A syllabus for an office practice course in the high school of Dallas Center, Iowa

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A SYLLABUS FOR AN OFFICE PRACTICE COURSE IN THE HIGH SCHOOL OF DALLAS CENTER, IOWA

A Project Presented to the Faculty of the School of Education The University of Southern California

In Partial Fulfillment of the Requirements for the Degree Master of Science in Education

by Hazel Q. Hostetter August

1950

UMI Number: EP46365

All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion.

Dissertation Publishing

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pi

‘S/

T his project report, w ritte n under the direction o f the candidate’s adviser an d app ro ved by him , has been presented to and accepted by the F a c u lty of the School of E d u catio n in p a r t ia l fu lfillm e n t of the requirements f o r the degree

of M a s t e r of

Science in E ducation.

Date

~3~

..........

.. A d v is e r

Dean

TABLE OF CONTENTS CHAPTER 1.

PAGE

DEVELOPMENT OF EFFECTIVE PERSONALITIES:

TO LOOK, HOW TO TALK, AND HOW TO A C E ...........

1

A.

FIRST IMPRESSIONS:

2

B.

LASTING IMPRESSIONS:

How to l o o k ........... How to talk and

.........................

how to act 2.

HOW

TYPEWRITING FOR CLERICAL OFFICE WORK:

3

HOW TO

MASTER THE TECHNIQUES AND ARRANGE THE MATERIAL . A.

TYPEWRITING TECHNIQUES:

How to master

the e s s e n t i a l s .................... B.

MATERIALS TO BE TYPED:

USING CORRECT ENGLISH:

BUSINESS SPEECH: speech habits

B.

SPELLING:

D.

PUNCTUATION:

E.

OTHER DEVICES:

11

BUSINESS

....

20

How to apply the .....................

How to choose and How to use the

21

spell words . .

30

marks correctly

34

How to use titles,

abbreviations, capitalizations, and numbers 4.

19

How to acquire ‘good

essentials of grammar C.

10

..............................

USE OF GRAMMAR:

■~

HOW TO APPLY THE

ESSENTIALS OF CORRECT ENGLISH TO A.



How to plan

the a r r a n g e m e n t .................. 3.

9

42

BUSINESS FORMS, SIMPLE BANKING, AND CASH RECORDS:

HOW TO MAKE AND RECORD SIMPLE

TRANSACTIONS ....................................

51

CHAPTER A.

PAGE BUSINESS FORMS:

How to fill in the

needed information ....................... B.

SIMPLE BANKING:

How to manage a bank

account . . . . . . C.

CASH RECORDS:

.

.................

54

How to account for money .................

received and disbursed 5-

51

BUSINESS CORRESPONDENCE:

56

HOW TO WRITE

EFFECTIVE BUSINESS LETTERS ................... A.

MECHANICAL DETAILS:

63

How to plan and

set up business l e t t e r s ............. B.

TYPES OF BUSINESS LETTERS:

How to write

the various types of business letters 6.

HANDLING THE MAIL:

64

. .

71

HOW TO TAKE CARE OF THE

MAIL E F F I C I E N T L Y ..............................

7.

82

A.

INCOMING MAIL:

How to handle i t ....

83

B.

OUTGOING MAIL:

How to handle i t ....

84

FILING:

HOW TO USE THE'VARIOUS KINDS OF

FILING SYSTEMS ................................ A.

ALPHABETIC INDEXING AND FILING:

How to

index and file materials alphabetically B.

89

OTHER METHODS OF INDEXING AND FILING:

.

90

How

to use the numeric, subject, and geographic methods of f i l i n g ....................... 8.

DUPLICATING:

HOW TO USE THE VARIOUS TYPES

92

CHAPTER

PAGE

OF DUPLICATING MACHINES A.

STENCIL DUPLICATING: duplicating machines

B.

96

...................... How to use stencil effectively

OTHER TYPES OF DUPLICATING:

........

97

How to use the

gelatin and fluid types of duplicating m a c h i n e s ............................... 9.

THE RECEPTIONIST:

99

HOW TO HANDLE CALLERS AND

MAKE A P P O I N T M E N T S .......................... A.

CALLERS:

B.

APPOINTMENTS:

How to meet and classify callers

appointments C.

..............................

PERSONAL TRAITS:

CLERICAL ARITHMETIC:

the j o b ......

109

How to acquire skill

ESSENTIALS OF CLERICAL ARITHMETIC:

114

How

to use the fundamental p r o c e s s e s ..... B.

107

How to develop desirable

in the use of n u m b e r s ..................... A.

105

How to make and record

personal qualities for 10.

104

115

CLERICAL PROBLEMS INVOLVING PERCENTAGE: How to acquire facility in working with percentages .....................

11.

ADDING AND CALCULATING MACHINES:

. . . . .

How to use

MACHINES IN MAKING MATHEMATICAL CALCULATIONS A.

.

121

..............................

122

ADDING MACHINES: ferent kings

118

How to use the dif-

CHAPTER B.

PAGE CALCULATORS: kinds . .

12.

How to use the different .................................

SEEKING EMPLOYMENT:

HOW TO APPLY POR A

P O S I T I O N ....................................... A.

APPLYING FOR A POSITION: a personalapplication

B.

123

127

How to make

.....................

WRITING AN APPLICATION LETTER:

128

How to

apply by l e t t e r ............................ RESERVE BOOK S H E L F ...................................

130 136

PREFACE TO TEACHERS This syllabus for an office practice course was developed for a typical small high school in Dallas Center, Iowa.

The present business curricular offerings consist

of one year of bookkeeping, one year of commercial law, one year of shorthand and two years of typewriting.

Since

this curriculum does not prepare the high school graduates for office positions in either the bookkeeping or the stenographic fields, and since there is an ever-increas­ ing demand by businessmen for general clerical office workers, it was thought advisable to make the second year typewriting course into a general clerical office practice course. The writer has had many years teaching experience and also wide experience in various kinds of office positions.

In developing the syllabus much reading

was done to learn what other experienced business teach­ ers and businessmen consider of greatest importance in the training of high school students for general clerical office positions. The writer took the view that unless the office worker is helped to develop a desirable business per­ sonality, the acquiring of knowledges and skills will

be of little value.

The syllabus, therefore, was ar­

ranged with this subject first; the various techniques were presented in the following chapters and the problem of securing a position was treated in the last chapter.

v ii

PREFACE TO STUDENTS As high school students you realize that there are many opportunities in the field of clerical office positions.

You know, too, that you need preparation

before you can take advantage of the opportunity to fill one of these positions.

There are hundreds of

different types of clerical office positions that must be filled each year to meet the growing need of busi­ nessmen. Such positions as mailing clerk, typist-clerk, stock clerk, filing clerk, receptionist and machine operator require previous training.

In many offices,

particularly the small ones, there may be only one of­ fice worker and that worker will be required to perform stenographic, bookkeeping and general clerical duties. In the larger offices the work will be somewhat divided, but as a rule, each person on the office force must be efficient in the use of a wide variety of office knowl­ edges and skills. -The clerical office worker must strive, first of all, for those essential personal qualities, such as dependability, loyalty, tact, poise, honesty, good judgment, pleasing manners, and a neat, attractive

v iii

personal appearance. After you have made a study of the personal qualifications that businessmen require, you need to give attention to your training for the various kinds of duties you will be called upon to perform on the job.

Office practices include the use of the type­

writer, adding machine, telephone, duplicating mach­ ines and other office machines; handling the mail; filing; receiving callers; keeping records, and many more knowledges and skills.

1

CHAPTER 1.

DEVELOPMENT OF EFFECTIVE PERSONALITIES

HOW' TO LOOK, HOW 'TO ACT, AND HOW TO TALK

You have probably been told by some of your friends who are office workers that business men regard such qual­ ities as personal appearance, personality, dependability, punctuality and ability to produce good work quickly of very great importance in choosing their employees.

You

realize, too, that one of the chief reasons for the fail­ ure of employees to hold or advance to better positions is because they lack these desirable personal qualities. Your own personal appearance, or how you look, usually gives the first impression of you; its importance in getting and holding a position is apparent to you. This chapter is written to help you improve your personal appearance; to help you develop a pleasing personality, and might be termed how to act and how to talk.

CHAPTER 1.

DEVELOPMENT OF EFFECTIVE PERSONALITIES

HOW TO LOOK, HOW TO ACT, AND HOW TO TALK

A.

MOTIVATIONS:

Rewards that may come to you from

acquiring an effective personality. 1.

SELF-CONFIDENCE:

When you know how to look, how

to talk, and how to act you will have confidence in yourself. 2.

CONFIDENCE OF OTHERS:

Others will find it

pleasant and easy to work with you.

B.

DIRECTIONS:

Some suggestions on how to develop

an effective personality. 1.

FIRST IMPRESSIONS: a.

How to look,

How to dress. (1)

Select proper clothes.

(2)

Take good care of your clothes.

(3)

Keep clothes clean, pressed and shoes polished.

(4)

Wear appropriate clothes for your job.

(5)

Avoid extreme cut or design.

(6 )

Have the hair, the face and the hands clean.

(7)

Manicure the nails often; avoid bright nail polish.

(8 ) b.

Take good care of the teeth.

How to have good posture. (1)

Sit up straight on a chair; do not slump,

(2)

Stand straight, with shoulders back, abdomen in and head up.

(3) c.

Develop an easy, graceful carriage.

How to appear cheerful. (1)

Have a pleasing facial expression.

(2)

Be serious in expression if occasion demands.

(3)

Be ready with a smile if it is appro­ priate.

LASTING IMPRESSIONS:

How to talk and how to

act. a.

How to talk. (1)

Use correct English.

(2)

Develop a reasonably wide vocabulary.

(3)

Speak clearly but not loudly.

(4)

Develop a well-modulated voice.

(5)

Avoid shrillness, nasal tones, and a monotone.

(6 )

Avoid the use of slang.

4

(7)

Have something interesting to say in conversations.

b.

How to act. (1)

Be self-possessed; have poise.

(2)

Act naturally; do not be affected.

(3 ) Show friendliness and cooperation. (4)

Do hot be domineering or "bossy."

(5 ) Develop a sense of humor. (6 ) Avoid gossiping, and avoid cliques. (7)

Show consideration for others.

(8 ) Do not put on make-up, comb the hair, or manicure the nails in the office. (9) (10)

Do not chew gum or candy. Follow carefully oral and written in­ structions .

(11)

Organize your office activities.

(12)

Be a good housekeeper; clean your desk and equipment every day and keep it orderly in appearance.

(13)

Be dependable, punctual, and loyal.

(14)

Do a little more than is expected you.

of

5

C.

ACTIVITY ASSIGNMENTS;

Activities to help you im­

prove your personality. 1.

FIRST IMPRESSIONS:

Assignments which stress

pleasing appearance. a.

Look for illustrations of appropriate dress for you for work in an office.

b.

Gather material from your reading or radio listening that will add to your class dis­ cussions .

c.

Be ready to make a short talk on desirable personality traits.

2.

LASTING IMPRESSIONS:

Assignments which stress

correct speech and actions. a.

Make a short talk in class on the value of correct speech for office workers.

b.

Get magazine or newspaper articles stressing desirable conduct for office workers.

c.

Make a list of undesirable traits for office workers.

3*

SOURCES:

Materials which may assist you in

your personality development. a.

RESERVE SHELF:

Pages in books relating to

this chapter. (1)

Loso and Agnew 10-22; Felter 1, 8 , 12, 15, 1 8, 21, 23, 27, 29, 32, 38, 40, 43, 45, 48, 49, 51, 53, 5 4 , 55, 56, 5 8 , 59; Carney 208-213, 264-309; Doutt 38-126, 546-552; Faunce 10-12, 17-21, 135-143; McClelland 229-258; Abrams 1-297; Beamer 3-33i Stratton 1-301; Post 1-654.

D.

EVALUATION:

Check-ups which may be used to measure

your personality qualities. 1.

TRUE-FALSE:

Put an X in the correct spaces for

true or false. T a.

F

( )( )

Dress is not an important item for office workers.

b.

( )( )

It is all right to manicure your nails in the office while working with others.

c.

( )( )

Posture is not important in making good impression.

d.

( )( )

Business men consider appropriate dress of great importance.

e.

( )( )

A loud, shrill, nasal voice is an

a

undesirable quality. f.

()( )

One should avoid the use ofslang in conversation.

g.

( )( )

A friendly "Good morning," or a courteous answer show consideration of others.

h.

()( )

It is not a part of the job

to keep

your desk and equipment clean and neat. i.

()( )

It is all right to gossip with other workers about your employer or fellow-workers.

j.

()()

The office telephone may be used for your personal calls,

k.

()()

Being continually late to work

is

of

minor importance. 1.

()( )

Good health rules should be

of great

help if observed. CHECK LIST:

Check before each item on which you

qualify. a.

() Wears appropriate dress.

b.

() Has well-groomed appearance.

c.

() Has cheerful attitude.

d.

() Uses correct English.

8

e.

Has a well-modulated voice.

f.

Has a friendly attitude.

S-

Cooperates with others.

h.

