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Table
of Contents
Students
will have mastered the material in Chapter Four when they can:
l Border and shade a
paragraph
l Insert and format a
SmartArt graphic
l Insert a watermark
l Insert a section break
l Insert a Word document
in an open document
l Insert headers and
footers
l Modify and format a Word
table
l Sum columns in a table
l Create a chart from a
Word table
l Add picture bullets to a
list
l Create and apply a
character style
l Draw a table
LECTURE
NOTES
·
Define
sales proposal, research proposal, and planning proposal, and explain how they
differ
CLASSROOM
ACTIVITIES
1. Class Discussion: Encourage
students to suggest occasions when each type of proposal — planning, research,
and sales — would be used.
2. Group Activity: Ask
students to brainstorm other uses besides those mentioned in the textbook for
each of the three types of proposals.
3. Group Activity: Present students with a range of situations that require convincing an audience and ask students which type of proposal they would use.
4.
Quick Quiz:
1) What are the three
different types of proposals? (Answer: Sales, research, and planning)
WD 226: Project — Sales
Proposal
LECTURE
NOTES
·
Point
out the title page, the watermark, the SmartArt graphic, and the tables and
charts that help make the proposal in Figures 4-1a through 4-1c memorable
·
Review
the steps to start Word
·
Use
the steps to discuss how to display formatting marks
FIGURES
and TABLES: Figures — 4-1a, 4-1b, 4-1c
BOXES:
1.
BTW: Certification. For more
information on the MCAS program see Appendix G or visit the Word 2007
Certification Web page.
CLASSROOM ACTIVITIES
1.
Class Discussion: Ask students about auctions, charity or otherwise. Have they
ever been to an auction? Keeping in mind what students know about auctions,
what information would they expect to find in the proposal in Figures 4-1a
through 4-1c in order to compel attendance at this auction?
2.
Class Discussion: Ask students why the proposal in Figures 4-1a through 4-1c is
effective. How do various elements — such as the distinctive title page and
customized chart and table — contribute to the proposal? Students will use
these design considerations in the In the Lab and the Cases and Places
exercises.
WD 228: Plan Ahead Box
(Critical Thinking): General Project Guidelines
LECTURE
NOTES
·
Review
the general guidelines for creating a sales proposal
·
Discuss
the differences between a solicited proposal and an unsolicited one
LECTURE
NOTES
·
Define
title page, and discuss how title pages differ depending on what type of
proposal is being written
·
Review
the steps to change theme colors
·
Use
the steps to discuss how to format characters
·
Use
Figures 4-2 through 4-4 to illustrate bordering a paragraph
·
Discuss
when to use the Border button on the Home tab and when it is necessary to use
the Borders gallery
·
Remind
students that Word will carry the formatting forward when they press the enter key
·
Use
Figure 4-5 to illustrate shading a paragraph, and use Figure 4-6 to illustrate
changing left and right paragraph indents
·
Use
Figure 4-7 to illustrate how to clear formatting
·
Explain
what SmartArt graphics are, and use Table 4-1 to identify some of the more
popular types
·
Use
Figures 4-8 through 4-10 to illustrate inserting a SmartArt graphic, and use
Figure 4-11 to illustrate adding text to the graphic
·
Use
Figures 4-12 and 4-13 to illustrate changing colors of a SmartArt graphic, and
use Figure 4-14 to illustrate applying a SmartArt style
·
Use
Figure 4-15 to show how to format text using the Mini toolbar
·
Define
what a shadow is, and use Figures 4-16 through 4-18 to illustrate formatting
characters and modifying character spacing using the Font dialog box
·
Review
the steps to modify toolbar default base settings
·
Use
the steps to illustrate how to reset the default font settings
·
Define
hidden text and use Table 4-2 to review the character effects available in the
Font dialog box
·
Use
Figures 4-19 and 4-20 to illustrate changing case of text
·
Use
Figure 4-21 to illustrate zooming one page
·
Define
watermark, and use Figures 4-22 through 4-24 to illustrate creating a watermark
·
Use
Figure 4-25 to show how to change spacing above a paragraph and set zoom level
·
Use
Figure 4-26 to illustrate revealing formatting
·
Review
the steps to save a document
FIGURES
and TABLES: Figures — 4-2, 4-3, 4-4, 4-5, 4-6, 4-7, 4-8, 4-9, 4-10, 4-11, 4-12,
4-13, 4-14, 4-15, 4-16, 4-17, 4-18, 4-19, 4-20, 4-21, 4-22, 4-23, 4-24, 4-25, 4-26;
Tables — 4-1, 4-2
BOXES:
1.
