten lessons and four evaluations, a relatively short instructional period. 3. The Listening Instruction materials produced results comparable to, but not generally lower than, those produced by the Conventional Instruction lessons in several areas: rough drafting rate, proofreading accuracy, proofreading correction rate, overall rate, and comma accuracy. Lack of significant differences may be due to instructional time, the strength of the instructional techniques used in the Conventional Instruction materials, or other factors. 4. The aural cloze procedure, combined with word distortion techniques, was effective in developing decision-making abilities with ambiguous or distorted wording. In Spite of the success of the materials in producing differences, it should be noted that distorted dictation disrupted transcription not only of the particular words but also of the surrounding dictation. Because this severely impaired ability to achieve an accurate transcript, more training in handling these problems may be helpful in instruction. 5. There is no evidence that dictation in "bursts" affected tran- scription speeds. This technique was used in three of ten instruc- tional lessons, and this may be too short a time to produce results. 6. There is no evidence that reviewing dictation in compressed speech during instructional lessons had any effect on proofreading accuracy or correction rate during evaluation lessons. There is also no evidence that copies of transcripts available to students during proofreading were effective. Both were equally effective or ineffec- tive in the current sudy. Again the limited instructional time may be reSponSible, or some other factors may be at work. 108 7. Proofreading was a relatively unproductive effort, generating in both treatment groups only one to two more accurate words for each minute spent. This study made no attempt to discover the reasons for proofreading performance, yet the results leave room for much improvement, for this relatively low level of performance affects overall production rates. Although there is agreement that proofreading is a post- transcription activity, consideration must be given to the importance of correcting errors at the time they are made. The first-time-final copy approach to instruction stresses this. In a word processing environment, however, the ability to correct errors at the time they are made leads to alternative keyboarding techniques to those used on a conventional typewriter. In this study, both treatments used backspace-and-strikeover procedures on the conventional typewriter. Although this procedure will not result in first-time-final copy in appearance, it will lead to higher accuracy in transcription at higher Speeds. Consideration of the nature of error and error-correcting techniques is needed in view of these proofreading results. 8. Using oral instructions in the Listening Instruction materials to alert students to Specific sentence types requiring certain comma rules did not result in better punctuation Skills in the posttest. The more general approach used in the Conventional Instruction materials was as effective. Although both treatments improved in applying punctuation rules from the pretest to the posttest, the level of achievement was 64 percent in one treatment and 67 percent in the other. When one third of the required punctuation marks was omitted or placed erroneously, there is much room for improvement. 109 9. Self-reports of grades in grammar-oriented classes were useful, simple measures of how the student performed in machine tran- scription. Students' knowledge of punctuation rules was also a useful predictor of success in machine transcription. 10. Other self-reports, for example, accuracy in proofreading and typewriting, typewriting speed, and prior machine transcription expe- rience, were relatively ineffective in predicting machine transcrip- tion performance. 11. The role of prior shorthand experience cannot be determined because virtually all students had shorthand transcription as part of their educational experience. 12. There does not appear to be a uniform position for machine transcription in the office curriculum. Within the various classes which participated in the study, a wide range of college experience was reported. The student in machine transcription may come directly from the secondary level or be approaching college graduation. Machine transcription materials need to address diverse audiences. 13. Based on completed transcripts prepared by students, students did not use the written instructional materials uniformly. As evi- denced by the appearance of transcripts and missing information, the written manuals in were not used by all students. This occurred in both treatment groups. Because most current instructional materials depend on combined written and dictated materials, emphasis on using all the materials in a proper sequence is essential for results. There are several larger issues related to these specific conclusions that deserve discussion at this point. These concern the role of the teacher in instruction, transcription standards, course 110 objectives and prerequisites, and the development of language skills through machine transcription. 1. Educational research frequently concludes that the teacher, rather than the instructional material, is the critical factor in learning. This study methodologically excluded the teacher as a variable to be studied. A major assumption was that the structure of the classroom in which the machine transcription skill is taught does not permit extensive teacher intervention. The teacher does intervene, however, in establishing the environ— ment in which materials are used. A teacher who agrees or disagrees with the underlying instructional philosophy of the materials conveys this attitude to students. The same applies to a teacher's acceptance or rejection of specific instructional procedures and many other elements of instruction. The results are transcripts reflecting not just typing and language skills but also attitudes toward the task. Current materials do not always outline their assumptions, but this information should be available and considered by the teacher carefully when selecting materials for classroom use. If the instructional materials continue to be the major intervention in machine transcription skill development, the teacher must support the instructional elements contained within those materials. 2. This study utilized alternatives to the first-time-final standard usually sought in transcription courses. The reason for this was to mirror as closely as possible the fusion skill approach in introductory stages of learning. The error-correcting methods encouraged in the lessons were those compatible with word processing equipment as well. The intent was not to deemphasize accuracy a goal, 111 but to put accuracy in perspective as a new skill being learned on automated equipment. Many classrooms, however, will not have word processing equipment on which to learn the machine transcription skill. Error-correcting techniques compatible with word processing equipment must be taught on conventional typewriters. As a result, the appearance of the tran- script which is accepted as first-time-final copy will change from current practice, showing typewritten corrections, additions, and deletions that under normal conditions would not be acceptable. This requires a change in the business educator's view of what an error is and what mailable copy is. 3. The results show that many more skills can be taught in machine transcription than punctuation and vocabulary. These remain high priority areas, for punctuation skills determine in large part the student's success in the course. Nevertheless, attention must be given to error-correcting techniques, keyboarding speed, proofreading ability, decision-making skills, and, in general, improved listening. In order to develop each component area, objectives must be set so that the student may achieve competencies in each area. Exercises must be tailored to each skill and to fusion of skills. Because the final skill will reflect the fusion of several skills, stages of learning, including the introductory stage as conceptualized in this study, must be defined. If this is done, objectives will facilitate learning at each stage, and standards of accuracy and speed will not be imposed too early in instruction. In general, more time is needed for skill development than the two weeks or 20 to 25 hours common in many programs. 112 4. The prerequisites for the machine transcription course generally relate to typing skills. Collegiate level language arts classes are not stipulated. Published materials frequently cite one year of typing and language at the secondary level as prerequisites. Given the lack of relationship between typing speeds and other variables, perhaps there is no need to alter prerequisites in this area. The need for well-developed language skills, however, argues for pretranscription training in grammar and punctuation skills. Also none of the classrooms participating in this study required any exposure to electronic keyboards. Some consideration should be given to the sequence outlined by Anderson and Kusek, which identifies electronic keyboarding as a prerequisite to the machine transcription skill. Establishing such prerequisites is another way of achieving the fusion of skills in the machine transcription course. 5. The machine transcription skill is a language skill. The student needs to handle dictation from widely varying dictators about widely varying topics. In deve10ping this skill, the proper unit of instruction is the sentence, not the word. The results of this study on punctuation and word replacement emphasize that students must work with language context to truly master the machine transcription skill. The dictation experienced by the student is a variable under normal conditions; the preparer of instructional materials should treat dictation as an instructional variable, able to be manipulated for different educational purposes. Current materials vary speed and voice. This study manipulated these plus others. Dictation in “bursts," oral instructions, compressed speech, and distorted wording were used. Additional means of manipulating the dictation, such as 113 silences, vocal cues, and non-voice sound effects, provide other options for the educator to teach language context. The exciting prospect is that machine transcription teaches lan- guage to adult learners. If transcription materials can be successful in this, their application to a wide adult audience is unlimited. Recommendations The first three recommendations concern further research. The remaining recommendations concern educational practice. Some of the recommendations presume an acceptance of the fusion skill approach and the need to train students for word processing positions. 1. This study should be replicated with other samples to determine whether similar or different findings result. 2. Specific techniques should be researched in isolation to determine their contribution to specific keyboarding, listening, decision-making, proofreading, and language use skills. Specifically, dictation in “bursts,“ previewing dictation in compressed speech, written previews of vocabulary, preview of punctuation rules, review of dictation in compressed speech, and other techniques used in the study should be studied one at a time. 3. Proofreading techniques must be investigated which reduce the total time required for post-transcription proofreading and increase the number of errors corrected. 4. Materials for machine transcription should do more than they currently do to fuse the various component skills of which machine transcription consists. In developing these component skills, materials in use in today's classroom should also reflect the needs of the word processing enviromnent. 114 5. Machine transcription should be taught in stages with objectives set which are appropriate to the level of instruction. The introductory stage should allow a certain level of errors to occur, with error-correcting tehhniques incorporated which facilitate speed development as well as accuracy. 6. The use of aural cloze and word distortion techniques should be incorporated into machine dictation from the start of instruction to accustom the student to decision-making responsibilities. 7. Teachers should obtain reports of grades in grammar-oriented classes as a useful indicator of the student's probable performance in the machine transcription course. Pretests of punctuation skills should also be included in the machine transcription course. 8. Teachers who use machine transcription materials in a self-paced or self-instructional program must develop means of insuring that the student is using all the materials provided in the sequence intended by the authors. Whether the materials develop a single skill or fuse multiple skills, progress cannot be expected unless the student uses all the instructions available. This concludes the study of the machine transcription skill. Its intent has been to extend what is presently known about the acquisition of the skill during the introductory stages and to provide information useful to business educators preparing students for employment in the word processing environment. BIBLIOGRAPHY 9.925s. Brooks, Bearl A.; et a1. (sic) Word Processing. Jonesboro: ESP Inc. Productions, 1977. Clark, Herbert H.; and Clark, Eve V. Ps cholo and Lan ua e. New York: Harcourt Brace Javanovicfi, Inc., 1977. DataprogReports on Office Systems. Delran: Datapro Research Corporation, 1979. Extence, Dorothea. Dictation for Tgmpggpw's Secretagy. Atlanta: Lanier Business ProduCtS, Inc., 1972. Gottschall, Edward M. Graphic Communication '80s. Englewood Cliffs: Prentice-Hall, Inc., 1981. International Business Machines. Transcription Skills fonggrd Processing. Chicago: Science Research Associates, Inc., 1969. Kirk, Roger E. Experimental Desigp: Procedures for the Behavioral Sciences. Belmont: BroOks/Cole‘PUblishing Company, 1968. Kleinshrod, Walter A. Management'nguide to Worgufrocessigg. Chicago: The Dartnell Corporation, 1977. Kleinshrod, Walter; Kruk, Leonard B.; and Turner, Hilda. Word Processing: Operations, Applications, and Administration. Indianapolis: Bobbs-Merrill Educational PubliShing, 1980. Kupsh, Joyce; Anderson, Donna; Meyer, Lois; and Moyer, Ruth. Machine Transcription and Diptation. New York: John Wiley and Sons, 1978. Leslie, Louis A. Methods of Teaching Transcription. New York: McGraw- Hill Book Company, 1949. Machine Transcription by_Lanier. Jonesboro: ESP Inc. Productions, 1976. Machine Transcriptiopgin the Modern Office: A Teaching Aid for Office Procedures. Atlanta: Lanier BUsiness Products, Inc., n.d. 115 116 Machine Transcription. Atlanta: Lanier Business Products, 1976. McLean, Gary N.; and Froiland, Leslie. Comprehensive Word Processing. Mountain View: Western Tape, 1975. Meyer, Lois; and Moyer, Ruth. Machine Transcription in Modern Business. New York: John Wiley and’Sons, 1978. Miller, George A. The Psychology of Communication. New York: Basic Books Inc., 1967. Misenheimer, E. Luther. Word_Erocessing Secretarial Transcription Course. Rye: Dictaphone Corporation, 1978. New York State Department of Education. New York State Secretarial Practice Transcription Cgurse. Atlanta: Lanier Business Prod0cts, 1965. Pasewark, William R. Machine Transcription Word Processing. Cincinnati: SouthJWestern Publishing C0., 1979. Popham, Estelle L.; Shrag, Adele F.; and Blockhus, Wanda. A Teaching-Learning Systemiior Business Education. New‘York: Gregg DiviSion/McGrawéHill Book Company, 1975. Snyder, Ruth A. 12 Hours to Accomplished Transcription. Mountain View: Western Tape, 1980. Weaver, Carl H. Human Listening Processes and Behavior. Indianapolis: Bobbs-Merrill Company, Inc., 1972. Monographs and Reports Anderson, Marcia A., and Kusek, Robert W. Word Processing Curriculum Guide. Southern Illinois Univeristy: ERIC Document ReproduCtion Service, ED 147 493, 1977. Balsely, Irol W. "Current Transcription Practices in Business Firms." Monograph 130. Cincinnati: South-Western Publishing Company, n.d. Delta Pi Epsilon. "Needed Research in Business Education." Research Bulletin No. 5, 3rd ed. St. Peter: Delta Pi Epsilon, 1979. Jester, Donald D. "The Shorthand Transcription Process and Its Teaching Implications." Monograph 108. Cincinnati: South-Western Publishing Company, 1963. McDonough, J. E. English_for Academic Purposes: Some Factors in ListeningiComprehension. ERIC Document Reprodbétion Service, ED 148 104. 117 Kell Vanetta, et a1. (sic) Business_and_0ffice Occupations - Curriculum_Guide. Arizona State Department of Education: ERIC DocumefitiReproduction Service, ED 133 428, 1974. Rankin, Pearl M. “The Development of Transcribing Skill in Shorthand Instruction (1900-1960).“ Ph.D. dissertation, University of Pittsburgh, 1963. Remp, Ann Marie; and Swartz, Rose Ann. "Study of the Machine Transcription Skill as Practiced in Word Processing Centers Using Structured Observation Techniques.“ Professional Development Grant Report, Ferris State College, 1980. Waterman, Elsie M. ”Development of Instructional Materials for Use in the Instructional Phase of a Unit on Voice Transcription." MTE thesis, University of Wisconsin-Eau Claire, 1972. Wilkins, Marilyn Walberg. "The Relationship of Selected Language, Reading, and Typewriting Skills to Post-Secondary Student Performance in Machine Transcription for Word Processing.“ Ed.D. dissertation, University of North Dakota, 1979. Periodiceie Archer, Earnest R., and White, Roberta Dunlap. "What Ever Happened to the Art of Dictation?" Business Education Forum 32 (October 1977): 17, 19-20. Casady, Mona J. "Effective Teaching of Machine Transcription." Journal of Business Education 53 (April 1978): 292-4. Darst, Marian J. “Education for Word Processing-The Basics and the Extremes." Journal of Business Education 54 (January 1979): 177-79. Derrick, Joanne. "The Impact of Word Processing on Secretarial Education.“ The Balance Shee} 40 (December l978-January 1979): 158. Foulke, Emerson. "Listening Comprehension as a Function of Word Rate." ggyrnal of Communication 18 (September 1968): l98-206. Harris, Benita Lynn. “The Use of Manual Shorthand, Dictating- Transcribing Machines, and Machine Shorthand in Selected Businesses in the Metropolitan Atlanta, Georgia, Area in 1976." Business Education Forum 32 (October 1977): 43. Hart, Sara; and Cone, Randy. "Office Style Dictation." Journal of Business Education 51 (April 1976): 305-6. Holub, Linda Bly. "A Survey to Determine the Relative Merits of Mechanical Dictation/Transcription Equipment with Manual Shorthand.“ Business Education Forgm 32 (October 1977): 44. 118 "How Variable Control Eases Playback." Word Processing World (September 1978): 34. Kidwell, Richard. “The Dilemma of Word Processing." BalanceASheet 59 (November 1977): 122-23. Kruk, L. B. "Teach DP in the WP Classroom." Word Processing World 5 (November/December 1978): 46. Kruk, L. B. "Teaching Punctuation Skills.“ Word Processing World (May 1979): 40. Kruk, Leonard B. "Educatin the Educator about WP." Word Processing World 5 (April 1978?: 44. Lewis, Stephen D. “The Effect of Word Processing on Business Letter Writing.“ Business Education Forum 33 (October 1978): 41. Luke, Cheryl M. "Dictation: An Important Business Communication Skill.“ Business Education Forym 33 (October 1978): 26-27. Marslen-Wilson, William. "Linguistic Structure and Speech Shadowing at Very Short Latencies." Nature 244 (August 1973): 522-23. Marslen-Wilson, William. "Sentence Perception as an Interactive Parallel Process." Science 189 (July 1975): 226-28. Meroney, Jonn W. "Word Processing - What Skills Should An Entry Level Applicant Have?“ Centuginl Reporter (Fall 1979): 5-6. Meyer, Lois I. "Learning to Transcribe from Machine Dictation." Business Education Forum 30 (February 1976): 15-16. Olinzock, Anthony A. "An Analysis of Business Dictation." Journal of_ Business Education 52 (March 1977): 289. Olinzock, Anthony A. “The Speeds of Business Dictation." Journal of Bgsiness Education 53 (January 1978): 150. Smith, Clara J. "Improved Methods for Teaching Machine Transcription." ,Business Education Forum 35 (December 1980): 13-14. Spolsky, Bernard. "Reduced Redundancy as a Language Testing Tool,“ in Appiications of Linguistics." eds. G. E. Perrin and J. L. M. Trim. Gambridge: Cambridge University Press, 1971. Sticht, Thomas G. "Some Relationships of Mental Aptitude, Reading Ability, and Listening Ability Using Normal and Time Compressed Speech." Journal of Communication 18 (September 1968): 243-58. Streiff, Virginia. “Relationship among Oral and Written Cloze Scores and Achievement Test Scores in a Bilingual Setting," in Language in Education: Testing_the Tests. eds. John W. Oller and Kyle Perkins. Rowley: Newbury House Publishers, 1978. 119 Stump, Thomas A. "Cloze and Dictation Tasks as Predictors of Intelligence and Achievement Scores" in Language in Education: Testing the Tests. eds. John W. Oller and’Kyle Perkins. Rowley: Newbury House POblishers, 1978. Tommola, Jorma. "Testing Listening Comprehension Through Redundancy Reduction.“ Language Center News l (1978): ll. Wells, Patricia A. "Word Processing in the Typewriting Classroom." Journal of Business Education 54 (March 1979): 260. Other Sourcee Dictation Disc Company. 1981 Catalpgye. New York: Dictation Disc Company, 1981. Lombard, Ed. Conversation. San Francisco: Variable Speech Control, Inc., July 1980. Porter, Andrew C. Lecture. Michigan State University: Experimental Design in Education, April 1979. Schatz, Anne E.; and Funk, Beverley M. ”Transcription Skills for Information Processing." Business_and Office Education /Marketing Coilege Catalog. New York: Gregg Division/ McGraw-Hill 806k Company, 1981. Vasaggi, John. "How to Teach Machine Transcription for Word Processing." New York: Dictation Disc Company, n.d. Wilson, Nancy. Presentation. East Lansing: Delta Pi Epsilon - Alpha Lambda Chapter, March 1981. APPENDICES APPENDIX A Scripts for Machine Transcription Instruction SCRIPTS FDR LISTENING AND CONVENTIONAL INSTRUCTION 28 Soripte for Machine Transcription Dictation Dewlmed by Am I. New Under the Direction of Dr. Robert Poland Iueineae and Office Education Michigan State Univereity [eat Lansing, Michigan © 1981 120 121 LESSON 1 SCRIPT page 1 LI-CI MACHINE TRANSCRIPTION SKILL Hello, student. This is the dictation for Lesson 1, MACHINE TRANSCRIPTION SKILL. Check to see that you have read and followed all instructions for this transcription. If there is a nerd you cannot transcribe, type a double X. Pre- pare, nos, to transcribe by recording your starting tine on your stationery. If your transcript is not complete in 25 minutes, stop the tape, and finish the remaining instructions. Be sure to run the tape to Lesson 2 ehen you are done if you stop early. Ihen you hear the chine, begin your ecrk. CHINE Machine transcription is not a single, simple skill, for several other skills, each learned separately, are fused together. The basic skills are typing, language use, and listening. Because each one is important, as will nos look at then separately. PARAGRAPH. The first skill is typing, shich is also called keyboarding. Accuracy and speed are needed, but a major goal for the student is to type continuously. To achieve this, the student learns to operate the transcribing unit so that no stopping is necessary. For error correction, the student develops backepece-end-etrikeover techniques. DARAGRADH. A second skill is applying language principles. Among these responsibilities, the student sill find punctuating sentences, correcting errors in greener, and using special vocabulary. Used especially during proofreading, language princi- ples are applied both during and after transcription. PARAGRAPH, Affecting the entire process, listening is a vital, active skill. The student listens for eaaning es sell as eorda, for interpretation is often required. In sdditisn to unclear, disorganized dictation, the student hears dictation at dif- ferent speeds. Nhsn dictation is poor, the student must ignore incorrect punctua- tion, interpret sunblsd eords, and eentaliy edit communications. Listening, an active process, auet be practiced. PARAGRAPH. In addition to using typing, language, and listening skills, the effective tran- 122 LESSON I SCRIPT Page 2 LI-CI MACHINE TRANSCRIPTION SKILL scribar eust possess personal characteristics. To be effective, the transcriber shoes poise under pressure, a sense of humor, and initiative. Uhen TAH tran- scriber hears unclear VARDS, she or he eust DISARO the scat likely eord TAK use. This takes UNARKITUV, and it requires confidence IB one's language skills. PARAGRAPH. If the student looks at machine transcription as a challenge, the result sill be rapid, accurate transcription, a very useful Job skill. CRIME Student, this is the end of the material to be transcribed. Please record your finishing time on the top of the stationary. Then complete the remaining instruc- tions for Lesson 1. DO NOT RENINO THIS TAPE. YOU ARE R£ADY fOR LESSON 2. 