Follows instructions.

i.

Organizes work.

3-

Is dependable.

k.

Is loyal.

1.

Observes rules for good health.

in.

Does a little more than is expected.

n.

Has a sense of humor.

o.

Avoids gossip.

P*

Shows consideration.

Q-

Has poise and self-control.

r.

Is punctual.

9

CHAPTER 2.

TYPEWRITING FOR CLERICAL OFFICE WORK

HOW TO MASTER ESSENTIAL TECHNIQUES AND ARRANGE THE MATERIAL

You will find that your typewriting skill will be one of the most important skills in doing office work later on.

You have had a beginning, but you need

further practice and experience in typing business forms and other papers; cutting stencils; writing let­ ters, envelopes, and reports.

It is safe to assume

that the typewriter is the basic machine for the of­ fice worker; if your typing skill is developed, other machines can be used much more easily.

CHAPTER 2.

TYPEWRITING FOR CLERICAL OFFICE WORK

HOW TO MASTER ESSENTIAL TECHNIQUES AND ARRANGE THE MATERIAL

A.

MOTIVATION;

Advantages that will come to you if you

develop typewriting skill. 1.

EASE IN TYPING:

You will find any typing job

easy if you develop accuracy and speed. 2.

APPROVAL OF YOUR EMPLOYER:

If your typewritten

work is attractively arranged, you will earn promotions.

B.

DIRECTIONS:

How to master the essential techniques

in typewriting. 1.

How to organize your work. a.

Keep a memorandum pad and make a list of duties to be performed every day.

b.

D o n ’t depend on your memory, but write things down.

e.

Do those jobs first which seem to require first attention.

2.

How to. prepare for work.

Clean your desk, machines, and get your equipment in good condition for the day's work. Keep your supplies, such as stationery, eraser, carbon paper, dictionary, etc., available and arranged in desk drawers so they are visible. Keep your desk cleared for work. to check your production. Time your output frequently. Include interruptions, erasures, planning, and other procedures in producing a job. to use carbon paper. Select the kind that suits the quality of your paper. Select the kind or weight that is best for your touch. Choose the color in use by your company. to choose paper for carbon copies. Choose a paper much thinner than the letter­ head paper. Use different colors for various copies.

Use both sides when writing two-page letters to save paper and space in the file. Write the first carbon copy on heavy paper if you are mailing out to a second person. to make duplicate copies. Make at least one carbon copy of everything you type. Make carbon copies for a small number to be made. Use a duplicator if you require a large number of copies. to use carbon paper.. Use a folded piece of paper over the top when inserting several sheets. Check before be*ginning to type to see that all carbons face the correct way. D o n ’t press sheets together too hard; there will be smudges on the clean typing paper. Use your natural touch in typing carbon copies. Cut the top right-hand corner of each carbon before using. Clip all sheets together after putting in

13

the machine if there are several sheets, to keep them from moving. g.

Don't use wrinkled carbon paper.

h.

Use thin paper when making a great many copies.

i.

Adjust feed rolls, or use a carbon when harder finish if the feed rolls make marks.

8.

How to make corrections. a.

Correct all errors.

b.

Check paragraph by paragraph for errors.

c.

Correct all errors while paper is still in typewriter.

d.

Have a second person read copy for your checking when you have a long difficult piece of work.

e.

Have a good eraser; a hard one for master copy, and a soft pencil eraser for use on carbon copies.

f.

Shift carriage to one side before erasing.

g.

Make neat erasures.

h.

Squeeze an extra letter or letters in for omissions.

i.

Space out neatly for extra letter or letters inserted.

14

9.

How to arrange material to be typed. a.

Make the right and left margins approximately equal, not less than an inch.

b.

Make the left margin wider if material is to be bound.

c.

Estimate the extent of material to be typed on the page; use figures to get the exact points for margins.

d.

Make top margin slightly narrower than the bottom unless material is to be bound at the top.

e.

Center titles or headings horizontally.

f.

Divide very long headings; divide with the thought.

g.

Use various types of arrangement for head­ ings .

10 . How to plan tabulations. a.

Determine number of spaces in longest line of each of the columns and add.

b.

Subtract this answer from the spaces in width of the paper.

c.

Determine the width of margins and number of spaces to be allowed between columns.

15

d.

Set margin and tabulator stops according to the above figures.

e. 11.

Arrange the vertical placement.

How to arrange an outline. a.

Follow the rules for division and classifi­ cation of lines and paragraphs in an outline.

b.

Figure the centering and place it properly on the sheet.

12.

How to type from rough draft. a.

Familiarize yourself with the most common proofreader's marks.

b.

Study the rough draft copy thoroughly be­ fore starting to type it.

G.

ACTIVITY ASSIGNMENTS:

Activities to improve your

skill in the essentials of typing techniques for clerical office work. 1.

ORGANIZING AND PLANNING:

Assignments involving

procedures essential to typing techniques. a.

Prepare a memorandum pad and use it each day for a week.

b.

Clean your machine, desk and other materials, and arrange the working materials neatly.

c.

Time yourself on your output for each day for a week.

d.

Make six carbon copies of a short letter.

e.

Make corrections on each of the copies.

f.

Type a letter or other material and correct an insertion error.

g.

On the same type of letter, correct an omission error neatly.

ARRANGING MATERIALS:

Assignments involving

procedures in planning and arranging various materials. a.

Center titles and headings on the page.

b.

Estimate the left, right, top and bottom margins on a tabulation.

c.

Arrange and type an outline.

d.

Arrange and prepare a copy from a rough draft.

e.

Make neat erasures on all copies.

SOURCES FOR THIS CHAPTER:

Materials which may

assist you in mastering essential techniques and arranging material for clerical typewriting, a.

RESERVE SHELF: ance.

Where to get further assist­

(l)

Loso and Agnew 31-52; Carney 127-1^6; Stickney 232-2^0; Paunce 33-35, 58-88; 127-131*-; Lewsenberry 220-326; Bearaer 311-380.

D.

EVALUATION:

Types of check-ups which may be applied

inmeasuring your mastery

or typewriting techniques.

1.

in the correct

TURE-FALSE:

Put an X

space for

true or false. T a.

F

( )( )

It usually i s n ’t necessary to make carbon copies of the materials you type.

b.

( )( )

The duplicator is used to make a large number of copies.

c.

( )( )

Carbon paper should be chosen with regard to the letterhead paper you use.

d.

( )( )

You should use a heavier touch when typing a carbon copy.

e.

{ )( )

Wrinkled carbon paper should be smoothed out and used again.

2.

CHECK LIST: yes or no.

Put an X

In the correct

spaces for

18

a.

( )(

) Did you fill out the memorandum pad correctly?

b.

( )(

) Did you make neat corrections on the letter that you typed?

c.

( )(

)

Did you check to see if all five carbons were in the machine correctly before beginning to type?

d.

( )(

)

Can you make a neat insertion correc­ tion; a neat omission correction?

e.

( )(

)

Did you get an accurate and neat first copy from the rough draft?

f.

( )(

) Did you figure your tabulation ar­ rangement so that the, material was correctly placed?

19

CHAPTER 3-

CORRECT ENGLISH

HOW TO APPLY THE ESSENTIALS OP CORRECT ENGLISH TO BUSINESS The correct use of English In all forms of busi­ ness communication, whether written or spoken, has an important influence upon your position as an office worker.

Very often errors occur because of careless­

ness on the part of the office workers; therefore, you will want to watch particularly your spoken form and your written form.

Voice, pronunciation, enun­

ciation, choice of words, correct spelling, punctua­ tion, and capitalization are some of the points that need to be studied by you to improve your use of English.

Your success on the job depends to a large

extent on your ability to observe the essentials of correct business speech and writing.

20

CHAPTER 3-

CORRECT ENGLISH

HOW TO APPLY THE ESSENTIALS OP CORRECT ENGLISH TO BUSINESS

A.

MOTIVATION:

Achievements that you may expect If

you use correct English. 1.

APPROVAL OP OTHERS:

You will succeed In winning

the approval and respect of others if you can speak correctly. 2.

SECRETARIAL WORK:

If you can use correct written

English in office procedures, you will have an opportunity to advance to a secretarial position.

B.

DIRECTIONS:

How to acquire correct habits of speech

in business. 1.

How to improve your speech. a.

Analyze your main Ideas before you try to express them.

b.

Make a mental outline of the main ideas.

c.

Choose your words carefully and join them together logically.

d.

Make your sentences grammatically perfect.

e.

Speak forcefully, with proper emphasis and

expression. f.

Use an even-pitched, steady voice; avoid shrillness, nasal tones, and monotones.

g.

Be sure that each word is pronounced cor­ rectly.

h.

Enunciate each syllable of each word clearly.

i.

Use colloquialisms with great care,

j.

Do not use slang or vulgar words.

k.

Watch for unpleasant mannerisms:

do not use

"uh," "er," or "and ah," to cover up pauses in your speaking. 1.

Avoid argumentation or contradiction in dis­ cussion.

m.

Be a good listener as well as speaker.

GRAMMAR:

How to relate words to one another, and

apply the essentials of English grammar. a.

How to relate words to one another. (1)

Learn to recognize the three classes of nouns:

(2)

proper, common, and collective.

Make the pronoun agree with its ante­ cedent in number, person, and gender. (a)

Use plural pronoun when two or more single antecedents are connected by and:

"The file clerk and the tele-

phone operator have had their pay increased." (b)

Use. a singular pronoun when two or more singular antecedents are con­ nected by or or n o r :

"Either John

or Henry must bring his lunch." (c)

If the entecedent of a pronoun is a collective noun that' expresses a unit, the pronoun must be singular: "The committee is completing its work."

(d)

Do not change the number of an antecedent if you add such expres­ sions as in addition to and as well as;

(e)

Use the masculine h e , his or him when the antecedent requires a pronoun: "Each one in the office must do his best."

(f)

Use the correct relative pronoun that joins a subordinate clause to its antecedent:

"The employer vis­

ited the clerk who is ill," "I saw the animal which is being trained,"

23

"He bought the machines that he needed." (g)

Use the objective case of the rela­ tive pronoun if it is used as the object of a verb or preposition:

"He

gave the position to whom?" (h)

Use the same case after the verb be in any of its forms (am, are, is, was, were, be, being, have been, has been) as appears before it: he who came in,"

"It was

"If I were he, I

wouldn't do that," "Did you expect those people to be them?11 b.

How to make comparison of adjectives. (1)

Notice that the simple form is the positive degree:

(2)

"We had a light rain yesterday."

Use the comparative degree to compare two objects:

"John is taller than Bob,"

"This desk Is less useful than that one." (3)

Use the superlative degree to compare three or more objects:

"Our office building is

the tallest in the city,"

"Jane was con­

sidered the most beautiful girl in the school." (4)

Notice that there are many adjectives that

24

have irregular forms for the comparative and the superlative forms

c.

good

better

best

much

more

most

far

farther

farthest

little

less

least

How to use the articles correctly. (1)

Use a before consonant sounds:

"He

wrote a good letter." (2)

Use an before vowel sounds: "He wrote an application letter."

(3)

Use the when a definite thing is meant: "The new employee will read the announce­ ment ."

d.

How to use the verb forms. (1)

Note that verbs requiring an object are transitive:

"Mr. Jones reported the

accident." (2)

Notice that an intransitive verb does not require an object:

(3)

"The man swims."

Be careful in using some verbs that are always intransitive:

"He will sit in

that chair," "I shall lie down for a while," "The thermometer rises."

25

(4)

Note that some verbs may be either transitive or intransitive:

"The man

swam a race in the contest." (5)

Use the correct voice of the verb. (a)

The active voice is used when the subject is the actor:

"Mr. Jones

dictated a long letter." (b)

The passive voice is used when the subject receives the action:

"The

letter was dictated by Mr. Jones." (c)

Use verbs of the same voice in the independent clauses of a compound sentence:

"Mr. Jones dictated the

letter amd Miss Smith transcribed it." (6)

Use the participle form correctly. (a)

The present participle is formed by adding ing to the verb:

"The mailing

clerk is opening the mail." (b)

The past participle denotes past action:

"The workers, disturbed by

the noise, complained to their office manager." (c)

The perfect participle is a combina­ tion of having, being, or having been

26

with some other participle:

"Having

been notified of a vacancy,'Jane ap­ plied for the position,"

"Being

ill, the filing clerk left the of­ fice." (d)

Avoid dangling participles:

"Having

dictated the letters, it-was time for the manager to go to the meeting." How to get agreement of verb and subject. (1)

Make the subject and verb agree in person and number, even though separated in the sentence:

"The decisions of the committee

at its last meeting were know almost immediately." (2)

Two or more single subjects connected by or or nor take a single verb:

"Neither

the clerk nor the bookkeeper was there." (3)

Nouns that are plural in form but singu­ lar in meaning take a single verb:

"The

war news _is_ very disturbing." (4)

If the subjects connected by or or no r , differ in person, the verb must agree with the one next to it: or I am to blame."

