LECTURE
NOTES
·
Define
template
TEACHER TIPS
As an analogy for explaining templates, mention that
students familiar with sewing or woodworking may have used templates to create
a piece of furniture or an article of clothing. Word offers templates for a
variety of letters, publications, and business communications.
CLASSROOM
ACTIVITIES
1. Class Discussion: Ask
students about their experience using templates, in any context.
2.
Quick Quiz:
1) What is a template?
(Answer: A Word resource that prepares a requested document with text and/or
formatting common to all documents of this nature; similar to a form with
prewritten text.)
3. Critical Thinking:
Using templates to create a resume can help a job-seeker avoid the unorthodox
formats and styles that often doom a resume to an employer’s wastebasket. On
the other hand, some experts believe that templates result in a “cookie-cutter”
appearance and a lack of flexibility that can lead a job-seeker to be
overlooked. Is using a template to create a resume a good idea or a bad idea?
Why? Does the answer depend on the type of job? What can be done to avoid the
perceived negatives attached to using a template?
WD 146: Project — Cover Letter
and Resume
LECTURE
NOTES
·
Use
Figure 3-1 to describe a cover letter
·
Describe
what a resume is using Figure 3-2
·
Explain
why resumes should be carefully created
FIGURES:
3-1, 3-2
Experts have identified some frequently-made
resume mistakes that guarantee rejection of a job seeker. Among these mistakes
are:
1) Spelling errors,
typographical mistakes, or poor grammar
2) Overly small fonts or
overly large margins
3) Inaccurate or missing
dates or contact information
4) Irrelevant personal
information
5) Overly long
paragraphs (or resumes)
6) Too unique,
complicated, or creative a format
For your use, examples
that demonstrate the importance of careful proofreading of resumes and cover letters
abound; resumania.com offers a range of humorous samples like these as evidence
of the need to review a resume carefully and not rely solely on a spelling
checker:
“DUTIES: Coordinated all employee schedules and maintained pay
roll.” When payroll is misspelled as two separate words, it begs the question:
“Bulkie or sesame?”
“STRENGTHS: I have the ability to maintain all arrears of a
business office.” Areas misspelled as arrears would not be caught by the
spelling checker, and it is potentially very embarrassing to a job applicant.
These mistakes are prime
examples of how a computer’s spelling checker can fail your students — then discuss
the benefit of having a friend with an eye for detail read your resume and
cover letter before you submit it as part of a job application.
CLASSROOM ACTIVITIES
1. Class Discussion: Survey students about their experience writing cover letters and resumes. How many of them have written these recently? For internships or summer jobs? For college applications (resumes)?
2.
Assign a Project: Have students use the Web or other sources to write a report
or create a presentation on the dos and don’ts of writing resumes or cover
letters.
3. Quick Quiz:
1)
What
does a resume contain? (Answer: The applicant’s educational background and job
experience)
LECTURE
NOTES
·
Review
the steps to start Word and display formatting marks
·
Discuss
the step to apply a quick style
·
Discuss
the use of the No Spacing style as an alternative to the
·
Review
the steps to change theme colors, and the steps to type text
·
Reintroduce
the Mini toolbar, and use Figures 3-3 and 3-4 to illustrate the use of the Grow
Font button on the Mini toolbar to increase font size
·
Use
Figures 3-5 and 3-6 to illustrate coloring text
·
Define
graphics and clip art
·
Discuss
the function of the Clip Organizer
·
Define
task pane, and use Figure 3-7 to point out the Clip Art task pane
·
Use
Figures 3-7 through 3-9 to illustrate inserting clip art, and use Figures 3-10
and 3-11 to illustrate resizing the graphic using the Size dialog box
·
Use
Figures 3-12 and 3-13 to illustrate recoloring a graphic, pointing out how to
restore a graphic to its original colors
·
Use
Figures 3-14 through 3-16 to illustrate setting a transparent color in a
graphic
·
Define
tab stop, and review the step to display the ruler
·
Use
Figures 3-17 through 3-19 to illustrate setting custom tab stops using the Tabs
dialog box
·
Emphasize
that each time the enter key is
pressed, any custom tab stops are carried forward to the next paragraph
·
Point
out that the tab character formatting mark appears in the space between tab
stops
·
Review
the types of tab stop alignments and their corresponding tab markers in Table
3-1
·
Review
the steps to specify font color before typing using Figure 3-20
·
Define
border, and use Figures 3-21 and 3-22 to illustrate bottom bordering a
paragraph
·
Explain
what it means to clear formatting, and use Figures 3-23 and 3-24 to illustrate
clearing formatting
·
Review
commonly used AutoFormat As You Type options using Table 3-2
·
Use
Figures 3-25 and 3-26 to illustrate converting a hyperlink to regular text
·
Review
the steps to save the letterhead, and the steps to create a new file from an
existing file
FIGURES
and TABLES: Figures: 3-3, 3-4, 3-5, 3-6, 3-7, 3-8, 3-9, 3-10, 3-11, 3-12, 3-13,
3-14, 3-15, 3-16, 3-17, 3-18, 3-19, 3-20, 3-21, 3-22, 3-23, 3-24, 3-25, 3-26; Tables:
3-1, 3-2
BOXES:
1.