123 LESSON 2 SCRIPT Page I LI CONTINUOUS KEYBOAROIMS Ielcme, student, to Lesson 2, CONTIRUOUS KEYBOARDINC. If you have read your instructions, prqaarsd your stationary. and adjusted your typeeriter, you are ready to previea Lesson 2. The previea sill be given in compressed speech, that is, peach that is electronically weedsd in. Do not transcribe during the pre- vies. Listen for the sense of the dictation and the vocabulary. Hers, nos, is the pravies. PRU/ICU. You are nos ready to transcribe. The dictation is deliberately paced so that you sill ksq: your typesritsr in action. Try not to step your tme. Let the dictation guide your keyboarding. A chine sill precede and follos the dictation to be transcribed. Begin nos. CHIN A asJor goal in develqainJ-uechins transcription skill/is continuous keyboardin9./ Keyboarding aimly saanefising a keyboard that say be found/on e typeeriter,/cole- puter console,/or sord processing unit. / Here are some facts/you sight like to knee/about continuoue keyboarding. pamcnmuJ Continuous keyboarding is oono/oy skilled operation/of the transcribing unit/and the moot-o together./ The footpecbl attached/to the transcribing wit/permits the transcribes to start/eta), and realay the tqas. The rmley feature/enables the transcriber to revise/aces of the dictetion./ The transcriber listens/to s aesningful init of Wthmetiass called an esrful/and begins to keyboard./ Before keyboarding the entire esrful/hosaver,/the transcriber listens to another sarful./ Listening atsrts ono stmstut keyboarding continues. ”momm/ Continuous keyboarding by smart transcribers/occurs for varying periods of tiae./ Because dictated letters and eases/ere usually ehort,/it is caisson/for tran- ecribers to keyboard/the attire sssssgs sithout atmping./ 8on- trsnacribers do not requisz revisa of dictationfind turn the room control off/or to its lossst setting./Trsnacribars can keyboard/ht opoooo mprosching/DO to 100 words 124 LISSOI 2 SCRIPT Page 2 LI CONTINUOUS KEYBOARDINC per sinuts/on sord pracsssing equipmt. PARAGRAPH,/ Inst probleae do transcribers how/1n sch'nving continuous keyboarding‘f/Trsn- scribers say be interripted/by ooeodtera ea sell as clients, or they say pause/ to consult a dictionary./ Adjusting scum/starting over because of s sispisosd inetructiom/or changing pops: and ribbons say eccur./ Unfaailiarity aith the equipment or dictator/can contribute to pauses. / The soet imortant reason/for stopping, hoasvsr,/is poor dictation. PARAGRAPH./ This should give you ideas/on has the nsohins transcription skill/is perforaad. / CRIN: This is the ad of dictatim for Lesson 2. Nos prqiars to proofread. The dicta- tion sill be rqasetsd in culprassed qaeech so that you can check your tmacript for cowleteness and accuracy. Stm your transcribing unit “ever you need to daring this stage. Here nos is the dictation. REVIEI. M your sort: is couplets, turn it in to your instructor. DO NOT REUIM) YOUR TAPE. YD) ARC NW RCAOY roe LESSON 3. a 1 § rowing is dictated in natural phrasing at intervals of five seconds. fem not oenatitute dictation at tout 42 aords per aimtte. sis eords are dictated at about 66 sorda per ainuts, and sight nrds constitute a dictation rats of tout 9O sords a ten ards per grow are dictated at 114 each per ainute. These nrd grewings delivered at conversati-Isl rates are called 'burete.‘ 125 LESSON 3 SCRIPT Page 1 LI TRANSCRIBING ON WORD PRCEESSINC EQUIPMENT Hello, student. 8y nos you have read the instructions for Lesson 3. This lesson introduces soles basic concmts about acrd processing and euplains the isportsnce of the backmace/striksover skill. If you have inserted your stationery and checked your aargins, listen to the previee of dictation in coaprsssad meech. . PREVIEI. You on nos ready to transcribe. The dictation is phrased to whasizs the natural grotps of sords. Alloe the weed of the dictation to force your transcription. If you need to stq) the tme. do so at a natural break in sords. A ohiae sill precede and follos the dictation to be transcribed. Begin nee. CHI“ Although sord processing unite/Lye asny different feeturee,/they also have cos-ton features/of isportance to the transcriber./ These affect the correction of errors,/ keyboarding procedures/and the nature of errors./ Here is a brief look at each. pauch trror correction is rapid/in sord processing./Iord processing units record all strokes aegnetically/on cards, cassette tease, or discs./Ae a result,,‘rrors can be erased/and corrections recordad/sithout rstyping the entire sessege./ Back:- Qace-end-strikeover skills/for sxaaple,/sre used to correct typographical errors. pmcm/ Nee keyboarding procedures/are added to the usual typing/of letters and mil-bars. / Special keys control/a variety of fmctions./hence their nose, function keys./ These are used t¥center headings, insert linea./resrrsngs persgrqahs, and so on./ The trenscribsr uses/these ftnction toys/to edit text in aajor ssys. nonunion] Nerd processing changes/the kinda of mistakes/that are inportant. / On a conven- tional typecitsr/thsse kinda of errors are inportsnto/typogrmhicel errors,/ ilprqasr hyphenation,/and card asissions./These say require/{atyping the entire itea./ On s and processing unit, the errors that are serious/involve the aims of the ftnction keys./Thsae keys drive/the sutosstso unit. /5oss understanding 126 LESSON 3 SCRIPT Page 2 LI TRANSCRIBING ON WORD PROCESSING EQUIPMENT of ccqauterg/asy help the transcriber/to avoid aistakss/and also to solve than/- men they do occur. PARAGRAPH./ It is possible to learn/soles sord processing skills/using a conventional type- sritsr. / The backqaace-and-striksovsr tsomiqus/is ons such skill. / The ease of asking corrections/is one factor/that helps the transcriber/heybosrd very rapidly. / CHI! Noe proofread the materials wile listening to the dictation rmeated in coau- prsssad peach. Here is the revise. KVIEN. Give your consisted sork to your instructor. DO NOT RENINO YOUR TAPE. YOU ARE NW READY rm LESSM A. .See siplanstion on Page 2 of the script for Lesson 2. 127 LESSON 4 SCRIPT Page 1 LI THE WORD PROCESSING ENVIRONMENT Uelcoss, student, to Lesson 4, THE NORD PROCESSING ENVIRONMENT. The instructions for Lesson 4 are the ease as for lessons 2 and 3. This lesson sill describe the setting in mich sord processing mpsared at first and sons sf the probless duch occurred. If you have inserted your stationery and checked your asrgina, listen to the previas of dictation in coapresssd meech. PREVIEU. You are nos ready to transcribe. The need of dictation is increasing eith each lesson, but the dictation whesizss eesningful units, or natural sord grows. dork to rasenbsr larger grows of sords. A chine sill precede and folloe the dictation to be transcribed. Begin nos. CHIK s sord processing changes con-micetion patterns/in very isportsnt saye./ Autoasted emipasnt sakes/:ertsin cmication activities possible/that ears not possible before./ Because of this,/chsngse have hsd to occur/in the training of parsonnsl,/ tho procedures used to omiosts./ond the setting in .hioh sord processing is used./ This setting, or enviroment,/ieaerves to be discussed. PARAGRAPH./ lord processing technology on developed/in tho aiddls 1960s. / (Io-pared to today's tectstology/mrd processing then as quite liaited./ Nevertheless, sord processing had to be sold/4o wsinsea, governsent. and other users./ Selling nes equipment oft-1 Weaning nes ideas as sall./ Along eith the smipesnt, than, coepanies sold idea of hoe caseunicstion should be organized. pamcupu/ In the early days of sord processing,/thst ides placed all sord processing func- tiong/in one central location./Lsttsrs, sense, and reports sould be dictated/ to the sord processing center/end transcribed by spocislists called correspondence secretarise./ Because all corrsaaondence sould nos be handled in the center other secretaries sould have ties/to devote to sdsinistrstivs taska‘flwsnce their nss title, odoinistostivo sscreterias/ Faser of thos sould be needed then in tho past,/ and tho ens-secretary to one-boss relationship sould ond. PARAGRAPH./ 128 LESSON A SCRIPT Page 2 LI THE NORO PROCESSING ENVIRONOENT There sea resistance to the idea of sord processing centers./ To aeny people, they sare fancy typing pools./The correwondence secretary had no contact eith dictators/ Executives feared the loss of their secretaries and their prastige./ Gradually, hosever, sord processing gained acceptance,/edjusting to various oosnmiootion needs. PARAGRAPH. / Lesson 5 sill discuss a change/in the sord processing environment/shim has solved sons of these problees./ CHIK Go ahead nos, student, to proofread this transcript. The dictation sill be wasted in cosprssasd Qeech nos. REVIEI. Ihen you are finished, give your sork to your teacher. 00 NOT REUIM) voua TAPE. YOU ARE READY FOR LESSON 5. ”as ”lustion on Page 2eof the script for Lesson 2. 129 LESSON 5 SCRIPT Page 1 LI-CI THE NORO PROCESSING SATELLITE Hello, student. This is the dictation for Lesson 5, THE WORD PROCESSING SATELLITE. Check to see that you have read and follosed all instructions for this transcrip- tion. Prepare, nos, to transcribe by recording your starting time on your sta- tionary. dhen you hear the chiae, begin your sork. Use Sample I for the format. CRIME Lesson 4 shosad that a nee ides cannot be forced on people. People must take the idea, sork eith it, and adjust it to suit their osn needs. The sord processing satellite represents such an adjustment. PARAGRAPH. For some businesses, the sord processing center sas isolated and distant. The sord processing specialists could not handle all the specialized sork coming from various parts of a business. As a result, many businesses today do not have a single, large center. Theyhavs several smaller centers, called satellites. PARAGRAPH. A satellite is located in the division or department for shich it scrks. There may be several sord processing operators or just one. The number depends on the sork load. Often modular furniture provides an attractive, easily accessible center. Clients sill often visit the satellite to leave sork, or the sord pro- cessing specialist may distribute sork to the dictators' various locations. These procedures vary from company to company, but the satellite is decentralized. PARAGRAPH. Nerd processing specialists knos the clients for shom they transcribe, and, in turn, clients use the dictation equipment more readily. The special functions of a division are better served by correspondence secretaries sho knos the sork performed by their division. They are treated as a vital part of the sork team. PARAGRAPH. Early resistance to sord processing did not lead to rejection of it. It led instead to saperiasntetion and sdqltation. For some businesses, the single sord processing center is the best say to organize communications. for others, hoeever, 130 LESSON 5 SCRIPT Page 2 LI-CI THE WORD PROCESSING SATELLITE the satellite concept has resolved many of the early criticisms. It is likely that still more changes sill occur in this important technology. CHINE This is the and of dictation. Please note the time that you have finished tran- scribing. Nos proofreed your transcript, note your finishing time again, and turn in your sork to your instructor. DO NOT RENIND YOUR TAPE. YOU ARE READY FOR LESSON 6. 131 LESS!!! 6 SCRIPT Page 1 LI LARKIN LETTER Hello, student. This is Lesson 6. This letter has been specially designed to contain many examples of introductory prepositional phrases and series of items. This has been done to give you experience in identifying sentence patter requiring punctuation shils you listen. levies the punctuation rules in Lesson 6 if you have not already done so, and listen to the previea of the dictation. PREVIEN. Did you hear examples sf phrases and series requiring commas? During transcrip- tion, use the natural pauses in dictation to assist you in punctuating. Listen for the chime, nos, and begin to transcribe. CHINE Hello, secretary. Please transcribe the follosing letter on standard letterhead eith one carbon copy for the files. Use today's date, and prepare the letter in full-block style. The letter is to go to Rs. Sandra Larkin L A R K I N-as- in-Nallie. Next line. Thirty-three thirty-three Larchmont L A R C H N-as- in-Nsry O N T Read. Next line. Large City, California Zero zero zero zero zero. PARAGRAPH. Dear Ms. Larkin. PARAGRAPH. Ne are pleased to anssar your questions about Educational Conferences, Inc. PARAGRAPH. About our services, Educational Conferences develops sorkaheps, training materials, and other special services for various groups. In effect, you can think of us as a conference bureau, a consultant, or a training department. Uith our many contacts, as generate a great volume of communication. These include letters, memo reports, telephone messages, telegrams, and others. Among our contacts are participants, speakers, technical persona, suppliers, and a great many others. PARAGRAPH. On our full-time staff, as have tssnty people. These handle the marketing, publishing, and shinistrative functions of our business. Of the tssnty, six are former teachers. In addition to the regular staff, as hire speakers on a 1332 LESSON 6 SCRIPT Page 2 LI LARKIN LETTER contract basis for various programs. For this purpose, as maintain a sneakere' file eith names and addresses, areas of experience, and references an speaking ability. PARAGRAPH. Nith increased interest in the effice, many groups are requesting programs on sord processing, records management, and communication skills. These are exciting nee areas for us. PARAGRAPH. For your information, as have enclosed brochures on some of our past programs. Ne swld be happy to give you a tour of our facilities if you visit Richigan. Thank you for sriting. PARAGRAPH. Sincerely. Secretary, please flip four lines and type my name, Rilliaa R-aa-in- Railroad period. Tomasma T D R-ea-iro-Rary A S R-as-in-Mary A. Next line. Program Director. PARAGRAPH. Please type your on initials. This is the end of dictation. Thank you very much. CHIE As in your previous lessons, this letter sill be rqaeeted in cwresssd qaeech. Proofread your transcript as you listen to the revise of dictation. Correct any errors or omissions. Nos here is the revise. REVIEN. Turn your owletad transcript in to your teacher. 00 NOT REUIW YOUR TAPE. YOU ARE READY roe LESSM 7. 133 LESSON 7 SCRIPT Page I LI mccurnu LETTER Relcoma to Lesson 7. In this lesson, listen for compound sentences and coordinate adjectives. Revise the instructions for Lesson 7 if you are unsure about shat these are, and during the previss of the transcription, listen for the sentence patterns. The pauses should help you identify share punctuation marks go. Nos listen to the pravies in compressed four. PREVIEN. Nos, if your stationery and typesritsr are ready, listen to the dictation phrased in natural sord groups. Begin ehsn you hear the chime. CHINE Secretary, please transcribe this one-page letter in full-block style on letter- head stationery. Prepare one carbon for the files. Use today's date. The letter is to go to Rr. Jerome J E R O R E RcCaffrey R C C A f f R E Y. Next Line. Training Director. Next Line. Transchorp T R A N S P-ea-in-Petsr O C D R P. Next Line. Industrial City, Texas. That is capital T X. Iero zero zero zero zero. PARAGRAPH. Deer Ir. McCeffrey. PARAGRAPH. is do provide the thorough, individualized training in dictation that you asked about. for this is a vital part of an effective sord processing system. Here is a brief description of our program. PARAGRAPH. Our progr- is broken into three sections. The first is for the ineaoeriencad, beginning dictator she may be concerned eith OUOTE mike fright UNOUOTE. The exercises are designed to reduce anxiety, for a confident, secure dictator creates better dictation. The dictator aorks through several reading and creating exercises, and program objectives are to form good dictation habits from the start. PARAGRAPH. The second program is for those she have dictated previously, but may not be getting the results they sent. Here the goal is to identify individual dictation problems and help the dictator change a costly, inefficient dictation style. In 134 LESSON 7 SCRIPT Page 2 LI OCCAFFREY LETTER this program, the dictator sorks directly eith an experienced transcriber, and she transcribes dictation in the presence of the originator. Problem areas are discussed, and nag iuproved techniques are practiced. PARAGRAPH. The third program is for successful dictators mo mt to amend the types of materials they dictate. This unique, annual program offers quecial instruction for long, difficult formats. PARAGRNDH. lith all of our programs, as try to individualirs instruction to the client's needs. Nould you visit us to see our dictation lab, or sould you let us visit you? Is sill call you next seek to sat in an onintmsnt at a convenient, satisfactory time. PARAGRAPH. Cordislly C D R D I A L L Y. Secretary, please drip four lines and type my name, Linda P period darren N A R R E N. Next Line. Executive Director. PARAGRAPH. Secretary, please use your can initials. This is the and of dictation. Thank you. CHIK Please remove your transcript from the typssritsr and proofread it fills listening to the dictation repeated in accelerated form. Here is the dictation again. REVIEI. Nhen you have finished proofreading, please turn in your sork to your instructor. DO NOT REII'D YOJR TAPE. YOU A! NON READY roe LESSON B. 1135 LESSON 0 SCRIPT Page 1 LI pcraovxcu nzmo Welcome to Lesson 8. In this lesson. listen for sentences mich contain intro- Mtor'y adverb clauses and introductory verbal phrases. The srittsn instructions for Lesson I contain a revise and aseeplee of each. During the previes. listen for the sentence patterns. The taeporery and longer pauses should help you to identify more punctuation marks go. Nos listen to the previes. PRGVIEIII. Noe, if you are ready, begin to transcribe dun you hear the chime. GHIK Secretary, please transcribe this one-page aaeorendxn on our internal stationery eith one carbon for the files. Use today's chte. The sales is to go to Sue Patrovich. That is P t T R O V-ea-in-Victcr l C H. Next Lina. free Bill Tomaams T O I A 8 R A. Next Line. Subject Coursesed Speech. PARAGRAPH. Althoudn as have offered programs in listening in the past, these have been directed tossrd the hman relations area of cmication. To amend and mdate our programs, as need to include sore on informational listening skills. To explain, as need to assist our clients to listen and ramentnr facts and other information. Having revie-d a fee publications, I think that as could explore comraseed meaoh. PARAGRAPH. To state this aimly, cwreeeed meech increases the nutter of sords a listener hears per minute. After a tape recording is produced. the tqae is played at a faster rate. To eliminate distortion, the control unit electronically removes bite of sound. Although there is a slight severing of sound, individuals can listen to maech as much as too-end-ona-hslf tiaee faster than normal mead. Because the rate is increased, a great deal of valuable time is saved. PARAGRAPH. Althoudw persona eith visual handicqae are users of qaeech comreeeore, nsny pro- fessionals use needed gasech. Overloaded eith nae information about their pro- fessions, medical personal. educators, attorneys. and others use speech congres- 136 LESSON 0 SCRIPT Page 2 LI PETROVICH RENO eion. Te revise product information, sales representatives find this a great asset. PARAGRAPH. Eva though - produce our son instructional tapes. as have not made such use of oopreaeed meow. Because you are interested in listening skills, i sent you to prayers s folloe": wort on this area. PARAGRAPH. Secretary, this is the and of dictation. Please use your initials on the memo. Thank you very much. CHI! The dictation sill be rmeatad nos so that you say proofread your transcript. Here is the revise. REVIEH. than you have finished you proofreading, please turn your sork in to your teacher. 00 NOT RENIMJ voun TAPE. YOU A! READY roe LESSON 9. 1337 LESSON 9 SCRIPT Page 1 LI UARREN MEMO Ialcome to Lesson 9. In this lesson. listen for nonrestrictive sords. phrases, and cleans. Revise the instructions for Lesson 9 if you are unsure about met these are, and during the proviso of the transcription, listen for the sentence patterns. Use the natural growing of eorde to assist you in punctuating the material. Noe listen to the previea in oomressed meech. PREVIEH. Noe that the previem is couplets, you are ready to transcribe if your stationery is inserted and your margins adjusted. Listen for the chime, and begin. CHIN Secretary, please transcribe this one-pegs use on our internal stationery eith one carbon for the files. Use today's date. The memo is to go to Linda Harren U A R R E N. Next Line. I’m SusPetrovich. That is P E T R O V-se- ire-Victor I G H. Next Line. Sibjsct follossp Rqaort on Comreeeed Speech. PARAGRAPH. Bill asked me to rmort some of the facts on comrasesd peach. sons of shich ears rqaortad as much as 35 years ago. He ales asked me to suggest some applica- tiU'Ie for sord processing, an area mich could benefit by good listening skills. This rqaort, adaittedly mart and incoanete, sill first present a fee findings on coeprahansian and intelligibility. PARAGRAPH. Culprshansion, mid-T means u'cdaretanding gained from listening, is evaluated eith tests over material. A person may listen to a test story, delivered at varying needs, and than enaeer mtiens an the general ideas or facts presented. Several studies wort the highest coepraheneion at 275 eords per minute, a mead about 75 percent faster than that used by professional readers and meakers. Intelligi- bility, a sord parallel to legibility in sriting, means that sords can be identi- fied clearly. Horde are intelligible at hidssr quads than they can be comra- hended, a point mioh may have significance for eord processing applications. PARAGRAPH. 138 LESSON 9 SCRIPT Page 2 LI WARREN MEMO Sons smarts feel that listening speeds, generally limited from 140 to I75 ecrds per aimte, could be boosted to reading speeds, ahich are generally in the high ZOO-earda-per-minuts range. Results do not shoe improved coupreheneion eith higher listening speeds. a factor not really enacted by experts. but they do shoe the same level of comraheneion at considerable time savings, undoubtedly a trmnandoua value. PARAGRAPH. There are some informal rqaorts that comrassed speech is being used in the sord processing center, an innovation of concern to us. Transcribsra could use com- pressed much for previsee of dictation, for adjustment of dictation weeds during transcription, and for proofreading. Is might consider some trials of coepresaed msach in these areas. PARAGRAPH. Secretary, this is the and of dictation. Please use your om initials at the and of the nuns. I appreciate your good sork. Thank you. CHINE As you have in previous lessons, listen, nee. to the dictation rqaested in com- pressed form as you proofread your transcript. REVIEW. Please turn in your completed mark to your instructor. 