"Either Ethel

27

(5)

If two singular subjects and connected by and but refer to one person, a singular verb must be used:

’’The prominent milit*

ary leader and lecturer is to be the speaker." (6)

When the subjects connected by and rep­ resent one idea, a singular verb should be used:

"Crackers and cheese is a

popular dessert.’’ (7)

When either or both of the subjects con­ nected by and are preceded by each, every, or the like, a singular verb must be used: "Each stenographer and each bookkeeper is to do the work in so many hours.’’

(8)

If one subject is in the affirmative and the other in the negative, the verb agrees with the affirmative:

’’The employer,

and not the employees, is to be at the meeting next week." (9)

A subject that has joined to it the words as well as, and also, in addition to, etc., is not affected.

(10)

The collective noun that expresses unity takes a singular verb: for more information."

"The jury is asking

28

(11)

The collective noun that expresses dis­ unity takes a plural verb:

"The jury

were unable to reach a decision.” (12)

Contractions may be used in informal or friendly business letters:

"I don't

like to file letters, but it doesn't disturb me to do it.” f.

How to use adverbs correctly. (1)

Place the adverb next to the verb or other adverb that it modifies:

“Miss

Brown writes very well." (2)

Never place an adverb between two parts of an infinitive:

"He needs to go quickly

to the meeting." (3)

Only, merely, and also may be adverbs or adjectives; the placing should be cor­ rect:

"I only saw him,"

only,"

"I saw him

"Only I saw him," or "I saw

only him." (4)

Very or too should not be used to modify particiles: pleased.

Correct: Incorrect:

"She was very much "She was very

pleased." g.

How to choose the correct preposition.

29

(1)

Use into after a verb expressing motion: "The bookkeeper went into the manager's office."

(2)

Use between onljly when referring to two: use among when referring to three or more:

"The work was divided between the

two clerks."

"The work was divided among

the four office employees." (3)

Sentences should not end with a prepo­ sition.

(4)

Do not use prepositions when not needed: Wrong:

"The paper is (in) under the

desk." How to use conjunctions. (1)

Avoid the use of like as a conjunction: "She walks as you do."

(Not:

"like you

do.") (2)

Use unless as a conjunction; except and without should not be used as such— they are prepositions:

"We can get the work

done today unless we hurry." (3)

The correlative conjunctions either— or and Neither— nor are used with reference to two things only.

30

(4)

As— as is used when equality is stated, but so--as is used for negative compar­ isons:

"He earns as much as I but not

so much as John." SPELLING OP WORDS:

How to choose words and spell

them. a.

How to use rules in learning to spell words. (1)

In words ending in final e, the e is usually dropped on the addition of a suffix beginning with a vowel: hoping,

(2)

hope—

judge— judging.

Pinal e is usually retained when adding a suffix beginning with a consonant: move— movement, encourage— encouragement.

(3)

Change ie to £ before adding ing to a verb:

(4)

"tie— tying."

One syllable words and words accented on the last syllable that end in a single consonant preceded by a single vowel usually double the final consonant before a suffix beginning with a vowel:

"occur--

occurring." (5)

Pinal y preceded by a consonant is usu­ ally changed to i on addition of a suffix

not beginning with j L : (6)

"Carry— carriage."

Final y preceded by a vowel is usually retained before any suffix or the letter e^:

(7)

"Journey, journeys."

The JL is always single in words ending in -ful:

"Skillful, thoughtful, hope­

ful ." (8)

Notice only word ending in sede is super­ sede; only three words end in ceed— exceed, proceed, and succeed; all other words having this sound end in cede.

(9)

When i and e come together in the same syllable, use i before e, except in long e after c, or when they have the sound of long a: (a)

interview, friend, belief.

(b)

receive, receipt, ceiling.

(c)

freight, neighbor, weight.

How to distinguish between words that sound alike. (l)

Distinguish between true homonyms and others. (a)

their, there (true homonyms).

(b)

quiet, quite.

(c)

affect, effect.

32

c.

How to recognize compound words. (1)

Use a hyphen in all compound numbers.

(2)

Use a hyphen in expressing fractions.

(3 ) Use a hyphen between two or more words when they serve as a single adjective before a noun. (4)

Groups of three or more words used as a single word are usually hyphened.

(5 )

Use the hyphen after some prefixes.

(6)

Study a selected list of words which

*

are not covered by any rules. d.

How to form plurals of words. (1)

Form the plurals of nouns ending with preceded by a consonant by dropping the y and adding ies.

(2)

Form the plural of a hyphened compound by changing the principal part of the compound form from singular to plural.

(3 ) The plurals of some words of foreign origin are formed in accordance with the rules of the language from which they are taken. (4)

You may use the plural form of titles when referring to twonpersons with the same title.

HOW to syllabicate words.

(1 )

Divide words between syllables only.

(2 ) Do not separate a single letter syllable at the beginning of the word from the remainder of the word. (3)

Do not separate a two-letter syllable at the end of a word from the rest of the word.

(4)

Divide hyphened words only at the hyphens.

(5)

A four-letter word should not be divided.

(6)

When a word containing three or more syllables is to be divided at a oneletter syllable, the one-letter syllable should be written on the first line rather than on the second line.

(7)

When a word is to be divided at a point where two vowels are pronounced separ­ ately come together, these vowels should be divided into separate syllables.

(8 )

Compound words should be divided between the parts of the compound.

(9)

Proper names should not be divided and titles, initials, or degrees should not be separated from names.

(1 0 ) Do not divide words at the end of more

than two successive lines. (11) Do not divide the last word at the end of a page nor the last complete line of a paragraph. (12) Consult a dictionary for the spelling of technical or very unusual words. PUNCTUATION:

How to make your meaning clear by

using punctuation marks correctly. a.

How to use the period. (1)

After every complete sentence that makes a statement:

"Watch your typing of

figures.11 (2)

After every abbreviation and each initial of a proper name:

"Those goods are to

be shipped C. 0. D. to Mrs. A. L. White." b.

How to use the question mark: ♦

(1)

At the end of every direct question: "What does that word mean?"

(2)

After a question in abbreviated form: "Do you plan a trip to New York?

Wash­

ington?" c.

How to use the apostrophe. (l)

To show the omission of a letter or letters from a word:

"It’s going to be

a fine day for the game/'

"Didn't

you get the letter typed correctly?" (2)

To form the possessive case of nouns: "Philip's typing ability is greatly improved."

d.

How to use the colon. (1)

To introduce a list of items or a long and formal quotation. (a)

The following items were missing in our shipment from you:

2 dozen pen­

cils, 3 reams of typing paper, etc. (b)

Mr Taylor received the following telegram:

"Please inform us of the

exact time you arrive in Des Moines." (2)

After the salutation of a business letter.

(3 ) To separate minutes and hours:

"My

brother's train will arrive at 10:30 a.m." e.

How to use the semicolon. (1)

To separate independent clauses that are not joined by a conjunction:

"Mr.

Philips cannot leave for New York today; he may go tomorrow." (2)

To separate a compound sentence which consists of three or more independent

36 clauses. (a)

Joan graduated last year; her older sister graduated this year; and John will graduate next year.

(3)

To separate two independent clauses of a compound sentence when one or both in­ dependent clauses are broken by commas, (a)

If you have difficulty with arith­ metic, you should apply yourself vigorously; and the result will show an improvement in your skill.

(4)

To separate independent clauses when the second clause is introduced by a con­ junctive adverb or an adverbial clause, (a)

The figures contained in this lease are very important; however, Joan can be depended upon to type them correctly,

f.

How to use the comma. (l)

To separate words, phrases, or clauses in a series. (a)

A knowledge of spelling, grammar, and punctuation is important for office workers.

(b)

Some of Margaret's office work will

consist of writing letters, filing materials, telephoning from the switchboard, and making appointments for her employer. (c)

You may mail the letter if there are no misspelled words, if there are no errors in figures, and if the dictator has signed it.

(2)

Place a comma before and or or when either of these words connects the last items of the series.

(3)

The abbreviation, etc., is enclosed in commas at the end of a series.

(4)

To set off words of direct address: "Miss Andrews, may I use the telephone?"

(5 )

To set off expressions in apposition: "Mr. White, president of the Chamber of Commerce, was our speaker today,"

"Our

new stenographer, Mary Boyd, began work here last Monday." (6)

To set off a dependent clause which pre­ cedes its main clause:

"If your shipment

does not arrive tomorrow, notify us im­ mediately. " (7)

To separate the introduction or

38

identification of a short direct quot­ ation:

"Miss Lawrence said*

*Our shipping

clerk is leaving our firm next week.1" (8)

To set off words, phrases, and clauses which are used parenthetically:

"Ath­

letics are strenuous and, therefore, require a proper diet and regular hours of sleep,"

"By the way, when are you

leaving on your vacation?" (9)

To set off figures in groups of three integers:

(10)

2,647*312.

After the complimentary close in a letter.

(11)

To set off a contrasting expression introduced by not, never, or seldom: "Come on Thursday, not Saturday,""Mary is always first to get her work done, never the last,"

"Our mail is delivered

later, seldom before noon." (12)

To indicate the omission of verbs from the-clauses in a compound sentence:

"Our

first duty is to open the mail; the sec­ ond, to type those lists; and the third, to take some letters from the head of the department."

39

(13)

To set off non-restrictive adverbial clauses:

"Our new filing cabinet, as

you can see, is quite suitable for our purpose^" (14)

To set off non-restrictive relative clauses:

"Mr. Williams, who lives in

St. Paul, is president of our firm." (15)

To set off non-restrictive adverbial clauses:

"Having completed her college

course, Mary Jones is ready to take a position." (1 6 )

To separate two independent clauses of a long compound sentence when they are connected by a conjunction.

(A long

sentence is usually considered as having fifteen or more words.) (a)

Mr. Jones gave the applicant a dif­ ficult letter to transcribe, and she did a very fine piece of work.

(17)

To set off the first name from the sur­ name when the surname is written first. (a)

Allen, George.

(b)

Stephens, John L.

How to use the hyphen. (l)

In some compound words— these must be

memorized:

"Self-respect,”

"Vice-

president." (2)

In compound adjectives used before the noun:

"This is first-class mail,"

"We must check these items with a bluecolored pencil." (3)

In compound figures that are spelled out "One-third of eighty-four is twentyeight. "

(4)

To divide words at the end of lines: (a)

Divide only between syllables: "pur-chase."

(b)

Do not divide a word so that there is only one letter at the end or at the beginning of the line:

(c)

"o-mit.

Do not divide words of one syllable "shipped."

How to use the exclamation mark after words, phrases, or sentences to denote surprise or strong feeling. (1)

Goodness1

What happened to Jane?

(2)

What a beautiful view of the valley.’

How to use the dash to show an abrupt change in the thought or grammatical structure of the sentence.

(l)

Alphabetical filing, numeric filing, geographic filing, and subject filing— all these must be learned before we can be efficient as a filing clerk.

How to use parenthesis marks to enclose dis­ connected expressions in a sentence. (1)

The coins (or specie, as they are some­ times called) are'sorted and counted separately.

(2)

That remodeled building (formerly known as the Fairchild home) serves as a small factory.

How to use brackets to set off parenthetical material within parenthetical material. How to use quotation marks. (1)

To enclose every direct quotation:

Mr.

White said, "Please mail this letter immediately." (a)

Place the period or comma within the quotation marks, always.

(b)

Place the question mark or the ex­ clamation mark inside the quotation marks if the question or exclamation applies only to the quotation:

Mr.

Morton said, "Miss Jones, will you

get me the last letter from the Wabash Manufacturing Company?" (c)

Place the question mark or exclama­ tion mark outside the quotation marks if the entire sentence is in the form of a quotation or an ex­ clamation:

Did all of our employees

read the office bulletin entitled, "Our guide in writing letters"? (d)

A quotation within a quotation is enclosed in single quotation marks: John said, "I heard the foreman call out,

'Watch out below,' just before

the bricks fell on the worker." (2)

To enclose titles of articles in maga­ zines, newspapers, and the like. (a)

All of the office workers were asked to read the article, "New Styles in Business Letters," written by William Turner.

OTHER DEVICES:

How to use titles, abbreviations,

capitalization, numbers, a.

How to use titles. (1)

Use a title for every adult— every adult

has the title of Miss, Mrs., or Mr. (2)

Be sure to use the correct title.

(3)

Notice when to use the title of Dr.

(4)

Use the title of Reverend correctly.

(5 )

Familiarize yourself with the correct use of Esq., Sr., Jr., II, III, and any other titles that are used after the name.

(6 )

Notice that it is improper to use double titles

if both of them indicate the same

honor or achievement. (7)

Observe that when you are in doubt it is better to write the title in full rather than to abbreviate it.

b.

How to use abbreviations. (1)

Never abbreviate a person's surname.

(2)

Do not abbreviate a person's first name unless that person himself does.

(3)

Do not abbreviate the names of cities except the word "Saint.”

(4)

As a rule, spell out names of states In full.

(5 )

Use approved abbreviations for the states which have them if you are using abbre­ viations .

(6)

Do not use abbreviations in the body of a letter unless they have become ac­ cepted .

(7)

Use periods after most abbreviations, but there are some after which the period may be omitted.

