Analysing The Importance Of Information Technology English Language Essay

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Information technology becomes the most important thing nowadays. Businesses and educations develop their services world wide using the fast growth technology which been called computer.

We can not deny that in the era of globalization, computer becomes the primary need in human life. Everyone is affected by computers. The federal government uses computers iii most of its departments. The social security administration and the internal revenue service are fully computerized. State and local governments use computers for tax collections and assessments. Businesses and utilities use computers for customer billing. Bank and other financial organizations use computers to handle customer accounts. Hospitals use computers for hospital administration and patient billing (Alan J. Parker/John F. Stewart: 3)

B.J. Fogg in http://www.amazon.com/exec/ob idos/tg/detail// 1558606432/102-4966465-33633 06?v=glance said "If you examine the history

of computing technologies, you find that many high-tech products have changed the way people thip, feel, and act..."

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Computers are in a unique position to be able to help people change their behavior. They never tired. They're always on time. Being emotionless, they can

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be accessed by people for sensitive topics without embarrassment. And best of all. they can simulate.

According B.J. Fogg, a director of research and design at Stanford University. there are three ways that computers can change people's lives:

I .Thcy can make it easier for people to do things by making things easier, either by giving people shortcuts to annoying processes or by reminding them that it's time to exercise.

2.They can provide an experience, allowing people to explore cause-and-effect relationships, such as playing a game that simulates your driving reflexes when

you're drunk, such as providing doctors with a simulation of what it's like when you're recuperating from a heart attack.

3.They can create relationships, either with other people (by putting former smokers in touch with each other to share their success stories) or with the

program (children's software that gives animated shows and gold stars for completing the exercises properly) (http://www.techsoc.com/persuasive.htrn)

Computer technology affects the way people communicate, the way they learn, and the way they do business. The ability to use computer technology effectively has become a distinct advantage in school and work. As computer technology has become. a crucial element in educational and vocational advancement, concerns have grown that disparities in access to such technology limit the opportunities for many.

The different uses for computers are based on quite diverse models of what the purposes of computer education should be. One very common approach is based on the notion of "computer literacy": the idea that there is some basic familiarity with computers which all students need in order to corn. pete in the job market, or to be informed citizens. :/!w.cs.berkely.edukbWstop.htmi)

Computer is started used in language learning since 1960 (Lee, 1996). Lee said, at least there are eight reasons to use computer as learning media. There are experience, motivation, to increase the learning process, authentic material, wider interaction, more private, it does not depend on one source and global understanding.

University computing resources are to be used exclusively to advance the University's mission of education, research, and public service. Faculty, staff, and students may use them only for purposes related to their studies, their responsibilities for providing instruction, the discharge of their duties as employees, their official business with the University, and other University- sanctioned or authorized activities. The use of University computing resources for commercial purposes including any sort of solicitation is prohibited, absent prior written permission of the appropriate University official(s). Unauthorized commercial uses of University computing resources jeopardize the University's relationships with network service providers and computer equipment and software vendors.

The University acknowledges that occasionally faculty, staff, and students. use University computing resources assigned to them or to which they are

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granted access for non-commercial, personal use. Such occasional noncommercial uses are permitted by faculty, staff, and students, if they are not excessive, do not interfere with the performance of any faculty, staff member, or student's duties, do not interfere with the efficient operation of the University or its computing resources, and are not otherwise prohibited by this policy or any other University policy or directive. Decisions as to whether a particular use of computing resources conforms to this policy shall be made by the Provost's Office if the use involves faculty or student academic matters, by the Office of Student Affairs if the use involves non-academic student use, and by the Department of Human Resources if the use involves administrators or staff. (http://www.nd.edu/'--doc/General/GOOO 1 .HTML#Institutional)

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In the computer classroom, we have access to a humber of tools and processes not available in a "chalk and talk" classroom. Many of these tools have been named and explained in a web-based handout called "Use of Emerging

Technology in the Writing Classroom"

(http://cai.ucdavis.edu/caihandouts/caigrid.html).

