Microsoft Office 2003

WD 386: Introduction

LECTURE NOTES

· Describe desktop publishing software

· Point out that a traditionally held opinion of desktop publishing software, such as Adobe PageMaker or QuarkXpress, is that it enables the user to open an existing word processing document and enhance it through formatting not provided in word processing software

TEACHER TIPS

Explain that humankind always has thirsted for information about news and events. The post office stone, a tradition launched in 1501 by Pedro de Ataide, may have been the first example of a global newsletter messenger service. Native Americans used smoke signals to convey news, Africans used drums, the Spanish Conquistadores scratched their news onto Inscription Rock in New Mexico, and some say Australian aborigines developed telepathic powers. As technology progressed, the means of delivering news and events evolved from Pony Express and telegraph, to modern fiber-optic cables, microwaves, and satellite relays. Newsletters also have evolved into highly specialized vehicles. No matter what the association, cause, or subject, a newsletter for it is likely to exist. One reason for the growth in popularity of newsletters is that they get results. To be effective, however, a newsletter must be attractive, make a statement, provide appeal, and elicit interest. Word 2007’s desktop publishing features are ideal for creating eye-catching, dynamic, professional looking newsletters, and provide the capability of merging names and addresses from a separate database (as discussed in detail in Chapter 5).

CLASSROOM ACTIVITIES

1. Class Discussion: Survey students about their experience using desktop publishing software like Adobe PageMaker, Microsoft Publisher, or QuarkXpress.

2. Class Discussion: Ask students about their experience receiving newsletters (or, perhaps through a job experience, writing or working with newsletters). If possible, provide other examples of newsletters as companion pieces to the newsletter in Figure 6-1.

3. Critical Thinking: How are newsletters important to an organization? How do newsletters for internal (i.e., within a company) or external audiences differ? What features give a newsletter visual appeal?

WD 386: Project — Newsletter

LECTURE NOTES

· Use Figures 6-1a and 6-1b to define the following desktop publishing terms: nameplate (or banner), issue information line, ruling line (or horizontal/vertical rule), subhead, and pull-quote

· Review the steps to start Word

· Use Figures 6-2 and 6-3 to illustrate setting custom margins

· Review the steps to change theme colors and fonts

FIGURES and TABLES: Figures — 6-1a, 6-1b, 6-2, 6-3

BOXES:

1. BTW: Saving Modified Themes. Review the steps for saving a theme that has been changed so that it can be used again on another document.

2. Other Ways: Encourage your students to explore other ways of setting custom margins.

CLASSROOM ACTIVITIES

1. Class Discussion: Discuss the visual effect of each of the desktop publishing features named on page WD 380 and shown in Figure 6-1. What is the function of each feature — to add visual appeal, to make something easier to read, or both?

2. Assign a Project: Ask students to find — either in hard copies or as PDFs available on the Web — newsletters that use some of the desktop publishing features described on page WD 388.

3. Quick Quiz:

1) What is a ruling line? (Answer: A line that separates areas of the newsletter)

2) What is a subhead? (Answer: A heading within the body of the newsletter)

WD 390: Creating the Nameplate

LECTURE NOTES

· Use Figure 6-1a to identify the nameplate and its components, and review the steps for creating the nameplate for the newsletter in this chapter

· Redefine drawing object, and introduce WordArt, using Figures 6-4 through 6-6 to illustrate inserting WordArt

· Use Figure 6-7 to illustrate resizing WordArt

· Use Figures 6-8 through 6-11 to illustrate changing the WordArt fill color, and use Figures 6-12 and 6-13 to illustrate changing the WordArt shape

· Review the steps to center the newsletter title

· Use Figures 6-14 and 6-15 to illustrate bordering one edge of a paragraph

· Review the steps to clear formatting

· Use Figure 6-16 to illustrate setting a right-aligned tab stop

· Use Figures 6-17 and 6-18 to illustrate inserting a symbol

· Use Figure 6-19 to illustrate entering text and adding a border

· Review the steps to save a document, insert clip art from the Web (if students are connected to the Internet, or insert a graphic file from the Data Disk, if they are not connected) and resize the clip art image using Figures 6-20 and 6-21

· Differentiate between inline and floating objects

· Use Figures 6-22 and 6-23 to illustrate formatting a graphic as floating

· Use Figure 6-24 to illustrate moving a graphic, and use Figures 6-25 and 6-26 to illustrate flipping a graphic