BTW: Resetting Graphics. Discuss the
use of the Reset Graphic button to remove all formats from a SmartArt graphic
and begin again.
2.
BTW: Reveal Formatting. Discuss the
use of the Reveal Formatting task pane to show the formatting applied to the
location of the insertion point.
3.
Other Ways: Encourage your students to explore other ways of bordering a
paragraph.
4.
Other Ways: Encourage your students to explore other ways of shading a
paragraph.
5.
Other Ways: Encourage your students to explore other ways of changing left and
right paragraph indents.
6.
Other Ways: Encourage your students to explore other ways of adding text to a
SmartArt graphic.
7.
Other Ways: Encourage your students to explore other ways of formatting
characters and modifying character spacing.
8.
Other Ways: Encourage your students to explore other ways of changing case of
text.
9.
Other Ways: Encourage your students to explore other ways of zooming one page.
TEACHER TIPS
As students begin to use borders, let them know
that if the border around a paragraph appears cut off, this might be because
the paragraph with the border falls across an automatic page break. A border is
a paragraph property that flows with the paragraph. When a paragraph with a
border splits across a page break, the border splits as well. To keep the
paragraph border in one piece, you can insert a page break before the paragraph
to reposition the entire paragraph, surrounded by the border, on one page.
If students are unable to remove shading from a
page, it might not be shading that they are seeing — it might be a watermark or
background. In that case, they should use the No Fill option in the Background
dialog box available or the No watermark option in the Printed Watermark dialog
box, as appropriate.
Explain to students that watermarks are text or
pictures that appear behind document text. They often add interest or identify
the document status, such as marking a document as a “Draft.” Watermarks are
intended for printed documents. Use gradients, patterns, pictures, solid
colors, or textures for backgrounds. Gradients, patterns, pictures, and
textures are tiled, or repeated, to fill the page. When you save a document as
a Web page, the textures and gradients are saved as JPEG files and the patterns
are saved as GIF files. You can see watermarks in print layout view or on a
printed document. If you use a picture, you can lighten it, or wash it out, so
that it does not interfere with document text. If you use text, you can select
from built-in phrases, or enter your own.
Students may also create a watermark and then
feel that it overshadows the main document text. If the watermark interferes
with the legibility of the text on the page, they can lighten the object used
to create the watermark. Students using a picture as a watermark should make
sure that the Washout check box is selected in the Printed Watermark dialog
box. Students using text as a watermark should select the Semitransparent check
box in the Printed Watermark dialog box, or select a lighter color, such as
light gray, in the Color box.
Another problem students sometimes encounter is
that watermarks do not appear on every page of their documents, which suggests
that the header or footer has been changed for part of the document. For
example, the first page may have a unique header or footer, or none at all; on
the other hand, the document may contain different headers and footers on odd
and even pages or in particular sections. Students can check whether the
document contains sections by reading the status bar at the bottom of their
screen. If they reinsert the watermark again, it should appear on every page of
their document.
CLASSROOM ACTIVITIES
1. Quick Quiz:
1)
What
SmartArt graphic type shows nonsequential or grouped blocks of information?
(Answer: List)
2)
What
SmartArt graphic type shows continuous sequence of steps or events? (Answer: Cycle)
3)
Hidden
text prints but is not part of the document. True or false? (Answer: False)
2.
Critical Thinking: Text effects can play an important role in polishing a
document, but they also can overwhelm a document and distract readers. Consider
the text effects available in the Font dialog box. How many effects are too
many/just right for use in a document? What is the result of using too many
effects? At what point is the document overwhelmed? Should the type of effect
used vary according to the type of document? Ask students to share experiences
in which content was undermined by animated effects, or share an example of
such a document with them.
LAB ACTIVITIES
1. Encourage students to
go into the lab and explore the character effects listed in Table 4-2.
2.
Encourage students to go into the lab and explore the options on the Character
Spacing tab in the Font dialog box in Figure 4-17.