A good example of a computer-using job is that of selling hamburgers at McDonald's. That machine behind the counter, which looks like a cash register, is actually a computer terminal. When you order a Quarter-pounder with cheese, instead of ringing up whatever the price is, the counter person pushes a button, which says "Quarter-pounder with cheese." The computer displays the price, but it also keeps track of how many of these items are sitting under the heat lamps. If they're running short, the computer tells the cooks in the back to make more. The

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same computer can tell the manager to buy more hamburger buns at the right time. It's a pretty sophisticated system, and helps make McDonald's a low- overhead operation.

Now, what does the person behind the McDonald's counter need to know about computers? He only needs to know that when you ask for a Quarter- pounder with cheese, he should push the button that says "Quarter-pounder with cheese." That's it. He need not have any knowledge of the input unit, output unit, processor, and memory; nothing about programming either.

Perhaps a more common example is that of computer word processing. The word processor involves a much more intimate interaction with the computer than selling hamburgers. Still, the manufacturers of word processing systems take pains to hide the computer, to make the way you operate the machine as much as possible like operating an ordinary typewriter. What skills does a word processing operator need? For the most part, exactly the same skills a secretary needed before word processing: good spelling and punctuation, touch typing, being able to read the boss's handwriting. What the computer adds is mostly a matter of pushing the "paragraph" button instead of the carriage return and the tab.

There are more specifically computer-related skills, of course, like threading the fanfold paper into the printer. But that's the sort of thing which is done differently for each specific model, and which is part of a very specific jobtraining program. It isnt what you'd teach in a "computer literacy" course for everyone. (http://ww.cs.berkeley.edu/bstop.html)

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Most computers are now sold with some version of word processing already installed and such programs are widely used in the composition process. Within such word-processing packages, spelling and grammar checkers are standard tools.

There used to be only one way for learners to correct spelling on their own:

using dictionary. Now, as learners increasingly use computers in the composition process, they frequently do their spelling corrections with computer-based spelling checkers and seldom refer to a dictionary.

After much research in the 1980s and early 1990s, attention has shifted away from the influence of spelling checkers and grammar checkers. However, it is an area that continues to merit attention as learners turn away from writing on paper to computer-based composition.

Although computer software manufacturers may consult educators, most word-processing programs and other applications are designed not for school use, with attendant pedagogical concerns, but for business environments where learning is less important, or even completely unimportant. In business, the focus is on the completion of tasks. This is particularly been in programs that offer spelling correction but do not provide any definitions. Learners frequently misspell a word then choose the first correction offered, without considering whether itis appropriate ofr not (Ken Beatty 2003:52).

Hence it becomes necessary to study the utility value of the spelling and grammar checker in computer programs. Microsoft, the leading software company in the world has produced a wonderful program in "MS Word". MS

Word makes it easier to prepare a document. Among various utility menus available in MS Word is its spelichecker. In the present study, the writer intend to analyze the accuracy of the spell-checking program in MS Word.

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1.2. Research Problem

Based on the background above, the writer formulates the research

question as follows:

How correct are the spelling and grammar checkers in MS Word?

1.3. Purpose of the Study

This study is designed to find whether or not the spelling and grammar checker in MS Word is correct.

1.4. Scope of the Study

The scope of the study was analyzing some texts from magazines, newspapers, books and website which have incorrect words spelling and incorrect grammar sentencccording to the Spelling and Grammar Check in MS Word.

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CHAPTER II

LITERATURE REVIEW

Before analyzing the effectiveness or accuracy of the spell checker in MS Word, it will be appropriate to know the basics of the MS Word program and its method of working.