(8)

Study the use of _st, cl, and th after day of the month, and note that periods should not be used.

(9 )

Notice how the plurals of abbreviations are formed.

(10)

Notice how the possessive of abbreviations are formed,

c.

How to use capitalization of letters. (1)

Begin every sentence and every direct quotation with a capital letter.

(2)

Notice the parts of a business letter that begin with capital letters.

(3)

Capitalize business titles when used preceding the name of the person.

(4)

Capitalize specific geographical sections of the country.

(5)

Capitalize all names of individuals.

(6)

Capitalize only the important words in headings or titles.

45

d.

How to write numbers.

(1

Spell out a number that begins a sen­ tence .

(2

Write amounts of money in figures, as a general rule.

(3

Write amounts less than one dollar in figures with the word cents♦

(4

Write even sums of money without the decimals and ciphers.

(5

Round numbers are usually spelled out.

(6

Write the day of the month and the year with figures.

(7

Write numbers of streets below twelve as words; above twelve, use figures.

(8

Use a.m. and p.m. only with figures.

(9

Use figures to write practically all measurements, dimensions, weights, de­ grees, distances, and the like.

(10

Spell out the smaller of two figures when they come together.

(11

C.

Express decimals in figures.

ACTIVITY ASSIGNMENTS:

Activities to Improve your

skill in the use of correct English.

SPEAKING:

Assignments involving the use of ef­

fective business speech. a.

Make a short talk before the group on a business subject of interest to all.

b.

Rate each student who is called upon to speak to the group.

c.

Make two lists of words, one including collo­ quial words and expressions, and the other including slang words and expressions that you hear daily.

GRAMMAR:

Assignments involving the use of good

grammar. a.

Write a list of the relative pronouns that you have studied.

b.

Write the comparative and superlative forms for the following adjectives:

useful, little,

pretty. c.

Write a sentence containing a dangling part­ iciple, and then write your correction

of

these sentences. d.

In what two respects must a verb agree with its subject?

SPELLING:

Assignments involving the spelling and

use of words.

a.

Write out the rules for spelling that you have had and give one example of each rule.

b.

Make a list of five true homonyms.

c.

Write sentences using two compound adjec­ tives .

d.

Write

a list

of ten hyphened

compounds.

e.

Write

a list

of ten single-word compounds.

f.

Write

a list

of ten two-word

g.

From your reading make out a

compounds. list of ten

or more technical words and their meaning. PUNCTUATION:

Assignments involving the use of

punctuation marks. a.

Demonstrate with examples three common uses of the period.

b.

Write sentences showing ten different uses of the comma.

c.

Write a sentence containing an exclamation point.

d.

Write a sentence containing a semicolon and x

explain why you used it. e.

Write three sentences, each showing a dif­ ferent use of the apostrophe.

48

5.

OTHER DEVICES:

Assignments involving the use of

titles, abbreviations, capitalization, and numbers. a.

Write a sentence using the proper title for an unmarried woman.

b.

Illustrate with a sentence the correct use of a double title.

c.

Make a list of ten or more approved abbre­ viations .

d.

Illustrate with sentences four different rules for the use of capital letters.

e.

Write today's date as you would in the heading of a letter.

6.

SOURCES FOR THIS CHAPTER:

Where to get further

assistance. a.

RESERVE SHELF:

Pages in books relating to

this chapter: (l)

Loso and Agnew 108-180; Aurner 1-144, 547-558; Beamer 609-631; Faunce 5-9; Stickney 88-102; Walters 1-168; Ross

1- 208.

D.

EVALUATION:

Types of check-ups which may be used to

measure your ability to use correct English.

SELECTION:

Select the correct word in each of the

following sentences by underscoring it. a.

The chairman, as well as his assistances, made (their, his) report.

b.

(Who, whom) did you see?

c.

I thought it to be (he, him).

d.

Either you or I (am, are) going.

e.

The president is (in, into) his private office.

f.

This letter is not (so, as) long as the other one.

g.

The clerks have (separate, seperate) offices.

h.

Let us (procede, proceed) with the filing.

i.

The clerks have (their, there) own work to complete.

j.

The new typist lacks (self-confidence, self confidence).

INSERTION:

Insert punctuation marks that are

needed in the following sentences: a.

When you have completed that job you may go home

b.

This letter is quite long it is also inter­ esting

c.

Mr. Martin will arrive in New Yotk at 9 30 a m

d.

Did you see Little Women

e.

Our office manager asked did you get the reports

f.

I take dictation asnwer the telephone and . file the letters

MAKING CORRECTIONS:

Correct and type the fol­

lowing sentences. a.

i received your check for ten dollars

b.

The convention will begin on May 1st.

and

will continue for three days c.

he is a member of the interstate commerce commission

d. e.

16 men applied for the same position mr. Johnson has been transfered to ft.worth, tex.

f.

I saw rev. Johnson on the street

g.

The first speaker was expresident hoover

h.

I must work over time ocassionally

i.

there was an otnmision of a whole line her report

in

51

CHAPTER 4. BUSINESS FORMS, SIMPLE BANKING, AND CASH RECORDS HOW TO MAKE AND RECORD SIMPLE TRANSACTIONS You will want to be familiar with some of the simple tasks, such as receiving and paying out money, depositing and drawing out money from the bank, how to fill out forms that are in common use in all places of business.

No matter what kind of work you plan on doing

as an office employee, you will be called upon to work with simple business forms.

Since these are fundamental,

you will want to become acquainted with these forms. These skills will also help you manage your personal affairs dealing with the handling of your own money.

52

CHAPTER 4. BUSINESS FORMS, SIMPLE BANKING, AND CASH RECORDS HOW TO MAKE AND RECORD SIMPLE TRANSACTIONS

A.

MOTIVATION:

Rewards that will be yours If you learn

the correct procedures in tasks Involving the handling of money. 1.

ADDITIONAL OFFICE SKILLS:

If you can be trusted

to perform tasks involving the handling of your firm's money, you will get one of the better positions. 2.

PERSONAL SATISFACTION:

You will be able to

handle your own money if you learn how to keep cash records.

B.

DIRECTIONS:

How to fill in the necessary information

on business forms. 1.

How to use a cash receipt. a.

Learn the purpose of this form.

b.

Learn the importance of each item of inform­ ation.

c.

Avoid making any errors, especially in: (1)

The name of the person paying the money.

53

, (2)

d. 2.

The amount being paid.

(3)

The date of the receipt.

(4)

What the payment is for.

(5)

Whether paid by cash or check,

Enter all information on the stub.

How to use the cash register. a.

Ring up the correct amount received.

b.

Prove the cash in the cash register.

c.

Make out cash register account slip at end of the day.

3.

How to use the bank deposit slip. a.

Notice that there is a separate line for each form of cash to be deposited. (1)

Enter all paper money on line marked "bills” or "currency."

(2)

Enter all coins (specie) on the line marked for it.

(3)

Place each check on a separate line below the notation "checks."

(4)

Be sure each individual total is cor­ rect and bring each to the right-hand column.

(5 )

Get the total of all items— check your

54

addition by using the adding machine. (6)

See that the checks are endorsed properly.

b.

Present deposit

to a teller and check his

entry against the correct total. c.

Enter the deposit on the checkbook stub im­ mediately, and bring down the new bank bal­ ance .

4.

How to fill out checks. a.

Avoid making any mistake as erasures cannot be made on a check.

b.

Learn that if you make a mistake, the check must be voided, and another eorrebt one written.

c.

Fill in all blank spaces with ink, or

type­

writer, or with a check-writing machine. d.

Have person authorized sign in ink.

e.

Fill out the check stub first.

f.

Notice that the entire line containing the amount must be filled.

g. 5.

Write legibly and neatly.

How to reconcile the bank statement. a.

Verify the checks listed in the bank state­ ment with your check stubs.

55

b.

Verify the deposits listed in the bank statement with the deposits on your check stubs.

c. d.

Check the bank statement for accuracy. Check all canceled checks with your

check

stubs to note if all have been paid

by the

bank. e.

Add all unpaid checks shown on your stubs to your bank balance on your last stub; this should be the same as the bank balance on the statement.

6.

How to make out credit memorandums. a.

Be sure the amount is correct.

b.

Verify the customer's name; also the

c. d. 7.

address.

Fill in the form in ink or on the typewriter. Keep a carbon copy for your cash record.

How to use a purchase requisition. a.

Give complete description and quantity of each item needed.

b.

Type the form.

c.

Note that the stock clerk watches for needed supplies.

d.

Send purchase requisition to order clerk.

56

8.

How to fill out a purchase order. a.

Note that the order is made from the

pur­

chase requisition as to name and quantity of items. b.

Bring out the totals or cost of

each item

by consulting your latest price list. 9.

How to make out invoices. a.

Study the information needed on an invoice.

b.

Check the invoice against the purchase order.

c.

Learn that amounts of money and all totals must be accurate; also name, address, and terms of payment.

10.

How to make out sales slips. a.

Check carefully each item and price.

b.

Enter name of purchaser and address cor­ rectly.

c.

Ring up the cash received in the cash re­ gister.

d.

Keep duplicate copy for bookkeeper's use if sale is a charge.

11.

CASH RECORDS:

How to keep account of money re­

ceived and disbursed. a.

Make out cash register report showing cash

57

on hand in cash register. b.

Record cash received in cash book properly.

c.

Record cash paid out in cash book properly.

d.

Balance the cash record.

e.

Note the balance of cash in the bank.

f.

Verify the cash on hand, realizing that you must have the amount shown by the cash book balance.

g.

Do not let other employees handle money for which you alone are responsible.

h.

Learn to verify every step in keeping money records.

C.

ACTIVITY ASSIGNMENTS:

Activities to give you practice

in using business forms. 1.

BUSINESS FORMS:

Activities that stress simple

forms. a.

Type the various forms according to directions.

b.

Find other forms and bring to class.

c.

Go to local banks and get copies of blank deposit slips and checks.

d.

Ask business house for copies of their forms.

e.

Compare all forms that are brought in for similarities and differences.

58

2.

SIMPLE BANKING PROCEDURES:

Activities that

stress banking. a.

Open a bank account of your own.

b.

Make out a check to pay a personal account.

c.

Make out a personal deposit slip.

d.

Find out all you can about this and

other

functions of banks. 3.

CASH RECORDS:

Activities that stress keeping

of record of cash receipts and expenditures. a.

Secure a pocket size record book and record your personal receipts and expenditures for a month.

b.

Balance .it at the end of each week and check the accuracy with actual amount of cash on hand.

4.

SOURCES FOR THIS CHAPTER:

Where to get further

assistance. a.

RESERVE SHELF:

Pages in.books that are cited

often. (1)

Loso and Agnew 153-165; Beamer 383-408; Doutt 434-453; Carney 147-167; Stickney

109-128, 172-186 .

59

D.

EVALUATION:

Kinds of check-ups which will be useful

in measuring your ability to use simple business forms. 1.

TRUE-FALSE:

Put an X In the correct spaces for

true or false. T a.

(

F )( )

You should be sure that the amount of money you write in a cash receipt is correct.

b.

( )( )

The cash register record slip shows the balance in the cash register.

c.

(

)( )

You need not list each check separ­ ately on a deposit slip.

d.

( )( )

You should see that all checks are properly endorsed before taking them to the bank for deposit.

e.

(

)( )

You must enter all deposits on the check stub..

f.

(

)( )

g.

( )( )

You may make erasures on a check. You should fill out the check before filling in the check stub.

h.

(

)( )

You need not check the accuracy of the bank statement.

i.

(

)( )

You should make out a credit memor­ andum in ink or on the typewriter.

J.

()( )

It is not necessary to keep a carbon copy of the credit memorandum.

k.

( )(

)

You should make out a purchase re­ quisition for needed supplies.

1.

( )( ) You should see that the purchase order form agrees with the purchase requisition.

m.

( )( )

You should be especially careful to see that the prices and the total are correct on all invoices.

n.

( )( )

You should make out a sales slip with each sale.

o.

( )( ) You need to enter cash receipts in the proper place on the cash record book.

P.

( )( )

You need to verify every step in keeping money records.

q.

( )(

)

You may let other employees handle the money that you are personally responsible for.

CHECK LIST:

Put an X in the correct spaces for

yes or no. Y 'a.

N

( )( )

Did you enter the check on the check

61 stub first? b.

( )( ) Did you prove the cash in the cash register at the end of the day?

c.

( )( ) Is it important that the amount line on a check be filled completely?

d.

( )( ) Was every check endorsed when you took it to the bank for deposit?

e.

( )( ) Did you verify the amount of the de­ posit with the amount you had on the deposit slip?

f.

( )( ) Did you

get the authorized person's

signature on all checks you filled out? g.

( )( ) Did you

follow the procedure of re­

conciling the bank statement step by step? h.

( )( ) Did you keep a carbon copy of all credit memorandums?

i.

( )( ) Did you give the quantity and full description of each item on your purchase requisition?

j.

( )( ) Did your purchase order agree with your purchase requisition in the two above-mentioned items?

62 k.

( )( )

Did you verify the information, especially amounts, on the invoice you filled out?