WD 230: Plan Ahead Box
(Critical Thinking): Design an Eye-catching Title Page
LECTURE NOTES
·
Review
the general guidelines to be followed when designing a title page in terms of
its text and graphics
WD 249: Inserting an Existing Document in an Open Document
LECTURE NOTES
·
Define
section, and use Figures 4-27 and 4-28 to illustrate inserting a next page
section break
·
Review
the options on the Breaks menu in Figure 4-28
·
Review
the steps to delete a section break
·
Use
Figure 4-29 to illustrate how to clear formatting
·
Use
Figures 4-30 through 4-32 to illustrate inserting a Word document in an open
document
·
Review
the steps to save an active document with a new file name
·
Use
Figures 4-33 through 4-34 to illustrate printing specific pages in a document
·
Use
Figures 4-35 through 4-37 to illustrate customizing theme fonts
·
Use
Figures 4-38 and 4-39 to illustrate deleting a page break
·
Use
Figures 4-40 and 4-41 to illustrate cutting text
FIGURES
and TABLES: Figures — 4-27, 4-28, 4-29, 4-30, 4-31, 4-32, 4-33, 4-34, 4-35,
4-36, 4-37, 4-38, 4-39, 4-40, 4-41
TEACHER TIPS
A section is a portion of a document in which
you set certain page formatting options. You create a new section when you want
to change such properties as line numbering, number of columns, or headers and
footers. The list of section formats that can be changed includes:
1) Margins
2) Paper size or orientation
3) Paper source for a printer
4) Page borders
5) Vertical alignment
6) Headers and footers
7) Columns
8) Page numbering
9) Line numbering
10) Footnotes and endnotes
Point out that sections can begin on the same
page or on a new page. The Section Breaks area on the Breaks menu offers
several options:
1) Next page — Inserts a page break and starts
the next section at the top of the next page.
2) Continuous — Starts the next section
immediately, without inserting a page break.
3) Even page — Starts the next section on the
next even-numbered page. If the section break falls on an even-numbered page,
Word leaves the next odd-numbered page blank.
4) Odd page — Starts the next section on the
next odd-numbered page. If the section break falls on an odd-numbered page,
Word leaves the next even-numbered page blank.
Note to students that just as paragraph formatting
is stored in the paragraph mark, all section formatting is stored in the
section break. Remind students that a section break controls the section
formatting of the text that precedes it. For example, if you delete a section
break, the preceding text becomes part of the following section and assumes its
section formatting. The last paragraph mark in the document controls the
section formatting of the last section in the document — or of the entire
document if it does not contain sections.
If students want to copy formatting (such as
margin settings and newsletter-style columns) from one section to another and
they find themselves unable to do so, first switch to normal view. Then, select
the section break at the end of the section with the formats they want to copy.
Next, copy the section break to a new location; the text above the new section
break takes on its formatting. If they want to use the formatting of a
particular section in other documents, they can store the section break as an
AutoText entry and then quickly insert it when they want to duplicate the
section formatting.
BOXES:
1.
BTW: Section Numbers. Explain to
students how they can get the current section number to display on the status
bar.
2.
BTW: Inserting Documents. Emphasize
to students that an inserted document is placed at the location of the
insertion point.
3.
Other Ways: Encourage your students to explore other ways of printing.
4.
Other Ways: Encourage your students to explore other ways of customizing theme
fonts.
5.
Other Ways: Encourage your students to explore other ways of deleting a page
break.
6.
Other Ways: Encourage your students to explore other ways of cutting text.
CLASSROOM ACTIVITIES
1. Group Activity: Ask students to brainstorm
circumstances in which each of the different types of breaks on the Breaks menu
in Figure 4-27 would be useful.
2. Quick Quiz:
1)
If
you save an active document by clicking the Save button on the Quick Access
Toolbar, Word will assign it the current file name. True or false? (Answer:
True)
2)
What
is the purpose of shift+f5?
(Answer: The shortcut key positions the insertion point at your last editing
location; Word remembers your last three editing locations, which means you can
press this shortcut key repeatedly to return to one of your three most recent
editing locations.)
LAB ACTIVITIES
1. Have students go into
the lab to experiment with customizing a theme font.
WD 249: Plan Ahead Box
(Critical Thinking): Compose the Sales Proposal
LECTURE NOTES
·
Review
the basic elements of the sales proposal
WD 257: Creating
Headers and Footers
·
Define
header and footer
·
Use
Figure 4-42 to illustrate going to a section
·
Use
Figure 4-43 to illustrate creating a header different from the previous section
header
·
Use
Figures 4-44 and 4-45 to illustrate inserting a formatted header
·
Use
Figure 4-46 to illustrate inserting a formatted footer
·
Use
Figures 4-47 through 4-49 to illustrate formatting page numbers to start as a
different number
FIGURES and TABLES:
Figures — 4-42, 4-43, 4-44, 4-45, 4-46, 4-47, 4-48, 4-49
TEACHER TIPS
Emphasize to students
that headers and footers can greatly increase the usability of a long document
as well as make it look much more professional. Students were introduced to
headers and footers when they created the research paper in Chapter 2. Point
out that no header or footer should display on the title page.