11.1. What is Microsoft Word?

Microsoft Word (or MS Word) is one of the most widely used word- processing programs. Word-processor programs primarily allow users to create and edit text documents. Typical use may include writing an essay or report, creating a resume, or writing notes. In addition, work can be presented in the form of inserted tables, diagrams or pictures

http :1/library. vicu. utoronto.calinfotechlword. htm

Microsoft Word, a popular word processing software, is part of a suite of application programs developed by Microsoft Called Office

http://www.academictutorjals.com/word/

Word is a full-featured word processing application. The basic capabilities of a word processor are typing, editing, and formatting. http://einstein.cs.uri.edu/tutorials/csc101 /pc/vord97/word.htrnI

Microsoft Word is a powerftil tool to create professional looking

documents. pj/www.bcschools.net/staff/WordHelp.htm

Microsoft word is a popular computer program that allows you to create and edit text documents, such as research papers and official letters. Microsoft Office Word is a word processing application from Microsoft. It was originally written by Richard Brodie from IBM. PC computers running DOS in 1983. Later versions were created for the Apple Macintosh (1984), SCO UNIX, OS/2 and Microsoft Windows (1989). It became part of the Microsoft Office http:/i'en.wikipedia.org/wiki/Microsoft Word

Microsoft Word is a popular word-processing program used for creating documents such as letters, brochures, learning activities, tests, quizzes and

students' homework assignments.

http ://www.atto .buffalo .edulregistered/Tutorials/rnsword/index.php

Microsoft Word is a computer word processor software program that

allows users to create professional looking documents, reports, letters, résumé's, etc.

http ://v.computerhope.com/software/msword. htm

11.2. Microsoft Word Basic Features

Based on http://microsoftcorn belows are the features of Microsoft Word.

Ii

jighe Menu bar

j !* TJwde ______ _____

j] I' '!E

The pull down menus offer several commands. The basic functions to know include:

•File for starting a new document or file, saving a document, opening a saved document, and printing a document.

'Edit for selecting text, copying, cutting, and pasting text, and to find words in a document.

•View for changing the window's appearance.

'Insert for adding header, footer, or picture.

•Format for changing features of the fonts and paragraphs

'Tools for using the spell checker

'Table for inserting document in table form.

'Window to close and open the using file.

'Help to learn how to use the program's features.

Entering text

The cursor is the blinking line that identifies the place as we enter text in a Word document window. It's controlled by the mouse and our keystrokes. Know the purpose of these important keys:

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•The Enter key moves the cursor to a new line to beg.in a new paragraph. The software has a word wrap feature to move words to a new line automatically when they reach the margin, so this key should not be used just to create a line break. (See the paragraph section to create double spaced paragraphs.)

•The Shift key is used to capitalize a word; hold it dow while striking the character key.

•Back Space moves the cursor to the left and erases what was typed.

•Delete moves the cursor to the right and erases what was typed.

'Insert erases all text that was entered as you type. (This can sometimes be hit accidentally instead of the delete key.)

•The Tab key can be used to indent the first line of a paragraph, usually set at 1/2 inch. Do not use the space bar to create this indent.

Editing text (copy, cut, paste)

Use the Edit menu to copy or cut text you have selected and move it to another place. Choose from three methods to select (highlight) text:

•use the mouse to drag across it

.place the cursor at the beginning of a selection and use the right arrow key to highlight the rest of the text

.place the cursor at the beginning, hold down the shift key, then click with the mouse at the end of the selection.

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After selecting text:

.use the Edit menu to Copy or Cut the selection

.place the cursor where you want to move the selection

.use the Edit menu to Paste the selection

.OR use keyboard shortcuts (as shown in Menu) CTRL key + C for copy; CTRL + X for cut; CTRL + V for paste

We may copy and paste from one section of a document to another section, from one document to another document, and often from a file in one program to another, such as Excel to Word.

.Undo a mistake

When we have made a mistake, a very helpful command to know is under the Edit menu. Undo will erase the last action we performed, the last change we made to the document we are working on. We may also use the undo button on the formatting toolbar, usually displayed under the menu bar. Clicking the down arrow next to this button will allow us to undo several actions. Use the redo button (next to the undo) to reverse our actions.

Formatting text

To change font, size, style (-bold, italic, underline):

'Have the cursor in th paragraph we want to change (or highlight to select all the words or paragraphs we want to change).