1.

( )( )

Did you check the name and address for accuracy on the charge sales slip that you filled out?

63

CHAPTER 5.

BUSINESS CORRESPONDENCE

HOW- TO WRITE EFFECTIVE BUSINESS LETTERS

If you have the ability to write effective business letters, it will probably mean a promotion for you.

So much of the work of a business involves

letters that those employees who have the necessary skill in helping create and produce good letters will advance quickly into more responsible positions. You will want, then, to learn to use your ability in setting up the different forms of letters and in using your skill to compose the various kinds of letters.

64

CHAPTER 5*

BUSINESS CORRESPONDENCE

HOW TO WRITE EFFECTIVE BUSINESS LETTERS

A.

MOTIVATION:

Gains that will accrue to you from the

writing of good business letters. 1.

RESPONSIBILITY:

You will gain satisfaction in

being able to set up attractive letters. 2.

PROMOTION:

You will be sure to be promoted to

a secretarial position if you can compose ef­ fective business letters.

B.

DIRECTIONS: 1.

How to plan and set up business letters.

APPEARANCE:

How to give letters an attractive

appearance. a.

Select good bond white paper with letterhead appropriate for the business.

b.

Use paper which is 8^u by ll11 for all gen­ eral correspondence; half-sheet sizes may be used for short letters or for inter-office letters.

c.

Choose envelopes to match the paper in texture and color; both commercial and official sizes

are used, depending upon the wishes of the manager. d.

Center the letter properly on the letter­ head, having proper margins, indentions, and spacing.

e.

Do not have untidy erasures or strikeovers.

f.

Avoid any fingerprints or carbon smudges.

g.

Avoid unevenness of touch.

ARRANGEMENT:

How to arrange the essential parts

of the letter. a.

Choose one of the approved forms and use it throughout the letter.

b.

(1)

The full block form.

(2)

The modified block form.

(3)

The semi-block form.

(*)

The indented form.

(5)

The inverted paragraph form.

(6)

The simplified form.

Choose the style of punctuation and use it throughout the letter.

c.

(1)

The close or end-of-line style.

(2)

The kpen style.

(3)

The mixed style.

Place properly and attractively all parts of

66

the letter. (1)

Date line (a)

Set it up according to one of the approved styles that conforms to the form of letter you are using; he sure that you have a comma be­ tween the day and the year.

(2)

Inside address. (a)

Place it usually four to twelve spaces below the date line, de­ pending upon the length of the letter.

(1)

punctuation.

Choose style of (2)

or indented form.

Choose block (c)

Use three

to five lines. (3)

Attention line. (a)

Choose the arrangement that conforms to your letter form chosen.

Place

it usually two spaces below the last line of the inside address. (4)

Salutation. (a)

Type it flush with the left margin two spaces below the attention line.

(b)

Capitalize the first word and all

67 proper names. (c)

Choose type of punctuation.

(d)

Choose the correct salutation form.

(5 )

Subject. (a)

Type it on the second line below the salutation.

(b)

Block it at the left margin, in­ dent with paragraphs, or center it horizontally.

(6)

Body of the letter. (a)

Start it on the second line below the subject line.

(b)

Keep right margins from being jagged.

(c)

Syllabicate words correctly.

(d)

Set margins for right line length.

(e)

Identify properly the second page if the letter is a two-page one.

(7 )

Complimentary close. (a)

Place the complimentary close on the second line below the body of the letter.

(b)

Choose the correct style of punc­ tuation according to the letter

68

form being used. (c)

Use either the indented or block form of arrangement.

(d) (8)

Capitalize only the first word.

Signature. (a)

This consists of at least a signed name; the company name may be typed above or below the signed name. (Allow four line spaces for the signed name).

(b)

Signature should never be preceded by a title.

(c)

Signature should be written in ink.

(d)

Sign the employer's name and your initials below it., if you have been requested to sign his name.

(9)

Reference line. (a)

This contains the name or initials of the employer and the initials of the typist.

(Prom two to eight

line spaces are left between the complimentary close and the ref­ erence line depending upon whether you are using a typed signature line also.)

69 (10)

Enclosure notations. (a)

One enclosure is denoted by word Enclosure.

(b)

More than one enclosure is denoted by the word Enclosure followed by the correct figure typed after It.

(c)

The enclosures may be listed.

(d)

This notation is typed at the left margin two spaces below the reference initials.

(11)

Separate-cover notations. (a)

This is used to indicate that items are being sent in a separate en­ velope or package; the means of transportation may also be indicated.

(12)

Mailing notations. (a)

Use this when you are using air mail, special delivery, or regist­ ered mail service.

(b)

Place it two lines below the ref­ erence or enclosure line, or be­ tween the date line and the first line of the inside address.

(13)

Carbon copy notations.

70

(a)

This is used when a copy is to be sent to a person in addition to the addressee of the letter.

This

notation may be placed on the carbon copies only; it may be placed two spaces below the last line of typ­ ing, or at the top of the letter rather than at the bottom. (14)

Postscript. (a)

A postscript may be preceded by the abbreviation, P. S., or it may be written as a paragraph below the last line of the letter.

It is

used for something inadvertantly omitted from the body of the letter, or it may be used deliberately to emphasize a particular point. d.

How to address the envelope. (1)

Verify the accuracy and completeness

of

the address. (2)

Check particularly on the correct title.

(3)

Choose the same style of punctuation in the letter.

(4)

Avoid abbreviations.

used

(5)

Check the Postal Guide for correct zone number.

TYPES OP BUSINESS LETTERS:

How to write the

various types of business letters. a.

How to follow basic principles of business letter-writing. (1)

Clearness:

Make the message to clear

that it cannot be misunderstood. (2)

Conciseness:

Make the message long

enough to cover adequately the subject, and no longer. (3)

Completeness:

Include all Information

that is essential. (4)

Courtesy:

Make your letter friendly,

show consideration for the reader's point of view, and make the reader glad to have received It. (5 )

Correctness:

Make your letter correct

in every detail. b.

How to make the letter effective. (l)

Beginning sentence and paragraph. (a)

Avoid beginning with we or JC; use the you viewpoint.

(b)

Secure the interest of the reader

72

(2)

Stock phrases. (a)

Use a simple, conversational phraseology.

(b)

Avoid all stereotyped or stock phrases; they destroy interest and freshness.

(3)

Use simple, one-syllable words where possible.

(4)

Use short or medium length paragraphs to get Interest.

(5)

Use a variety of language, but be sin­ cere.

(6)

Emphasize the key idea in a number of ways.

(7)

Show your interest in the reader, but give your letter persuasive, friendly tone.

c.

How to write letters of inquiry. (1)

Give the reason for the request in the first sentence.

(2)

State the specific thing wanted clearly.

(3)

Material may be arranged in a series of pointed questions.

(4)

Enclose a stamped, self-addressed en­ velope unless the inquiry is for mutual

benefit. How to answer letters of inquiry granting the request. (1)

Answer the inquiry promptly.

(2)

Give complete information, answering all questions in the order given in the inqui ry.

(3 )

Express pleasure in granting the request or favor.

(4)

Offer suggestions or further assistance.

How to answer letters of inquiry refusing the request. (1)

Answer the inquiry promptly.

(2)

Express regret in refusing the request.

(3)

Give a good reason for the refusal.

(4)

Suggest where the information might be obtained.

How to write.a letter of thanks or appre­ ciation. (1)

Express sincere appreciation without affectation.

(2)

Write the letter promptly.

How to write a letter ordering goods or servioes.

(1)

Tabulate the Items in the order.

(2)

Mention any special discounts to which you are entitled.

(3)

State how you expect to pay for the merchandise, unless there is an under­ standing previously made.

(4)

Give specific directions as to when, where, and how to ship the goods.

(5 )

Give complete information about the goods, including quantity, price, com­ plete description.

k.

How to write letters of recommendation. (1)

State the purpose of the letter.

(2)

Give a short account of the person's employment, qualifications, and other pertinent information.

(3)

Make a sincere and fair statement con­ cerning the person's fitness for the position.

(4) i.

Be honest in giving the information,

How to write letters of acknowledgement. (1)

Write it the same day the order is re­ ceived .

(2)

Express thanks for the order.

(3)

Restate the order briefly.

(4)

State how and when the goods will be shipped.

(5)

Ask tactfully for more information if necessary before filling the order.

(6)

Explain that only part of the order can be filled now, if that is the case.

(7)

Make the reader feel your desire to give him the best and promptest service possible.

(8)

Make the reader feel your personal in­ terest in his business and his success.

How to write adjustment letters. (1)

Thank the customer for bringing the difficulty to your attention.

(2)

Give an explanation, expressing sincere regret.

(3)

Suggest a remedy for the difficulty. (a)

Explain carefully and courteously all facts when refusing a claim.

(b)

Ask customer to consider all facts carefully and reply, giving his opinion of the matter.

How to write claim letters. (1)

State clearly your claim.

(2)

Ask for an early explanation.

76

(3)

Request prompt settlement.

(4)

Avoid discourteous comments.

(5)

Do not make any threats.

(6)

Express confidence that the claim will he settled promptly and favorably.

1.

How to write letters asking for credit in­ formation. (1)

Thank the prospective customer for the order.

(2)

State that the order is receiving at­ tention.

(3)

Ask for credit information and references; enclose a credit application blank.

(4)

Explain the firm’s policy concerning ex­ tending of credit to all customers.

(5)

Express hope for future satisfactory business relations.

m.

How to write letters granting credit. (1)

Express pleasure at receiving satis­ factory credit information.

(2)

Give information that his order is re­ ceiving prompt attention.

(3)

Give any further service the buyer may desire.

(4)

Express the hope of satisfactory

business relations in the future, n.

How to write letters refusing credit. (1)

Acknowledge receipt of credit informa­ tion from all sources.

(2)

Discuss the customer's financial stand­ ing starting with good points and leading to the unfavorable parts.

(3)

Suggest how the reader may solve his financial difficulties.

(4)

Offer customer your cooperation on a cash basis.

(5 )

Express the hope that he will be able to improve his situation soon and re­ ceive credit.

o.

How to write collection letters. (1)

Send first a form notice of past due balance.

(2)

Send a series of letters, each stronger than the preceding one, until account is paid.

(3)

Avoid being curt in tone; the object is to get payment but to keep the customerte good will.

(Jf)

Offer assistance in solving financial difficulties.

p.

How to write sales letters. (1)

(2)

Attract the reader's attention. (a)

Start with a positive statement.

(b)

Be personal; use the you viewpoint.

(c)

Describe the product specifically.

(d)

Use the language of the buyer.

Create desire. (a)

Emphasize the good points of the product.

(b)

Show how prospect will benefit from the purchase of the product.

(c)

Show how product is superior to the one now being used by the prospect.

(3)

Convince the prospect that the merchant dise is just what he must have. (a)

List the disadvantages of being without the product.

(b)

Prove that you can back up your claims.

(c)

C.

Be sincere; be honest.

ACTIVITY ASSIGNMENTS:

Activities to improve your

skill in business letter writing.

79

1.

WRITING:

Assignments Involving the writing of

various types of business letters. a.

Write a letter ordering a book that you have seen advertised for sale.

b.

Write an acknowledgement in answer to the above letter.

c.

Write a letter of Inquiry about an article you desire to know more about.

d.

Write a letter recommending a friend for a position.

e.

Write a sales letter in which you endeavor to stimulate a prospect to buy the article you have chosen to sell.

f.

Collect some letters; criticise and rewrite them.

2.

PLANNING:

Assignments involving the arrangement

and set-up of letters. a.

Collect business letters and examine them. Check them on the following qualities: (1)

The form of the letter.

(2)

The arrangement of each of the parts of the letter.

(3)

Neatness.

(*!•)

Clearness.

80

b.

(5)

Conciseness.

(6)

Courtesy.

Collect envelopes and criticise them on correctness and neatness.

3.

SOURCES FOR THIS CHAPTER:

Where to get further

assistance. a.

RESERVE SHELF:

Pages in books relating to

this chapter. (l)

Loso and Agnew 53-108; Aurner 14-5-250, 276-286, 299-311 > 316-346, 379-526; Beamer 125-145, 591-608; Carney 90126; Faunce 35-57; Stickney 1-51 i Monro 1-208; Ross 1-408.

D.

EVALUATION:

Types of check-ups which may be applied

in appraising your business letters. 1.

RATING SCALE:

Put an X in the correct spaces

for good, fair, or poor. G

F

P

a.

()()()

Stationery.

b.

( )( )( )

Heading.

c.

( )( )( )

Inside address.

d.

()()()

Body of the letter.

81

2.

e.

( )( )( )

Complimentary close.

f.

( )( )( )

Punctuation.

g*

( )( )( )

Grammar.

h.

( )( )( )

Spelling.

i.

( )( )( )

Capitalization.

TRUE-FALSE:

Put an X in the correct spaces for

true or false. T a.

F

( )( )

One should avoid the use of abbre­ viations in letters and on the envelopes.

b.

( )( )

It is a good idea to begin the let­ ter with _I or we.

c.