BTW:
2.
BTW: Leader Characters. Point out
leader characters in a table of contents and discuss the use of the Tabs dialog
box to place these characters.
3.
BTW: AutoFormat Settings. Discuss
with students how to confirm that an AutoFormat option is enabled.
4.
BTW: Saving a Template. Discuss the
purpose of saving the current document as a template for future use.
5.
Other Ways: Encourage your students to explore other ways of increasing font
size.
6.
Other Ways: Encourage your students to explore other ways of coloring text.
7.
Other Ways: Encourage your students to explore other ways of resizing a graphic.
8.
Other Ways: Encourage your students to explore other ways of recoloring a
graphic.
9.
Other Ways: Encourage your students to explore other ways of setting tab stops.
10.
Other Ways: Encourage your students to explore other ways of adding a border to
a paragraph.
11.
Other Ways: Encourage your students to explore other ways of clearing
formatting.
12.
Other Ways: Encourage your students to explore other ways of converting a
hyperlink to regular text.
TEACHER TIPS
Explain to students that
sometimes a change in character formatting (e.g., changing the color of text)
will affect the entire paragraph and subsequent paragraphs. If students select
all the text in a paragraph except the paragraph mark, and then change the
character formatting of the selected text, Microsoft Word also applies the new
character formatting to the paragraph mark. Then, when they press enter to begin a new paragraph, the new
character formatting is carried over into the text of all subsequent
paragraphs. This occurs because a paragraph’s formatting is contained in the
paragraph mark that precedes the paragraph. To format all of the text in a
paragraph but not the paragraph mark and subsequent paragraphs, students first
should select the text they want to format, and then apply the character
formatting to the text. Then, select the paragraph mark and press ctrl+spacebar. This removes character
formatting from the paragraph mark, so when they begin a new paragraph, the
paragraph mark does not contain the character formatting.
CLASSROOM
ACTIVITIES
1.
Class Discussion: Ask students when they would use the Format Picture dialog
box to resize a picture. When would they use the graphic's sizing handle?
(Answer: When you need precision, and when precise reductions or enlargements
are less necessary, respectively)
2.
Group Activity: Present students with a horizontal ruler that displays a number
of different kinds of tab stops (e.g., centered, right-aligned,
decimal-aligned, bar) and ask them to identify the type of tab stop by the tab
marker.
3.
Quick Quiz:
1)
The
No Spacing style does not put any extra blank space between lines when you press
the enter key. True or false?
(Answer: True)
2)
What
is the name for the location on the horizontal ruler that tells Word where to
position the insertion point when you press the tab key? (Answer: Tab stop)
LAB
ACTIVITIES
1.
Have students experiment with the variety of color scheme options available for
the letterhead in this chapter and to print out the result.
2.
Have students experiment with the Grow Font and Shrink Font buttons on the Mini
toolbar as mentioned on page WD 152.
3.
Have students experiment with searching for clip art using the Clip Art task
pane shown in Figures 3-7 through 3-9.