If the Link to Previous
option does not work, students should make sure that the document has been
divided into sections. Students also should make sure that they are not in the
first section in a document, where the Link to Previous option is unavailable.
BOXES:
1. BTW: Sections. Explain to students how to see
the formatting associated with a given section.
2. BTW: Headers and Footers. Discuss with
students how to handle headers and footers that do not print.
3. BTW: Page Numbers. Discuss the {PAGE} field
code versus the actual page number; field codes are discussed in more detail in
Chapter 5.
4. Other Ways: Encourage
your students to explore other ways of going to a section.
5. Other Ways: Encourage
your students to explore other ways of inserting a formatted header.
6. Other Ways: Encourage
your students to explore other ways of formatting page numbers.
CLASSROOM
ACTIVITIES
1.
Quick Quiz:
1) What is a header?
(Answer: Text that prints at the top of each page in a document)
WD 263: Editing and Formatting
a Table
LECTURE NOTES
·
Review
the steps to format characters
·
Use
Figures 4-50 and 4-51 to illustrate deleting a column
·
Use
Figure 4-52 to illustrate adding a row to a table
·
Review
the steps to add columns
·
Use
Figures 4-53 and 4-54 to illustrate summing columns in a table, and tell
students how to sum rows rather than columns
·
Use
Figure 4-55 to illustrate applying a table style
·
Review
the steps to center a table
·
Use
Figure 4-56 to illustrate bordering a table
·
Use
Figure 4-57 to illustrate aligning data in cells
FIGURES
and TABLES: Figures — 4-50, 4-51, 4-52, 4-53, 4-54, 4-55, 4-56, 4-57
BOXES:
1.
BTW: Tables. Discuss the use of the
table move handle (shown in Figure 4-55) to relocate a table.
2.
Other Ways: Encourage your students to explore other ways of deleting a column.
WD 263: Plan Ahead Box (Critical Thinking): Enhance
the Sales Proposal with Appropriate Visuals
LECTURE NOTES
·
Emphasize
the importance of well-chosen images as an enhancement to a proposal
CLASSROOM ACTIVITIES
1.
Critical Thinking: What makes a visual “appropriate” for use with a given
proposal? What would be an example of a visual that might get actually used but
would be inappropriate? What is the impact of cultural norms in this area?
LECTURE NOTES
·
Discuss
Microsoft Graph, emphasizing that it is an embedded charting application with
its own menus and commands
·
Use
Figures 4-58 through 4-60 to illustrate charting a table
·
Explain
what the Datasheet window (datasheet) is, pointing it out in Figure 4-60
·
Make
certain students know they can double-click in the chart to return to Microsoft
Graph
·
Define
legend, and use Figures 4-61 and 4-62 to illustrate moving the legend in a
chart
·
Use
Figure 4-63 to illustrate resizing a chart
·
Use
Figures 4-64 and 4-65 to illustrate changing the chart type
·
Use
Figure 4-66 to illustrate exiting Graph and returning to Word
FIGURES
and TABLES: Figures — 4-58, 4-59, 4-60, 4-61, 4-62, 4-63, 4-64, 4-65, 4-66
TEACHER TIPS
Refer students to Help for information about
troubleshooting charts or working with charts in general — for example, how to
add data labels (labels that provide additional information about a data
marker, which represents a single data point originating from a worksheet cell)
or change the scale of the value axis (which is a line bordering the chart plot
area used as a frame of reference for measurement).
Sometimes, a chart type is chosen because it
better represents data relationships. For example, a pie chart is the most
effective way to show relationships between the parts and the whole; a line
chart is an effective way to illustrate changes in data. On other occasions, a
chart type is chosen primarily for aesthetic reasons. Bar charts, cylinder
charts, cone charts, and pyramid charts all effectively show comparisons
between data. In this project, the cylinder chart is chosen simply because of
its appearance.
BOXES:
1.
BTW: Charts. Discuss the relationship
between Microsoft Excel and Microsoft Graph in terms of the creation of charts.
CLASSROOM ACTIVITIES
1.
Critical Thinking: What kind of chart would you choose to represent the
relationship between the parts and the whole? What kind of chart would you
choose to illustrate changes in data over time, for example? What role does
aesthetics play in determining the type of chart selected in a given instance?
LAB ACTIVITIES
1. Have students use
Microsoft Graph in the lab, experimenting with several different chart types.