( }( )

Long paragraphs are more interesting to read than short ones.

d.

( )( )

One should avoid using stereotyped or stock phrases in letters.

e..

( )( )

The tone of the letter should be friendly.

82

CHAPTER 6.

HANDLING THE MAIL

HOW TO HANDLE THE INCOMING AND OUTGOING MAIL

You will realize that handling the mail is a position of great responsibility in a business office. In a small office, the stenographer or clerk may do it. In the large offices there is usually a special person known as the mail clerk who does the work of opening and distributing the incoming mail, and who also pre­ pares it for mailing at the end of the day.

You will

be of more value to your employer if you know the routine steps in handling the mail, because you perhaps will be asked to do the Job.

CHAPTER 6.

HANDLING THE MAIL

HOW TO HANDLE THE INCOMING AND OUTGOING MAIL

A,

MOTIVATION:

Advantages of having the ability to

handle the mail successfully. 1.

INTEREST IN YOUR WORK:

You will learn a great

deal about your firm’s business through your successful handling of the mail. 2.

RESPONSIBILITY:

If you can handle

ficiently, you will be regarded as

the mail ef­ performing

one of the most important jobs for your firm.

B.

DIRECTIONS:

How to take care of the incoming and

outgoing mail for your firm. 1.

INCOMING MAIL:

How to take care of your firm's

incoming mail. a.

How to open and check the mail. (1)

Use a paper knife with envelopes face down.

(2)

Open all the envelopes

(3)

Remove the letters

and enclosures.

(4)

Read the letter to

see if all enclosures

are in the letter,

first.

and attach enclosure

to the letter. (5)

The omission of any enclosures is noted on the margin of the letter.

(6 )

Examine each letter for signature and address, and in case either is missing, attach the envelope to the letter.

b.

How to date, sort and distribute the mail. (1)

Stamp each letter with the date and time.

c.

(2 )

Sort the letters by departments.

(3)

Distribute the mail.

How to route the mail. (1)

Take the letter to the department which must approve it first.

(2)

See that it has the proper signature or stamp showing that it is approved.

(3)

Route the letter through the other de­ partments concerned and see that it has all the approvals needed.

OUTGOING MAIL:

How to prepare and send out the

mail. a.

How to prepare the mail. (1)

Fold the letter for the commercial en­ velope size, 65 by 3-5/8 inches, as

85 follows: (a)

Lay the letter face up on the desk.

(b)

Raise the bottom third

of the letter

toward the top and crease. (c)

Fold a little less than one-third of. the letter down and crease.

(3)

Insert in the envelope by placing the last crease made to the bottom of the envelope.

(k)

Seal all the envelopes at one time by spreading them on the desk with only the gummed flaps showing, and brush a moistener over them.

(5 )

Affix, the stamps by spreading the let­ ters face up with space for stamps showing; moisten the stamps and affix them.

(6)

Be sure each letter or item has suffi­ cient postage for mailing.

(7)

Use the United States Postal Department Guide for determining rates for all classes of mail.

C.

ACTIVITY ASSIGNMENTS:

Activities to improve your

skill in handling the mail.

86

1.

PROCEDURES:

Assignments involving the handling

of incoming and outgoing m a i l . a.

Collect letters with their envelopes and bring to class.

b.

Examine each one as letters are removed from envelopes to see if each has date and signa­ ture .

c.

Stamp each letter with the date.

d.

Fold six letter-size sheets for the commer­ cial size envelope; insert each in the en­ velope .

e . . Fold six letter-size sheets for the official size envelope; insert each in the envelope. 2.

SOURCES FOR

THIS CHAPTER:

Where to. get further

assistance. a.

RESERVE SHELF:

Pages in books that relate

to this chapter. (l)

Loso and Agnew 181-202; Carney 63-82; Doutt 303-311, 350-382; Stickney 59-63; Beamer 45-62.

D~.

EVALUATION:

Types of check-ups which may be applied

to measure your skill in handling the mail.

TRUE-FALSE:

Put an X in the correct spaces for

true or false. T a.

( )(

F ) You should open and read each letter separately when handling incoming mail

b.

( )(

) You should note any missing enclosures on the margin of the letter.

c.

( )(

) It is never necessary to keep the envelopes after the letters have been removed.

d.

( )(

) The

letters should be sorted by

departments. e.

( )(

) Some letters need to be routed to several different departments or in­ dividuals before anything can be done to aaawer them.

CHECK LIST:

Put an X in the correct spaces for

yes or no. a.

( )(

) Did

you fold the letter properly for

the envelope 6§ by 3-5/8 inches? b.

( )(

) Did

you insert it correctly in the

envelope. c.

( )(

) Did

you fold the letter properly for

88

the envelope 9h by 4-1/8 inches? d.

( )( )

Did you insert it correctly in the envelope?

e.

( )( )

Did you seal all the envelopes at one time?

f.

( )( )

Did you check each piece of mail for sufficient postage before mailing?

CHAPTER 7•

PILING

HOW TO USE VARIOUS KINDS OP PILES

You can readily see that letters and other records are of no use to a company unless these records or copies of them can be produced promptly when needed.

You will want to understand the org­

anization and operation of modern office filing systems because your first job in an office is likely to be that of file clerk.

Another reason

for studying filing is that all office workers have duties that involve either the indirect or the direct use of the files of a business.

90

CHAPTER 7-

PILING

HOW TO USE VARIOUS KINDS OF PILES

A.

MOTIVATION:

Rewards that you may

expect from being

efficient In the use of the files. 1.

YOUR FIRST JOB: You will succeed in first Job better if you learn

2.

TAKING RESPONSIBILITY:

doing your

filing procedures.

If you can file mater­

ials accurately and find them quickly, you will be performing duties of major importance to your firm.

B.

DIRECTIONS:

How to use the different systems of

filing in common office practice. 1.

ALPHABETIC INDEXING AND FILING:

How to determine

the alphabetic arrangement and the proper placing of materials in the files. a.

How to index (arrange) names for alphabetic filing. (l)

Observe the rules for alphabetic ar­ rangement, such as the following: (a)

Consider surname first; then first name and middle name or initial.

91

(b)

Consider the first name to deter­ mine alphabetic order when surnames are alike.

(c)

Disregard personal or professional titles but enclose them in paren­ thesis at the end of the name.

(d)

Disregard such words as the, an, and a., but enclose them in paren­ thesis .

b.

How to file alphabetically. (1)

Sort all letters or materials to be filed in alphabetical order.

(2)

Place the material in the front

of the

folder in which it belongs. (3)

Handle the folders by the sides

rather

than by the top to avoid breaking the tabs. (k)

Take the folder out of the drawer while you are placing the material in it.

(5 )

Do not overcrowd the file drawer; when the drawer is full, move some of the folders to another drawer.

(6)

Familiarize yourself with your office's filing system as there are many

variations of each system. NUMERIC, SUBJECT, AND GEOGRAPHIC FILING:

How to

use the numeric, subject, and geographic methods of filing. a.

How to file by the numeric arrangement. (1)

Give each folder a number.

(2)

Assign a number to each correspondent or subject.

(3)

Keep the numbers for the names or sub­ jects in a card index.

(4)

Consult the card index for number that has been assigned to each piece of material.

(5)

Place the material in the proper num­ bered folder.

b.

How to file by the subject method. (1)

Arrange the subjects in alphabetic order.

(2 )

Use primary guides for main subjects in the file.

(3)

Put auxiliary guides for subjects be­ hind the primary guides.

(4)

Place all material in folders according to date.

c.

How to file by the geographic method. (1)

Use primary guides for the largest geographic division.

(2)

(3)

Arrange the' primary guides in alpha­ betic

order in the file drawer.

Place

names of smaller geographic

di­

visions of the secondary guides. (4)

Arrange all betic

C.

secondary guides inalpha­

order in the file drawer.

ACTIVITY ASSIGNMENTS:

Activities to help you

develop facility in the use of various files. 1.

PLANNING:

Assignments involving the indexing

and filing of materials in various kinds of filing sys terns. a.

Get the names of all students in this class.

b.

Index them alphabetically.

c.

Sort the letters you have written for class work and index them for filing alphabetically.

d.

File the letters correctly in the large vertical letter file alphabetically.

e.

File the same letters by the numeric method.

f.

File the same letters by the geographic method.

2.

WRITING:

Assignments giving practice in index­

ing and filing. a.

Get the names of all in the senior class.

b.

Index them., type on 3 by 5 inch cards, and file in tray alphabetically.

3.

SOURCES FOR THIS CHAPTER:

Where to get further

assistance. a.

RESERVE SHELF:

Pages in books that relate

to this chapter. (1)

Loso and Agnew 287-368; Bassett and Agnew 1-168; Carney 168-182; Doutt 185-230; Faunce 100-126; McClelland 79-95; Stickney 273-294; Beamer 145-

176.

D.

EVALUATIONS:

Types of check-ups which may be applied

in measuring your skill in the use of the various files. 1.

TRUE-FALSE:

Put an X in the correct spaces for

true or false. T a.

:

F

( )( )

The first name is considered first in indexing alphabetically.

b.

( )( )

The words the, a., and

an are consid­

ered in indexing names. c.

( )( )

Place the material in

the back of

the folder when filing letters. d.

( )( )

Handle the folders by

the sides rather

than by the top. e.

( )( )

All offices use the same system of filing.

INSERTIONS:

Pill in the blank spaces in the

following statements. a.

In indexing disregard personal or professional ________

but enclose them in parenthesis at

the end of the name. b.

In indexing names, the _________

name should

be considered first, then the _________ name and middle initial. c.

When a number is given to represent a name for the filing folders, the method is known as the ____________ method of filing.

d.

When materials are filed according to states and cities, the method is known as the ____________ method of filing.

96

CHAPTER 8.

DUPLICATING

HOW TO USE THE VARIOUS TYPES OF DUPLICATING MACHINES

All office workers should be familiar with the most commonly used methods for duplicating work.

As you

know from your typewriting experience, carbon paper is used when a very few copies are needed.

When a number

of copies are needed, some duplicating machine is used. The commonly used ones are:

(1) stencil duplicators,

(2) gelatin duplicators, and (3) fluid duplicators. This chapter presents materials which will give you practice on each of these three types of machines.

Most

workers in offices have to help at times in the dupli­ cating processes and you will find it a useful skill later on.

CHAPTER 8.

DUPLICATING

HOW TO USE THE VARIOUS TYPES OF DUPLICATING MACHINES

A.

MOTIVATION:

Values you may expect if you

learn

duplicating. 1.

OFFICE EFFICIENCY:

You will add to your effi­

ciency by being skillful in the use of dupli­ cating machines. 2.

APPROVAL:

By being efficient in many office

procedures, you win the approval of your em­ ployer.

B.

DIRECTIONS:

How to' use the various types

of dupli­

cating machines. 1.

STENCIL DUPLICATING:

How to use a stencil dup­

licating machine effectively. a.

How to prepare the stencil for duplicating. (1)

Type the material first on ordinary typewriting paper.

(2)

Arrange the material in exactly the same position that it should appear on the final copies.

(3)

Clean the type with a stiff brush to

98

get all Ink off. (4)

Insert the stencil, with the cushion sheet and backing sheet, into the type­ writer .

(5)

Use the numerals at the side of the stencil to guide you in determining vertical distances on the stencil.

(6) Use the numerals at the top to guide you in setting margin and tabular stops on the typewriter.

(T)

Typewrite slowly, using a uniform, firm touch.

(8) Correct errors by first using a burnisher and then applying a thin coat of the correction fluid; type the correction, using normal touch. (9)

Proofread the stencil after each para­ graph and be sure that all corrections are made while it is in the machine.

(10) b.

Avoid getting wrinkles in the stencil,

How to operate the stencil duplicator.

(1 )

Place the prepared stencil on the drum, being careful to see that it is on straight and has no wrinkles.

(2)

Place the paper on the feed table.

(3)

Run off a trial copy for inspection.

(4)

Make any adjustments of margins needed, or add more ink if copies are too dim.

(5)

Set the recorder for counting copies when you begin to get satisfactory copies.

(6)

Remove the stencil after enough copies have been run off.

(7)

Put a protective cover on the drum of the duplicator.

(8)

Clean the stencil by drying the ink be­ tween newspapers.

(9)

Fold the stencil the size of the copy you ran off, place a copy on top of the stencil, clip it to the stencil and store for future use.

OTHER TYPES OF DUPLICATING:

How to use the

gelatin and fluid types of duplicating machines, a.

How to prepare the master copy for the gelatin duplicator. (1)

Make a typewritten copy, using a speci­ ally inked typewriter ribbon or carbon paper.

(2)

Make a handwritten copy by using a special pencil or ink for the purpose.

(3)

Make corrections of errors while the master sheet is in the typewriter.

How to operate the gelatin duplicator. (1)

Apply water to the gelatin surface.

(2)

Remove excess moisture with a sponge.

(3)

Place the master copy face down on the gelatin, and smooth it down with the hand or roller.

(4)

Remove the master after it has been on the gelatin from ten to forty-five minutes.

(5)

Place the copy sheets one at a time on the gelatin, press down and remove.