'Under the Format menu, select font

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•Choose the font and size (for papers, Courier, 12 point) or select bold, italic, or underline.

•Click OK to close the dialog box

•This may also be done through the boxes on the formatting toolbar.

'Or use keyboard shortcuts after selecting text to change. Hold control key while striking another key:

Bold - CTRL + B

Italic - CTRL + I

Underline - CTRL + U

I .Have the cursor in the paragraph we want to change (or select several j paragraphs)

2.Under the Format menu select Paragraph.

3.In the dialog box (pictured below) click the down triangle next to Alignment.

4.Seiect left, centered, right, or justified.

5.Click OK at the bottom of the dialog box.

A quicker method is to click the alignment buttons on the toolbar after

selecting (or placing cursor) in the paragraph(s).

Use the paragraph dialog box (Format Menu>Paragraph) to create double spacing

between lines and indented first lines.

•To create indented first line: follow steps I and 2 above.

oMake sure the "Indents and Spacing" tab is selected.

oln the dialog box, click the down arrow next to spacing for selections. oClick OK or strike the enter key.

.Change line spacing in the same paragraph dialog box.

oMake sure the "Indents and Spacing" tab is selected

oClick the down arrow under Special in the Indentation section. oSelect "first line" and click OK or strike the enter key.

We may also change line spacing in a paragraph with the keyboard shortcuts listed.

Save the fale before selecting the text and after making the change. (On Macs use the

Apple key, not the Control key)

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•First Ctrl + A to select all text

•Next Ctri + 2 to double space

•or.Ctrl + 5 for 1 1/2 spaces

•or Ctrl +1 to return to single space

yjg the work

The first time to save the file we need to pay attention to three things:

L] location

LI name

LI file type or format

When we select save under the File menu in the word processor, the dialog box

allows us to choose the appropriate location to save the file; usually we select hard drive (C in Windows) or diskette or floppy disk (drive A in Windows). In college labs we need to save to our floppy disk. We also need to name our file. (The program will use the name of the first words we have typed if we dont create a name.) Choose a simple name that will allow us to easily remember what the file contains.

Save in Rich Text Format if we have to use another computer to print or edit the document.

Printing a document and exiting

Under the File menu, select Print Preview to check the layout and number of pages. Under the File menu again, select Print to open a dialog box and click OK if settings

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are correct. Wait about 3 minutes for document to print and ask for help if its not done in that time. Do not give a second command to print.

If we need to make changes before printing, we may use the "Clos&' button to close the print preview window and return to the normal view of the document for editing. Save changes before exiting the program.

Use the Exit command under the File menu or the X button in the top right corner to end the program.

II.3.Spelling and Grammar Error

Refering to http://dissc.tees.ac.uk!Mistakes/Spelling/SpelI5 .htm A major Spelling Mistake is when you make a mess of a word that is especially important in your subject. Or a word which is part of the title of the essay. For instance:

An Engineering student who is writing about tribology (the science of friction and lubrication) but keeps putting ttribeology' instead.

An English student who is writing an essay on privileged narration and keeps putting 'priveleged' instead.

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A Nursing student who is writing an essay on high blood pressure, and puts 'hypotension' instead of 'hypertension'. 'Hypotension' actually means low blood pressure, so this spelling mistake might end up killing somebody.

A Sociology student who is writing an essay on the concept of alienation but spells it as 'alianation.

Grammar errors sneak into almost all writing. The following errors are

among the most common (http://www.tameri.com/edit/gramerrors.html):

.Split infinitives

•Adverb usage

'Subject-verb agreement

'Pronoun agreement

'Pronoun case

.Apostrophe usage

•Comma and semicolon usage

.Dangling modifiers

•Double negatives

'Sentence structure

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Split infinitives

In speech, Americans tend to insert adverbs between "to" and the verb

in an infinitive. Because this tendency has existed for a long time, it sounds correct to most people.