00 HOT REHIII) YOUR TAPE. YOU ARE READY rm LESSON lO. 139 LESSON 10 SCRIPT Page I LI-CI PROOFREADING IN THE HORD PROCESSING CENTER Uslcome to Lesson 10. This is a progress check. After you have rsvieead the instructions, especially Salple l for the format, please note your starting time on the stationary. Have your teacher verify it. Noe, listen for the chime and begin to transcribe. CHINE Proofreading, an essential skill in sord processing, is closely related to lan- guage skills. Good language skills do not guarantee good proofreading skills, but they help. Proofreading, ehich insures that mailable documents are produced. must be practiced. PARAGRAPH. One sord processing supervisor states, QUOTE Proofreading is the ability to read shot is actually on the page and not shot so knee should be there. This ability requires a high degree of attention to detail. Proofreading for typographical errors is only one portion of that skill. Checking continuity of thought and making sure the sentence structure makes sense require grammar proficiency. The third element of proofreading is checking for consistency. All of these segments, ehich are vital to the accuracy of sork performed in eord processing, comprise the skills necessary in proofreading. UNOUOTE. Among experts, there is general agree- ment that proofreading is a task coupleted after the basic keyboarding has been done. Depending an the type of equipment, hyphenation decisions may also be a part of proofreading. PARAGRAPH. Proofreading practices vary among eord processing centers. Transcribara may be responsible for proofreading each document they prepare. Looking at the screen or paper during transcription. many of these transcribers are able to catch typo- graphical arrore ehile transcribing. but proofing is still needed. During the automatic printing of final documents. one transcriber may proofread another document. Another may proofread several documents as a major activity and not combine it eith other tasks. Some centers assign proofreading responsibilities to the originators, and still others have one person, sometimes a supervisor, 140 LESSON lO SCRIPT Page 2 LI-CI PROOFREADING IN THE WORD PROCESSING CENTER responsible for final proofreading. This arrangement makes it possible to hire the visually handicapped person to transcribe rough drafts. PARAGRAPH. Nhatever the arrangement, proofreading is as much a part of the machine transcrip- tion skill as keyboarding itself. CHINE Student, please record the time you have finished this transcript. Noe proofread your document, using rad pen or pencil. Record your finishing time again, and turn in all of your eork to your teacher. DO NOT REWIND YOUR TAPE. YOU ARE NOW READY FOR LESSON ll. 141 LESSON ll SCRIPT Page 1 LI LAROUX LETTER Nelcome, student, to Lesson II. In this lesson you mill be asked to handle some ambiguous. or unclear, dictation. A sord sill be mispronounced. Using your AID TO TRANSCRIPTION in your instructions, select a grammatically correct sord. first listen to the previae paragraph so that you sill knee shat to Impact. Do not try to transcribe during the previse, but use your transcription aid. Here is the previse. PREVIEI. You are hoe ready to transcribe. When you hear the chime, the dictation eill begin. CHINE Secretary, this is Linda Harren. Please prepare this one- page letter on standard letterhead in full-block style. He need an extra carbon for the files. and use today's date. Send the letter to Ms. Janet J A N E T Laroux L A R O U X Next Line. A 3 6 Abbott A B-as-in-Boy B-as-in-Boy D T-as-in-Turkay T-se-in-Turkey Street. Next Line. Another City, Michigan Zero zero zero zero rare. PARAGRAPH. Dear Ms. Laroux. PARAGRAPH. Thank you for your inquiry on the SECKARIES average day. I sill try to give YI some examples based on our company's administrative SECKARIES. There is, of course, no typical day. EVAT day is different, and each secretary deals eith her EXECUNOTS unique requests. In a day's time, hoeaver, THIP are some tasks ehich all secretaries must PERfRET. PARAGRAPH. Because so are a company ehich sells by direct mail. handling correspondence is a must. Each day's mail is sorted and directed to the office by 9330 a.m. The secretaries sort the routine from special correspondence and deliver the latter to their sweriors. The secretaries than dictate the realise to routine corres- pondence, using guide paragraphs and standard letters prepared for use eith the sord processing center. In this may, mail is frequently sent out eithin tee to three hours. time of its arrival. Executive time is used to handle the decision- 142 LESS“ ll SCRIPT Page 2 LI LAROUX LETTER making eitmtiona. Our adninistretive secretaries handle many of the records management functions, dwich include microfilming and distributing records. PARAGRAPH. Of course, correspondence handling is just one fUNCTURE. Telephone handling, setting meeting agendas. controlling the CALUNNIP. and performing other achinis- trative tasks keg EXTRACTIVES time free to concentrate an management fusotions. IR is msrmgament's respermibility to set policy and HALE decisions. Providing the executive eith the time TEE do this is a major contribution made as: our ow's secretaries. PARAGRAPH. Simsrely. Secretary. please skip four lines and type my name, Linda P. Iarren. Next Line. Executive Director. Secretary. please use yeua initials. This is the and of dictation. Thank you very much. CHIN Noe w your transcript and ready it for proofreading. The dietetic-1 sill be rcpsstad in col-pressed form for you. REVIEH man you have finished your trumcript, turn it in to your instructor and ready yourself for the next lesson. DO NOT RENI'D YOUR TAPE. you ARE READY fOR LESSON 12. 143 LESSON 12 SCRIPT Page 1 LI STONE LETTER Hello, student. eelcoma to Lesson 12. In this lesson you are to listen for the omtext in order ts handle ambiguous dictation. Listen to the proviso para- graph, using your transcription aid to select a grammatically correct sord. Here. nos, is yeus previee. PREVIEH This is the and of the previee. If you have inserted your stationery and adjusted your margins, you are ready to begin. Listen fer the dries, and start. CHIK Secretary. this is Bill Tomaame. This is s ens-page letter eith carom away and should be on standard letterhead. Use toay'a date. and sand it toe Rr. Allen A MID-L E N Stone B T D N E. Next Line. Rarketing Director. Next Line. Allied U P Systems. That is Allied A doebls—L I E D Cmitsl I mace Gmital P space Syetmns B Y B T E R B. Next Lina. Three hundred Brazil Basin Building. That is Brazil I R A 2 I L Basin B A B I N Building. Next Lina. Iindy City, Illinois. Zero rare rare rare rare. PARAGRAPH. Dear Rr. Stone. PARAGRAPH. Your meetions about the productivity to be ACHERT eith sord processing and the hiring standards OT nrd processing operators are difficult to ensear. Pony GDERIEB have run their on production studies. but THRIf are fee general sten- dsrde inich can be SIDEFD. Ianufecturers may cite 2,000 or 20,000 lines PEf day per station. This leaves the area on productivity ambiguous. PARAGRAPH. One say that smarts handle the Question of productivity is by citing the time savings for more originators or principals. Another say that productivity is dis-- cussed is by col-paring the transcription process from shorthand notes and from machine dictation. The latter uses secretarial time more efficiently. PARAGRAPH. As to hiring requirammwta. many swervieora hire PERILY on the basis of language skills, typing SPORK and soctarecy. and personality. Prior sord processing ARL machine transcription steerierme is less important right Nlr for these positions. 144 LESSUI 12 SCRIPT Page 2 LI STME LETTER but as equipment becomes IICORSERLY eophistocsted. this may change. Ry on belief IP that some experience eith autounted smipment is HIEbER desirable. PARAGRAPH. If as may never other question-ts, please contact us again. Is are enclosing a brochure about our other services for your information. PARAGRAPH. Cordially yours. Secretary, please skip four lines and type my name, Nilliam R. Tomaama T O N A S I A. Next Lina. Program Director. Secretary, use your on initials en the letter. This is the and of dictation. Thank you for YOU? Nip. CHIC Noe r-Dove your transcript and ready it for proofreading. The dictation mill be rqaasted in compressed mach. Listen noe for the revise. AEVIEN loan you have finished your transcript, turn it in te your teed-use, and ready yourself for the next lesson. DO NOT RENI'O YOLI TAPE. Yw ARE READY roe LESSON l3. 145 LESSON 13 SCRIPT Page 1 LI BAYLOR LETTER Hello, student. This is Lesson 13. Please circle 13 on the top of your stationery. This lesson continues your mark eith ambiguous dictation. Concentrate on the meaning of the letter rather than on the sord itself. If you have read the in- structions and previaesd the AID TO TRANSCRIPTION. listen nee to the previee of the first paragraph. PREVIEN. Noe that the previee is complete. prepare to transcribe. when you hear the chime, the dictation eill begin. CHINE Secretary, this is Linda barren. Please prepare this ans-egos letter eith a single carbon for the files. Use today's date, and send it to Re. Rercella R A R C E L L A Baylor B—ea-in-Boy A Y L D R. CORRA ALL CAPS C R R. Next Line. I S O D Rountain Boulevard. ~ext Line. Rajor City, Ohie Zero zero rare rare zero. PARAGRAPH. Dear Ne. Baylor. PARAGRAPH. Your sutstanding mark in RAGETS management and retention problems PRETS this invitation. Iould you SPALL at our organization's upcoming CONTRADICE being held on the fIV of June? It mill BAH held at the Harrison H A R R I B D N Hotel's COTERDICE center. PARAGRAPH. The planned session NOV be a technical presentation AB llIOO a.m. ta last one OHL. The sudiems mill consist m marking records manage-sent personnel. MY of these individuals are ROBERTS sf the association and ENDRIPOND the problems very sell. They ranked this topic as a top priority for them. PARAGRAPH. Please telqahons ms to say that you mill be able to eccqat our invitation. is genuinely hope you mill join us for our June conference and extend our invitation to your guests as sell. PARAGRAPH. Sincerely yours. Secretary, please skip four close and sign the letter Linda P. Narran. Next Line. Executive Director. Please use your initials on the letter. This is W rad sf dictation. Thank you for your assistance. 146 LESSON 13 SCRIPT Page 2 LI PAYLOR LETTER GHIK Prepare nos ts proofread your transcript as you listen to the dictation given again in caapreeead speech. Here is the revise of dictation. REVIEN. man your transcript is couplets. turn it in to your instructor. You are ready for your final evaluation on these introductory lessons. DO NOT BENIN) YOUR TAPE. you ARE READY fOR LESSON ls. 147 LESSON 14 SCRIPT page 1 LI-CI RECORDS DISTRIBUTION AND TURNAROUND TIME Hello, student. This is the dictation for Lesson 14, RECORDS DISTRIBUTION AND TURNAROUND TIME. This transcription should be done as you have done lessons I. S, and 10. Use Sample I for the format. If there is a sord you cannot transcribe. type a double X. Prepare nos, to transcribe by recording your starting time on your stationery. When you hear the chime. begin your sork. CHINE Turnaround time, the term describing the time required to return a document from sord processing services. dqaends on rapid, accurate transcription. Of equal importance, sork must be received, handled, and returned efficiently. Records distribution is influenced by centralization, automation. and electronic sail. PRRACRADH. Word processing can be handled in a single. large center or in smaller. decen- tralized satellites. For the most part, dictation input by telephone is not influenced by distance. If dictation arrives by mail, the total distance it travels affects turnaround time. This factor, physical location, affects the time required to return documents also. Because shorter distances usually require less distribution time. centralization of services influences turnaround. PARAGRRPH. Besides centralization of services. a second factor. automating the mail system. influences time. Requiring personnel to pick up, sort. and deliver communications. a manual system may sork best eith low volume and distance. Automated equipment. ehich includes self-guided robots, can travel large distances. To determine the better method, businesses consider distance, volume of mail, and other distribu- tion needs. PARAGRAPH. Called QUOTE electronic mail UNOUOTE. the paperless transmission of communications is increasing. Seas use the term QUOTE communicating sord processing UNOUOTE, for there are similarities betseen the two. When a priority message must be sent. an originator dictates to the tales center. Using a keyboard, the operator 148 LESSON IA SCRIPT Page 2 LI-CI RECORDS DISTRIBUTION AND TURNAROUND TIRE transcribes the message, and it is sent electronically by telephone lines, micro- savs neteorks. or satellites. On the other and. the message is received. and a record in paper form is created. PARAGRAPH. As YOT think about sord processing, THIRP about the ehole, complex PRANEST. Records distribution is the ORGARIED say that communications are DISTECTUTED, and it is important TAH that shole process. CHINE Student. this is the end of transcription. Please record your finishing time on the stationary. Go on to proofread your transcript before turning it in to your teacher. You have done a fine job eith these lessons, and you may nos rseind the tape. Thank you. 149 LESSON 1 SCRIPT Page I LI-CI MACHINE TRANSCRIPTION SKILL Hello. student. This is the dictation for Lesson 1. MACHINE TRANSCRIPTION SKILL. Check to see that you have read and follosed all instructions for this transcription. If there is a sord you cannot transcribe. type a double X. Pra- pare. nos. to transcribe by recording your starting time on your stationery. If your transcript is not complete in 25 minutes. stop the tape. and finish the remaining instructions. Be sure to run the tape to Lesson 2 shen you are done if you stop early. Ihen you hear the chime, begin your sork. CHINE machine transcription is not a single. simple skill. for several other skills. each learned separately. are fused together. The basic skills are typing. language use. and listening. Because each one is important. as sill nos look at them separately. PARAGRAPH. The first skill is typing. ehich is also called keyboarding. Accuracy and speed are needed. but a major goal for the student is to type continuously. To achieve this. the student learns to operate the transcribing unit so that no stopping is necessary. for error correction. the student develops backspace-end-strikeover techniques. PARAGRAPH. A second skill is applying language principles. Among these responsibilities. the student sill find punctuating sentences. correcting errors in grammar. and using special vocabulary. Used especially during proofreading. language princi- ples are applied both during and after transcription. PARAGRAPH. Affecting the entire process. listening is a vital. active skill. The student listens for meaning as sell as sords. for interpretation is often required. In addition to unclear. disorganized dictation. the student hears dictation at dif- ferent speeds. Nhsn dictation is poor. the student must ignore incorrect punctua- tion. interpret mumbled sords. and mentally edit communications. Listening. an active process. must be practiced. PARAGRAPH. In addition to using typing. language. and listening skills, the effective tren- 150 LESSON 1 SCRIPT Page 2 LI-CI MACHINE TRANSCRIPTION SKILL scriber must possess personal characteristics. To be effective. the transcriber shosa poise under pressure. a sense of humor. and initiative. When TAH tran- scriber hears unclear VARDS. she or he must DISARD the most likely sord TAK use. This takes UNARKITUV. and it requires confidence IB one's language skills. PARAGRAPH. If the student looks at machine transcription as a challenge, the result sill be rapid. accurate transcription. a very useful job skill. CHINE Student. this is the end of the material to be transcribed. Please record your finishing time on the top of the stationary. Then complete the remaining instruc- tions for Lesson 1. DO NOT REUIND THIS TAPE. YOU ARE READY FOR LESSON 2. 151 LESSON 2 SCRIPT Page 1 CI CONTINUOUS KEYBOARDINC welcome. student. to Lesson 2. CONTINUOUS KEYBOARDINC. If you have read your instructions. prepared your stationery. and adjusted your typesriter. you are ready to transcribe Lesson 2. Chimes sill mark the beginning and ending of the dictation. Begin nos. CHINE A major goal in developing machine transcription skill is continuous keyboarding. Keyboarding siuply means using a keyboard that may be found on e typesriter. com- puter console. or sord processing unit. Here are some facts you might like to knos about continuous keyboarding. PARAGRAPH. Continuous keyboarding is done by skilled operation of the transcribing unit and the keyboard together. The footpedal attached to the transcribing unit permits the transcriber to start. stop. and replay the tape. The replay feature enables the transcriber to revise some of the dictation. The transcriber listens to a meaningful unit of thought. sometimes called an earful. and begins to keyboard. Before keyboarding the entire earful. hosever. the transcriber listens to another earful. Listening starts and steps. but keyboarding continues. PARAGRAPH. Continuous keyboarding by expert transcribers occurs for varying periods of time. Because dictated letters and memos are usually short. it is canon for tran- scribers to keyboard the entire message sithout stopping. Some transcribers do not require a revise of dictation and turn the replay control off or to its losest setting. Transcribers can keyboard at speeds approaching BO to 100 sords per minute on sord processing equipment. PARAGRAPH. What problems do transcribers have in achieving continuous keyboarding? Tran- scribers may be interrupted by cosorksrs es sell as clients. or they may pause to consult a dictionary. Adjusting volume, starting over because of a misplaced instruction. or changing paper and ribbons may occur. Unfamiliarity eith the equipment or dictator can contribute to pauses. The most important reason for stopping. hosever. is poor dictation. PARAGRAPH. 152 LESSON 2 SCRIPT Page 2 CI CONTINUOUS KEYBOARDINC This should give you ideas on has the machine transcription skill is performed. CHINE This is the and of dictation for Lesson 2. Nos complete the proofreading for this transcript using the KEY TO TRANSCRIPTION. When you have completed your sork. turn it in to your teacher. 00 NOT REUIND THIS TAPE. YOU ARE READY FOR LESSON 3. 153 LESSON 3 SCRIPT Page I CI TRANSCRIBING 0N WORD PROCESSING EQUIPMENT Hello. student. ly nos you have read the instructions for Lesson 3. This lesson introduces some basic concmts about sord processing and sapleine the ilportance of the backmace/etrikeover skill. A chime sill mark the beginning and ending of the material you are to transcribe. If you have inserted your stationery and checked your margins. begin nos to transcribe the dictation. CHIK Althouw sord processing mite have many different features. they also have cosmon features of iuportance to the transcriber. These effect the correction of errors. keyboarding procedures. and the nature of errors. Here is a brief look at each. PARAGRAPH. Error correction is mid in sord processing. Herd processing units record all strokes magnetically on cards. cassette tapes. or discs. As a result. errors can be erased and corrections recorded sithout retyping the entire message. Back- qaace-and-strikeover skills. for exanple. are used to correct typographical errors. PARAGRAPH. Nee keyboarding procedures are added to the usual typing of letters and numbers. Special keys control a variety of functions. hence their name. function keys. These are used to center headings. insert lines. rearrange paragraphs. and so on. The transcriber uses these function keys to edit text in major says. PARAGRAPH. Nerd processing changes the kinds of mistakes that are ieportant. On a conven- tional typesriter. these kinds of errors are ieportantn typographical errors. imrqaer hyphenation. and cord omissions. These may require retyping the entire item. On a sord procuring unit. the errors that are serious involve the misuse of the function keys. These keys drive the automated unit. Some understanding of cosputers may help the transcriber to avoid mistakes and also to solve them when they do occur. PARAGRAPH. It is possible to learn some sord processing skills using a conventional type- sritar. The backqnca-and-atrikeover technique is one such skill. The ease of 154 LESSON 3 SCRIPT Page 2 CI TRANSCRIBING ON NORD PROCESSING EQUIPMENT making corrections is one factor that helps the transcriber keyboard very rapidly. CHINE Noe consulate proofreading this transcript using the key to transcription. Nhen you have turned in your mark to your instructor. you are ready to gs on. DO NOT RUIN) THIS TAPE. Yw ARE READY fOR LESSON 4. 155 LESSON A SCRIPT Page 1 CI THE NORD PROCESSING ENVIRONMENT Ialcoma. student. to Lesson 4. THE NORD PROCESSING ENVIRONMENT. Have yau pre- viesed the vocabulary for this lesson. readied your stationery. and adjusted your machine? If so. you are ready for this lesson ehich discusses early ideas on sord processing and some of the problems ehich occurred. A chime marks the beginning and ending of dictation. Begin nos. CHINE lord processing changes communication patterns in very i-portant says. Automated equipment makes certain communication activities possible that sars not possible before. Because of this. changes have had to occur in the training of personnel. the procedures used to communicate. and the setting in ehich sord processing is used. This setting. or environment. deserves to be discussed. PARAGRAPH. Nerd processing technology sea developed in the middle l960s. Compared to today's technology. sord processing then see quite limited. Nevertheless. sord processing had to be sold to business. government. and other users. Selling nee equipment often means selling nes ideas as sell. Along eith the equipment. than. companies sold ideas of has communication should be organized. PARAGRAPH. In the early days of sord processing. that idea placed all sord processing func- tions in one central location. Letters. namely. and reports sould be dictated to the sord processing center and transcribed by specialists called correspondence secretaries. Because all correspondence sould nos be handled in the center. other secretaries sould have time to devote to administrative tasks. hence their nee title. adsinistrativs secretaries. Tamar of them mould be needed then in the pest. and the one-secretary to one-boss relationship sould and. PARAGRAPH. There see resistance to the idea of sord processing centers. To many people. they aera fancy typing pools. The correspondence secretary had no contact eith dictators. Executives feared the loss of their secretaries and their prestige. Gradually. hosever. sord processing gained acceptance. adjusting to various communication needs. PARAGRAPH. 156 LESSON A SCRIPT Page 2 CI THE NORO PRGZESSING ENVIRMNT Lesson 5 mill discuss a change in the sord processing environment wish has solved some of these problmns. CHIK Nos couplets the proofreading of Lesson A using the KEY TO TRANSCRIPTION. as you have in lessons 2 and 3. Turn your sork in to your instructor man you are finished. 00 NOT RENI'O YM TAPE. YOU ARE NO! READY roe LESSON 5. 157 LESSON 5 SCRIPT Page 1 LI-CI THE NOR) PROCESSING SATELLITE Hello. student. This is the dictation for Lesson 5. THE UORD PROCESSING SATELLITE. Check to see that you have read and follosed all instructions for this transcrip- tion. Prepare. nos. to transcribe by recording your starting time on your sta- tionary. Uhen you hear the chime. begin your sork. Use Sample I for the format. CHINE Lesson A ehosed that a nos idea cannot be forced on people. People must take the idea. sork sith it. and adjust it to suit their can needs. The sord processing satellite represents such an adjustment. PARAGRAPH. For some businesses. the sord processing center sas isolated and distant. The sord processing specialists could not handle all the specialized sork coming from various parts of a business. As a result. many businesses today do not have a single. large center. Thsyhave several smaller centers. called satellites. PARAGRAPH. A satellite is located in the division or department for ehich it marks. There may be several sord processing marators or just one. The number depends on the mark load. Often modular furniture provides an attractive. easily accessible center. Clients sill often visit the satellite to leave sork. or the sord pro- cessing specialist may distribute sork to the dictators“ various locations. These procedures vary from company to company, but the satellite is decentralized. PARAGRAPH. word processing mscialista knos the clients for shom they transcribe. end. in turn. clients use the dictation equipment more readily. The special functions of a division are better served by correspondence secretaries sho knos the sork performed by their division. They are treated as a vital part of the sork team. PARAGRAPH. Early resistance to sord processing did not lead to rejection of it. It led instead to marinentstion and adqatation. For some businesses. the single sord processing center is the best say to organize communications. for others. hosever. 158 LESSON 5 SCRIPT Page 2 LI-CI THE UORD PROCESSING SATELLITE the satellite concept has resolved many of the early criticisms. It is likely that still more changes sill occur in this important technology. CHINE This is the end of dictation. Please note the time that you have finished tran- scribing. Nos proofread your tranecript, note your finishing time again. and turn in your sork to your instructor. DO NOT REWIND YOUR TAPE. YOU ARE READY FOR LESSON 6. 159 Lissoe s SCRIPT 9.9. 1 c1 um» LETTER lelcome. student. to Lesson 6. This lesson asks you to transcribe a letter concerning the business. Educational Conferences. Inc. If you have read the instructions. you sill notice some changes in format and flaccid use Ssspla 2 to assist you. Yeu mill notice that the mused of transcription has been increased. Nos. if you have inserted you stationery. previemed the vocabulary for the lesson. and rsvieead the punctuation guide. prepare ta transcribe. Begin man you hear the chime. CHIK Hello. secretary. Please transcribe the folloming letter In standard letterhead eith one carbon stay for the files. Use today's date. and prepare the letter in full-block style. The letter is to go to Na. Sandra Larkin L A R K I N-ae- in-Nellis. Next line. Thirty-three thirty-three Larchmont L A R G H N—ae- in-Nary O N T Read. Next line. Large City. California [are rare rero zero zero. PARAGRAPH. Dear Na. Larkin. PARAGRAPH. Ia are pleased to ansser your questions about Educational Conferences. Inc. PARAGRAPH. About our services. Educational Conferences develops sorkehms. training materials. and other quecial services for various grows. In effect. you can think of us as a confaru'uos bureau. a consultant. or a training department. Nith our many contacts. I generate a great values of commmicetion. These include letters. memo. . warts. telephone messages. telegrams. and others. Among our contacts are participants. Qsakere. tecMioal person-m. ampliers. and a great many others. PARAGRAPH. On our full-time staff. as have tsenty penile. These handle the marketing. Ptblld‘llflg. and atinistrative functions of our business. Of the tsenty. six are former taachere.’ In addition to the regular staff. as hire masekera on a contract basis for various programs. for this purpose. as maintain a maeakers' file eith names md addresses. areas of emerisnce. and references on speaking 16H] LESSON a scam? Page 2 c1 unm LETTER ability. PARAGRAPH. Nith insresssd interest in the office. many grape are requesting programs on sord processing. records marwegsment. and co-mnicetion skills. These are exciting nas areas for us. PARAGRAPH. for your information. as have enclosed brochmes on some of our past programs. Ne sould be hmpy to give you a tour of our facilities if you visit Niohigan. Thank you for mriting. PARAGRAPH. times-sly. Secretary. please skip four lines and type my name. Nilliam R-as-in- Railroad period. Tusssma T D bee-in-Nary A A R-ee-in-Nery A. Next line. Program Director. PARAGRAPH. Please type your on initials. This is the and of dictation. Thank you very much. CHIE Nos obtain the KEY TO TRANSCRIPTIN from your teacher and proofread this tran- script. Nhsn you have turned it in to your instructor. you are ready to go on.' 00 NOT ERIN) YOUR TAPE. YOU ARE READY fOR LESSON 1. 161 LESSON 1 scum Page 1 c1 IZCAFFREY LETTER Hello. student. Ry nos you have read the instructions for Lesson 1. This lesson asks you to transcribe a letter about Educational Conference's services. A chime mill mark the beginning and ending of the material you are to transcribe. Nos. if you have inserted your stationery. previesed the vocabulary for the lesson. and rsvieead the language use material. listen for the chime and begin transcribing. CHINE Secretary. please transcribe this one-page letter in full-block style on letter- head stationery. Prepare one carbon for the files. Use today's date. The latter is to go to Nr. Jerome J E R O R E NcCeffrey R C C A f f R E Y. Next line. Training Director. Next line. TranspoCorp T R A N S P-ea-in-Peter O C O R P. Next line. Industrial City. Texas. That is capital T X. Zero zero zero zero zero. PARAGRAPH. Dear Nr. RcGaffrey. PARAGRAPH. Us do provide the thorough. individualized training in dictation that you asked about. for this is a vital part of an effective sord processing system. Here is a brief description of our program. PARAGRAPH. Our program is broken into three sections. The first is for the inexperienced. beginning dictates she may be concerned sith OUOTE mike fright UNOUOTE. The exercises are designed to reduce anxiety. for a confident. secure dictator creates better dictation. The dictator sorks through several reading and creating exercises. and program objectives are to form good dictation habits from the start.‘ PARAGRAPH. The second program is for those she have dictated previously. but may not be getting the results they sent. Here the goal is to identify individual dictation problems and help the dictator change a costly. inefficient dictation style. In this progru. the dictator corks directly sith an experienced transcriber. and she transcribes dictation in the presence of the originator. Problem areas are 162 LESSON 7 SCRIPT Page 2 CI ICCMFREY LETTER discussed. and nas. leproved techniques are practiced. PARAGRAPH. The third program is for successful dictators we sent to expand the types of materials they dictate. This uaiqus. u'ousuu program offers mecial instruction for long. difficult formats. PARAGMPH. Nith all of our programs. me try to individualize instruction to the client's neade.’ Nould you visit us to see our dictation lab. or sould you let us visit you? Is sill call you next seek to eat up an unpaintmsnt at a convenient. satisfactory time. ”seems. Cordislly C O R D I A L L Y. Secretary. please skip four lines and type my name. Lina P period Narren I A R R E N. Next line. Executive Director. PARAGRAPH. Secretary. please use your pen initials. This is the end of dictation. Thank you. CHIK Using the KEY TO TRANSCRIPTION. proofread your transcript. When you are done. turn in your mrk to your teacher. DO NOT REHIPD YOUR TAPE. YOU ARE READY FOR LESSM A. 163 LESSON I SCRIPT Page 1 CI PETROVICH RENO Hallo. student. You are nos ready to transcribe Lesson B. This dictation is a memorandum ehich describes compressed speech. If you have inserted your sta- tionary. pravieesd the vocabulary for the lesson. and rsvieead the punctuation guide. prepare to transcribe. Begin shan you hear the chime. CHINE Secretary. please transcribe this ens-page memorandum on our internal stationery sith one carbon for the files. Use today's date. The memo is to go to Sue Pstrovich. That is P E T R O v-as-in-Victor I C H. Next lino. From Bill Tomaema T O R A 8 N A. Next line. Subject Compressed Speech. PARAGRAPH Although as have offered programs in listening in the past. these have been directed tosard the hueen relations area of communication. To expand and mdete our pregrams. so need to include more on informational listening skills. To emplsin. so need to assist our clients to listen and remember facts and other information. Having rsvieead a fee publications. I think that so could explore compressed speech. PARAGRAPH. Tc state this simply. compressed speech increases the number of sords a listener hears per minute. After a tape recording is produced. the tape is played at a faster rate. To eliminate distortion. the control unit electronically removes bits of sound. Although there is a slight severing of sound. individuals can listen to speech as much as tso-andbcno-half times faster than normal speed. Because the rate is increased. a great deal of valuable time is saved. PARAGRAPH. Although persons sith visual handicaps are users of speech compressors. many pro- fessionals use speeded speech. Overloaded sith nos information about their pro- fessions. medical personnel. educators. attorneys. and others use speech compres- sion. To revise product information. sales representatives find this a great asset. PARAGRAPH. Even though seiproduca our can instructional tapes. as have not made much use of IEHI LESSON e scam p.9- 2 c1 annovxcn echo compressed pooch. Because you are interested in listening skills. I sent you to prqaere a follow mart on this area. PARAGRAPH. Secretary. this is the and of dictation. Please use your initials on the memo.— Thank you very much. CHINE Nos obtain the KEY TO TRANSCRIPTION for Lesson 8 from your teacher. and proofread this transcript. Wen you have turned it in to your teacher. you are ready to go on. DO NOT REUI'D vous TAPE. YOU ARE READY roe LESSON 9. 165 LESSON 9 scam? Page 1 Ct vanes» memo Hello. student. By nos you have read the instructions for Lesson 9. This lesson asks you to transcribe a memorandua. A chime sill mark the beginning and ending of the material you are to transcribe. Please note the vocabulary for the lesson as sell as the punch-tion guide. If you have inserted your stationery and adjusted your typesriter. you are ready to begin. Listen for the chime. CHINE iscretary. please transcribe this one-page some on our internal stationary sith one carbon for the files. Use today's date. The memo is to go to Linda Narren I A R R E N. Next line. From Sue Pstrovich. That is P E T R O V-aa— in-Victor I C H. Next line. abject Follcsm on Col-pressed Speech. PARAGRAPH. Bill asked me to report some of the facts on comrasaed speech. some of finish sare reported as much as 35 years ago. He also asked me to suggest some Qplica- tions for sord processing. an area ehich could benefit by good listening skills. This rwort. achittedly short and incomplete. sill first present a fee findings on coupreheneion and intelligibility. PARAGRAPH. Cosmrehension. mich means mderstanding gained from listening. is evaluated sith tests over material. A person may listen to a test story. delivered at varying moods. and than ansser questions on the general ideas or facts presented. Several studies smart the highest cosprehsnsion at 275 sords per minute. a speed about 75 percent faster than that used by professional readers and speakers. Intelligi- bility. a sord parallel to legibility in sriting. means that sords can be identi- fied clearly. lords are intelligible at higher speeds than they can be concre— hsndad. a point mich may have significance for sord processing mplicaticns. PARAGRAPH. Some smarts feel that list-wing weeds. generally limited from MD to 175 sords per mimte. could be boosted to reading moods. mich are generally in the high 200-nrde-pes-oinute range. Results do not shes isproved cosprehensicn sith 166 LESSON 9 SCRIPT Page 2 CI DARREN RENO higher listening speeds. a factor not really expected by experts. but they do shoe the same level of comprehension at considerable time savings. undoubtedly a tremendous value. PARAGRAPH. There are some informal reports that compressed speech is being used in the sord processing center. on innovation of concern to us. Transcribers could use com- pressed speech for previess of dictation. for adjustment of dictation speeds during transcription. and for proofreading. Ia might consider some trials of compressed speech in these areas. PARAGRAPH. Secretary. this is the and of dictation. Please use your can initials at the end of the memo. I appreciate your good sork. Thank you. CHINE Student. ask your teacher for the KEY TO TRANSCRIPTION. Procfread your transcript. and. shen you are done. turn it in to your instructor. DO NOT REIIND YOUR TAPE. YOU ARE NON READY FOR LESSON IO. 167 LESSON lO SCRIPT Page 1 LI-CI PROOFREADING IN THE WORD PROCESSING CENTER Welcome to Lesson 10. This is a pregress check. After you have rsvieead the instructions, especially Sample l for the format, please note your starting time on the stationary. Have your teacher verify it. Noe, listen for the shine and begin to transcribe. CHINE Proofreading, an essential skill in sord processing, is closely related to lan- guage skills. Good language skills do not guarantee good proofreading skills, but they help. Proofreading, ehich insures that mailable documents are produced, must be practiced. PARAGRAPH. One card processing smarvisor states, OUOT E Proofreading is the ability to read shot is actually on the page and not shat as knos should be there. This ability requires a high degree of attention to detail. Proofreading for typographical errors is only one portion of that skill. Checking continuity of thought and making sure the sentence structure makes sense require grammar proficiency. The third element of proofreading is checking for consistency. All of these segments, ehich are vital to the accuracy of sork performed in sord processing, comprise the skills necessary in proofreading. UNOUOTE. Among experts, there is general agree- ment that proofreading is a task completed after the basic keyboarding has been done. Depending on the type of equipment, hyphenation decisions may also be a part of proofreading. PARAGRAPH. Proofreading practices vary among sord processing centers. Transcribers may be responsible for proofreading each document they prepare. Looking at the screen or paper during transcription, many of these transcribers are able to catch typo- graphical errors shile transcribing, but proofing is still needed. During the automatic printing of final documents, one transcriber may proofread another document. Another may proofread several documents as a major activity and not combine it sith other tasks. Some centers assign proofreading responsibilities to the originators, and still others have one person, sometimes a supervisor, 168 LESSON lO SCRIPT Page 2 LI-CI PROOFREADING IN THE WORD PROCESSING CENTER responsible for final proofreading. This arrangement makes it possible to hire the visually handicapped person to transcribe rough drafts. PARAGRAPH. lhatever the arrangement, proofreading is as much a part of the machine transcrip- tion skill as keyboarding itself. CHINE Student,‘pleass record the time you have finished this transcript. Nos proofread your document, using red pan or pencil. Record your finishing time again, and turn in all of your sork to your teacher. 00 NOT REHIND YOUR TAPE. YOU ARE NOW REROY FOR LESSON ll. O 169 LESSW ll SCRIPT Page 1 CI LARWX LETTER Isles-e, studmt, to Lesson 11. In these lessons, you sill be asked to handle some ambiguous, er uucleer, dictation. A sord sill be mimronounced. Do not try to interpret the sord you hear: squIy try to insert a sord that fits the context. If you are unable to do that, type a double 1 and continue transcription. If you have inserted your stationery, adjusted your margins, and read the instructions, you are ready. Circle the II on the top right of the paper. Listen for the chime, and begin. CHINE Secretary, this is Linda larrsn. Please pmsrs this ans-pegs letter on standard letterhead in full-block style. is need an extra carbon for the files, and use today's date. Send the letter to Rs. Janet J A I E T Lsrous L A R O U X Next line. A S 6 Abbott A I-ss-in-Ooy O-ae-in-Ooy O T-as-in-Turkey T-es-in-Turksy Street. Next line. Another City, Richigan lere zero zero zero rare. PARAGRAPH. Deer Rs. Laroux. PARAGRAPH. Thank you for your inquiry on the SECKARIES average day. I sill try to give YI some examples based on our company's administrative SEGKARIES. There is, of course, no typical day. EVAT day is different, and each secretary deals eith her ERECUNOTS unique requests. In a day's time, hosever. THIP are some tasks dwich all secretaries must PEUKT. PARAGRAPH. Because as are a cmlpsny wish sells by direct mail, handling correspondence is a must. Each ay's mail is sorted and directed to the office by 9:30 a.m. The secretaries sort the routine free mscisl oorrsqaondsncs and deliver the latter to their ewerisre. The secretaries than dictate the realise to routine corres- pondence, using guide peregrmhe end stsnard letters prmared for use sith the sord processing center. In this say, mail is frequently sent out eithin tea to three hours. time sf its arrival. Executive time is used to handle the decision- making situations. Our sdsinietretive secretaries handle such of the records management functions, wish include microfilming and distributing records. PARAGRAPH. 170 LESSON ll SCRIPT Page 2 CI LAROUX LETTER Of course, corremembnce handling is just one FUNCTURE. Tslmhone handling, setting meeting agendas, controlling the CALUNNIP, and performing other adminis- trative tasks keep EXTRACTIVEI time free to concentrate on management functions. II is management's rsqaonsibility to set policy and PAL! decisions. Providing the executive eith the time TEE do this is a major contribution made 80E our camaany'e secretaries. PARAGRAPH. Sincerely. Secretary, please skip four lines and type my name, Linda P. sarrsn. Next line. Executive Director. Secretary, please use your initials. This is the and of dictation. Thank you very much. CHINE Noe remove your transcript from the typssritsr, proofread your transcript using the KEY TO TRANSCRIPTION, and turn in your sork to your instructor. DO NOT RENIW YOUR TAPE. YW All READY TOR LESSO‘ 12. 171 LESSON 12 scum 9.9. l c: STONE LETTER Islcome to Lesson 12. student. You sill find more ambiguous dictation in this latter. As in Lesson ll, ds not try to interpret the sord you hear, but try to concentrate on the meaning of the sentence. find a sord mich sould fit the meaning of the ssntsms. Please circle I: on the top of your stationary, and insert it. If you have read the instructions, you are nos ready. Listen for the chime Ind begin. CHI!!! Secretary, this is Bill Tomasma. This ans-page letter eith carbon should be pre- pared an standard letterhead. Use today's date, and sent it too Hr. Allen A deths-L E N Stone A T O I E. Next Line. Isrksting Director. Next Lina. Allied N P Systems. That is Allied A dothla-L I E D Cmitsl I macs Cmital P mace Systems I Y A T E R 8. Next Line. Three hundred Brazil Basin Building. That is Brazil I R A I I L Basin B A S I N Building. Next Line. Nindy City, Illinois. Zero zero zero zero zero. PARAGRAPH. Dear Ir. Stats, PARAGRAPH. Your questions about the productivity to be ACHERT eith sord processing and the hiring stenchrds OT sord processing msraters are difficult to ansser. Rsny CCPERIES have run their on production studies, but THRII' are fee general stan- ards dwich can be SIDED. Randacturare may city 2.000 or 20,000 lines PEF day per station. This leaves the area on productivity ambiguous. PARAGRAPH. One say that eaosrte handle the mastion of productivity is by citing the time savings for sord originators er principals. Another say that productivity is dis- cussed is by sou-paring the transcription process from shorthand notes and from machine dictation. The latter uses worthend notes more efficiently. PARAGRAPH. As to hiring "mire-tents, many supervisors hire PERILY an the basis of language skills, typing SPORT and accuracy, and personality. Prior sord processing ARL machine transcription siperisncs is less imertant right NIf for these positions, but as emipment becomes IEDRSERLY sophistccstsd, this may mg... Ry can belief 172 LESSON 12 SCRIPT Page 2 CI STONE LETTER IP that some experience sith automated equipment is HIENER desirable. PARAGRAPH. If as may ansser other questions, please contact us again. Ne are enclosing a brochure about our other services for your information. PARAGRAPH. Cerdislly yours. Secretary, please skip four lines and type my name, lilliem R. Tomasma T O R A S N A. Next Line. Program Director. Secretary, use your can initials on the letter. This is the and of dictation. Thank you for your help. CHINE After you obtain the KEY TO TRANSCRIPTION, proofread this transcript and turn your sork in to your instructor. DO NOT RENIND YOUR TAPE. YOU ARE NON READY TOR LESSON 13. 173 LESSON 13 SCRIPT Page I CI BAYLOR LETTER Nelcoma, student, to Lesson 13. This lesson continues your sork sith ambiguous dictation. Concentrate on the meaning of the latter rather than an the ambi- guous sord. Please circle 13 on the top of your stationery. If you have read the instructions and readied your sorkststion, listen for the chime. Begin nos. CHINE Secretary, this is Linda Narren. Please prepare this one-page letter sith a single carbon for the files. Use today's date, and sand it to Rs. Marcelle R A RCELLABaylos B-es-in-BoyAYLDRCUmAALLCAPSCRR. Next Line. I 3 D D Rountsin Boulevard. Next Line. stor City, Ohio Zero zero rare rare rare. PARAGRAPH. Deer Rs. Baylor. PARAGRAPH. Your outstanding sork in RAGETS management and retention problems PRETA this invitation. sould you SPALL at our organization's upcoming CONTRADICE being held on the EIV of June? It sill BAH held at the Harrison H A R A I I O N Hotel's COTERDICE center. PARAGRAPH. The planned session NOV be a technical presentation AB lloDO a.m. to last one OHL. The audience sill consist OB sorking records management personnel. RUTY of these individuals are ROBERTS of the association and ENDRIPOND the problems very sell. They ranked this topic as s top priority for them. PARAGRAPH. Please telephone me ts say that you sill be able to accept sue invitation. Ne genuinely hope you sill join us for our June conference and extend our invitation to your guests as sell. PARAGRAPH. Sincerely yours. Secretary, please skip four lines and sign the latter Linda P. Narren. Next Line. Executive Director. Please use your initials on the letter. This is the and of dictation. Thank you for your assistance. CHINE After you obtain the REY TD TRANBCRIPTION, proefreed this transcript and turn your sork in to your instructor. DO NOT RENIND YOUR TAPE. YOU ARE NO! READY fDR YOUR LAST LESSON, LESSON IA. 174 LESSON 1A SCRIPT Page 1 LI-CI RECORDS DISTRIBUTION AND TURNAROUND TIME Hello, student. This is the dictation for Lesson 14, RECORDS DISTRIBUTION AND TURNAROUND TIME. This transcription should be done as you have done lessons 1, 5, and 10. Use Sample 1 for the format. If there is a sord you cannot transcribe, type a double X. Prepare no; to transcribe by recording your starting time on your stationary. When you hear the chime, begin your sork. CHINE Turnaround time, the term describing the time required to return a document from sord processing services, depends on rapid, accurate transcription. Of equal inortanca, sork must be received, handled, and returned efficiently. Records distribution is influenced by centralization, automation, and electronic mail. PARAGRAPH. Nerd processing can be handled in a single, large center or in smaller, decan- tralized satellites. For the most part, dictation input by telephone is not influenced by distance. If dictation arrives by mail, the total distance it travels affects turnaround time. This factor, physical location, affects the time required to return documents also. Because shorter distances usually require less distribution time, centralization of services influences turnaround. PARAGRAPH. Besides centralization of services, a second factor, automating the mail system, influences time. Requiring personnel to pick mp, sort, and deliver comunicetions, a manual system may sork best sith los volume and distance. Automated equipment, ehich includes self-guided robots, can travel large distances. To determine the better method, businesses consider distance, volume of mail, and other distribu- tion needs. PARAGRAPH. Called OUOTE electronic mail UNOUOTE, the paperless transmission of communications is increasing. Some use the term OUOTE communicating sord processing UNOUOTE, for there are similarities between the tee. Nhen a priority message must be sent, an originator dictates to the tslsx center. Using a keyboard, the operator 175 LESSON 14 SCRIPT Page 2 LI-CI RECORDS DISTRIBUTION AND TURNAROUNO TIME transcribes the message, and it is sent electronically by telephone lines, micro- save netscrks, or satellites. On the other and, the message is received, and a record in paper form is created. PARAGRAPH. As YOT think about sord processing, THIRP about the ahole, complex PRANEST. Records distribution is the ORGARIED say that communications are DISTECTUTED, and it is important TAH that shole process. CHINE Student, this is the and of transcription. Please record ycur finishing time on the stationary. Go on to proofread your transcript before turning it in to your teacher. You have done a fine job sith these lessons, and you may nos remind the tape. Thank you. APPENDIX 8 Instructional Booklets RACHINE TRANSCRIPTION IN THE UORD PROCESSING ENVIRONMENT lA Introdntory Lessons in Nschine Transcription -Liatening Instruction- Devaloped by Ann R. Rn Under the Direction of Dr. Rdaert Poland Business and Office Ednation Nichigm State University East Lansing, Niohigan © lQBl 176 177 LI-CI INSTRUCTIONS FOR LESSON 1: UNCRADEO PRETEST Machine transcription means typing sord for sord shot you hear dictated, making decisions on punctuation, spelling, Herding, and so on. The pur- pose of this lesson is to determine has you sould handle this dictation without instruction. Some students may have some prior experience, while others have none. It is important to map progress in learning based on were you start. Make sure, before you go any further, that you knos has to operate your footpedel and volume control on the transcribing unit. These are the only features you sill use in these lessons. Here are the steps you should folloe for this pretest. 1. SLPPLIES, STATIONERY, AID MACHINE ADJUSTMENT You need a red pan or pencil, one carbon set, and the stationery for Lesson 1 (MACHINE TRANSCRIPTION SKILL-Lesson l). The dot (.) on the stationary shoes shore you should start. Set one-inch left and right margins, and double space your transcript. Using different content, Sample 1 provides an example of shot your transcript might look like after proofreading. 2. TRANSCRIPTION INSTRUCTIONS Transcribe, or type, a rough draft of the material that you hear as best you can, making decisions on spelling, punctuation, and wording. Typo shot you think you hear, but if you cannot transcribe a sord, type a double-X (XX) and go on. Remember, this transcript is not graded, and it is a rough draft. YOU HILL BE ABLE TO PROOFREAD THE MATERIAL AFTER YOU HAVE FINISHED. Record your time before you begin and after you finish transcribing and after you finish proofreading. Have your teacher verify the times. If you require more than 25 minutes to transcribe Lesson 1, stop, record your time, and complete the remaining instructions. A chime will precede and follow the material you are to transcribe to identify it for you. 3. PROOFREADING INSTRUCTIONS After you transcribe the dictation and record your time, proofread your transcript. Use red pen or pencil to make any changes needed. Nhen you finish, record your time again. Then turn in your sork to your teacher. 