WD 149: Plan Ahead Box (Critical Thinking):
Design a Creative Letterhead
LECTURE
NOTES
·
Review
the elements that should be contained in a letterhead, as well as the placement
and appearance of those elements
WD 165: Creating a Cover Letter
LECTURE NOTES
·
Review
the steps for saving a document with a new file name
·
Review
how to apply a quick style
·
Use
Figures 3-27 and 3-28 to illustrate setting custom tabs using the ruler
·
Use
Figures 3-29 and 3-30 to illustrate inserting the current date into a document,
and review the format options in the Date and Time dialog box in Figure 3-29
·
Use
Figure 3-31 to illustrate entering the inside address and salutation
·
Define
building block, and use Figures 3-32 and 3-33 to illustrate creating a building
block
·
Contrast
a nonbreaking space with a nonbreaking hyphen, and use Figures 3-34 and 3-35 to
illustrate inserting a nonbreaking space
·
Use
Figures 3-36 and 3-37 to illustrate inserting a building block
·
Compare
and contrast building blocks and AutoCorrect, and review the steps to enter a
paragraph
·
Define
table, cell, dimension, end-of-cell mark, and end-of-row mark
·
Use
Figures 3-38 and 3-39 to illustrate inserting an empty table
·
Differentiate
between the use of the enter key
and the tab key when entering
data in a table, and use Figures 3-40 and 3-41 to illustrate entering data in a
table
·
Use
Figures 3-42 and 3-43 to illustrate applying a table style, and use Figures
3-44 and 3-45 to illustrate resizing table columns to fit table contents
·
Define
column boundary, row boundary, and table resize handle
·
Use
Table 3-3 to discuss ways to select items in a table
·
Use
Figure 3-46 to illustrate selecting a table, and review the steps to center a selected
table using Figure 3-47
·
Discuss
the methods of adding and deleting table rows
·
Review
the steps to add more text
·
Use
Figures 3-48 through 3-50 to illustrate bulleting a list as you type
·
Use
Figure 3-51 to illustrate entering the remainder of the cover letter, and
review the steps to change document properties
·
Review
the steps to save an existing document and print it
FIGURES
and TABLES: Figures: 3-27, 3-28, 3-29, 3-30, 3-31, 3-32, 3-33, 3-34, 3-35,
3-36, 3-37, 3-38, 3-39, 3-40, 3-41, 3-42, 4-43, 3-44, 3-45, 3-46, 3-47, 3-48,
3-49, 3-50, 3-51; Table: 3-3
TEACHER TIPS
Explain to students that if a word is too long
to fit on the end of a line, Microsoft Word moves the word to the beginning of
the next line instead of hyphenating it. A nonbreaking hyphen can be used, for
example, to prevent 555-0123 from breaking; instead, the entire item moves to
the beginning of the next line. When these characters are entered into a
document, a special formatting mark displays on the screen.
Discuss with students what the advantages are of
creating a table to present information instead of using the tab key. For example, in a table you
can arrange numbers and text in columns, you can shade cells and add borders,
you can sort on one or more columns, you can sum the contents of a row or
column, rows and columns can be rearranged, and row heights and column widths
can be changed.
BOXES
1.
BTW: Tab Character. Discuss the use
of the tab key to navigate from
cell to cell in a table.
2.
BTW: Tables. Introduce the use of the
Draw Table feature to create more complex tables, with varying numbers of
columns per row.
3.
BTW: Table Rows and Columns. Discuss
the use of the alt key to change
the width of a column to an exact measurement.
4.
BTW: Conserving Ink and Toner.
Discuss the use of the Advanced options in the Word Options dialog box to print
draft quality documents.
5.
Other Ways: Encourage your students to explore other ways of creating a
building block.
6.
Other Ways: Encourage your students to explore other ways of inserting a
nonbreaking space.
7.
Other Ways: Encourage your students to explore other ways of inserting a
building block.
8.
Other Ways: Encourage your students to explore other ways of inserting an empty
table.
9.
Other Ways: Encourage your students to explore other ways of resizing table
columns to fit table contents.
10.
Other Ways: Encourage your students to explore other ways of selecting a table.
11.
Other Ways: Encourage your students to explore other ways of creating a
bulleted list.
CLASSROOM
ACTIVITIES
1.
Assign a Project: Ask students to make a list of all of the items that can be
inserted into a document using the Insert tab.
2.
Group Activity: Divide the class into small groups and have each group play the
Hot Potato game using the information on how to select various parts of a table
in Table 3-3 on page WD 178 of the text. (To play the Hot Potato game, a
student calls out an item from the first column of Table 3-3 and tosses the
“potato” — a ball or some such object — to another
student, who answers with the proper method to select the called out item. Then
the answerer becomes the caller, and so on until the whole table has been
covered.)