How to prepare the master copy for the fluid duplicator. (1)

Typewrite the master copy on a "set" consisting of a master sheet, a pro­ tection, sheet, and a carbon sheet; re­ move the protection sheet.

(2)

Make all corrections before removing from the machine.

How to operate the fluid type duplicator.

-1 0 1

(1)

Attach the master to the drum.

(2)

Inspect and adjust the fluid supply.

(3)

Align your copies in the feed tray properly.

(4)

C.

Run off as many copies as required.

ACTIVITY ASSIGNMENTS:

Activities to Improve your

skill in the use of duplicating machines. 1.

PLANNING AND DOING:

Assignments involving the

setting up and running off of work on the dup­ licators. a.

Typewrite a business letter that you will typewrite on a stencil; type the stencil and run off twenty good copies on the duplicator,

b.

Typewrite a business letter that you will use to make twenty copies on the liquid duplicator.

2.

SOURCES FOR THIS CHAPTER:

Where to get further

assistance. a.

RESERVE SHELF:

Pages in books that relate

to this chapter. (l)

Loso and Agnew 213-238; Beamer 473498.

UNIVERSITY OF SOUTHERN CALIFORNIA LIBRARY

102

D.

EVALUATIONS:

Types of check-ups which may be applied

to test your ability to use duplicating machines. 1.

CHECK LIST:

Put an X In the correct‘space for

yes or no. Y a.

N

( )( )

Did you typewrite the letter on a sheet in the same position that it was to appear on the stencil?

b.

( )( )

Did you clean the type before writing the stencil?

c.

( )( )

Did you correct all errors on the stencil before removing it from the typewriter?

d.

( )( )

Did you use the

numerals on the

margins of the stencil to guide you in placing the letter? e.

( )( )

Did you put the

stencil on the drum

properly? f. g.

( )( ) ( )( )

Did your copies come out perfect? Did you put the protective cover on the drum when you were through using the duplicator?

h.

( )( )

Did you store the stencil for future use?

103

1.

( )( ) Did

you make a correct typewritten

copy of the letter for the

gelatin

duplicator? j.

( )( ) Did

you get clear copies?

k.

( )( ) Did

you get clear, perfect

copies

of the copy that you made by using the liquid duplicator?

104

CHAPTER 9-

THE RECEPTIONIST

HOW TO HANDLE CALLERS AND MAKE APPOINTMENTS

You high school students have many times, no doubt, been received in offices by a person whose business it is to receive callers and make appoint­ ments for those who wish to see one of the execu­ tives in that office.

In a large office, the re­

ceptionist has the main responsibility of admitting or turning away callers.

The qualities that are

required for success on this Job are tact, alert­ ness, poise, attractiveness and a good memory. The person who receives callers for a company gives a good impression of the company, or a bad impres­ sion.

You want to be a credit to the firm for which

you work and want to acquire the personal traits and ability to make you successful on the Job.

CHAPTER 9-

THE RECEPTIONIST

HOW TO HANDLE CALLERS AND MAKE APPOINTMENTS

A.

MOTIVATION:

Gains that you

may make in learning

the work of a receptionist. 1.

SATISFACTION:

You -will have the satisfaction

of knowing that your work is of great import­ ance to the success of the business. 2.

PROMOTION:

Your employer will soon realize

and reward you with a promotion if you have the ability to create a good impression for the firm.

B.

DIRECTIONS:

How to perform

the duties of a success­

ful receptionist. 1.

MEETING CALLERS:

How to classify and meet callers

to the office. a.

How to classify callers. (1)

Know those who have called before.

(2)

Find out the caller's purpose in coming. (a)

Customers and prospective customers.

(b)

Applicants for positions.

(c)

Salesmen.

(d)

Solicitors.

(e)

Creditors.

(f)

Friends and members of the employ­ er's family.

(g)

Friends and members of the families of office workers.

How to handle callers. (1 )

Acquaint yourself with the wishes of your employer.

(2)

Strive to interpret the employer's policy intelligently and courteoualy.

(3)

Greet the caller promptly and cour­ teously by name if he has been there before.

(4)

Admit Ihim if he has an appointment.

(5)

Greet the caller, but if you are busy, ask him to be seated and wait a few minutes.

(6) Register the callers individually, getting names and information needed to admit them or turn them away.

(7 ) Save the employer's time by supplying information which caller came to get, when possible.

(8)

Admit the waiting caller to employer's office when he is ready to receive him.

How to make appointments and keep records. (1)

Make appointments through personal calls at the receptionist’s desk, by telephone, or by letter.

(2)

Keep an appointment pad showing employ­ er's appointments made by him and those made by you.

(3)

Include in the record ,any reminders

on

personal matters that he wishes you to record. (4)

Make up the day's appointment sheet at the end of the preceding day, or first thing each morning.

(5)

Place the appointment record on the employer's desk each morning; include with it any papers from the files that may be needed during the day.

How to refuse the cancel appointments. (1) (2)

Show an impersonal attitude. Give a courteous refusal that will keep the caller's good will.

(3)

Tell the caller that the employer is busy.

108

w

Suggest to the Insistent caller that he leave a note stating the purpose of the call and requesting an appointment.

(5)

Tell the caller frankly that he is wasting his time because the employer does not wish to see him, but use this only in extreme cases.

(6 )

Cancel appointments when necessary and arrange them for another time.

(7)

Suit the convenience of the caller, if possible, when changing his appointment,

e.

How to interrupt and terminate conferences.

(1 )

Avoid interruptions of your employer’s conferences except when such interrup­ tions are absolutely necessary; be guided by his wishes in this matter.

(2)

Make necessary interruptions quietly.

(3)

Use the telephone to interrupt the con­ ference, or write the message on a special form provided for that purpose and place it on the employer's desk without comment.

(4)

Terminate a conference if your employer has previously asked you to do so.

'V

109

(5)

Express a cordial and sincere goodbye to the caller,

f.

How to develop the necessary personal qual­ ities . (l)

Develop good will for your eompany by: (a)

Showing consideration.

(b)

Avoiding rudeness, impatience, or sarcastic remarks.

(c)

Avoiding attitudes of being overfriendly or affected.

(d)

Giving the impression that you de­ sire the mutual satisfaction of your employer and the caller.

(e)

Being tactful, but firm.

(f)

Developing a good memory.

(g)

Having an attractive, pleasing appearance.

C.

ACTIVITY ASSIGNMENTS:

Activities to help you develop

the ability to perform the duties of a receptionist. 1.

WRITING:

Assignments involving the handling of

callers. a.

Make out an appointment sheet for tomorrow's appointments hour by hour for yourself.

b.

Type this on a sheet, using the three head­ ings:

c.

Time, Engagements, Memorandums.

Write the correct procedure to follow in admitting a caller who has not made an ap­ pointment previously, and who is unknown to you, the receptionist.

d.

Write the correct procedure to follow in re­ fusing a caller admittance to see your em­ ployer.

PLANNING:

Assignments involving the use of

personal qualities in meeting callers, a.

Prepare for greeting and handling the follow­ ing classifications of callers and demonstrate the procedure to the class group. (1)

Customer who has made an appointment with the employer.

(2)

Customer who does not have an appoint­ ment .

(3)

Prospective customer who does not have an appointment.

(4)

A salesman who does not have an appoint­ ment .

(5)

A young son of your employer who does not have an appointment.

I l l

(6)

A solicitor whom you know your employer does not wish to see.

(7)

An applicant for a position who does not have an appointment.

(8)

A caller who wishes some information that you can supply.

3.

SOURCES FOR THIS CHAPTER:

Materials that may

assist you in carrying on the work of reception­ ist. a.

RESERVE SHELF:

Pages in books that relate

to this chapter. (1)

Loso and Agnew 273-286; Bearaer 179-227; Carney 1-14; Doutt 287-303, 383-409; Hysell 1-106; Faunce 88-99; McClelland 59-64; Stickney 63-78.

D.

EVALUATION:

Types of check-ups which may be applied

in appraising your ability as a receptionist. 1.

CHECK LIST:

Put an X in the correct spaces for

yes or no. Y a.

N

( )( )

Would you learn the wishes of your employer before attempting to receive his callers?

112

b.

(

)( ) Would you keep a caller waiting In­ definitely without greeting him if you were busy?

c.

(

)( ) Do you believe that a good memory is a valuable aid for the reception­ ist?

d.

(

)( ) Are consideration, courtesy and tact of great importance in meeting callers?

e.

(

).( ) Do you think that the receptionist should assume a personal attitude toward the individual callers?

2.

TRUE-FALSE:

Put an X in the correct spaces for

true or false. T a.

(

F )( ) The receptionist has an opportunity to create or retain good will for her company.

b.

(

)( ) A good memory is not Important in greeting callers.

c.

(

)( ) If you are busy,

keep the caller

waiting indefinitely before greeting him.

113

T d.

F

( )( )

Tact and courtesy are needed in re­ fusing a caller admittance to see your employer.

114

CHAPTER 10.

CLERICAL ARITHMETIC

HOW TO ACQUIRE SKILL IN THE USE OP NUMBERS

Because there are many duties in a business office that require some use of numbers, training in arithmetic must be secured.

You, as an office

worker, will have to decide quickly how to work simple solutions and those solutions must be ab­ solutely correct.

The clerical worker who has the

ability to work quickly the problems that come up every day in the routine of office work will usu­ ally be promoted.

You want to acquire this skill

and the material in this chapter will help you to do so.

115

CHAPTER 10.

CLERICAL ARITHMETIC

HOW TO ACQUIRE SKILL IN THE USE OF NUMBERS

A.

MOTIVATION;

Benefits you may expect from acquiring

skill in the use of numbers. 1.

A GOOD JOB:

You may secure a better beginning

position if you can perform the fundamental mathematical operations accurately. 2.

ADVANCEMENT:

If you can use numbers accurately

in office procedures, you may be promoted to a better position requiring this skill.

B.

DIRECTIONS:

How to acquire skill in the use of

mathematics. 1.

ESSENTIALS: a.

How to use the

fundamental processes.

How to develop good work habits. (1)

Concentrate on the

problem at hand.

(2)

Eliminate carelessness, such as omit­ ting .the decimal point, illegible writ­ ing, and the like.

(3)

Learn to work under annoying and dis­ turbing conditions.

116

fc>.

How to work simple number problems. (1)

Use addition in adding amounts on sales slips, deposit slips, bank statements, and the like.

(2)

Use multiplication for a sales ticket showing an item ordered in quantity, such as six boxes at $2.68 each.

(3)

Use subtraction in figuring the em­ ployee's take-home pay, which consists of earnings less such deductions as income tax, social security tax, and the like.

(4)

Use both subtraction and division in figuring a sales ticket for an item in quantity when an item is returned at the same time for credit.

(5)

Use subtraction by addition as in making change.

(6)

Familiarize yourself with the shortcuts in multiplication.

(7)

Pay particular attention to fractions, both common fractions, such as one-half, and the decimal fractions, such as .84.

(8) . Practice on problems in computing where the aliquot parts are used, and learn

117

these parts. (9)

Check your solution for correctness.

(10)

Study the abbreviations that are in­ volved in many problems, such as doz. , cwt., and M.

2.

CLERICAL PROBLEMS INVOLVING PERCENTAGES:

How to

acquire facility in working with percentages. a.

To apply decimals to percentage. (l.) Notice that the per cent sign ($) always means two decimal places. (2)

Find the percentage, the base, and the rate in some problems.

(3)

Use percentages in business reports and statistics, such as comparative profits over several years.

(4)

Use percentages in marking increases, called mark-up.

(5)

Use percentages in figuring trade dis­ count from the list price.

C. - ACTIVITY ASSIGNMENTS:

Activities to improve your

skill in the use of numbers. 1.

FUNDAMENTAL PROCESSES:

Assignments which stress

the use of addition, multiplication, subtraction, and division. a.

Use the addition method of making change in the following problems: Amount of sale

Money received

$14.37

$20.00

.23 b.

$1.00

Amount of change _________

_____________

Convert the decimals in the first column into common fractions; convert the common fractions in the second column into decimals.

c.

(a)

.25

____

3A

____

(b)

.16-2/3

____

5/6

____

(c)

.87-1/2

____

1/16

____

Give the correct abbreviations for each of the following words: (1)

thousand

(2)

yards

(3)

inches

PERCENTAGES:

Assignments which stress working

with decimals. a.

Find 44$ of

$1,340.

b.

If the list price of

an item is $3*75* what

price would it be if

you give a 10$ discount?

119

3-

SOURCES FOR THIS CHAPTER:

Where to get further

assistance. a.

RESERVE SHELF:

Pages in books that relate

to this chapter. (l)

D.

Loso and Agnew 369-384; Curry 15-24.

EVALUATIONS:

Types of check-ups which may be used

to help you acquire skill in the use of numbers. 1.

TRUE-FALSE:

Put an X in the correct spaces for

true or false. T a.

F

( )( ) The

addition method is the common

method of making change. b.

( )( ) The

correct abbreviation for pound

is lb. or #. c.

( )( ) One

of the aliquot parts of 100

Is 25 . d.