Common split infinitives include:

. quickly gg

• angrily

• impatiently yj_t

Adverbs

A tendency toward hyperbole results in the misuse of adverbs in both spoken and written English. Some individuals believe it necessary to modify verbs to convey strong ideas. Accurate and concise descriptions are more effective.

Usage

Adverbs should not be used when precise descriptions are possible. For example, the word "very" can be replaced or omitted in most sentences. Some adverbs are precise and possess the strength of adjectives. The adverb "weekly" indicates a precision that "ofien" lacks. Always favor adverbs with specific meanings, not loose implications. There are times when adverbs of frequency or degree remain vague necessarily.

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Spelling

Adverbs ending in -ly are often misspelled or left in their truncated

adjective forms. Speakers and writers tend to omit the "ly" suffix. Commonly truncated adverbs include: differently, quickly, and slowly.

Subject-Verb Agrcerneit

There are singular and plural verbs in addition to singular and plural nouns. A singular verb must be used with a singular subject and a plural verb used with a plural subject. While this seems obvious, the construct escapes some students.

Many singular verbs end with the letter .s while plural nouns end in s as well.

I.The cat dream about chasing mice.

II.The cat dream about chasing mice.

Apostrophe Usage

Apostrophes are often misused, especially when forming possessive

forms of nouns. Some people seem to always forget to use an apostrophe. while others are so afraid of forgetting they use apostrophes with abandon.

Possessives

Add an apostrophe and an s to singular nouns to indication possession.

According to most current texts, add the apostrophe after the letter s to indicate a plural possessive, unless the dual s sounds are pronounced.

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We located the cat's toy under the chair.

The cats' toys were tattered after years of play.

The Smiths two cats chased the Wilsons dog.

The Jones's dogs chase cats.

Contractions

A verb contraction shortens a verb or verb phrase, matching informal English speech. Contractions join with verbs or pronouns. Avoiding contractions when writing fiction results in stilted dialog, while using too many reduces the effectiveness of writing.

Am 't is never the contraction for "am not" or "is not." While some defend the use of ain't for "am not" as no more irregular than won 't for "will not," no authority seems to accept this argument.

The Big Error: Word Confusion

The most common apostrophe errors are confusing it's and its or

who's and whose. The possessive forms of these pronouns do not use an apostrophe, while the verb contractions do use apostrophes.

i. hair is long and black. I think it's a beautiful cat.

ii.Whose car is that? More importantly, who's the woman driving?

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In addition to the four words listed above, you can guess the other problem pairs: they're! their and you 're/your. Use an apostrophe for the contractions of are.

Commas and Semicolons

Some writers avoid commas altogether. While this is safe if you write simple sentences, more complex constructions will require some brave comma use and the occasional semicolon. The problem for many students is the reckless insertion of commas once they overcome their fear of punctuation marks.

Lists

For most lists, use commas. Only use semicolons when commas create confusio. There is some debate as to whether or not a comma is required before the conjunction. We suggest using the comma, but some grammarians insist it is not needed. We think the comma prevents confusion, especially when some items in the list might include conjunctions.

'The breakfast menu included ham and eggs, pancakes, omelets and french toast.

Comma Splices

A comma siilice is the joining of two independent clauses (sentences)

with a comma. A semicolon can join two related independent clauses when

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the second clause reinforces the first and need not stand alone. If a semicolon is not appropriate, then create two sentences.

.Samantha went to the store. She forgot to buy milk.

or

•Samantha went to the store; she forgot to buy milk.

NOT

.Samantha went to the store, she forgot to buy milk.

Because we use pronouns to simplify communication, it is hard to remember how complex the usage rules can be. Beyond ensuring that the relationship between a pronoun and its antecedent is clear, you should verify agreement and pronoun case.

Agreement

Pronouns should agree with their antecedents. He, she, his, her, and

their are confused by many writers. When you see "their" in a sentence about "each" or "every," it is probably incorrect.

•Each student is asked to bring or jjç supplies to class.