4. BACKGROUND SURVEY Will you nos complete the questionnaire with Lesson 1 to the best of your ability? Give it to your teacher. DO NOT REUIND YOUR TAPE. YOU ARE READY FOR LESSON 2. 1713 Oegin End . End Transcript /0: /5' 1.01. Transcript /0' 37 T'M- Proofread ”307 e'. ’27; 3:15“ W W om: 157M /0, H.871! WORD PROCESSING—A DEEINITION-Lesem X machine transcription is a complex communication process involving skills in list toning, recording, and applying language principles. This process has been thrust t he fore because of th ergenca of word processing. Nerd processing is a technological component of the information system of an organi:}ation ehich l) maniupulates primarily qualitative information that is originally in one form to another form (for example, communication in dictated form to sritten figflm), and 2) participates in the search for aé:y,distribution of information from one location to another (for example, transferring a message from a location in one city to a similar sord processing unit in another city). The igut phase of sord processing in MA, organizations focuses on correspondence and reports dictated by executives and transcribed, or converted into typewritten form, by machine transcribers. These specialised people, if they operate a sord processing unit, are algs‘called sord processing operators, sord processing spas cialists, correspondence secretaries, and other titles. The input is recorded on magnetic media, such as cassette tapes or floppy discgg’shich allow storage of the typed material. This stored material can then be recalled and revised to produce high-speed, error-free, and continually stable records. Some of the most important applications (another sord for 'usa') for word process- ing are: to revise and mdato lmgtmo prepare cmies of the same letter going to many people, to maidaIzgexes for filing systems, to alphabetize mailing lists and expand them, and many other functions. word processing equipment requires the operator to be very versatile. Q8 or she must learn to use many special functi s, to unlearn some procedures which @ot used sith sord processing equipment, to add some new procedures-- to learn hos equipment run by a computer ”thinke' so that problems can be solved. Word processing. . . . SAMPLE 1 Manuscript 179 Ll-CI BRIEF REVIEU W PROWREADING MARKS when correcting your rOUgh drafts in these lessons, use these cannon proofreading marks: INSERT on base of line /,\ /)\ free tq: of line \‘/ \H/ DELETE /‘0" pa ormence eorkfr ADD space #3 carefree-suing CLOSE LP 2 beck:pece masseuse m racwve be“ CAPITALIZE "3- :9" Romero USE LMR CASE / n /,u. fibrd Iroceseing phit loo pmcmu Q em PARAGRAPH M Q The use of informal corrections is accmtable in these lessons as sell as the proofreading merks. Simly cross out the error and erite the correction above or beside it: mw mu 180 Ll-CI LESSON 2: SPECIAL NOTE TO STUDENT Dear Student: Word processing, the eutomation of communications, influences in some say every office student she will be seeking employment in the future. Word processing affects the say that communications of all kinds are now created. A look at letters and memo. shows that many executive grams in companies with sord processing facilities are dictating messages to machines, a process called machine dictation. Secretaries are converting this dictation into written messages by the process called machine tran- scription. This transcription skill is going to be increasingly impor- tant to employees in today's and tomorrow's offices. That is shat these lessons are about. Each lesson will attempt to focus on skills important to machine transcription, and you sill also learn about sord processing concepts along the say. Please follow the instructions eith each lesson carefully. For right now, please note the following items: 1) Please use the stationary provided for the lesson for your rough draft. You will need to provide your own carbon sets. 2) Do not use an eraser or other correction materials during tran- scription. This will only slow you down. 3) Be sure to record the beginning and ending transcription times and the ending proofreading time in lessons 1, 5, lo, and 14. 4) If you cannot transcribe a word. type a double-x (xx) and con- tinue your transcription. Return to the problem during proofreading. 5) Use the samples provided in the lessons for examples of the format. 6) When you complete a lesson, 00 NUT RENIND THE ThDE. This will leave the tape in position for the next lesson. Nos you are ready for Lesson 2. Read the instructions for Lesson 2, insert the tape, listen for the chime, and transcribe. Do as well as you can an all of these lessons. Sincerely, Ava/emf, Ann M. Remp, Designer Transcription Materials mi LI 2. 181 INSTRUCTIONS FOR LESSON 2! CONTI NUOUS KEYBOARDI NG WECTIVE FOR LESSM 2 The objective for this lesson is TO KEYBOARD CONTINUOUSLY UHILE COORDINATING THE LISTEN-STOP-REPLAY FEATURE OF THE TRANSCRIBING UNIT. GENERAL PROCEDURES The dictation for the lesson sill be previesed for you in compressed speech (that is. electronically speeded speech). Do not transcribe during the previes; rather listen for the meaning and vocabulary of the dictation. The dictation to be transcribed is preceded and follosed by e chime. It is also dictated in short, natural phrases follosed by pauses to allos you to type eith the dictation WITHOUT HAVING TO STOP OR REPLAY the tape. Try to type sith the tape. Do not stop to correct errors. Do not stop to check your dictionary durin transcription. If you cannot transcribe e sord, type a double—x Txx). If the dictation exu ceeds your typing speed, atop the tape during a pause. Remember, hosever. to let the tape pace you as much as you can. be not let the replay feature become a crutch for ales keyboarding. SUPPLIES, STATIONERY, AND MACHINE ADJUSTIENT You sill need a red pen or pencil, one carbon set, and the stationery for Lesson 2 (CONTINUOUS KEYBOARDINc-Leseon 2). Sat one-inch left and ri t margins, and double space your transcript. Begin on the dot (. , using Sample 1 as a model. TRANSCRIPTION AND PROOFREADING INSTRUCTIONS Ihen you are ready to begin, insert the tape and listen to the previee. Transcribe the dictation, and than proofread. The dictation sill be repeated in compressed speech so that you may read your transcript as you hear the dictation. Compare your transcript to the dictation and correct any emissions. Use your dictionary or other reference materials at this time. Write all corrections in red. when you are done, turn in your sork to your teacher. saving the carbon copy for a later time. DO NOT REUIND YOUR TAPE. YOU ARE NOW READY FOR LESSON 3. LI 2. INSTRLCTIDNS FOR LESSONS 3 AM) 4: BACKSPACE AND STRIKEOVER t OBJECTIVES FOR LESSONS 3 AND A The first objective for these lessons is TO KEYBOARD CONTINUOUSLY, COORDINATING THE LISTEN-STOP-REPLAY FEATURE OF THE TRANSCRIBING UNIT. The second objective for these lessons is TO USE BACKSPACE-AND- STRIKEOVER TECHNIQUES TO CORRECT TYPOGRAPHICAL ERRORS. GENERAL PROCEDURES As in Lesson 2, the material is previesed in compressed speech for you. The dictation to be transcribed is preceded and follosed by e chime and is dictated in short phrases follosed by pauses. The dic- tation sill be dictated more rapidly than in Lesson 2, and shen the dictation exceeds your typing speed, stop the tape during the pauses. Alsaye try to stay sith the tape because it sill “force” your tren- ecribing speed. If you notice a typographical error as you make it, begin nos to backspace and strikeover the incorrect letters or numbers and type the corrections right over them. Only use this procedure If you are on the sord ehich contains the error. Do not go back a fee sords, a line, or a paragraph to correct errors this say. Leave these other errors for the proofreading phase. _ SUPPLIES, STATIONERY, AND MACHINE ADJUSTMENT You sill need a red pen or pencil, one carbon set, and the stationery for Lesson 3 (TRANSCRIBING ON WORD PROCESSING EQUIPMENT-Lesaon 3) er Lesson 4 (THE WORD PROCESSING ENVIRONMENT-Leason A). Set one-inch left and right margins. Double space your transcript, beginning on the dot (.). Use Sample 1 for a model. TRANSCRIPTION AND PROOFREADING INSTRUCTIONS When you are ready to begin, insert the tape and listen to the previee. Transcribe the dictation, and than proofread. The dictation sill be repeated in compressed speech so that you may read your transcript as you hear the dictation. Compare your transcript to the dictation and correct any emissions. Use your dictionary or other reference materials at this time. Write all corrections in red. When you are done, turn in your sork to your teacher, saving the carbon copy of each lesson for a later time. DO NOT REWIND YOUR TAPE. YOU ARE NOW READY FOR LESSON 4 (OR LESSON 5). 182 183 LI-CI INSTRUCTIONS FOR LESSON 5: PROGRESS CHECK Hos are you doing so far? Are you getting the "feel'I of machine tran- scription? Are you finding error correction easier during transcription? If so, you are acquiring an invaluable skill needed in the sord processing environment. The purpose of this lesson is to determine hos sell you are doing. You are probably interested in your progress as sell. As in Lesson 1, the pretest, you are asked to record your time three times. The other proce- dures are identical to those you have follosed in lessons 2, 3, and 4. Review the instructions if you have questions about the procedures. Your couplated sork should look like Sample I. l. SUPPLIES, STATIONERY, AND MACHINE ADJUSTMENT You need a red pen or pencil. one carbon set, and the stationery for Lesson 5 (THE NORD PROCESSING SATELLITE-Lesson 5). The dot (.) shows the place to start your transcription. Set one-inch left and right margins. 2. TRANSCRIPTION INSTRUCTIONS Transcribe the document using the continuous typing and backepace/ strikeover technique thnzyou have learned. Type a double-X (xx) for any word you cannot transcribe. Insert punctuation and make other decisions as best you can. Follosing the transcription, proofread the material. The chime will precede and fellas the dictation to be transcribed. Be sure to have your instructor verify your beginning and ending tran- scription times and the time you finish proofreading. 3. PROGREADINC INSTRUCTIONS With red pen or pencil, make any corrections you need to your transcript. When you are done, turn in all your sork to your instructor. DO NOT REWIND YOUR TAPE. YOU ARE NOW READY FOR LESSON 6. 184 LI LESSON 6| SPECIAL NOTE TO THE STUDENT Dear Student: Up to this point in your lessons, stress has been placed on continuous transcription of the dictated material. You are to continue to keep these basic skills in mind as you work on these next lessons, but you have proba- bly also noticed that there are many decisions that must be made by the transcriber. Even if a dictator does a fairly good Job of spelling unusual sords or giving unusual punctuation, most of the decisions about ”normal“ punctuation belong to the sord processing specialist. Perhaps you sill think that transcription would be easier if the dictator gave you all punctuation so that you would not have to make any decisions. This sould be true if you knos very little about English skills. Many operators find that dictating all punctuation creates more problems than it solves. Dictators dictate errors, such as incorrect punctuation marks, and often the transcriber has to ignore or change the punctuation. While transcribers appreciate dictation of unusual punctuation or spelling, most prefer to make the decisions on normal punctuation and spelling them- selves. They feel that they serve their clients more effectively by making corpstent decisions. Dictators do assist transcribers in other ways, namely by the natural phrasing of their sentences. The transcriber learns to listen for sentence patterns, for by these patterns the transcriber can insert punctuation reliably. Sentence patterns are made up of pauses, both long and short, and inflections, rising or lowered tones. These lessons are designed to help you listen to sentence types so that you will punctuate sentences correctly. In these lessons, you will review some punctuation rules. The dictation will contain the same kind of sentences which the rules are about. Listen for the sentence patterns, and then apply the punctuation rule. The rules concern commas, for commas are the most difficult punctuation marks to use. As in lessons 2, 3, and 4, the dictation sill be previewed and repeated for proofreading in com- pressed speech. You will be transcribing letters and memo. in these letters. The prqaared stationery has been designed to sinplify your transcription task. Some material that you hear dictated sill already be on your stationery. familiarize yourself with the dictation of instructions and the alternative address format so that you can use this information in later lessons. Remember to keyboard continuously, to use the backspace/strikeover technique, and to make punctuation decisions rapidly. Leave problems for the proofreading stage. Go ahead, new, with Lesson 6, and do sell. Sincerely, flab/h, Ann m. Remp, Designer Transcription Materials mi LI-CI 185 NM}: 562‘” m DATE @2224. 4% 43k EDUCATIONAL CONFERENCES, INC. Small City, Michigan August 5 ' 198x DR ELEANORE L WILEY PGF AGENCY 450 HILLSIDE LANE COLLEGE COMMUNITY FL 00000 Dear Dr. Wiley We are pleased to answer your request for a word processing seminar. Afar You are especially concerned about time are and instructional materials. 29m is some brgff information on each. First, the time needed for word processing operators to learn a unit will vary. The basic operation of a unit can often be learned with as little as eight to ten hours of i struction and hands-on experience. We recommend that say purchaser dg'a word processing system take advan- tage of all the instruction made available by the manufacturer before coming to us. Once that is exhausted, however, there are some types of instruction that we can provide to help the client get the most from the word processing system. we find that many word processors are under- utilized, and we try to identify other applications and train operators to accomplish these. SecondTwe provide instructional materials. As before, we recommend that the cl ont thoroughly use the materials provided by §he agnuisctursr, and we will, at the client's request, use the training ready on hand. we prefer, however, to develop our own materials, for we dgsign them to develop confidence along with skills in sophistocated onsetions. Would you let us talk to you further about the seminars? Our philosophy hers is to provide you with the training you need. We do our best to learn your needs first and then tailor a program for you. He will call you next week to setfi an mpointment. Cordially yours William R. Tomasma Program Director yi SAMPLE 2 Full-Block Style Letter LI-CI 186 NAME 564,4 W DATE @5324 /é [22‘ EDUCATIONAL CONFERENCES, INC. Memorandum DATE: May 29, l98x T03 Bill Tomasma FROM: Sue Petrovich SUBJECT: High School Tour The office procedures class from Edwin High school wishes to visit our training laboratories later this month. They want to arrange a morning tour any day but friday. Could you check our conference calend’ endar to determine available dates and set up a tentative sgends. The person to contact at theézhool is webber Brown. You might want to call him at 736-0642 to determine his specific interests, as well as set e date and time. Because we do have a number of films on different topics, such as word processing, records management, dicta- tion, and so on, you might include one on the program. would you also check with our part-time people to see who would be available to give demonstrations of our equipment. Let me know whether you or I will handle the tour itself. Thanks. yi SAWLE 3 Full-Block Style Memorandum LI 2. 18? INSTRUCTIONS FOR LESSON 6: LISTENING FOR SENTENCE PATTERNS OBJECTIVES FOR LESSON 6 The first objective is TO LISTEN FOR AND PUNCTUATE SENTENCES WHICH CONTAIN INTRODUCTORY PREPOSITIONAL PHRASES AND LISTS OR SERIES OF ITEMS. The other objectives are to continue TO KEYBOARD CONTINUOUSLY AND USE BACKSPACE/STRIKEOVER SKILLS TO CORRECT TYPOGRAPHICAL ERRORS. GENERAL PROCEDURES Lesson 6 dictates a letter containing sentences with introductory prepositional phrases and series of items, or lists, which require commas. You should transcribe a rough draft of this letter, making these punctuation decisions as rapidly as possible. The tape will continue to preview the dictation and repeat it for proofreading in compressed form. Use the preview to identify the sentence patterns in advance. SUPPLIES, STATIONERY, AND MACHINE ADJUSTMENT You will need a red pen or pencil, one carbon set, and the stationery for Lesson 6 (LARKIN LETTER--Lesson 6). Use Sample 2 (Full-Block Style Letter) for a model of transcription, and begin transcription on the dot (.). Set your margins for one-and-one-half inches on left and right sides. Single space within each paragraph, and double space between paragraphs. PUNCTUATION REVIEW You will use two basic rules for commas in this lesson. They are; USE A COMMA AFTER EACH ITEM IN A LIST OR SERIES. The list may appear in the beginnin , middle, or end of a sentence. The item may be any part of speech noun, verb, etc.) or phrase. Use a comma before the final conjunction. EXAMPLESI ist n t anscribin an roofreadin are three important activities in the word processing center. The correspondence secretary inserted tug cagsgttg, adjgsteg thg golums, and began to transcribe. USE A COMMA AFTER A LONG INTRODUCTORY PREPOSITIONAL PHRASE OR A COM- BINATION OF PHRASES. Three or more words usually make a long phrase. Use a comma for shorter phrases if confusion will result without the comma. LI 188 EXAMPLES: After introductory instruction, the student will use other features of the transcribing unit. In the instrggtion manual under "troubleshooting,“ the operator will find suggested ways of solving word pro- cessing problems. TRANSCRIPTION AND PROOFREADING INSTRUCTIONS when you are ready to begin, insert the tape and listen to the preview. Transcribe the dictation, using Sample 2 as a model, and then proof- read your transcript. The dictation will be presented again in com- pressed speech so that you may read your transcript as you hear the dictation. In red, correct any emissions or other errors you find. Use your dictionary or other reference materials at this time. Turn your completed work in to your instructor, saving your carbon for later use. DO NOT REWIND YOUR TAPE. YOU ARE NOW READY FOR LESSON 7. 189 LI INSTRUCTIONS FOR LESSONS 7, 8, AND 9: LISTENING FOR SENTENCE PATTERNS Because the instructions for lessons 7, B, and 9 are generally the same as those in Lesson 6, they will be combined and abbreviated here. The general procedures are for you to review the punctuation rules for each lesson, and use those rules during transcription. Lesson 7 is a letter following Sanple 2: lessons 8 and 9 are memoranda, following the format shown in Sample 3. Review these formats before transcribing. Handle the preview, transcription, and proofreading as you have in Lesson 6. Here, now, are the punctuation rules for each lesson. LESSON 7: PUNCTUATION REVIEW You will use two basic rules for commas in this lesson. They are: IN A CWOUM) SENTENCE, USE A COMM 8ETV£EN THE TWO INDEPENDENT CLAUSES. Place the comma before the coordinate conjunctions (and, but, or, for, nor, and sometimes yet). EXAMPLES: The dictator pronounced words carefullyI ang his rate of speaking was just right. A dictator usually has name and address information readily availableI but the transcriber must spend time to look it up. USE A CDMMA BETNEEN Two ADJECTIVES In A SERIES OR LIST I: THE ADJECTIVES COULD BE REVERSED OR 1[,THE AOJECTIVES COULD HAVE “AND" PLACED BETWEEN THEM. These are called coordinate adjectives. EXANPLES: Nerd processing is s neg, cmleg technology. (This could be written no and c ex or cggglea, new without changing the meaning. The rapid, accurate production of communications is a major reason for the popularity of word processing. If you have inserted the stationery for Lesson 7 (MCCAFFREY LETTERo-Lesson 7) and adjusted your margins to one-snd-one-half inches, please listen now to the preview. Then transcribe when you hear the chime. After proofreading your work, turn in the original to your teacher. DO NOT RENIND YOUR TAPE. YOU ARE READY FOR LESSON 8. LESSON 8: PUNCTUATION REVIEW You will use two basic rules for commas in this lesson. They are: PLACE A COMHA AFTER AN INTRODUCTORY VERBAL PHRASE THAT IS USED AS A MODIFIER, THAT IS, AS AN ADJECTIVE OR ADVERB. 190 VERBAL PHRASES Participles: Looking to the futurg, she learned as much as possible about word processing. Proposition with Gerund: Before leaving, he answered questions about the new system. Infinitive: Io make matterg 32:59, the manager wrote the report entirely in longhand. PLACE A COMMA AFTER AN INTRODUCTORY ADVERB CLAUSE. EXAMPLES: tt e semi please record the speaker's tel . ¥Eéle he sat in the officeI he listened to the training e in compressed speech. If you have inserted the stationery for Lesson 8 (PETROVICH MEMO- Lesson 8) and adjusted the margins for this memorandum, please listen to the preview. Then, when you hear the chime, transcribe the dictation. After proofreading, turn in your work to your instructor. DO NOT REWIND YOUR TAPE. YOU ARE READY FOR LESSON 9. LESSON 9: PUNCTUATION REVIEW You will use two closely related rules in Lesson 9: USE COMMAS TO SET OFF (THAT IS, BEFORE AND AFTER) NONRESTRICTIVE ITEMS WEREVER THEY occur: IN A SENTENCE. NONRESTRICTIVE ITEM: The word, phrase, or clause is NOT NEEDED TO IDENTIFY ANOTHER WORD OR PHRASE: the nonrestrictive item identi- fies something in a sentence which is ALREADY CLEARLY IDENTIFIED. APPOSITIVES: Charles Lsngdon, our customs; “’.-£20312 mgsentative, visits our word processing center regularly. The consummation 716:1di is con- tinuing to grow. VERBAL PHRASES: The Pritchard Building, locetgg 99 Main Street. houses our communication services. The right rear panel, obviously badly ggmageg, needs to be replaced. CLAUSES: The new personnel director, 3995 you will meet goon, plans to institute a dictation training program. The necessary dictation, all of which arrigeg tgggy, will be transcribed by this afternoon. DO NQI USE COMMAS TO SET OFF NORDS, PHRASES, OR CLAUSES ESSENTIAL TO IDENTIFYING SOC OTHER ITEM IN A SENTENCE. 191 LI PHRASES: The report assigned for Thursday was completed early. The building to the 333; 2f this one is now too small. CLAUSES: The employee gho 123! ghtegeg the £09m is a word process- ing project leader. The file ghich H29 deligeggg by MsI hasten contained the missing report. If you have inserted the stationery for Lesson 9 (WARREN MEMO-Lesson 9) and adjusted the margins for this memorandum, please listen to the preview. Begin to transcribe when yOU hear the chime. After proofreading your transcript, turn it in to your teacher. DO NOT REWIND THE TAPE. YOU ARE NOW READY FOR LESSON 10. 192 LI—CI INSTRUCTIONS FOR LESSON IO: PROGRESS CHECK By now you have learned some terminology used in word processing and some ideas to improve various skills used in the word processing center. It is time again, now, to determine how you are doing on some of the basic machine transcription skills. This lesson has the same purpose as lessons 1 and 5 and is set up in an identical fashion. You will need to record three times as indicated on the stationary. Although you have been transcribing letters and memoes in lessons 6 through 9, this lesson asks you to transcribe a manuscript in the same way that you did for lessons 1 and 5. Use Sample 1 for the format. Review these instructions only if you have Questions about pro- cedures. 1. SUPPLIES, STATIONERY, AND MACHINE ADJUSTMENT You need a red pen or pencil, one carbon set, and the stationery for Lesson 10 (PROOFREADING IN THE WORD PROCESSING CENTER-oLaeson 10). The dot (.) shows you where to start your transcription. Set ens-inch left and right margins. TRANSCRIPTION INSTRUCTIONS Transcribe the document using the continuous typing and backspecs/ strikeover technique that you have learned. Type a double-X (xx) for any word you cannot transcribe. Insert punctuation marks, using the rules you have reviewed to guide you. Make other decisions as best you can. Following the transcription, proofread the material. The chime will precede and follow the dictation to be transcribed. Be sure to have your instructor verify your beginning and ending tran- scription times and the time you finish proofreading. PROOF READI NC INSTRUCTIONS With red pen or pencil, make any corrections you need to your transcript. when you are done, turn in all your work to your instructor. DO NOT REWIND YOUR TAPE. YOU ARE READY FOR LESSON ll. 193 LI LESSON 11: SPECIAL NOTE TO THE STUDENT Dear Student: Word originators, or principals, are not perfect dictators. They may unexpectedly pause to think about their message. They may speed up to very high rates. Even if they are trained well, a drop in voice or a distraction can cause garbled dictation. The word originator can, on occasion, dictate ungrammetical sentences or fragments. For this reason, the machine transcriber needs to listen for grammatical structure. This is also called listening for context. One way to learn to listen for grammatical structure is to learn to anticipate the form of a word to be dictated. The transcriber learns whether a verb will be singular or plural or whether a simple past tense or a perfect tense will be required. If the transcriber knows what part of queech or that form the word will take, garbled or incorrect dictation will more easily be handled. This lesson and the two that follow it are designed to help the transcriber to listen actively to the dictation and supply words for ”faulty dictation.