( )( ) Checking your solutions for accuracy is a waste of time.

e.

( )( ) The per cent {%) sign always rep­ resents one decimal place.

2.

CHECK LIST: yes or no.

Put an X in the correct spaces for

120

Y N a.

( )( )

Is this solutisn correct? 49$ of $1,250 is $6 13 .5 0.

b.

( )( )

Is 12|r an aliquot part of 100?

c.

( )( )

If the list price of a typewriter is $123* and you wish to grant a 10$ discount, what price would you ask for the typewriter?

Is the

correct amount $100 .7 0 ? d.

( )( )

Is cwt, the correct abbreviation for 100 pounds?

121

CHAPTER 11.

ADDING AND CALCULATING MACHINES

HOW TO USE MACHINES IN MAKING MATHE­ MATICAL CALCULATIONS

You will use several kinds of office equipment to help you get the duties performed more quickly than you could otherwise.

One of the most import­

ant and useful machines is one that performs math­ ematical calculations accurately.

Every office

worker will need to have some knowledge of what these machines can do and how they are operated. This chapter gives some information that will help you understand them, thus giving you more skills to aid you later.

c

122

CHAPTER 11.

ADDING AND CALCULATING MACHINES

HOW TO USE MACHINES IN MAKING MATHEMATICAL CALCULATIONS

A.

MOTIVATION:

Rewards that may come to you from ac­

quiring skill In the use of adding and calculating machines. 1.

PERSONAL SATISFACTION:

You will feel great sat­

isfaction In knowing that you can perform math­ ematical calculations much more quickly. 2.

INCREASED EFFICIENCY:

You will he more valuable

as an office worker if you have skill in a var­ iety of office machines.

B.

DIRECTIONS:

How to develop skill in the use of

adding and calculating machines. 1.

ADDING MACHINES: a.

How to use the listing machine.

Notice that a listing machine is one that provides on a strip of paper all of the items in the problem, and also the answer.

b.

Observe that the strip is very helpful in checking the individual items for accuracy, - and for retaining as a record.

c.

The full-keyboard listing machine consists of seven or more rows of keys, each row ranging from 1 to 9* (1)

It is especially useful where addition and subtraction are involved.

(2)

The latest models add, subtract and multiply.

d.

The ten-key listing machines. (1)

Operate this machine by touch.

(2)

Figures are written by depressing the figure keys in the order they would naturally be written.

(3)

Notice that there are only ten keys on keyboard.

CALCULATIONS: a.

How to use the calculator.

How to use the key-driven calculator. (1)

Notice that this machine is nonlisting.

(2)

Depress the keys and this operates the mechanism of the machine.

(3)

Obtain the result by looking in the dials situated at the bottom of the keyboard.

(k)

Multiplication, subtraction and division may be performed on this machine.

(5)

Operate these machines mostly by touch.

b.

How to use the rotary or crank-driven cal­ culator. (1)

These are slower in operation, but all four fundamental processes can be done with equal ease.

(2)

The operation of this machine is very simple.

(3)

Most models have electrical connection

(4)

These machines are used where the cal­ culations are quite complicated.

C.

ACTIVITY ASSIGNMENTS:

Activities to Improve your

skill in the use of adding and calculating machines 1.

OPERATING THE MACHINES:

Assignment in working

out solutions of mathematical calculations, a.

Make the extensions in the following in­ voice lists.; 48 pairs

of shoes . . . .

38 pairs

of shoes . . . .

5*93 pr.

18 pairs

shoes

6.08 pr.

. . . .

$5.85 pr.

125

b.

Make the extensions In the following in­ voice list: 113 #3 Black Pelt Hats . .

2.

$2.34 ea.

73 #5 Leghorns . . .

1.79 ea.

42 #2 Brown Pelts . .

1.83 ea.

SOURCES FOR THIS CHAPTER:

Where to get further

assistance. a.

RESERVE SHELF:

Pages in books that relate

to this chapter. (l)

Loso and Agnew 385-392; Stickney 251272; Agnew 1-90.

D.

EVALUATION:

Type of check-ups which may be applied

in appraising your skill in the use of adding and calculating machines. 1.

TRUE-FALSE:

Put an X in the correct spaces for

true or false. T a.

F

( )( )

The full keyboard adding machines are operated by touch.

b.

( )( )

One advantage of the listing machine is that the calculations may be checked item by item.

126 c.

( )( )

The ten-key adding machine Is not operated by touch.

d.

( )( )

The crank-driven or rotary calculators allow one to perform all four funda­ mental operations with equal ease.

CHAPTER 12.

SEEKING EMPLOYMENT

HOW TO APPLY FOR A POSITION

You have completed a difficult part of ob­ taining a desirable office position.

You may

be somewhat disturbed at the thought of apply­ ing for a position, but do not let this worry you.

It is no more difficult than the work

you have been doing.

The training which you

have been getting in school should equip you to do work that will help some business to operate at a profit.

128

CHAPTER 12.

SEEKING EMPLOYMENT

HOW TO APPLY FOR A POSITION

A.

MOTIVATION:

Rewards that may come to you from learn­

ing how to apply for a position. 9

1.

SECURING A POSITION:

If you make a good impres­

sion in your interview and in your letter of application you will secure a position. 2.

SUCCESS ON THE JOB:

You will secure promotions

and be successful in office work if you acquire the necessary personal traits and office skills.

B.

DIRECTIONS:

How to go about making an application *

for a position. 1.

IN PERSON:

How to make a personal application

for the position. a.

How you can learn of a desirable position. (1)

Ask friends and relatives who are in business.

(2)

Watch the announcements of civil ser­ vice examinations given for state and federal positions.

(3)

Notice the advertisements in the

129

newspaper want ad section. (4)

Use employment agencies.

How to prepare for a personal interview. (1)

Learn as much as possible about the business and the prospective employer beforehand.

(2)

Learn as much as you can about the particular position for which you are applying.

(3)

Be unusually careful of your appearance.

How to behave during the personal interview. (1)

Report for the interview at the sched­ uled time.

(2)

Avoid nervousness; remember that the prospective employer conducts many interviews each month.

(3)

Let the prospective employer direct the interview.

(4)

Answer all questions fully and directly.

(5)

Do not assume an attitude of indiffer­ ence or superiority.

(6)

Do not lean on the desk or place your pocket book on it.

(7 )

State your qualifications truthfully, giving the most important ones first.

(8)

Show the prospective employer that you know just what kind of position you want.

(Don’t say that you want any

kind of office work.) (9)

Do not chew gum or candy.

(10)

Speak clearly and use good English.

(11)

Allow the prospective employer to bring up the subject of remuneration.

(12)

Leave, or offer to leave, a data sheet on which your qualifications are out­ lined and references listed.

(13)

Do not leave without knowing whether you are expected to follow up the in­ terview.

.(14)

Let the prospective employer terminate the interview.

IN WRITING:

How to write a letter of applica­

tion. a.

Select white, appropriate stationery.

b.

Typewrite the letter unless a handwritten copy is asked for.

c.

Use one of the commonly approved letter forms.

d.

Place all parts of the letter in their proper positions.

e.

Select the proper salutation and compliment­ ary close.

f.

Avoid any errors in typewriting, use of English, spelling, or punctuation.

g.

Use originality in composition.

h.

State concisely all necessary information. (1)

The position you are seeking and why.

(2)

Your personal qualifications.

(3)

Your educational training and your experience, if any.

(ty)* Your references. be given.

At least three should

(Ask their permission before

using their names.) (5)

Request an interview.

(6)

Enclose a data sheet in outline form.

APPLICATION BLANKS:

How to fill out an applica­

tion blank. a.

Read the complete form, observing all special directions, before attempting to fill it out.

b.

Fill out all blank spaces truthfully and completely.

c.

Fill it out on the typewriter if possible; if you are instructed to fill it out by hand-, use ink and your best handwriting.

d.

Avoid making any erasures; avoid any mis­ takes in spelling, grammar, or punctuation.

4.

JOB TESTS: a.

How to take employment tests.

Comply without objection or hesitation to the request for a physical examination.

b.

Comply without nervousness in taking a general intelligence, or psychological test.

c.

Do not get frightened or nervous in taking the test covering your ability.

C.

ACTIVITY ASSIGNMENTS:

Activities to help you make

application for office positions. 1.

PLANNING:

Assignments involving the personal

interview. a.

Prepare a demonstration of proper dress and behavior for an employment interview.

b.

Prepare a summary of the various sources of information for learning about vacancies.

2.

WRITING:

Assignments involving the composition

and writing of a letter applying for a position. a.

Make an outline of your own letter of appli­ cation.

b.

Compose a letter from your outline.

133

c.

Typewrite your letter of application.

d.

Typewrite a data sheet in outline form to accompany your letter of application.

e.

Fill out an application blank on the type­ writer.

f. 3.

Fill out an application blank in ink.

SOURCES FOR THIS CHAPTER:

Where to get further

assistance. a.

RESERVE SHELF:

Pages in books that relate

to this chapter. (1)

Loso and Agnew 477-493; Abrams 154292; Aurner 347-378; Carney 24-33, 213-263, 309-319; Doutt 552-564; Beamer 545-590; McClelland 213-228; Stickney 295-320.

D.

EVALUATION:

Types of check-ups which may be applied

In measuring your ability to make applications. 1.

TRUE-FALSE:

Put an X in the correct spaces for

true or false. T a.

F

( )( )

A good way to learn of vacancies Is through friends and acquaintances.

( )( )

Did you "clinch" the letter by asking for an interview?

( )( )

Did you fill in every blank space on the application blank?

UNIVERSITY OP SOUTHERN CALIFORNIA LIBRARY

B I B L I O G R A P H Y

RESERVE BOOK SHELF LIST These books are cited repeatedly in the various chapters of the preceding syllabus, in abbreviated form. Below are the full bibliographical details. Abrams, Ray, Business Behavior.

Cincinnati:

Western Publishing Company, 1941.

South-

302 pp.

Agnew, Peter L . , and Goodfellow, Raymond C., Full Key­ board Adding Listing Machine Course.

Cincinnati:

South-Western Publishing Company, 1945*

90 pp.

Agnew, Peter L., and Goodfellow, Raymond C., Ten Key Adding Listing Machine Course.

Cincinnati:

Western Publishing Company, 1950.

South

100 pp.

Agnew, Peter L . , and Goodfellow, Raymond C., Vocational Efficiency Drills for the Key-Driven Calculator. Cincinnati: 1945.

South-Western Publishing Company,

44 pp.

Aurner, Robert R . , Effective English in Business, Third Edition.

Cincinnati:

Company, 1949*

South-Western Publishing

582 pp.

Bassett, R. M . , and Agnew, Peter L . , Business Filing. Cincinnati: 1943.

South-Western Publishing Company,

168 pp.

Beamer, Esther K . , and Hanna, J. Marshall, and Popham, Esther L . , Effective Secretarial Practice.

Cin-

cinnati:

South-Western Publishing Company, 1949*

632 pp. Carney, Marie L . , The Secretary and Her Job. lottesville, Virginia: 1939.

Char­

The Business Book House,

335 PP.

Curry, Preston E . , and Rice, Ralph R . , Business Arith­ metic, Third Edition.

Cincinnati:

Publishing Company, 1933*

455 PP*

Doutt, H. M . , Secretarial Science. D. Irwin, Inc., 1944.

South-Western

Chicago:

Richard

582 pp.

Paunce, Prances Avery, The Practical Manual for Office Workers.

New York:

Inc., 1945.

McGraw-Hill Book Company,

15^ PP-

Penwick, Millicent, Vogue1s Book of Etiquette. Simon and Schuster, 1948.

New York

658 pp.

Hysell, Helen, Handling Callers in the Business Office. New York: 1924.

The Purchasing Agent Company, Inc.,

106 pp.

Lessenberry, D. D., and Crawford, T. James, Twentieth Century Typewriting, Fifth Edition.

Cincinnati:

South-Western Publishing Company, 1948. 326 pp. Loso, Poster W . , and Agnew, Peter L., Clerical Office Practice.

Cincinnati:

Company, 195°*

50^ PP*

South-Western Publishing

McClelland, Prank C., Office Training and Standards. Chicago:

A. W. Shaw Company, 1919*

283 PP-

Monro, Kate M . , English for Secretaries.

New York:

McGraw-Hill Book Company, Inc., 1944. Post, Emily, Etiquette. Company, 1945*

New York:

308 pp.

Punk and Wagnalls

654 pp.

Ross, J. W., Business English.

Cincinnati:

Western Publishing Company, 1937-

South-

408 pp.

Stickney, Rufus, and Stickney, Blanche G . , Office and Secretarial Training.

New York:

Prentice-

Hall, Inc., 1931, 342 pp. Stratton, Dorothy C . , and Schleman, Helen B . , Your Best Poot Forward. Company, Inc., 1940.

New York:

McGraw-Hill Book

264 pp.

Walters, R. G., Word Studies.

Cincinnati:

Western Publishing Company, 1949.

South-

168 pp.

B U S S m OP SOUTHERN CALIFORNIA I3WRXire