NOT

•Each student is asked to bring their supplies to class.

"Each" is a singular pronoun antecedent, requiring a singular mate. in English, we use "his or her" to indicate a gender-neutral subject.

Pronouns

I

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Pronoun Case

Pronoun "case" refers to the pronoun's status as a subject, indirect object, or direct object. There is a tendency to use the subjective case when the objective is correct. Some writers think it sounds more "refined" to use I, he, or he in the objective position within some sentences; it is incorrect, not refined.

I me

we us

you you

he him

she her

:it it

they them

who whom

thou thee

.1 wondered what came over me.

.He waited an hour for her to arrive, and then ignored him.

Dangling Modifiers

Located at the beginning of clauses, dangling modifiers present a challenge of most writers. When they appear at the beginning of sentences, dangling modifiers are associated With the first noun in the independent clause.

'Screaming all the way, the roller coaster thrilled us.

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The preceding example implies the roller coaster was screaming, resulting in a thrill for the riders. It should be clear the riders are screaming, not the coaster.

Consider:

Screaming all the way, were thrilled by the roller coaster.

Double Negatives

While most languages feature double negatives, English does not.

Unfortunately, double negatives are featured in daily conversation and

popular culture.

'i1e on t know nothing about the robbery.

He doesn't know nothing about the robbery.

The proper constructions are to either use the negative adverb or a noun of

negation.

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•He doesn't know nything about the robbery.

•He knows nothing about the robbery.

Sentence Structure

Sentence structures can confuse even the most experienced writers.

With sentences, the adage of knowing the rules before breaking them is

thuthe ace. \ aiso 'nis o unOerstan -ia sentence structures have

changed and will continue changing over time. Simply because an early

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English work includes all manner of sentence structures doesn't mean a

modern writer can ignore today's standards recklessly.

Fused Sentences

Fused sentences are two independent clauses joined without punctuation or a conjunction. See the earlier discussion of commas and semicolons for a variation on problems with independent clauses. An independent clause is a complete sentence, with both subject and verb. When connecting two independent clauses, some form of punctuation is required.

Lisa walked along the beach she liked the sounds of the ocean. When the cars raced by we cheered it was an exciting race.

The example sentences can be corrected with either punctuation or the use of a well- placed conjunction. The easiest way to correct fused sentences is to insert periods or semicolons.

•Lisa walked along the beach. She liked the sounds of the ocean.

•When the cars raced by we cheered; it was an exciting race

Run-On Sentences

Run-on sentences feature multiple comma splices, fused joins, or conjunctions 1 inking more than two independent clauses. Once a young student learns to use "and" to combine ideas, the sentences seem to run on for

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a few years. Many of us continue this habit in our daily speech for the rest of our lives. If you notice a high percentage of commas and conjunctions in your writing, you might have run-on sentences.

Sentence Fragments

A sentence fragment is a dependent clause or phrase used by a writer as a complete sentence. Fragments pose a unique problem because they are an accepted form in literary works. The best rule for writers is see if the fragment sounds "right" in a given text.

11.4. Spclling and Grammar Checkers

Spell Checking

History

The first spell checkers appeared for CP/M (Command Processor for Microcomputers) was an operating system for Intel 8080/85 and Zilog Z80 based microcomputers. It was created by Digital Research, Inc. founded by Gary Kildall. The combination of CP/M and S-i 00 bus computers patterned on the MITS Altair was the first industry standard", and was widely used through the late 1970s and into the mid-80s.

httt://encvc1opedia.thefreedictionary.corn/Spel1-checkg

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Functioiality

One of the important features of MS Word is its spelichecker. Spell checker is a software program designed to verifi of words in a file, helping a user ensure his/her spelling is correct. Spelling errors display with a red wavy line under the word. Grammatical errors are displayed with a green wavy line under the error. All MS Office programs lets us easily spell check our document files. But it works in different ways in each Office programs. The following section describe how it works in MS Word.

