This is an image of the braille alphabet in simulated braille as written in grade 2

Assignment 7: Lower Wordsigns for in, enough, be, his, was, were
Groupsigns for in, en, be, con, dis
Introduction to shortforms

From this point forward, I've decided to put in demos using Jaws and the talking edition. This is because we're really getting to the heart of the matter, and its imnportant to show how I had to edit any mistakes found in the braille. While no particular answers are given, the goal here is to show how this works in practice using the tools we have.

Here we go with the malformation of sentences in the lesson book. We start with the title (heading of this page) and I left it that way on purpose. I've corrected the others on the site, but for someone who has never seen this manual and coming here for the first time, I want to highlight again like I did in an earlier assignment how bad this is. It should say: Lower signs for in, enough, be, his, was, and were Lower groupsigns for in, en, be, con, and dis and Introduction to shortforms. I don't understand how a heading without proper grammer and throughout the course was so blatently passed Q/C especially to those who know the language. With that in mind, I'll get off my soap box.

On December 12, 2018 I got my report back on this assignment. I only needed one try for this and thats good for me. By now, I hoped to be as good as I can get with the understanding of the assignment and what its goal is. Here we go again with the malformed line again, more can be placed on the second line says the report. No context is given, and I never bothered to correct it. Another error delbt with a contraction that should not have been used as it has to do with syllibacation. The sentence in question was:

We felt very sad when the lovely coniferous tree fell down.
The word in this sentence is coniferous and it rides along the same lines I talked about last assignment where sylabicated words are not consistant when and when not to use the contractions. It was spelled out in EBAE, and this was my error.

Starting in this assignment, and sprinkled out from now through 16, you'll start using sentences in 1-3 format. This means that you'll start in cell 1, with the runover in cell 3. You'll learn more about formatting rules in 17-19, but for now, know that it is briefly discussed in prior lessons.

In the demo for this lesson, you'll find it very confusing to correct mistakes and it only gets harder. By assignment 12, all of the contractions are used, and correcting it with Jaws becomes difficult to say the least. This is why I want to show you from now on the various aspects of the assignments whether I open my copy, or type this out in the demo.

If you've gone this far with b2k without talking, or you're using another program, I feel your pain. This is challenging without the aids to help you make sure that things are aligned, and I feel that demos on how I had to set things up should be taught.

If done correctly, you should be on your 4th page. In my copy, my address is on the last line of page 4, but the assignment itself should be ending on the 4th page. Even with this minor mistake I talked about above, it would still be 4 pages.

The sortform words we learn in this assignment include: good, letter, little, paid, quick, and said. Not all will be demoed though, but you'll get an idea of how things work in practice.


If you have not yet picked up the document on the talking edition and you're now intrigued, I'm providing it within this lesson. Also, you can practice with the talking edition at no charge, remember not to save your work!

If you also have not picked a copy up of the document for the ascii braille chart, this is the last assignment where this document will be mentioned and posted. Its also available on 4 and 6. I'm providing it once again in case you've missed it.

Audio demos

That completes the write up on assignment 7.