· Use Figure 6-27 to illustrate adjusting the brightness of a graphic

· Review the steps to clear formatting, enter text as a heading style, and use Figures 6-28 through 6-30 to illustrate modifying a style using the Modify Style dialog box

FIGURES and TABLES: Figures — 6-4, 6-5, 6-6, 6-7, 6-8, 6-9, 6-10, 6-11, 6-12, 6-13, 6-14, 6-15, 6-16, 6-17, 6-18, 6-19, 6-20, 6-21, 6-22, 6-23, 6-24, 6-25, 6-26, 6-27, 6-28, 6-29, 6-30

TEACHER TIPS

Explain that symbols and special characters that do not appear on your keyboard can be displayed on your screen and printed. For example, you can insert symbols such as ¼ and ©, special characters such as an em dash, ellipsis, or nonbreaking space, as well as many international characters such as Ç and ë. You can insert symbols and special characters by using the Insert button in the Symbols dialog box. You also can use the Shortcut Key button in the Symbols dialog box to assign shortcut keys to a symbol. Or, you can use the AutoCorrect button in the Symbols dialog box to add the symbol to the AutoCorrect list and automatically replace text with the symbol as you type. The types of symbols and characters you can insert depend on the available fonts. Some fonts may include fractions (¼), international characters (Ç, ë), and international monetary symbols (£, ¥). The built-in Symbol font includes arrows, bullets, and scientific symbols. You also might have additional symbol fonts that include decorative symbols. You quickly can insert a recently used symbol by clicking a symbol in the Recently used symbols list in the Symbols dialog box. You also can resize the Symbols dialog box so that you can view more symbols; to do this, move the pointer to the lower-right corner of the dialog box until it changes into a double-headed arrow, and then drag to the desired size.

BOXES:

1. BTW: WordArt. Emphasize that WordArt is not treated as Word text, and the implications thereof for spell checking.

2. BTW: Deleting WordArt Graphics. Review how to delete a WordArt graphic.

3. BTW: Inserting Special Characters. Discuss the use of the Special Characters tab in the Symbols dialog box.

4. Other Ways: Encourage your students to explore other ways of changing the WordArt fill color.

5. Other Ways: Encourage your students to explore other ways of bordering one edge of a paragraph.

6. Other Ways: Encourage your students to explore other ways of inserting a symbol.

7. Other Ways: Encourage your students to explore other ways of formatting a graphic as floating.

8. Other Ways: Encourage your students to explore other ways of adjusting the brightness of a graphic.

9. Other Ways: Encourage your students to explore other ways of modifying a style.

CLASSROOM ACTIVITIES

1. Class Discussion: Ask students to recall why a dialog box, instead of the sizing handles, is used to resize a graphic. (When precise dimensions are required, as in this chapter, a dialog box is more efficient.)

2. Class Discussion: Discuss the use of floating objects in publications. What is the visual effect of putting an object in front or behind text?

3. Quick Quiz:

1) What does gradient mean? (Answer: The colors blend into one another)

2) What is a floating object? (Answer: An object that can be positioned at a specific location in a document or in a layer over or behind text in a document)

LAB ACTIVITIES

1. Ask students to experiment in the lab with the WordArt styles available in the WordArt Gallery dialog box in Figure 6-4, the Fill Effects dialog box in Figure 6-9, or the WordArt Shape gallery in Figure 6-12.

2. Ask students to experiment in the lab with the special characters available in the Symbols dialog box, and to experiment with the use of the num lock and alt keys to add ANSI characters to a document.

3. Ask students to experiment with the values in the Brightness gallery to see their impact on the graphic.

WD 391: Plan Ahead Box (Critical Thinking): Create the Nameplate

LECTURE NOTES

· Review the guidelines for the newsletter title and other nameplate elements

WD 407: Formatting the First Page of the Body of the Newsletter

LECTURE NOTES

· Using Figure 6-1a, review the overall layout of the body of the newsletter

· Explain the meaning of the term continuous, and use Figures 6-31 and 6-32 to illustrate inserting a continuous section break

· Use Figures 6-33 and 6-34 to illustrate changing the number of columns

· Define the term justified and use Figure 6-35 to illustrate justifying a paragraph

· Use Figures 6-36 and 6-37 to illustrate inserting a file in a column of the newsletter

· Review the steps to change spacing below a paragraph using Figure 6-38

· Use Figures 6-39 through 6-41 to illustrate increasing column width

· Define drop cap and frame, and use Figures 6-42 and 6-43 to illustrate formatting a letter as a drop cap