The first spell checkers were "verifiers", not "correctors"; they offered no suggestions for incorrectly spelled words. This was helpful for typos but it was not so helpful for logical or phonetic errors. The challenge the developers faced was the difficulty in offering useful suggestions for misspelled words. This requires reducing words to a skeletal form and applying pattern- matching algorithms.

It might seem logical that where spellchecking dictionaries are concerned, "the bigger, the better," so that correct words are not marked as incorrect. In practice however, an optimal size for English appears to be around 90,000 entries. If there are more than this, incorrectly spelled words may be skipped because they are mistaken for others. For example, a linguist

might determine i.thë basis of corpus linguistics that the word baht is more

frequently a misspelling of bath or bat than a reference to the Thai currency.

Hence, it would be more useful if a few people who write about Thai currency

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were minorly inconvenienced than if the spelling errors of the many more

people who discuss baths were overlooked.

The first MS DOS spell checkers were mostly used in proofing mode from within wordprocessing packages. After preparing a document, a user scanned the text looking for misspellings. Later, however, batch processing was offered in such packages as Oracles shortlived CoAuthor. This allowed a user to view the results after a document was processed and only correct the words which he or she knew to be wrong. When memory and processing power became abundant, spellchecking was performed in the background in an interactive way, such as has been the case with Microsoft Word since Word 97.

In recent years, spell checkers have become increasingly sophisticated; some are now capable of recognizing simple grammatical errors. However, even at their best, they rarely catch all the errors in a text (such as homonym errors) and will inevitably flag neologismsand foreign words as misspellings. http://encyclopedia.thefreedictionary.com/Spell-checking

Word spell checks its documents automatically by default. If we wrongly type a word, it is automatically corrected with the right spelling. If we type a word that is not in the programs dictionary, then Word underlines the possible misspe.iffiig with a red wavy line. For example "occassional".

Now if we know the correct spelling, then we can double click the

word and retype the correct spelling. If we do not know the correct spelling.

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then we can right click the word and it displays a shortcut menu with different words that may be suitable, with the correct spelling.

The shortcut menu also provides several useful commands for dealing with the misspelled word:

i. Whenever possible, Word supplies a list of alternative spellings on the shortcut menu. We can correct the misspelling by choosing the correctly

spelled suitable word.

ii. If Word thinks we have misspelled a word, but we actually we have not. then click the Ignore All command. Clicking Ignore All tells the Word not

to identify this word as misspelled in the document.

iii. If Word thinks we have misspelled a word but we actually have not, and we want the program to stop identifying the word as misspelled in this and all future, the Add command. Clicking Add command tells the Word to place the selected word into our custom dictionary. Once we have placed a word in the custom dictionary, Word won't identify it as misspelled in any account.

iv. If we want Word to automatically fix this misspelling now and in the future, select AutoCorrect and then choose the correct spelling from the

AutoCorrect submenu.

v. If Word thinks we have misspelled a non-English word, select Language. and click Set Language to display the Language dialog box. Then select a

Language from the list to mark the selected text as that language.

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vi. If we want to correct the misspelling in some way other than described above, click Spelling to display the Spelling dialog box. Then use the Spelling dialog box to describe how we want the misspelling corrected. For example, we can choose to ignore or change the selected occurrence of a misspelling or all occurrences of it.

If Word does not automatically spell check our documents, click Toolsf

Options, click the Spelling & Grammar tab, and then click Spelling.

11.5. The Correctness of Spelling and Grammar Checkers

This feature is helpful but not always reliable. We can locate and correct many spelling and typing errors but we are likely to miss many if we

don't proof read a printed copy of our work.

To test the program's accuracy, copy and paste this poem to a Word window

and run the spell check.

Spellbound

I have a spelling checker,

It came with my PC.

It plainly marks four my revue

Mistakes I cannot sea.

r'e run this poem threw it

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Pm sure your please too no,

Its letter perfect in its weigh,

My checker tolled me sew.

How many errors do we find? In fact no spelling mistake has been pointed out. Actually there are many. Only two grammar mistakes have been marked.

