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Style:
APA
Subject:
Creative Writing
Type:
Coursework
Language:
English (U.S.)
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Topic:

Online Activities of Internet Users Outside the Home Internet Users

Coursework Instructions:

There are two options, either from chapter 5 or chapter 6. Be sure to respond to at least two of your classmate.

Chapter Five

1. Definitions. Illustrate the difference in structural and procedural markup by marking the first two pages of this chapter (or other document your instructor provides) in both ways. For example, in procedural markup, you might mark the title as 14-point bold Helvetica with 18 points after. In structural markup, you would mark the title simply as a title. Discuss what you find from doing this exercise.

2. Editorial affordances of a word processing program. If you don't know how to do most of the tasks below, choose this exercise. Get to know your word processing program. (Look for tutorials on youtube and elsewhere. I often do a quick search in google: how to "apply styles in text." Discuss what you learned about the experience of working through these various tasks in terms of how to learn new tasks in the future.

a. Apply styles in text.

b. Change the format of a style (such as one font to another, spacing before a heading, etc.).

c . Turn on the reviewing toolbar.

d. Show individual reviewers.

e. Change which reviewer's comments show.

f. Show individual types of changes (insertions and deletions, comments, etc.).

g. Track changes—turn on and off via button.

h. Compare documents in window.

i. Merge two documents.

j. Insert and delete comments.

k. Move to the next change using buttons on the reviewing toolbar.

l. Accept all changes.

m. Reject all changes.

n. Make two columns.

o. Create a running header or footer.

p. Insert page numbers.

q. Make a .pdf file.

r. Use a template stored within the program.

s. Find a template online, published by your word processing program's company.

3. Job requirements. Look up job ads for "technical editor" online. Determine what technological requirements the jobs have—what software do they expect you to be familiar with? Post what you find in your discussion. If you had to learn one of these programs on your own, what might be a viable strategy (i.e., what kinds of tutorials can you find online? what kinds of download options are there--i.e. free for 30 days, etc.

4. Current technologies. Look in Intercom (the STC's magazine), technical communication journals, and conference proceedings for information on current technologies editors are using. Discuss what you find. Cite your sources.

5. Current discussions. Search technical communication electronic mailing list archives for questions technical editors and writers have had about structural markup, cascading style sheets, and single-sourcing. Discuss what you find.

6. Software programs. Find software programs that use the languages from this chapter (for example, search "XML editor"). Compare two programs for their abilities. Discuss what you learn.

Coursework Sample Content Preview:
sONLINE ACTIVITIES OF INTERNET USERS OUTSIDE-THE HOME INTERNET USRES
Online activities of The pattern of on-line activities by people who used the Internet outside the home differed from, that of home users. In August 2000, an estimated 4.3 million people used the Internet outside the home to search for jobs. This represented 8.4% of the 50.9 million people who used the Internet away from home. Those with lower incomes were much more likely to search for jobs using the Internet.
Among those who used the Internet away from home with household incomes below $25,000, more than 12% were searching for jobs, almost twice the 6.5% rate of those with incomes above $75,000. (Figure II-16.)According to a research, more than half (50.2%) of those who used the internet outside their homes did so in connection with With the exception of job related activities, a smaller share of people, who used the Internet outside the home, reported engaging in each of the measured activites. Among internet users outside the home, 50.2% were online for job-related tasks - , an increase of 5.6% from 1998 data. from 44.6 percent in 1998.
Other than job-related activities, 32.2% of users who accessed the internet from outside their homes did so to take courses (figures down by 6.6% from December 1998), while In 2000, 32.2% of people using the Internet from outside the home died so to take courses--down from 38.8% in ...
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