· Use Figures 6-44 and 6-45 to illustrate formatting the drop cap

· Use Figures 6-46 and 6-47 to illustrate inserting a next page section break

· Review the steps to enter text

· Define column break, and use Figures 6-48 and 6-49 to illustrate inserting a column break

· Review the steps to insert a file in a column of the newsletter

· Review the steps to format text as a heading style using Figure 6-50

· Use Figure 6-51 to format more text as a heading style

· Use Figure 6-52 to illustrate updating a style to match a selection

· Use Figures 6-53 through 6-55 to illustrate placing a vertical rule between columns

FIGURES and TABLES: Figures — 6-31, 6-32, 6-33, 6-34, 6-35, 6-36, 6-37, 6-38, 6-39, 6-40, 6-41, 6-42, 6-43, 6-44, 6-45, 6-46, 6-47, 6-48, 6-49, 6-50, 6-51, 6-52, 6-53, 6-54, 6-55

TEACHER TIPS

Explain to students that because the last line of text in a paragraph often is shorter than the other lines, it may not appear to be justified. To justify the last line in a justified paragraph, place the insertion point at the end of the last line, and then press shift+enter. Be aware that justifying a very short line of text may look odd because of the large amount of space that will be created between the words.

If students want to use more than one letter for a drop cap, tell them to place the cursor beside the drop cap letter and continue to type. Be sure to delete any text they may have duplicated from the body of their document.

Under some circumstances, students may find that the vertical lines between newsletter-style columns do not appear or print. This occurs in a Word document that is formatted with columns when the document is divided into sections and the section that is formatted with multiple columns and vertical lines is followed by a section with a landscape orientation. To display and print the vertical lines in the section that contains newsletter-style columns, students can insert another section break by clicking at the end of the section that contains multiple columns, but before the section break that starts the landscape orientation, and inserting a continuous section break. Alternately, they can use the drawing tools to draw a vertical black line between each newsletter-style column. To change the appearance of the line — for instance, to change the line weight or color — students can right-click the line and click Format AutoShape on the shortcut menu. Click the Colors and Lines tab, and select the options they want.

BOXES:

1. BTW: Certification. For more information on the MCAS program see Appendix G or visit the Word 2007 Certification Web page.

2. BTW: Quick Reference. Point out the location for the Quick Reference Summary and the Word 2007 Quick Reference Web page.

3. Other Ways: Encourage your students to explore other ways of justifying a paragraph.

4. Other Ways: Encourage your students to explore other ways of increasing column width.

5. Other Ways: Encourage your students to explore other ways of inserting a column break.

6. Other Ways: Encourage your students to explore other ways of updating a style to match a selection.

7. Other Ways: Encourage your students to explore other ways of placing a vertical rule between columns.

CLASSROOM ACTIVITIES

1. Group Activity: If possible, show students a version of this newsletter with the first page left as one wide column that covers the entire page. Contrast this version with the one created in the project in terms of readability (and visual appeal).

2. Quick Quiz:

1) What is the characteristic of a justified paragraph? (Answer: The left and right margins are aligned, like the edges of newspaper columns)

2) What is a drop cap? (Answer: A capital letter whose font size is larger than the rest of the characters in the paragraph)

LAB ACTIVITIES

1. Students can make more intricate drop caps by using clip art letters from Clip Art and Media on Microsoft Office Online, including all the letters of the alphabet decorated with different designs for you to use in your documents. Encourage students to experiment with this feature.

WD 407: Plan Ahead Box (Critical Thinking): Determine the Content for the Body of the Newsletter

LECTURE NOTES

· Review the procedures for creating newsletters

· Define snaking columns

· Explain the difference between jump-to line and a jump-from line

CLASSROOM ACTIVITIES

1. Class Discussion: Discuss the effect of having more than one article on the first page of the newsletter. If possible, contrast the newsletter created in this project with newsletters/other publications that do not feature more than one article on the first page.

2. Critical Thinking: Which of the guidelines listed do students think are the most critical to the success of a newsletter? Why?

WD 408: Plan Ahead Box (Critical Thinking): Organize Body Copy in Columns

LECTURE NOTES

· Review the guidelines for the organization of body copy into columns

CLASSROOM ACTIVITIES

1. Quick Quiz:

1) What are snaking columns? (Answer: Newspaper-style columns, in which text flows from the bottom of one column to the top of the next)

WD 425: Plan Ahead Box (Critical Thinking): Divide Sections with Vertical Rules

LECTURE NOTES

· Review the guidelines for the placement of vertical rules

CLASSROOM ACTIVITIES

1. Critical Thinking: Ask students how the vertical rule makes the first page of the newsletter clearer. Why is a vertical rule used between only the second and third columns?