Belows are another example to test the programs accuracy:

•Here is a book which describes animals.

.The chair which he broke is being repaired.

•The mountain, the peak of which, was barely discernible, was an impressive sight.

•New York, a city which has eight million people, has always fascinated me.

In all this sentences, there are green wavy line under the word "which" that shows Grammatical errors. But actually the sentences have no mistakes at all comparing to English Grammar and Coniposition by Jon Warriner and English Sentence Patteth by Robert Lado.

CHAPTER III

METHODOLOGY

This chapter talks about several point concerning the methods used by the

writer. The pOlflt can be recorded as research method, data description, data collection technique and data analysis technique.

111.1. Research Method

The method used in this research is descriptive analysis. According to http ://ift.confex .com/ift/2OO3/techprograrnipper 17478 .htm the purpose of conventional Descriptive Analysis (DA) is to convey as much sensory information about the test product as possible with a manageable number of specific and non-redundant descriptive terms and references, usually generated by consensus. In contrast, the Quantitative Flavor Profiling (QFP) focuses on quantifying flavor-related characteristics using a standardized descriptive language created by flavorists.

Descriptive analysis also known as descriptive statistics are used to descrjbe the basic features of the data in a study. They provide simple summaries about the sample and the measures. Together with simple graphics analysis. they form the basis of virtually every quantitative analysis of data (http:!/wwwsocialresearchmethods.net/kb/statdesc.htm)

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Descriptive statistics are used throughout data analysis in a number of different ways. Simply stated, they refer to means, ranges, and numbers of valid cases of one variable.

First, descriptive statistics are important in data cleaning. They are regularly used -- generated or reviewed from hard copy -- during analysis to keep an eye on the variables being used, especially when a considerable number are being studied.

Second, a typical use of descriptive analysis is to produce a situation analysis which usually consists of national or sub-national level information such as land size, population, income, health expenditure, illness, malnutrition, mortality, access to safe water, sanitation, and agricultural production levels, to name a few. This data provides a snap shot of the situation under study. Often the information from the situation analysis comes from a variety of sources.

hpi//www.tulane.eduJ-panda2/Analysis2/one-

way/pp I %20descriptive%2Oanalysis/oneway0 I .htm

111.2. Data description

There are eteveri texts that the writer used for the research. They are taken from four kind of sources, such as newspaper, magazine, books and web sites. Two text are from Jakarta Post newspaper dated 17 April 2006 with the tiffle 'Singapore PM Ready for Election Battle' and 'Racism Overshadows

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Russians Hospitality'. One text from Cosmogirl magazine November 2002 with the tittle 'Hey'. Another four texts are from books, Stepping Stone, English Junior High School with the tittle 'On Board a Plane', 'The Tao at Work', 'Exciting Bali' and 'Exciting Malaysia'. The last ones are from websites, which are 'Blood Disease and Cancer Research Unit', 'What is Linguistic', 'Linguistic in England' and 'Manufacturing Labour'.

111.3. Data collection techniques

The techniques that the writer used to collect the data are as followed:

1. The writer looked for some sources, for example newspaper, magazine, books and websites.

2. The writer chose some texts which represented different topics, such as language, linguistic, medicine, travel, law, culture and education.

3. The writer wrote the texts in MS Word.

4. The writer checked the spelling and grammar using spelling and grammar checker.

5. The writer ëlassified the words which had being underlined by red line and the sentences which has being underlined by green lines.

6. The writer put the underlined words and sentences in tables.

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111.4. Data Analysis Techniques

To analyse the data, the writer used some techniques, which are:

1. Writing down all the texts in MS Word.

2. Running the spelling and grammar checker.

3. Classifying every words which are underlined by red line as incorrect spellings.

4. Classifying every sentences which are underlined by green lines as incorrect grammar.

5. Analyzing all the incorrect spelling and grammar.

6. Finding the problem.

7. Giving the discussion concerning the accuracy of the finding by spelling and grammar check.