3. Quick Quiz:
1)
How
do you remove a custom tab stop? (Answer: Point to the tab marker on the ruler
and then drag the tab marker down and out of the ruler)
2)
How
do you insert a nonbreaking space? (Answer: ctrl+shift+spacebar)
3)
What
does a nonbreaking space do? (Answer: Prevents two words from splitting if the
first word falls at the end of a line)
4)
What
is the dimension of a table? (Answer: The total number of rows and columns)
5)
What
appears when you point to a corner of a table? (Answer: Table resize handle)
4.
Critical Thinking: The importance of a cover letter hardly can be overstated.
If you were an employer, what would you look for in a cover letter if you were
in the position of hiring someone for your firm? Why?
5.
Critical Thinking: In addition to the employer name mentioned in the text, what
are other types of information that would make for useful building blocks?
What type of information lends itself easily to building blocks, and what does
not?
LAB ACTIVITIES
1. Have students go into
the lab to experiment with the Table gallery grid as described on page WD 173.
2. Have students go into
the lab to experiment with the table styles in the Table Styles gallery as
described on page WD 176.
WD 165: Plan Ahead Box
(Critical Thinking): Compose an Effective Cover Letter
LECTURE NOTES
·
Review
the elements that should be contained in a cover letter
·
Discuss
the differing styles of letters available
WD 166: Plan Ahead Box
(Critical Thinking): Include All Essential Letter Elements
LECTURE NOTES
·
Define
each of the following letter elements: date line, inside address, salutation,
message, complimentary close, and signature block
CLASSROOM ACTIVITIES
1.
Quick Quiz:
1) Where do you place the
inside address in a business letter? (Answer: Three to eight lines below the
date line)
WD 166: Plan Ahead Box (Critical Thinking): Determine Which Letter
Style to Use
·
Compare
and contrast the three common styles for a business letter
CLASSROOM ACTIVITIES
1. Group Activity: Show
students examples of cover letters designed in each of the three styles
discussed.
LAB ACTIVITIES
1. Have students go into the lab to use a Web search engine
to find examples of business letters in each of these three styles.
WD 183: Using a Template to
Create a Resume
LECTURE NOTES
·
Use
Figures 3-52 through 3-54 to illustrate using a template
·
Use
Figure 3-55 to illustrate printing the resume
·
Use
Figures 3-56 through 3-58 to illustrate deleting rows
·
Define
content control, and use Figures 3-59 and 3-60 to illustrate modifying text in
a content control
·
Review
the steps to save the resume
·
Discuss
the function of the Office Clipboard, and differentiate between a source
document and a destination document
·
Use
Figure 3-61 to illustrate switching from one open document to another
·
Use
Figures 3-62 through 3-64 to illustrate copying items to the Office Clipboard
·
Use
Figures 3-65 through 3-67 to illustrate pasting from the Office Clipboard
·
Introduce
the Paste Options button
·
Review
the steps to change font color
·
Use
Figure 3-68 to illustrate deleting text and lines, and use Figure 3-69 to
illustrate zooming the document
·
Review
the steps to enter more text in content controls, and use Figure 3-70 to show
the results
·
Define
line break, and use Figures 3-71 and 3-72 to illustrate entering a line break
·
Review
the steps to change spacing below paragraphs, and use Figure 3-73 to show the
results
·
Review
the steps to enter more text in content controls
·
Use
Figure 3-74 to illustrate indenting a paragraph
·
Review
the steps to change spacing below paragraphs
·
Use
Figure 3-75 to illustrate entering and formatting more text in content controls
·
Use
Figures 3-76 and 3-77 to illustrate inserting a building block using the Quick
Parts gallery
·
Use
Figure 3-78 to illustrate entering and formatting the Experience subsection and
the Skills section
·
Define
sorting, and use Figure 3-79 to illustrate sorting
·
Use
Figure 3-80 to illustrate inserting another building block
·
Use
Figure 3-81 to illustrate entering and formatting the Community service section
·
Review
the step to change theme colors
·
Discuss
the print preview feature, and use Figures 3-82 and 3-83 to illustrate print
previewing a document
·
Review
the steps to change document properties and save again
FIGURES:
3-52, 3-53, 3-54, 3-55, 3-56, 3-57, 3-58, 3-59, 3-60, 3-61, 3-62, 3-63, 3-64, 3-65,
3-66, 3-67, 3-68, 3-69, 3-70, 3-71, 3-72, 3-73, 3-74, 3-75, 3-76, 3-77, 3-78, 3-79,
3-80, 3-81, 3-82, 3-83
TEACHER TIPS
Sometimes, students may observe that their
copied item looks different in the Office Clipboard. In some cases, such as Unicode text, the image
displayed in the gallery will look slightly altered. This is because text
always is displayed in the gallery using the default system font. The correct
formatting and font information is restored when they paste the item from the
Clipboard.