WD 427: Creating a Pull-Quote

LECTURE NOTES

· Redefine what a pull-quote is, and define text box, reviewing the general procedure for creating pull-quotes

· Use Figures 6-56 and 6-57 to illustrate inserting a text box

· Differentiate between a source object and a destination object, and use Figures 6-58 through 6-60 to illustrate copying and pasting

· Review the steps to format text using Figure 6-61 and to resize a text box using Figure 6-62

· Review the step to save a document again

· Use Figure 6-63 to illustrate positioning a text box

FIGURES and TABLES: Figures — 6-56, 6-57, 6-58, 6-59, 6-60, 6-61, 6-62, 6-63

BOXES:

1. BTW: Moving Text Boxes. Refer students to the use of the arrow keys for slightly nudging text boxes in the document.

2. Other Ways: Encourage your students to explore other ways of inserting a text box.

3. Other Ways: Encourage your students to explore other ways of copying and pasting.

TEACHER TIPS

Text boxes and frames both are containers for text that can be positioned on a page and sized. Students familiar with earlier versions of Microsoft Word may remember using frames when they wanted to wrap text around a graphic, but in Word 2007 they can wrap text around a graphic of any size or shape without first inserting it in a text box or frame. You must use a frame instead of a text box when you want to position text or graphics that contain certain items, however. Students can use a text box when you want to do any of the following:

1) Make text flow from one part of a document to another part by linking the text boxes.

2) Format the text container by using the drawing options in Word. You can apply 3-D effects, shadows, border styles and colors, fills, and backgrounds.

3) Rotate and flip text boxes.

4) Change the orientation of text in a text box by using the Text Direction command.

5) Group your text containers and change the alignment or distribution of them as a group.

You use frames when your text or graphics contain the following:

1) Comments, as indicated by comment marks.

2) Footnotes or endnotes, as indicated by note reference marks.

3) Certain fields, including AUTONUM, AUTONUMLGL, AUTONUMOUT — used for numbering lists and paragraphs in legal documents and outlines — TC (Table of Contents Entry), TOC (Table of Contents), RD (Referenced Document), XE (Index Entry), TA (Table of Authorities Entry), and TOA (Table of Authority) fields.

CLASSROOM ACTIVITIES

1. Class Discussion: If possible, show students a version of this newsletter with the first page left as one wide column that covers the entire page. Contrast this version with the one created in the project in terms of readability (and visual appeal).

WD 427: Plan Ahead Box (Critical Thinking): Enhance the Document with Pull-Quotes

LECTURE NOTES

· Review the caveats about the excessive use of pull-quotes in a newsletter

WD 432: Formatting the Second Page of the Newsletter

LECTURE NOTES

· Use Figures 6-64 through 6-66 to illustrate changing column formatting, reminding students that Word requires a new section each time you change the number of columns in the document

· Review the steps to format and enter text

· Use Figures 6-67 and 6-68 to illustrate splitting the window, discussing the function of the resize pointer

· Review the steps to arrange all open Word documents on the screen

· Use Figures 6-69 and 6-70 to illustrate copying and pasting using split windows, and review how to remove a split window

· Review the steps to enter text using Figure 6-71

· Explain what balanced columns look like, and use Figures 6-72 and 6-73 to illustrate balancing columns

· Review the step to save a document again

· Redefine what SmartArt graphics are, and use Figure 6-74 to illustrate opening a document from Word

· Use Figure 6-75 to illustrate changing the layout of a SmartArt graphic

· Review the steps to modify theme effects

· Use Figure 6-76 to illustrate adding a shape to a SmartArt graphic, and review the steps to save customized themes

· Use Figure 6-77 to illustrate adding text to a SmartArt graphic through the Text pane

· Use Figure 6-78 to illustrate entering more text to a SmartArt graphic

· Review the steps to save an active document with a new file name

· Use Figures 6-79 and 6-80 to illustrate copying and pasting a SmartArt graphic

· Use Figure 6-81 to illustrate formatting a graphic as floating, and review the steps to resize and position the SmartArt graphic using Figure 6-82

· Use Figure 6-83 to illustrate adding an outline to a SmartArt graphic

FIGURES and TABLES: Figures: 6-64, 6-65, 6-66, 6-67, 6-68, 6-69, 6-70, 6-71, 6-72, 6-73, 6-74, 6-75, 6-76, 6-77, 6-78, 6-79, 6-80, 6-81, 6-82, 6-83

TEACHER TIPS

If students experience difficulty removing newsletter-style columns from a document, the key is to place the cursor in the portion of the document that contains multiple columns, making sure that the cursor is not in a heading that spans multiple columns. Another problem students may face is that the text in the columns is much narrower (or wider) than they expected. The solution may be that the text has an indent or hanging indent applied to it. They should click in the text, and then look at the ruler: if an indent marker is to the right or left of the column marker, they should drag the indent marker to align it with the column marker. A final problem is that students may discover that columns do not work in headers, footers, comments, or text boxes. To arrange text in these areas, use a table.

