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GETTING STARTED WITH RAPIDTYPING

                  RapidTyping is a touch typing program that makes computer keyboard typing

                  training fun and entertaining. It includes a series of lessons in which we can

                  learn to type without looking at the keyboard constantly.
                  The different components of the RapidTyping window are as follows:


                             Title bar



                                                                                                     Toolbar





                                                                                                     Lesson
                                                                                                       Area
                                Status bar






                                                                                            Keyboard Area







                           COMPONENTS OF RAPIDTYPING WINDOW


                  Let's learn about the various components of Rapid Typing Window.

                     Title Bar: It is located at the top of the RapidTyping window. It shows the
                      name of the program. On the right side of the title bar, there are four buttons:

                      Options, Minimize, Maximize/Restore, and Close program. There are three
                      buttons on the left-Current lesson, Student statistics and Lesson editor.

                     Toolbar: The second bar below the Title bar is the toolbar. It lets us select

                      the course and lesson. We can start the lesson, check our speed and restart
                      the lesson from here.

                     Lesson Area: It is the area where you can practice the lesson.


                     Status Bar: It displays the keys to be pressed and helps with suggestions.

                     Keyboard Area: It displays a color-coded virtual keyboard which helps us
                      in placing the right fingers on the right keys.



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