“ In these exercises, words have been deliberately mispronounced so that they do not make sense. On the instruction page, there are lists of possible words which might fit the context. When you hear a "bad” word, consult the list quickly and select the best word on the basis of grammatical rules. There is only one grammatically correct word in each list. Remember, do these exercises as rapidly as possible, listening for the sense of the dictation and the grammatical structure of the sentence. If you cannot make a rapid decision, continue keyboarding. Return to the problem area during proofreading. Keep in mind your other objectives as well (continuous keyboarding, backepace-and—strikeover techniques, and accurate punctuation). As you acquire the listening-for-context skill, you are beginning to edit communications as word processing specialists do. YOu should try to become as much of as expert in language use as you can. Now begin these lessons by reading the instructions on the next page, pre- paring your etationery, setting your margins, and inserting your tape. Sincerely, AA. a... Ann M. Remp, Designer Transcription Materials LI 2. 194 INSTRUCTIONS FOR LESSONS ll, 12, AND 13! LISTENING FOR CONTEXT OBJECTIVES FOR THE LESSONS The first objective for these lessons is TO MAKE RAPID DECISIONS ON WORDING WHEN THE DICTATION IS CARBLED. The second objective for these lessons is TO TRANSCRIBE COMPLETE LETTERS FROM INSTRUCTIONS DICTATED BY THE ORIGINATOR. The continuing objectives are TO KEYBOARD CONTINUOUSLY, BACKSPACE AND STRIKEOVER TYPOGRAPHICAL ERRORS, AM) PUNCTUATE ACCURATELY DURING TRANSCRIPTION. GENERAL PROSEDURES The dictation for these three lessons is office style. You must transcribe the inside addresses, dates, and salutstione based on the dictation. Line and peregrqah instructions sill be given. You sill find in the dictation that some eords are deliberately mis- pronounced so that they become nonsense sords. Using the TRANSCRIP- TION AID for each lesson, choose a grammatically correct word to use in your transcript. Make those decisions rapidly. You sill have a W preview of dictation to assist you. SLPPLIES, STATIOAERY, AND MACHINE ADJUSTMENT You will need a red pen or pencil and a carbon set for each lesson. The same stationery is used for all three lessons, and you must circle the lesson on ehich you are working on the top right of the page. Use one-and-one-half inch margins on left and right sides. Single mace within paragrqahs, and double space between paragraphs. Use Sample 2 as e model for semioted transcription. TRANSCRIPTION AAD PRONREADING INSTRUCTIONS Read the TRANSCRIPTION AID while you are listening to the one-paragraph previee of dictation. Then, when you hear the chime, transcribe the letters, consulting your TRANSCRIPTION AID whenever you need to. The dictation will be repeated for proofreading purposes, and you may make any corrections you eish in red pen or pencil. When you are done, turn in your work to your instructor. Save your carbon cepy for use at a later time. DO NOT REWIND YOUR TAPE. YOU ARE READY FOR THE NEXT LESSON. TRANSCRIPTION AIDS FOR LESSONS ll, 12, AND 13 Nhile transcribing the letter for each lesson, use these lists of sords Choose the one which is grammatically Prepare for each lesson by previeeing the first paragraph sith ehich might fit the context. correct. w. lists LESSON ll: Paragraph 1: Paragraph 3: LESSON 12! Paragraph In Paragraph 3. 4. secretary's secretaries secretaries' after only every performs performed perform functions functioned function Its It's It‘ by buy bye have achieved achieve achieved they're their there of for in primary primarily previous off onto for you your them originator's originators originatore' columned calendar calender sake made makes for in sited sighted cited speedily speed speedy increased increasingly increasing secretary's secretaries secretari es' they're their there executive's executives executives' too to two comapny's companies companies. pro pre per and but for has been have is 195 LI LESSON 128 Paragraph 3: LESSON 133 Paragraph 1: I Paragraph 2: 4. very high highly higher records recording record conference oonfrence Conference Confrencs conference Conference could would sould of around of in have understood understand did understand have prompted prompted prompts five 5th fifth for around Alot Many A lot 196 have spoken speak speaks of been have been be hour our are member Member Members 1117 LI-CI INSTRLCTIONS FOR LESSON 14! FINAL PROGRESS CHECK Congratulations! You have completed the introductory lessons in machine transcription. The objectives of these lessons have been to help you key- board continuously, use correct punctuation, and develop related skills. The final atq: is to determine how far you have come. It is inportant to be able to compare your skill nos eith your starting skill. The lesson is set q: in the same way that lessons 1, 5, and 10 acre. You will need to record three times as indicated on the stationary. You are to use Sample I for the manuscript in this lesson. Revise the remaining instructions only if you have questions about procedures. 1. SlPPLIES, STATIONERY, AAD MACHINE ADJUSTMENT You need a red pen or pencil, one carbon set, and the stationery for LESSON 14 (RECORDS DISTRIBUTION AND TURNAROUM) TIM—Lesson 14). The dot (.) shoee you share to start your transcription. Set one-inch left and right margins. 2. TRANSCRIPTION INSTRLAITIWS In this lesson, you are to demonstrate all the skills you have developed in these lessons: continuous typing, correct punctuation handling unclear dictation. and related skills. Type a double-X (XX) for any sord you cannot transcribe. Insert punctuation marks, using the rules you have reviewed to guide you. Make other decisions as best you can. Following the transcription, proofread the material. A chime sill precede and folloe the dictation to be transcribed. Be sure to have your teacher verify your beginning and ending transcrip- tion times and the time you complete proofreading the document. 3. PROUREADIM} INSTRLCTIONS Nith red pen or pencil, make any corrections you need to your transcript. When you are done, turn in all your sork to your teacher. YOU HAVE SlIZCESSFULLY CWLETED THIS INSTRUCTIONAL MATERIAL. YOU MAY NOW REWIW YOUR TAPE! CONTINUE, HWEVER, TO DEVELCP THIS VALUABLE JCB SKILL. COED LLIZK! 198 CI MACHINE TRANSCRIPTION IN THE NORD PROCESSING ENVIRONNENT 1‘ Introductory Lessons in Machine Transcription aNritten Inetnlrtion- Davelcped by Ann I. New Under the Direction of Dr. Robert Poland Business and Office Education Michigan State University East Lansing, Michigan © 1981 15H! LI-CI INSTRUCTIONS FOR LESSON 1: UNCRADED PRETEST Machine transcription means typing sord for sord shat you hear dictated, making decisions on punctuation, spelling, sording, and so on. The pur- pose of this lesson is to determine hos you sould handle this dictation sithout instruction. Some students may have some prior experience, shils others have none. It is important to map progress in learning based on there you start. Make sure, before you go any further, that you knos has to operate your footpedal and volume control on the transcribing unit. These are the only features you sill use in these lessons. Here are the steps you should follow for this pretest: 1. SUPPLIES, STATIONERY, AND MACHINE ADJUSTMENT You need a red pen or pencil, one carbon set, and the stationery for Lesson 1 (MACHINE TRANSCRIPTION SKILL--Lesson 1). The dot (.) on the stationary shoes share you should start. Set one-inch left and right margins, and double space your transcript. Using different content, Seapla I provides an exanple of shat your transcript miq'nt look like after proofreading. 2. TRANSCRIPTION INSTRUCTIONS Transcribe, or type, a rough draft of the material that you hear as best you can, making decisions on spelling, punctuation, and wording. Type what you think you hear, but if you cannot transcribe a sord, type a double-x (xx) and go on. Remember, this transcript is not graded, and it is a rough draft. YOU WILL BE ABLE TO PROOFREAD THE MATERIAL AFTER YOU HAVE FINISHED. Record your time before you begin and after you finish transcribing and after you finish proofreading. Have your teacher verify the times. If you require more than 25 minutes to transcribe Lesson 1, stop, record your time, and complete the remaining instructions. A chime sill precede and folloe the material you are to transcribe to identify it for you. 3. PROOFREADING INSTRUCTIONS After you transcribe the dictation and record your time, proofread your transcript. Use red pen or pencil to make any changes needed. Nhen you finish, record your time again. Then turn in your sork to your teacher. 4. BACKGROUND SURVEY Nill you nos complete the questionnaire with Lesson 1 to the best of your ability? Give it to your teacher. DO NOT REUIND YOUR TAPE. YOU ARE READY FOR LESSON 2. ZOO Begin End . End Transcript /0: [51.01. Transcript /0' 37 'JW Proofread ”’07 (oh). RARE“ [(2654 W on: 575444 /0, fi‘é’x WORD PROCESSING-oA DEFINITION-Lesson X Machine transcription is a complex communication process involving skills in list toning, recording, and applying language principles. This process has been thrust t he fore because of theégergence of sord processing. Nerd processing is a technological component of the information system of an organGation wish 1) maniupulates primarily qualitative information that is originally in one form to another form ( for sxsnple, conmmicatien in dictated form to sritten (pan), and 2) participates in the search for aé:§ distribution of information from one location to another (for example, transferring a message from a location in one city to a similar sord processing unit in another city). The inaut phase of sord processing in ma“, organizations focuses on correspondence and reports dictated by executives and transcribed, or converted into typesritten form, by machine transcribers. These specialised people, if they operate a sord processing unit, are ang called sord processing operators, sord processing apes cialists, correspondence secretaries, and other titles. The imut is recorded on magnetic media, such as cassette tapes or floppy disagg’shich allos storage of the typed material. This stored material can then be recalled and revised to produce high-speed, error-free, and continually updatabla records. "detoma of the most important applications (another sord for 'usa') for sord process- ing are. to revise and update long! X, to prepare copies of the same letter going to many people, to maidzI::txes for filing systems, to alphabetize mailing lists and expand them, and many other functions. Word processing equipment requires the operator to be very versatile. ii. or she must learn to use many special fUncti ya, to unlearn some procedures shich and used sith sord processing equipment, to add some new procedures- to learn hos equipment run by a computer "thinks” so that problems can be solved. Nerd processing. . . . SAMPLE 1 Manuscript 201 LI-CI BRIEF REVIEN OF PROOFREADING MARKS When correcting your rough drafts in these lessons, use these seamen proofreading marks: INSERT on base of line /,\ /,\ from tq: of line \'/ \u/ DELETE /‘D" performance sorkfr ADO SPACE 4’? mo rocsesing CLOSE UP C bacICpaca TRANSPOSE m recdSve be» CAPITALIZE 1'3- Jm‘s. Romero USE LMR CASE / no /,to )Ord Irocessing Nit ROD PARAGRAPH 921 um PARAGRAPH M 9 The use of informal corrections is accmtabls in these lessons as sell as the proofreading marks. Siaply cross out the error and srita the correction above or beside it: ’méw new 202 LI-CI LESSON 2: SPECIAL NOTE TO STUDENT Dear Student: Nerd processing, the automation of communications, influences in some say every office student she will be seeking employment in the future. Nerd processing affects the say that communications of all kinds are now created. A look at letters and memos shows that many executive grows in companies with sord processing facilities are dictating messages to machines, a process called machine dictation. Secretaries are converting this dictation into written messages by the process called machine tran- scription. This transcription skill is going to be increasingly impor- tant to enployses in today's and tomorrow's offices. That is what these lessons are about. Each lesson will attempt to focus on skills important to machine transcription, and you sill also learn about sord processing concepts along the way. Please follow the instructions sith each lesson carefully. For right now, please note the following items: 1) Please use the stationery provided for the lesson for your rough draft. You will need to provide your own carbon sets. 2) Do not use an eraser or other correction materials during tran- scription. This will only slow you down. 3) Be sure to record the beginning and ending transcription times and the ending proofreading time in lessons 1, 5, lO, and 14. 4) If you cannot transcribe a sord, type a double-X (XX) and con— tinue your transcription. Return to the problem during proofreading. 5) Use the samples provided in the lessons for examples of the format. 6) When you complete a lesson, DO NOT RENIND THE TAPE. This will leave the tape in position for the next lesson. Now you are ready for Lesson 2. Read the instructions for Lesson 2, insert the tape, listen for the chime, and transcribe. Do as well as you can on all of these lessons. Sincerely, A». Ann M. Remp, Designer Transcription Materials mi CI 2. 2CK5 INSTRUCTIONS FOR LESSON 2: CONTINUOUS KEYBOARDING OBJECTIVES FOR LESSON 2 The first objective for this lesson is TO KEYBOARD CONTINUOUSLY WHILE COORDINATING THE LISTEN-STOP-REPLAY fEATURE Of THE TRANSCRIB- INC UNIT. Other objectives are TO PLACE PUNCTUATION MARKS AND SPELL THE TERMINOLOGY USED IN THE LESSON ACCURATELY. GENERAL PROCEDURES The material in Lesson 2 is dictated at a slos rate of speed so that you can learn to operate your stop-replay feature. You are to listen to a phrase or grow of sords, and begin to type those sords. Before you finish typing, listen to the next group of sords. As you practice, you sill develop continuous keyboarding skills. You sill be transcribing a rough draft, so there sill be an oppor- tunity to proofread your sork. Even so, you sill need to make deci- sions about punctuation, spelling, and wording as you go. If you cannot transcribe a sord, type a double-x (XX), and continue your sork. SUPPLIES, STATIONERY, AND MACHINE ADJUSTMENT You sill need a red pen or pencil, one carbon set, and the stationery for Lesson 2 (CONTINUOUS KEYBOARDING-Lssson 2). Sat one-inch margins for left and right sides, and double space your transcript. Use Sample 1 for a model. VOCABULARY AND PUNCTUATION GUIDES Here are several terms for you to preview that appear in Lesson 2: COMPUTER CONSOLE MEANINGFUL UNIT NORD PROCESSING EARFUL CONTROL MECHANISM INTERRUPTION REPLAY FEATURE DICTATION HABITS CLIENTS Here is one rule on comma use for you to revies: USE A COMMA AFTER EACH ITEM IN A LIST DR SERIES. The list may appear in the beginnin , middle, or end of a sentence. The item may be any part of speech noun, verb, etc.) or phrase. Use a comma before the final conjunction. EXAMPLES: Listening. transcribing. and proofreading are three important activities in the sord processing center. The correspondence secretary inserted the cassettg, adjgsted the yolumeI and began to transcribe. CI 5. 204 TRANSCRIPTION AND PROOFREADING INSTRUCTIONS After you have reviewed the instructions, vocabulary preview, and punctuation rule, you are ready to begin. A chime will mark the beginning and end of the dictation you are to transcribe. When your stationery is inserted and your margins adjusted, insert the tape and begin. When you are done, obtain the KEY TO TRANSCRIPTION for Lesson 2 from your instructor, and proofread your transcript, making corrections in red. When you are done, turn in your sork to your teacher. Keep your corrected carbon copy for later use. on NOT ammo You: use. mu m: 35on rue LESSON 3. CI 205 INSTRUCTIONS FOR LESSONS 3 AND 4: BACKSPACE AND STRIKEOVER OBJECTIVES FOR LESSONS 3 AND 4 The first objective for these lessons is to continue TO KEYBOARD CDNTINUDUSLY WHILE COORDINATING THE LISTEN-STOP-REPLAY FEATURE OF THE TRANSCRIBING UNIT. The second objective for these lessons is TO USE BACKSPACE-AND- STRIKEOVER PROCEDURES TO CORRECT TYPOGRAPHICAL ERRORS. Other objectives are TO PLACE PUNCTUATION MARKS AND SPELL THE TERMI- NOLOGY USED IN THE LESSON ACCURATELY. GENERAL PROCEDURES The material in lessons 3 and A is dictated at the same speed as in Lesson 2. Determine the amount of dictation that you can transcribe at one time, and continue to use the stop-replay feature of your transcribing unit. If you notice a typographical error as you make it, begin new to backspace and strikeover the incorrect letters or numbers. Use this procedure only if you are on the word which contains the error. Do not go back a line, a paragraph, or even a few words to correct an error this say. Leave these other errors for the proofreading phase. SUPPLIES, STATIONERY, AND MACHINE ADJUSTMENT You will need a red pen or pencil, a carbon set for each lesson, and the stationery for Lesson 3 (TRANSCRIBING ON WORD PROCESSING EQUIPMENT-- Lesson 3) and Lesson 4 (THE NORD PROCESSING ENVIRONMENT-Lesson 4). Set one-inch margins on left and right sides, and double space your transcript. Use Sample I as a model. VOCABULARY AND PUNCTUATION GUIDES Here are several terms for you to preview that appear in Lesson 3: FEATURES STROKES or KEYSTROKES DISCS MAGNETICALLY CASSETTE TAPES AUTOMATED UNIT FUNCTION KEYS CONVENTIONAL TYPEWRITER WORD OMISSIONS Here is one rule on comma use for you to review: IN A COMPOUND SENTENCE, USE A COMMA BETWEEN THE TWO INDEPENDENT CLAUSES. Place the comma before the coordinate conjunctions (and, but, or, for, nor, and sometimes yet). CI 206 EXAMPLES: The dictator pronounced sords carsfullx‘_ggg his rate of speaking see just right. A dictator usually has name and address information readily availableI but the transcriber must spend time to 100k it me 'Hsre are several terms for you to previee that appear in Lesson 4: TECHNOLOGY RESISTANCE PROCEDURES + SPECIALISTS ENVIRONMENT ADMINISTRATIVE SECRETARIES CORRESPONDENCE WORD PROCESSING SECRETARIES PERSONNEL Here is one rule on comma use for you to revises USE A COMMA AFTER A LONG INTRODUCTORY PREPOSITIONAL PHRASE OR A COM- L BINATION OF PHRASES. Three or more sords usually make s long phrase. Use a comma for shorter phrases if confusion sill result sithout the comma. EXAMPLES: acts; introductory instructionI the student sill use other features of the transcribing unit. pin the instruction manual under 'trggblesbgoting,’ the operator sill find suggested says of solving sord processing prObleme. TRANSCRIPTION AND PROOFREADING INSTRUCTIONS 'After you have reviewed the instructions, vocabulary previee, and punctuation rules, you are ready to begin. A chime sill mark the beginning and end of the dictation you are to transcribe. When your stationery is ready and your margins adjusted, insert the tape and be h. When you are done, obtain the KEY TO TRANSCRIPTION for Lesson 3 or for Lesson 4), end proofread your transcript, making corrections in red. Ihan you are done, turn in your sork to your teacher. Keep your corrected carbon copy for later use. DO NOT REWIND YOUR TAPE. YOU ARE NOU READY FOR LESSON 4 (OR LESSON 5). 207 LI-CI INSTRUCTIONS FOR LESSON 5: PROGRESS CHECK Hos are you doing so far? Are you getting the “feel“ of machine tran- scription? Are you finding error correction easier during transcription? If so, you are acquiring an invaluable skill needed in the sord processing environment. The purpose of this lesson is to determine hos sell you are doing. You are probably interested in your progress as sell. As in Lesson 1, the pretest, you are asked to record your time three times. The other proce- dures are identical to those you have follosed in lessons 2, 3, and 4. Revise the instructions if you have questions about the procedures. Your completed sork should look like Sample 1. I. SUPPLIES, STATIONERY, AND MACHINE ADJUSTMENT You need a red pen or pencil, one carbon set, and the stationery for Lesson 5 (THE HORD PROCESSING SATELLITE-Lesson 5). The dot (.) shoes the place to start your transcription. Set one-inch left and right margins. 2. TRANSCRIPTION INSTRIXZTI ONS Transcribe the document using the continuous typing and backspace/ strikeover technique thstyou have learned. Type a double-X (XX) for any word you cannot transcribe. Insert punctuation and make other decisions as best you can. Following the transcription, proofread the material. ' The chime sill precede and folloe the dictation to be transcribed. Be sure to have your instructor verify your beginning and ending tran- scription times and the time you finish proofreading. 3. PROUREADINC INSTRUCTIONS Uith red pen or pencil, make any corrections you need to your transcript. Ihen you are done, turn in all your sork to your instructor. DO NOT RENIND YOUR TAPE. YOU ARE NOW READY FOR LESSON 6. ENDS CI LESSON 6: SPECIAL NOTE TO THE STUDENT Dear Student: The next four lessons will continue what you have begun already sith a fee additions. First, the dictation sill resemble office style dicta- tion, and you sill transcribe letters and memos, rather than manuscripts. Tso nee samples have been added for your use in setting up the first fee items. Second, the speed of dictation sill be increased from that of the first fee lessons. Transcribing material becomes easier sith experience on the job. The secretary or sord processing specialist becomes familiar sith the types of correspondence, the special vocabulary, and the habits of the dicta- tors themselves. For the remaining lessons, imagine that you word for a business called Educational Conferences, Inc. As you learn about this business, you will find that transcribing materials becomes faster and easier. Educational Conferences, Inc., a fictitious coupeny, sets an sork- ehqas and conferences for a variety of grows. The conpany also prepares training materials in many forms: videotape, sudio cassette, and slide/ tape combinations. These materials are specially designed for the groups ehich need them. The letters and memos you transcribe sill provide more information on the specific programs this company prepares. The company generates a tremendous amount of correspondence. It creates its business by direct mail advertizing. Letters and memos are required to handle the adninietrative work of setting up conferences. Because the training materials are published by Educational Conferences, many manuals are sritten and produced. With shat you already knos about sord processing, you can probably see shy e sord processing system is so essential to the business. As you begin, nos, to produce letters and memos, continue to develop the skills you have begun. Sinply apply them to a nee situation. You sill find, as in previous lessons, that there are vocebulary provisos and punctuation reviews. Go ahead sith Lesson 6, and do sell. Sincerely, AMW Ann R. Reap, Designer Transcription Materials mi 209 LI-CI WE WA DATE M._/_‘éj/ Ix EDUCATIONAL COWERENCES, IMZ. Small City, Michigan August 5, l98x DR ELEANDRE L WILEY PCF AGENCY 450 HILLSIDE LANE COLLEGE COMMUNITY FL 00000 Dear Dr. Wiley We are pleased to ansser your request for a sord processing seminar. «Yd? You are especially concerned about time factors and instructional materials. 