Sometimes students may confront columns that will not balance. If they are working on a document that was converted from another program, they might need to adjust a compatibility option.

BOXES:

1. BTW: Using a Split Window to Copy Text. Discuss the use of the two panes of a window for copying text or graphics from a source document to a destination document.

2. BTW: Demoting Text Pane Text. Mention the use of the Demote button on the Design tab to increase the indent for a bullet.

3. BTW: Space Around Graphics. Explain what the run-around is, and discuss how to adjust it using the Arrange button on the SmartArt Tools Format tab.

4. Other Ways: Encourage your students to explore other ways of splitting the window.

5. Other Ways: Encourage your students to explore other ways of changing the layout of a SmartArt graphic.

6. Other Ways: Encourage your students to explore other ways of adding an outline to a SmartArt graphic.

CLASSROOM ACTIVITIES

WD 432: Plan Ahead Box (Critical Thinking): Create the Nameplate

LECTURE NOTES

· Review the considerations about inner newsletter-page nameplates

WD 446: Finishing and Distributing the Newsletter

LECTURE NOTES

· Review the steps to zoom two pages using Figure 6-84, and to add a page border using Figure 6-85

· Define PDF and discuss the use of Acrobat Reader using Figure 6-86

· Use Figures 6-87 and 6-88 to illustrate e-mailing a document as a PDF

· Review the steps to save, print, and quit Word

FIGURES and TABLES: Figures: 6-84, 6-85, 6-86, 6-87, 6-88

BOXES:

1. BTW: Printing Borders. Discuss the use of the Measure from setting in the Borders and Shading Options dialog box to allow Word’s default page borders to print.

2. BTW: Conserving Ink and Toner. Discuss the use of the Advanced options in the Word Options dialog box to print draft quality documents.

CLASSROOM ACTIVITIES

1. Class Discussion: Discuss the use of the PDF file format and survey students about their experience with Acrobat Reader.

End of Chapter Material

§ Learn It Online is a series of online student exercises that test your knowledge of chapter content and key terms.

§ Apply Your Knowledge is a student assignment that helps you to reinforce the skills and apply the contents you learned in this chapter.

§ Extend Your Knowledge is a student assignment that challenges you to extend the skills you learned in this chapter and to experiment with new skills. You may need to use Help to complete the assignment.

§ Make It Right is a student assignment that requires you to analyze a presentation and correct all errors and/or improve the design.

§ In the Lab (Lab) is a series of student assignments that ask you to design and/or create a presentation using the guidelines, concepts, and skills presented in this chapter. The assignments are listed in order of increasing difficulty.

§ Cases and Places is a series of student assignments where you apply your creative thinking and problem solving skills to design and implement a solution.

Microsoft Office Word 2007

Chapter Six: Creating a Professional Newsletter

Chapter Objectives

Glossary of Key Terms

Chapter Objectives	2
WD 386: Introduction	2
WD 386: Project — Newsletter	3
WD 390: Creating the Nameplate	3
WD 391: Plan Ahead Box (Critical Thinking): Create the Nameplate	5
WD 407: Formatting the First Page of the Body of the Newsletter	5
WD 407: Plan Ahead Box (Critical Thinking): Determine the Content for the Body of the Newsletter	7
WD 408: Plan Ahead Box (Critical Thinking): Organize Body Copy in Columns	7
WD 425: Plan Ahead Box (Critical Thinking): Divide Sections with Vertical Rules	7
WD 427: Creating a Pull-Quote	7
WD 427: Plan Ahead Box (Critical Thinking): Enhance the Document with Pull-Quotes	8
WD 432: Formatting the Second Page of the Newsletter	9
WD 432: Plan Ahead Box (Critical Thinking): Create the Nameplate	10
WD 446: Finishing and Distributing the Newsletter	10
End of Chapter Material	10
Glossary of Key Terms	12