Additionally, sometimes students might find that
they cannot add more items to the Office Clipboard. There are three possible
reasons for this:
1) There may already be
24 items on the Office Clipboard. If they copy more than 24 items, the Office
Clipboard will delete the first item copied and then collect the 25th
item. Collected items remain on the Office Clipboard until they close all
Office programs running on their computer. To begin copying items again, delete
some items, or click Clear All on the Clipboard task pane.
2) There may be large
items on the Office Clipboard. The Office Clipboard may stop adding items —
even if there are fewer than 24 — if they copy large items to it. To begin
copying items again, delete some items or click Clear All on the Clipboard task
pane. If a single item is too large, it may be impossible for students to copy
the item to the Office Clipboard.
3) Students may be
attempting to copy an item with an unsupported format. Some items cannot be
copied to the Office Clipboard because the format of the items is not
supported.
A manual line break ends
the current line and continues the text on the next line. For example, suppose
your paragraph style includes an extra space before each paragraph. Explain to
students that to omit this extra space between short lines of text, such as those
in an address block or a poem, they would insert a manual line break after each
line instead of pressing enter.
Manual line breaks are formatting marks that are not normally visible in your
document. If you want to view these breaks, turn on the formatting marks by
displaying hidden characters. The manual line break character (
)
indicates a manual line break.
BOXES:
1.
BTW: Windows Taskbar. Walk students
through the steps to show all program windows in the Windows taskbar.
2.
BTW: Clipboard. Differentiate between
the Windows Clipboard and the Office Clipboard.
3.
BTW: Clipboard Task Pane. Discuss how
to make the Clipboard task pane appear.
4.
BTW: Line Break Character. Emphasize
that a line break character does not print.
5.
BTW: Print Preview. Review the print preview
features available in Word.
6.
Other Ways: Encourage your students to explore other ways of deleting rows.
7.
Other Ways: Encourage your students to explore other ways of switching from one
open document to another.
8.
Other Ways: Encourage your students to explore other ways of copying items to
the Office Clipboard.
9.
Other Ways: Encourage your students to explore other ways of pasting from the
Office Clipboard.
10.
Other Ways: Encourage your students to explore other ways of deleting text and
lines.
11.
Other Ways: Encourage your students to explore other ways of indenting
paragraphs.
CLASSROOM ACTIVITIES
1. Quick Quiz:
1)
What
is the difference between using shift+enter
and using enter? (Answer: enter moves you according to the
current style; shift+enter moves you to the next physical
line regardless of the current style)
2)
In
what view does the entire document display in reduced size on the Word screen?
(Answer: Print preview)
1. Have students go into
the lab to experiment with the various installed templates as described on page
WD 184.
2. Encourage students to
go into the lab to experiment with the Windows Clipboard and the Office
Clipboard.
3. Have students go into
the lab to experiment with the Increase Indent and Decrease Indent buttons on
the Home tab as described on page WD 196.
WD 183: Plan Ahead Box
(Critical Thinking): Craft a Successful Resume
LECTURE NOTES
·
Review
the guidelines for creating a successful resume
o
Include
necessary information
o
Present
your resume appropriately
BOXES:
1.
BTW: Saving in the PDF Format.
Discuss the use of the PDF (and XPS) format for enabling users to share documents
easily with other users.
WD 203: Addressing and Printing Envelopes
and Mailing Labels
LECTURE NOTES
·
Use
Figures 3-84 and 3-85 to illustrate addressing and printing an envelope
·
Review
the steps to quit Word
BOXES:
1.
BTW: Quick Reference. Point out the
location for the Quick Reference Summary and the Word 2007 Quick Reference Web
page.
2.
BTW: Certification. For more
information on the MCAS program see Appendix F or visit the Word 2007
Certification Web page.
§
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.