1gore is some brgff information on each. First, the time needed for sord processing operators to learn a unit will vary. The basic operation of a unit can often be learned sith as little as eight to ten hours of i struction and hands-on experience. We recommend that say purchaser dg'a word processing system take advan- tage of all the instruction made availbble by the manufacturer before coming to us. Once that is exhausted, however, there are some types of instruction that we can provide to help the client get the most from the sord processing system. We find that many sord processors are under- utilized, and so try to identify other applications and train operators to accomplish these. Socon provide instructional materials. As before, so recommend that the cl ent thoroughly use the materials provided by Ehe nudlcturer, and so sill, at the client's request, use the training ‘ggready on hand. We prefer, however, to develop our own materials, for we design them to develop confidence along with skills in sophistocated opittions. Would you let us talk to you further about the seminars? Our philosophy here is to provide you sith the training you need. We do our best to learn your needs first and then tailor a program for you. We sill call you next seek to setfl an appointment. Cordially yours William R. Tomasma Program Director yi SAMPLE 2 Full-Block Style Letter LI-CI 210 NAME “£24 W DATE $51,421; lé [Zfi EDUCATIONAL CONFERENCES, mc. Memorandum DATE: may 29, 198x TO: Bill Tomasma FROM: Sue Petrovich SUBJECT: High School Tour The office procedures class from Edwin High school sishes to visit our training laboratories later this month. They sent to arrange a morning tour any day but Friday. Could you check our conference caleddfi endar to determine available dates and set up a tentative agenda. #’ The person to contact at theéchool is Webber Brown. You might sent to call him at 736—0842 to determine his specific interests, as sell as set a date and time. Because so do have s number of films on different topics, such as sord processing, records management, dicta- tion, and so on, you might include one on the program. Would you also check sith our part-time people to see she sould be availbble to give demonstrations of our equipment. Let me knos whether you or I will handle the tour itself. Thanks. yi SAMPLE 3 Full-Block Style Memorandum CI 2. 211 INSTRUCTIONS FOR LESSONS 6, 7, 8, AND 9! TRANSCRIBING LETTERS AND MEMOS OBJECTIVES FOR THE LESSONS The first objective is TO TRANSCRIBE NFICE-STYLE DICTATION FOR LETTERS AM) MEMCES. Other objectives for the lessons are to continue to KEYBOARD CM- TINUOUSLY, use BACKSPACE/STRIKEOVER TECHNIQUES. PLACE PUNCTUATION MARKS CCRRECTLY, AND SPELL THE TEMINOLOGY USED IN THE LESSONS ACCURATELY. GENERAL PRIEEDURES The material in these lessons is dictated in an office style. Unusual punctuation is given, but normal punctuation should be placed by the transcriber. Line and paragraph spacing is indicated by 'next line- or “paragraph" identifications. Phonetic spelling is used for some letters of the alphabet. Other instructions are given to the secre- tary at the beginning and ending of the dictation. Part of the dictation is already transcribed on the stationery to siaplify your learning task, but you should note has the dictated instructions are converted into typesritten form. Tn nes samles for full-block letters and memose are included for your use. SlPPLIES, STATIONERY, AND MACHIM ADJUSTMENT You will need your rod pen or pencil, one carbon set for each lesson, and the stationary designated for the lessons. Set your margins at one-end-ene-half inches for left and right sides. Single space sith- in paragraphs, and double space betseen. See samles 2 and 3 for swanples. VOCABULARY AM) PUNCTUATION GUIDES Here are several terms for you to previee that mpeer in LESSON 6: COM'EREI‘CE BUREAU CONSULTANT CENERATE PUBLISHING SPEAKERS‘ FILE REFERENCES RECORDS MANAGEMENT BROCHURES F ACI LI TI ES Here is one rule on census use for you to revies: USE A CW BETWEEN TWO ADJECTIVES IN A SERIES OR LIST 51; THE ADJECTIVES CGJLD BE REVERSED OR 11 THE ADJECTIVES COULD HAVE 'ANO' PLACED BETWEEN THEM. These are called coordinate adjectives. EXAMPLES. Word processing is s nee, cggglex technology. (This could in with" W or W without changing the meaning. 212 The rapid, accurate production of communications is a major reason for the popularity of sord processing. If you have inserted the stationery for Lesson 6 (LARKIN LETTER—- Lesson 6) and adjusted your margins, please insert your taps and begin to transcribe. When you are done, proofread your sork using the KEY TO TRANSCRIPTION. Turn your sork in to your teacher. DO NOT REWIND YOUR TAPE. YOU ARE READY FOR LESSON 7. Here are several terms for you to previee that appear in Lesson 7| DICTATOR CONFIDENT PROGRAM OBJECTIVES INDIVIDUALIZED CREATING EXERCISES DICTATION STYLE 'MIKE FRIGHT’ DICTATION HABITS Here is one rule on comma use for you to review! PLACE A COMMA AFTER AN INTRODUCTORY VERBAL PHRASE THAT IS USED AS A MODIFIER, THAT IS, AS AN ADJECTIVE OR ADVERB. VERBAL PHRASES Participless Looking to the future, she learned as much as possible about word processing. Proposition with Gerundc Before leavingI he answered questions about the nee system. Infinitive: To make matters worseI the manager erots the report entirely in longhand. If you have prepared your stationery and margins, insert the tape and begin to transcribe. Proofread your transcript sith the KEY for Lesson 7, and give your sork to your instructor. DO NOT REUIND YOUR TAPE. YOU ARE NOW READY FOR LESSON 8. Here are several terms for you to previee that appeer in LESSON 8: HUHAN RE LATI ONS ELIMI NATE ELECTRONI GALLY PUBLICATIONS DISTORTION VISUAL HANDICAPS COMPRESSED SPEECH SLIGHT WAVERINC COMPREHENSION Here is one rule on comma use for you to revise: PLACE A GONNA AFTER AN INTRODUCTORY ADVERB CLAUSE. EXAMPLES: It you gttgng the semiggg, please record the speaker's talk. Met in the office; he listened to the training tape in compressed speech. CI 213 If your preparations for transcription are complete and you have rsvieead Sample 3 for the memorandum format, insert your tape and begin Lesson 6. After proofreading, turn your sork in to your teacher, and retain your carbon copy for later use. DO NOT REWIND YOUR TAPE. YOU ARE READY TO BEGIN LESSON 9. Here are several terms for you to previee that appear in LESSON 9! COMPREHENSION SIGNIFICANCE INNOVATION INTELLIGIBILITY VARIABLE SPEED PITCH LEGIBILITY TRIAL BASIS PARALLEL Here is a rule on comma use for you to revise. USE COMMAS TO SET OFF (THAT IS, BEFORE AND AFTER) NONRESTRICTIVE ITEMS WHEREVER THEY OCCUR IN A SENTENCE. NONRESTRICTIVE ITEM: The sord, phrase, or clause is NOT NEEDED TO IDENTIFY ANOTHER NORD DR PHRASE; the nonrestrictive item identi- fies something in s sentence ehich is ALREADY CLEARLY IDENTIFIED. APPOSITIVES: Charles LsngdenI cu; customs; PEEEOEE Eggresentativg, visits our word processing center regularly. The cemnmicatien fielwmm is con- tinuing to grow. VEROAL PHRASES: The Pritchard Building. located 93 Main §tgeet, houses our communication services. The right rear panelI obyiously badly QEESQPQo needs to be replaced. CLAUSESI The nae personnel d1OBOEOth_jt5!LJE!LJ!LLLJB§2§_§QQQ‘ plane to institute a dictation training pregras. The necessary dictation, all of lhigh 23:12:: soggy. sill be transcribed by this afternoon. DO NOT USE COMMAS TO SET OFF WORDS, PHRASES, OR CLAUSES ESSENTIAL TO IDENTIFYING SM OTKR ITEM IN A SENTENCE. PHRASES: The report assigneg [or Thursday see completed early. The building to the gag: of this gas is nee too small. CLAUSESI The employee HOP just gateggg the 5999 is a sord processing preJ act leader. The file gulch see deliyegeg by Me. Weston contained the missing report. CI If your revise of vocabulary and some use is couplets and your stationery is ready, insert your taps and begin Lesson 9. After you have proofread the transcript, using the KEY TO TRANSCRIPTION, give your sork to your teacher. DO NOT REWIND YOUR TAPE. YOU ARE NOW READY FOR LESSON 10. 214 21S LI-CI INSTRUCTIONS FOR LESSON 108 PROGRESS CHECK By nee you have learned some terminology used in word processing and some ideas to improve various skills used in the sord processing center. It is time again, now, to determine has you are doing on some of the basic machine transcription skills. This lesson has the same purpose as lessons 1 and S and is set up in an identical fashion. You sill need to record three times as indicated on the stationery. Although you have been transcribing letters and memees in lessons 6 through 9, this lesson asks you to transcribe s manuscript in the same say that you did for lessons I end 5. Use Sample 1 for the format. Revise these instructions only if you have questions about pro- cedures. 1. SUPPLIES, STATIONERY, AND MACHINE ADJUSTMENT You need a red pen or pencil, one carbon set, and the stationery for Lesson 10 (PROOFREADING IN THE WORD PROCESSING CENTER-uLessen ID). The dot (.) shoes you share to start your transcription. Set one-inch left and right margins. 2. TRANSCRIPTION INSTRUCTIONS Transcribe the document using the continuous typing and backspace] strikeover technique that you have learned. Type a double-X (XX) for any word you cannot transcribe. Insert punctuation marks, using the rules you have reviewed to guide you. Make other decisions as best you can. Following the transcription, proofread the material. The chime will precede and follow the dictation to be transcribed. Be sure to have your instructor verify your beginning end ending tran- scription times and the time you finish proofreading. 3. PROOF REAOI NO INSTRleI ONS With red pen or pencil, make any corrections you need to your transcript. When you are done, turn in all your sork to your instructor. DO NOT REWIND YOUR TAPE. YOU ARE READY FOR LESSON 11. 216 CI LESSON 11: SPECIAL NOTE TO THE STUDENT Dear Student: Nerd originators, or dictators, are not perfect queakers. They say meetedly pause to think about their message. They say speed up to a very high rate. Even if they are trained sell. a drcp in voice or a distraction can cause garbled dictation. The sord originator can, on occasion, dictate mgramtioal sentences or frequents. F or this reason, the machine transcriber became a decision maker or editor of documents. Decision making eith dictation is very inertsnt to keming production moods high. than a transcriber comes men an ambiguous section of die- tation (and this is frequent, given the variety of dictators and the highly tschrdcal nature of some dictation), there are several says to handle it. Reference to the dictionary is a possibility. Asking a co-eorker or exper— viser is another. Calling the originator or principal is a third ”preach. These are good approaches than the edaiguity comes from the technical material being presented. than the problem is miepronunciatien, the tran- ecriber should asks a tentative decision on cording based on greener and cthe weervation of word processing operators shoes that seat referencing is done after transcription is couplets, during the proofreading stage. This maintains the mmentun of transcribing. Too many interruptions to handle books or telephones aloe the transcriber dean. A quick decision a: sord choice or punctuation alloee the transcriber to Iasq: a fast pace, and the choice can be rsvieead during proofreading. The next three lessons contain some unclear dictation, sords that are mquronou-uced or unclear. You sill have an mportunity to practice the editing skill eventually required of a good machine transcriber. In addi- tien, the lessons nee require you to transcribe the full letter based on the instructions given by the dictator. Seeple 2 should be used as a sodel. Begin these lessons by reading the instructions. Then insert your th and transcribe. De sell. Sincerely yours, KEV/27.16% Ann R. Rem, Designer Transcription Netsriels CI 2. 21? INSTRUCTIONS FOR LESSONS 11, 12, AND 13: TRANSCRIBING MORE LETTERS FROM OFFICE-STYLE DICTATION OBJECTIVES FOR THE LESSONS The first objective is to TRANSCRIBE COMPLETE LETTERS FROM INSTRUCTIONS DICTATED BY THE ORIGINATOR. The second objective is to TRANSCRIBE DICTATION WITHOUT A PREVIEUCI’ VOCABULARY. The third objective is to TRANSCRIBE AMBIGUOUS DICTATION BY MAKING RAPID DECISIONS ON NOROING BASED ON GRAMMAR AND CONTEXT. The other objectives are to continue to keyboard continuously, backb space and strikeover typographical errors, and place punctuation marks accurately. GENERAL PROCEDURES There are no vocabulary previous or punctuation rules provided for the student. All transcription must be cenpleted en the basis of dictation. The speed of dictation has been increased to conversational levels. The stationary does not provide the dates or inside addresses for the letters. The dictation contains some unclear sording. The student needs to decide shat sord to use in the transcript on the basis of grammar and context (the general meaning of the dictation). SUPPLIES, STATIONERY, AND MACHINE ADJUSTMENT The same stationery has been provided for lessons 11, 12, and 13. The student needs to circle the appropriate lessen number. Each lesson still requires one carbon copy. and proofreading should be done in red. Set the margins for one-snd-one-helf inches. Use Sewla 2 as a model. TRANSCRIPTION AND PROOFREADING INSTRUCTIONS Nhen you are ready, insert your tape, listen for the chime, and begin your transcription. When you are finished, obtain the KEY TO TRANSCRIP- TION from your teacher, and proofread your transcript. Make your cea- rectiene in red. When you are done, turn in your sork. Keep your carbon copies for later use. DO NOT REWIND YOUR TAPE. YOU ARE READY FOR THE NEXT LESSON. 211! LI -CI INSTRLIZTIONS FOR LESSON 14: FINAL PROGRESS CHECK Congratulations! You have coupleted the introductory lessons in machine transcription. The objectives of these lessons have been to help you key- board continuously, use cerrsct punctuation, and develop related skills. The final step is to determine how far you have come. It is important to be able to compare your skill nos eith your starting skill. The lesson is set up in the same way that lessons I, 5, and 10 more. You mill need to record three times as indicated on the stationary. You are to use Sample I for the manuscript in this lesson. Revise the remaining instructions only if you have questions about procedures. 1. SLPPLIES, STATIONERY, AM) MACHINE ADJUSTMENT You need a red pen or pencil, one carbon set, and the stationery for LESSM 14 (RECORDS DISTRIBUTION AND TURNAROUMJ TINEuLesson IA). The dot (.) shoes you shore to start your transcription. Set one-inch left and right margins. 2. TRANSCRIPTION INSTRUCTIONS In this lesson, you are to demonstrate all the skills you have developed in these lessons: continuous typing, correct punctuation, handling unclear dictation, and related skills. Type a dorbls-X (XX) for any word you comet transcribe. Insert punctuation marks, using the rules you have reviewed to guide you. Make other decisions as best you can. Following the transcription, proofread the material. A chime sill precede and folloe the dictation to be transcribed. Be sure to have your teacher verify your beginning and ending transcrip- tion times and the time you couplets proofreading the document. 3. PROUREADIMI INSTRUZTIONS Hith rad pen or pencil, make any corrections you need to your transcript. man you are done, turn in all your sork to your teacher. YOU HAVE SUCCESSFULLY CUIIPLETED THIS INSTRUCTIONAL MATERIAL. YOU MAY NON BEHIND YOUR TAPE! CONTINUE, HWEVER, TO DEVELUD THIS VALUABLE JEB SKILL. GOII) LLAZK! APPENDIX C Background Survey and Special Stationery I A C I C A O U N O S U R V E Y A N D I P E r I A L S T A T I O N E A Y F O R I A C H I N E T R A N S C R I P T I O N Background Survey and Stationery For 14 Lessons Developed by Ann R. Reap Under the Direction of Dr. Robert Poland Business and Office Education Michigan State University East Lansing, Michigan (:) 19:1 219 22H] LI-CI STLDENT BACKGROUND OUESTI ONNAIRE NAME: CREDITS CUNPLETED AS Cf LAST TERM. CURRICULUM CREDITS CARRIED THIS TERMI Please answer these questions to the best of your ability. There are no right or mrong answers. If you cannot member exactly, put your best guess. 1. Have you transcribed by machine before entering this class? NO (Skip to lo.) YES (Co to la.) la. Have you had a machine transcription class before? NO YES If yes, shat mead in transcription did you achieve? lb. Have you transcribed on the job? NO YES If yes, more you trained on the job? NO YES If yes, shat mused in transcription did you achieve? Is. How easy or difficult do you expect machine transcription to be? ___Very Easy ___Semeubat Easy _____Somemat Difficult __Vory Difficult 2. Hoe many courses in English or grammar have you conpleted in high school? in college? in another place? 2a. Of all the classes mentioned, hoe many more: grower-oriented? literature-oriented? 2b. Are you currently enrolled in a grammar-oriented language class? 2c. Hem difficult or easy sould you say that gramr and punctuation are for yea? ____Very Difficult ____Somesbat Difficult ____Somed':at Easy ___Very Easy 2d. What mould you say your average grade in grammar-oriented language classes is? Please use a letter (0-, 8+, C, and so on). 3. What is your etraidwt ccpy typing speed? upm. When use your last typing test? 3a. Hoe accurate mould you say you are shen you type? ____Very Accurate ____Seme:.hat Accurate __Somevhat Inaccurate ___Very Inacc. 3b. Hos accurate mould you say you are man you proofread? ___Very Inaccurate ____Somenhat Inaccurate ___Someehat Accurate ____Vsry Acc. -Over- 223. LI-CI 4. Have you studied shorthand? NO (Skip to 5.) YES (Go to As.) As. F or hoe long have you studied shorthand? Years Months 4b. What speed have you achieved in transcribing from your notes? rpm. 5. Do you speak a language besides English at home? NO YES If yes, mat language(s)? Thank you very much. student. Your answers mill be kpt confidential. They are helpful, though, in evaluating the results of these tranwriptien materials. 222 Begin End End Transcript Transcript Proofread NAME DATE MACHINE TRANSCRIPTION SKILLo-Lesson l 223 NAME DATE CONTINUOUS KEYBOARDINC-Lesson 2 NAME DATE TRANSCRIBING ON NORD PROCESSING EQUIPMENTo-Leseon 3 224 NAME DATE THE WORD PROCESSING ENVIRONMENT-Lesson 4 225 Begin End End Transcript Transcript Proofread NAME DATE THE WORD pamcssmc SATELLITE-n-Leaeon 5 226 22? NAME DATE LESSON 6 EDUCATIONAL CONFERENCES, INC. Small City, Michigan January 2, 198x MS SANDRA LARKIN 3333 LARCHMONT ROAD LARGE CITY CA 00000 Dear Ms. Larkin 22B NAME DATE LESSON 7 EDUCATIONAL CONFERENCES, INC. Small City, Michigan April 9, 198x MR JEROME MCCAFFREY TRAINING DIRECTOR TRANSPOCORP INDUSTRIAL CITY TX 00000 Dear Mr. McCaffrey NAME DATE DATE: TO: FROM: SUBJECT: EDUCATIONAL CONFERENCES, INC. Memorandum July 16, 198x Sue Pstrovich Bill Tomasma Compressed Speech LESSON 8 229 230 mm: DATE LESSON 9 EDUZATIONAL CONFERENCES. INC. Memorandum DATE: October 23, l98x TO: Linda Warren F Rm: Sue Petrovich SUBJECT: Followup Rmort on Comressod Speech 231 Begin End End Transcript Transcript Proofread NAME DATE PROOFREADING IN THE WORD PROCESSING CENTER-Leason lO 232 NAME DATE LESSON 11 12 13 EDUCATIONAL CONFERENCES, INC. Small City, Michigan Begin End End Transcript Transcript Proofread NARC DATE RECORDS DISTRIBUTION AND TURNAROUND TIME-ansson 14 233 APPENDIX D Teacher‘s Key M A C H I N E T R A N S C R I P T I O N I N T H E N O R D P R 0 C E S S I N G E N V I R O N M E N T Teacher's Key 14 IntroductOry Lessons. in Machine Transcription Developed by Ann M. Reap Under the Direction of Dr. Robert Poland Business and Office Education Michigan State University East Lansing, Michigan 234 235 SPECIAL NOTE TO THE TEACHER Dear Teacher: Thank you very much for your assistance in evaluating these materials. There are some questions you may have about them and their use. Perhaps I can anticipate some of them. First, mat do you actually have? The materials you have received contain: one cassette tape for each student, each containing 14 intro- ductory lessons; one instruction booklet for each student: enough eta- tionery for each lesson for each student: this teacher's manual, contain- ing the ansser keys for each lesson: and, for those using the special srittsn instructions, additional keys to transcription for lessons 2, 3, A, 6, 7, B, 9, ll, 12, and 13. These keys are for student use. Next, shat are the objectives and procedures for the materials? The student instruction booklet contains detailed procedures for the use of the materials. The objectives of the lessons are stated, samples of coeplsted transcription, and other learning guides are cmtained in the student manual. Reading this manual should ansser many of your questions about the study. I sould especially ask you to guide the students through the first fee lessons and to verify the times they record for lessons I, 5, IO, and IA. These are the evaluation lessons and are impor- tant in the evaluation of the materials. What about the confidentiality of student materials that you send to me, including the ACT score and typing speed information? All information I receive sill be held in confidence, and the report of the study sill be in statistical form. No students, schools, or other individual information will be given out. What should you send back to me? I sould like all the materials returned to me at the end of the study, and I sill pay the postage for their return. Of special importance are the corrected rough drafts that each student prepares on the stationary provided. These are gssagtial to the study. Students are free to srite in their booklets, but I sould also like their return and the return of the cassette tapes. What about transcribing final copy? These introductory lessons are designed to have the student learn continuous keyboarding, decision- making sith ambiguous dictation, placing punctuation shils transcribing, and so on. Focus is not on first-time-final COPY. Emphasis on accuracy occurs during proofreading, and students are asked to proofread care- fully. The atudy does not require the students to take the proofsd rough draft and convert it into final copy. It is, of course, your option to do so. These lessons should also phase sell into your osn lessons dealing sith first-time-final transcription. Should students practice other material between lessons? I sould appreciate it if students sould not use other materials during these lessons. If they sent to move ahead, please have them go to the next lesson. Although there are 14 lessons, it is Lp to you mather they take a seek or three seeks. Lessons 1, 5, IO, and 14 should be supervised by you, but the other lessons can be handled as you sish. 236 I am sure that you sill have other questions. Please call me at my office (616-796-0461 Ext. 4328) or at home (616-796-5170) for clari- fication. Your help is invaluable to me, and I appreciate your willing- ness to use these materials. The results sill not be available for about a year, but if you sish to knos the results, I sill try to get them to you. Thank you again. Sincerely, 4W2». em, Ann I. Remp 237 LESSON 1 271 WORDS KEY TO TRANSCRIPTION MACHINE TRANSCRIPTION SKILL-Leseon 1 Machine transcription is not a single, simple skill, for several other skills, each learned separately, are fused together. The basic skills are typing, language use, and listening. Because each one is inportant, se sill nos look at them separately. The first skill is typing, ehich is also called keyboarding. Accuracy and speed are needed, but a major goal for the student is to type continuously. To achieve this, the student learns to operate the transcribing unit so that no stopping is necessary. for error correction, the student develops backspace-snd-strikeover techniques. A second skill is applying language principles. Among these responsibilities, the student sill find punctuating sentences, correcting errors in grammar, and using special vocabulary. Used especially during proofreading, language princi- ples are applied both during and after transcription. Affecting the entire process, listening is a vital, active skill. The student listens for meaning as sell as sords, for interpretation is often required. In addition to unclear, disorganized dictation, the student hears dictation at dif- ferent speeds. Ihsn dictation is poor, the student must ignore incorrect punctua- tion, intsmrst mlsd sords, and mentally edit commioetims. Listening, an active process, must be practiced. In addition to using typing, language, and listening skills, the effective tran- scriber must possess personal characteristics. To be effective, the transcriber shoes poise under pressure, a sense of humor, and initiative. shen the tran- scriber hears unclear sords, she or he must decide the most likely sord to use. This takes initiative, and it requires confidence in one's language skills. If the student looks at machine transcription as a challenge, the result sill be rapid, accurate transcription, a very useful Job skill. 238 LESSON 2 265 IORDS KEY TO TRANSCRIPTION CONTINUOUS KEYBOARDING-cLesson 2 A major goal in developing machine transcription skill is continuous keyboarding. Keyboarding simply means using a keyboard that may be found on a typesriter, com- puter console, or sord processing unit. Here are some facts you might like to knos about continuous keyboarding. Continuous keyboarding is done by skilled operation of the transcribing unit and the keyboard together. The footpedal attached to the transcribing unit permits the transcriber to start, stop, and replay the tape. The replay feature enables the transcriber to revise some of the dictation. The transcriber listens to s meaningful unit of thought, sometimes called an earful. and begins to keyboard. Before keyboarding the entire earful. hosever. the transcriber listens to another earful. Listening starts and steps, but keyboarding continues. Continuous keyboarding by smpert transcribers occurs for varying periods of time. Because dictated letters and assess are usually short, it is common for tran- scribers to keyboard the entire message sithout stopping. Some transcribers do not require a revise of dictation and turn the replay control off or to its losset setting. Transcribers can keyboard at speeds approaching so to 100 sords per minute on sord processing equipment. Ihst problems do transcribers have in achieving continuous keyboarding? Tran- scribers say be interrqated by cosorkers es sell as clients, or they may pause to consult a dictionary. Adjusting volume, starting over because of e misplaced instruction, or changing paper and ribbons may occur. Unfamiliarity sith the equipment or dictator can contribute to pauses. The most important reason for stmping, hosever. is poor dictation. This should give you ideas on hes the machine transcription skill is performed. 239 LESSON 3 249 WORDS KEY TO TRANSCRIPTION TRANSCRIBING ON WORD PROCESSING EQUIPMENT-Leason 3 AlthoUQh sord processing units have many different features, they also have common features of importance to the transcriber. These affect the correction of errors, keyboarding procedures, and the nature of errors. Here is a brief look at each. Error correction is rapid in sord processing. Nerd processing units record all strokes magnetically on cards, cassette tapes, or discs. As a result, errors can be erased and corrections recorded sithout retyping the entire message. Backspace-snd-strikeover skills, for example, are used to correct typographical errors. Nes keyboarding procedures are added to the usual typing of letters and numbers. Special keys control a variety of functions, hence their name, function keys. These are used to center headings, insert lines, rearrange paragraphs, and so on. The transcriber uses these function keys to edit text in major says. lord processing changes the kinds of mistakes that are important. On a conven- tional typesriter, these kinds of errors are important: typographical errors, improper hyphenation, and sord omissions. These may require retyping the entire item. On a sord processing unit, the errors that are serious involve the misuse of the function keys. These keys drive the automated unit. Some understanding of computers may help the transcriber to avoid mistakes and also to solve them shen they do occur. It is possible to learn some sord processing skills using a conventional typeh mriter. The beckspace-and-etriksovsr technique is one such skill. The ease of making corrections is one factor that helps the transcriber keyboard very rapidly. 24D LESSON A 260 WORDS KEY TO TRANSCRIPTION THE WORD PROCESSING ENVIRONMENT--Lssson 4 Word processing changes communication patterns in very important says. Automated equipment makes certain communication activities possible that more not possible before. Because of this, changes have had to occur in the training of personnel, the procedures used to communicate, and the setting in ehich sord processing is used. This setting, or environment, deserves to be discussed. Uord processing technology see developed in the middle 1960s. Compared to today's technology, sord processing then see quite limited. Nevertheless, sord processing had to be sold to business, government, and other users. Selling nes equipment often means selling nee ideas as sell. Along sith the equipment, than, companies fir sold ideas of hos communication should be organized. In the early days of sord processing, that idea placed all sord processing func- tions in one central location. Letters, memos, and reports sould be dictated to the sord processing center and transcribed by specialists called correspondence secretaries. Because all correspondence sould nos be handled in the center, other secretaries sould have time to devote to administrative tasks, hence their nes title, administrative secretaries. Feser of them sould be needed then in the pest, and the one-secretary to one-boss relationship sould end. There see resistance to the idea of sord processing centers. To many people, they mere fancy typing pools. The correspondence secretary had no contact sith dictators. Executives feared the loss of their secretaries and their prestige. Gradually, hosever. sord processing gained acceptance, adjusting to various communication needs. Lesson 5 mill discuss a change in the sord processing environment ehich has solved some of these problems. 241 LESSON 5 269 WORDS KEY TO TRANSCRIPTION THE WORD PROCESSING SATELLITE-oLesson 5 Lesson 4 shosad that a nos idea cannot be forced on people. People must take the idea, sork sith it, and adjust it to suit their can needs. The sord processing satellite represents such an adjustment. For some businesses, the sord processing center see isolated and distant. The sord processing specialists could not handle all the specialized sork coming from various parts of a business. As a result, many businesses today do not have s singla,large center. They have several smaller centers, celled satellites. A satellite is located in the division or department for ehich it sorks. There may be several sord processing operators or just one. The number depends on the mark load. Often modular furniture provides an attractive,sasily accessible center. Clients sill often visit the satellite to leave sork, or the sord pro- cessing specialist may distribute sork to the dictators' various locations. These procedures vary from company to company, but the satellite is decentralized. Nerd processing specialists knos the clients for shom they transcribe, and, in turn, clients use the dictation equipment more readily. The special functions of a division are better served by correspondence secretaries sho knos the sork performed by their division. They are treated as a vital part of the sork team. Early resistance to sord processing did not lead to rejection of it. It led instead to experimentation and adaptation. For some businesses, the single sord processing center is the best say to organize communications. For others, hosever. the satellite concept has resolved many of the early criticisms. It is likely that still more changes sill occur in this important technology. 242 LESSON 6 201 WORDS KEY TO TRANSCRIPTION EDUCATIONAL CONFERENCES, INC. Small City, Michigan January 2, 198x 3333 LARCHMONT ROAD LARGE CITY CA 00000 MS SANDRA LARKIN L Dear Ms. Larkin is are pleased to ansser your questions about Educational Conferences, Inc. About our services, Educational Conferences develops sorkshops, training " materials, and other special services for various groups. In effect, you can think of us as a conference bureau, a consultant, or a training department. With our many contacts, so generate a great volume of com- munication. These include letters, memos, reports, telephone messages, telegrams, and others. Among our contacts are participants, speakers, technical persons, suppliers, and a great many others. On our full-time staff, so have tsenty people. These handle the market- ing, publishing, and administrative functions of our business. Of the tsenty, six are former teachers. In addition to the regular staff, so hire speakers on a contract basis for various programs. For this purpose, me maintain a speakereI file sith names and addresses, areas of experience, and references on speaking ability. Nith increased interest in the office, many groups are requesting programs on sord processing, records management, and communication skills. These are exciting nee areas for us. For your information, as have enclosed brochures on some of our past programs. We sould be happy to give you a tour of our facilities if you visit Niohigan. Thank you for sriting. Sincerely William R. Tomasma Program Director yi Enclosures 243 LESSON 7 234 NORDS KEY TO TRANSCRIPTION EDUCATIONAL CONFERENCES, INC. Small City, Michigan April 9, 198x TRAINING DIRECTOR TRANSPOCORP INDUSTRIAL CITY TX 00000 MR JERU’E MCAFFREY 1 Dear Mr. NcCsffrey Ne do provide the thorough, individualized training in dictation that you asked about, for this is a vital part of an effective sord process- ing system. Here is a brief description of our program. Our program is broken into three sections. The first is for the inex- perienced, beginning dictator she may be concerned sith “mike fright." The exercises are designed to reduce anxiety, for a confident, secure dictator creates better dictation. The dictator sorks through several reading and creating exercises, and program objectives are to form good dictation habits from the start. The second program is for those she have dictated previously, but may not be getting the results they sent. Here the goal is to identify individual dictation problems and help the dictator change a costly, inefficient dictation style. In this pregram, the dictator sorks directly sith an experienced transcriber, and she transcribes dictation in the presence of the originator. Problem areas are discussed, and nee, improved techniques are practiced. The third program is for successful dictators she sent to expand the types of materials they dictate. This unique, unusual program offers special instruction for long, difficult formats. with all of our programs, so try to individualize instruction to the client's needs. Would you visit us to see our dictation lab, or sould you let us visit you? Us sill call you next seek to set up an appoint- ment at a convenient, satisfactory time. Cordially Linda P. Warren Executive Director yi 244 LESSON 8 221 WORDS KEY TO TRANSCRIPTION EDUCATIONAL CONFERENCES, INC. Memorandum DATE: July 16, 198x T0: Sue Petrovich FROM: Bill Tomasma SUBJECT: Compressed Speech Although so have offered programs in listening in the past, these have been directed toward the human relations area of communication. To expand and update our programs, so need to include more on infor- mational listening skills. To explain, so need to assist our clients to listen and remember facts and other information. Having rsvieead a fee publications, I think that so could explore compressed speech. To state this siuply, conpressed meech increases the number of sords a listener hears per minute. After a tape recording is produced, the tape is played at a faster rate. To eliminate distortion, the control unit electronically removes bits of sound. Although there is a slight severing of sound, individuals can listen to speech as much as tse- and-one-helf times faster than normal speed. Because the rate is increased, a great deal of valuable time is saved, Although persons sith visual handicaps are users of speech compressors, many professionals use speeded speech. Overloaded sith nes information about their professions, medical personnel, educators, attorneys, and others use speech compression. To revise product information, sales representatives find this a great asset. Even though se produce our com instructional tapes, as have not made much use of coepresaed speech. Because you are interested in listening skills, I sent you to prepare a follosup report on this area. yi 245 LESSON 9 274 UORDS KEY TO TRANSCRIPTION EDUCATIONAL CONFERENCES, INC. Memorandum DATE: October 23, 198x TO: Linda Barren FROfll: Sue Petrovich I SUBJECT: Follosup Report on Compressed Speech 1 Bill asked me to report some of the facts on compressed speech, some of ehich sore reported as much as 35 years ago. He also asked me to suggest some applications for sord processing, an area which could benefit by good listening skills. This report, admittedly short and incomplete, sill first present a fee findings on comprehension and _ intelligibility. I? Comprehension, shich means understanding gained from listening, is evaluated sith tests over material. A person may listen to a test story, delivered at varying speeds, and than ansser questions on the general ideas or facts presented. Several studies report the highest comprehension at 275 sords per minute, a speed about 75 percent faster than that used by professional readers and speakers. Intelligibility, a sord parallel to legibility in writing, means that sords can be identified clearly. -Words are intelligible at higher speeds that they can be comprehended, a point which may have significance for sord processing applications. Some experts feel that listening speeds, generally limited from 140 to I75 sords per minute, could betxnstsd to reading speeds, ehich are generally in the high ZOO-sords-per-minute range. Results do not shes inproved comrehension sith higher listening speeds, a factor not really expected by experts, but they do shes the same level of compre- hension at considerable time savings, undoubtedly a tremendous value. There are some informal reports that compressed speech is being used in the sord processing center, on innovation of concern to us. Transcribers could use compressed speech for previous of dictation, for adjustment of dictation speeds during transcription, and for proofreading. We might consider some trials of compressed speech in these areas. yi 246 LESSON 10 285 WORDS KEY TO TRANSCRIPTION PROOFREADING IN THE WORD PROCESSING CENTER-oLeeson lO Proofreading, an essential skill in sord processing, is closely related to lan- guage skills. Good language skills do not guarantee good proofreading skills, but they help. Proofreading, ehich insures that mailable documents are produced, must be practiced. One sord processing supervisor states, “Proofreading is the ability to read shat is actually on the page and not shat se knos should be there. This ability requires a high degree of attention to detail. Proofreading for typographical errors is only one portion of that skill. Checking continuity of thought and making sure the sentence structure makes sense require grammar proficiency. The third element of proofreading is checking for consistency. All of these segments, ehich are vital to the accuracy of sork performed in sord processing, comprise the skills necessary in proofreading.“ Among experts, there is general agreement that proofreading is a task coeplsted after the basic keyboarding has been done. Depending on the type of equipment, hyphenation decisions may also be a part of proofreading. Proofreading practices vary among sord processing centers. Transcribers may be responsible for proofreading each document they prepare. Looking at the screen or paper during transcription, many of these transcribers are able to catch typo- graphical errors shils transcribing, but proofing is still needed. During the automatic printing of final documents, one transcriber may proofread another document. Another may proofread several documents as a major activity and not combine it sith other tasks. Some centers assign proofreading responsibilities to the originators, and still others have one person, sometimes a supervisor, responsible for final proofreading. This arrangement makes it possible to hire the visually handicapped person to transcribe rough drafts. Whatever the arrangement, proofreading is as much a part of the machine transcrip- tion skill as keyboarding itself. 247 LESSON 11 225 NOROS KEY TO TRANSCRIPTION EDUCATIONAL CONFERENCES , INC . Small City, Michigan (Current Date) RS JANET LAROUK A36 ABBOTT STREET ANOTHER CITY RI 00000 Dear Ms. Lsroux Thank you for your inquiry on the eecgetary's average day. I sill try to give w some exaeples based on our company's administrative secretaries. There is, of course, no typical day. Every day is different, and each secretary deals sith her executive's unique requests. In a day's time, hosever. he are some tasks ehich ell secretaries must um. Because as are a company ehich sells by direct mail, handling correspon- dence is a must. Each day's mail is sorted and directed to the office by 9:30 a.m. The secretaries sort the routine from special correspon- dence and deliver the letter to their superiors. The secretaries than dictate the replies to routine correspondence, using guide paragraphs and standard letters prepared for use sith the sord processing center. In this say, mail is frequently sent out eithin tee to three hours' time of its arrival. Executive time is used to handle the decision- making situations. Our administrative secretaries handle many of the records management functions, ehich include microfilming and distributing records. Of course, correspondence handling is just one function. Telephone handling, setting meeting agendas, controlling the calendar, and perform- ing other administrative tasks keep executives' time free to concentrate on management functions. ‘1; is management's responsibility to set policy and'ggkg decisions. Providing the executive sith the timeltg do this is a major contribution made‘gy our company's secretaries. Sincerely Linda P. Darren Executive Director yi NOTE: The underlined sords are suggested says of handling the distorted dictation in the lesson. Other sords may fit the meaning of the letter, and you should treat your sord as correct if it is in correct grammatical form and makes sense. 1L48 LESSON I2 184 WORDS KEY TO TRANSCRIPTION EDUCATIONAL CONFERENCES, INC. Smell City, mung... (Current Date) HR ALLEN STONE MARKETING DIRECTOR ALLIED U P SYSTEMS 300 BRAZIL BASIN BUILDING UINDY CITY IL 00000 Dear Ir. Stone Your questions about productivity to be achieved sith sord processing and the hiring standards 21 sord processing operators are difficult to ansser. Remy cgggeniss have run their osn production studies, but 353;: are fee general standards ehich can be cited. Manufacturers may cite 2,000 or 20,000 lines 23‘ day per station. This leaves the area .91 prodsotivity ubiguoue. One say that experts handle the question of productivity is by citing the time savings for sord originators or principals. Another say that productivity is discussed is by comparing the transcription process from shorthand notes and from machine dictation. The letter uses secretarial time more efficiently. As to hiring requirements, many supervisors hire primarily on the basis of language skills, typing ggeed and accuracy, and personality. Prior sord processing.ggg machine transcription experience is less important rightiggg for these positions, but as equipment becomes increasingly sophistocated, this may change. My son belief i; that some experience sith automated equipment is‘niggly desirable. If as may ansser other questions, please contact us again. He ere enclosing a brochure about our other services for your information. Cordielly yours Iiiliem A. Tomasma Program Director yi Enclosure NOTE: The underlined sords ears distorted during dictation. Consider your sords correct if they are grammatically correct and fit the sense of the dictation. 1249 LESSON I3 120 WORDS KEY TO TRANSCRIPTION EDUCATIONAL CONFERENCES, INC. Small City, Michigan (Current Date) ms MARCELLA BAYLOR, can 1300 MOUNTAIN aouutvuo MAJOR CITY OH 00000 Dear Ms. Baylor Your outstanding mark in records management and retention problems prgmg§g this invitation. Hou d you speak at our organization's mcom ng conference being held on the ch of June? It sill B1. held at tFe RarrIson Hotel's conference mtsr. The planned session sould be a technical presentation at 11:00 a .m. to last one hour. The audience sill consist of sorking “records management personnel. Ma of these individuals are members of the association and understan he problems very sell. Tfiiy-rifiked this topic as s top prIorIty for them. Please telephone me to say that you sill be able to accept our invitation. We genuinely hope you sdll join us for our June con- ference and extend our invitation to your guests as sell. Sincerely yours Linda P. Iarrsn Executive Director yi NOTE: The underlined sords are suggested inserts for the garbled dictation. If your sord differs, consider it correct if it fits the meaning of the letter and is in grammatically correct form. 250 LESSON 19 271 WORDS KEY TO TRANSCRIPTION RECORDS DISTRIBUTION AND TURNAROUND TIME-Lesson lA Turnaround time, the term describing the time required to return a document from sord processing services, depends on rapid, accurate transcription. Of equal importance, sork must be received, handled, and returned efficiently. Records distribution is influenced by centralization, automation, and electronic mail. | Word processing can be handled in a single, large center or in smaller, decen- tralized satellites. For the most part, dictation input by telephone is not influenced by distance. If dictation arrives by mail, the total distance it travels affects turnaround time. This factor, physical location, effects the time required to return docuamts also. Because shorter distances usually require L less distribution time, centralization of services influences turnaround. Besides centralization of services, a second factor, automating the mail system, influences time. Requiring personnel to pick in, sort, and deliver commmications, a manual system may sork best sith los volume and distance. Automated equipment, ehich includes self-guided robots, can travel large distances. To determine the better method, businesses consider distance, volume of mail, and other distribu- tion needs. Called 'slectronic mail,“ the paperless transmission of communications is increasing. Some use the term 'communicsting sord processing,' for there are similarities betseen the too. Nhsn a priority message must be sent, an originator dictates to the tales center. Using a keyboard, the operator transcribes the message, and it is sent electronically by telephone lines, microsave netsorks, or satellites. On the other end, the message is received, and a record in paper form is created. As you think about sord processing, think about the shale, complex process. Records distribution is the organized say that communications are distributed, and it is important to that shole process. APPENDIX E Letter To Commity Collages P. 0. Box 418 Big Rapids, MI A9307 June 6. 1980 Dean of the Faculty Community College , Ml 49707 Dear Dean: Would you be able to put me in touch with faculty teaching machine transcription or sord processing courses? I sould like to ask their assistance in an instructional materials project under the direction of Dr. Robert Poland, Office Education, Michigan State University. Your college catalog does not identify a specific transcription course, but you may have interested faculty nevertheless. I have 1A introductory machine transcription lessons on cassette tapes, along with the instructional booklets and stationery, which I will provide at no cost to teachers in the quantities they require if they are able to use them in their classes. The details on these materials and the project are on the reverse side of this letter. Would you pass this letter and the enclosed postcard along to faculty who might be interested in this project? I would be very grateful for your help. Sincerely, Ann M. Remp Enclosure 251 252 June 6, 1980 Dear Office Educator Because of word processing, machine transcription has become very important in the office curriculum. Yet there is little research to tell us how effective machine transcription materials are in developing skills. Would you be willing to test a set of introductory lessons to determine whether the manner of presenting dictation effects the speed and quality of skill development? There are some features of the materials you should know before deciding whether to use these materials: 1. These materials will be available for use this fall. 2. Each participating classroom will be assigned randomly to one of two sets of lessons. The first is designed to be like many currently available materials (vocabulary preview, gradual speed increments, etc.); the second has pretranscription skill development exercises (continuous keyboarding, punctuation review, deciphering ambiguous dictation, etc.). 3. Because these are introductory lessons, stress is on rough drafting rapidly leaving error correction to post- transcription proofreading. Students are encouraged to use backspace/strikeover techniques. This does not preclude a teacher from stressing first-time-final copy following the introductory lessons, however. a. The materials (tapes, stationery, instruction booklets) will be provided at no cost in the quantities you need. I would ask for the return of the cassette tapes after their use because of their cost. 5. You would be asked to provide ACT English scores and straight copy typing speeds for each student and to collect rough draft and test materials to forward to me. would you consider helping me? The results may help to establish what kinds of transcription speeds can be achieved in introductory instruction. The materials are compatible with other dictation you may be already using. They are also compatible with the skills needed by word processing specialists. when you make your decision, would you complete the enclosed postcard? Further information will be sent to you at that time. Thank you so much for your consideration. Ann M. Remp