WD 273: Working with
Formats, Styles, and Bulleted Lists
LECTURE NOTES
·
Use
Figures 4-67 through 4-69 to illustrate finding a format
·
Use
Figures 4-70 and 4-71 to illustrate creating a character style
·
Use
Figure 4-72 to illustrate selecting nonadjacent text
·
Review
the step to apply a quick style
·
Use
Figures 4-73 through 4-75 to illustrate customizing bullets in a list
FIGURES
and TABLES: Figures — 4-67, 4-68, 4-69, 4-70, 4-71, 4-72, 4-73, 4-74, 4-75
TEACHER TIPS
One problem that occurs with styles is that two
instances of text with the same style applied may look different. This could be
because some of the text has been formatted manually using Microsoft Word
formatting commands. Students can compare the formatting of two instances of
text by positioning the insertion point in the first instance, by displaying the
Reveal Formatting task pane, clicking the Compare to another selection check
box, selecting the second instance of text with the formatting they want to
compare, and then reviewing the resulting differences in the Formatting
differences list. They also can remove manual formatting from a text selection
and restore the settings of its style. To remove manual formatting from a
paragraph, select the paragraph — including the paragraph mark — and then press
ctrl+q. To remove manual
formatting from characters, select the characters, and then press ctrl+spacebar.
BOXES:
1.
Other Ways: Encourage your students to explore other ways of finding a format.
2.
Other Ways: Encourage your students to explore other ways of creating a character
style.
CLASSROOM ACTIVITIES
1.
Class Discussion: Ask students how these formatting changes will make the
proposal more effective.
2.
Class Discussion: Compare the bulleted list in Figure 4-75 to the bulleted list
in Figure 4-72. Why is the bullet in Figure 4-75 more effective than the bullet
in Figure 4-72?
LAB ACTIVITIES
1. Have students experiment
with several different bullet types in the lab.
LECTURE NOTES
·
Review
how the table in Figures 4-1a through 4-1c on page WD 227 is more complex.
(e.g., the number of columns per row varies, text is rotated, columns are
shaded, and so on)
·
Describe
the Draw Table feature, using Figures 4-76 through 4-81 to illustrate drawing
an empty table
·
Use
Figure 4-82 to illustrate erasing lines in a table
·
Use
Figure 4-83 to illustrate distributing rows
·
Review
the step to single-space table contents
·
Use
Figure 4-84 to illustrate entering data in a table
·
Use
Figure 4-85 to illustrate displaying text in a cell vertically
·
Review
the step to resize table columns to fit table contents
·
Use
Figure 4-86 to illustrate changing column width
·
Use
Figure 4-87 to illustrate aligning data in cells
·
Review
the steps to add a row to a table
·
Use
Figures 4-88 and 4-89 to illustrating merging cells
·
Review
the steps to split table cells
·
Review
the steps to enter and format text in a table cell
·
Use
Figure 4-90 to illustrate shading a table cell
·
Use
Figure 4-92 to illustrate changing row height
·
Use
Figure 4-93 to illustrate adding a blank line above a paragraph
·
Review
the steps to check spelling, save, print, and quit Word
FIGURES
and TABLES: Figures —4-76, 4-77, 4-78, 4-79, 2-80, 4-81, 4-82, 4-83, 4-84, 4-85,
4-86, 4-87, 4-88, 4-89, 4-90, 4-91, 4-92, 4-93
BOXES:
1.
BTW: Page Breaks and Tables. Present
students with their options if a page break occurs in the middle of a table.
2.
BTW: Deleting Table Contents. Discuss
the use of the delete key to
empty a table of its contents.
3.
BTW: Table Wrapping. Review the
options for wrapping text around a table.
4.
BTW: Table Columns. Discuss the use
of the alt key to display width
measurements as you drag a column marker or boundary.
5.
BTW: Conserving Ink and Toner.
Discuss the use of the Advanced options in the Word Options dialog box to print
draft quality documents.
6.
BTW: Quick Reference. Point out the
location for the Quick Reference Summary and the Word 2007 Quick Reference Web
page.
7.
Other Ways: Encourage your students to explore other ways of changing column
width.
8.
Other Ways: Encourage your students to explore other ways of merging cells.
9.
Other Ways: Encourage your students to explore other ways of changing row
height.
CLASSROOM ACTIVITIES
1.
Class Discussion: Ask students how these formatting changes will make the
proposal more effective.
2. Quick Quiz:
1)
How
do you create a more complex table? (Answer: Using Word’s Draw Table feature)
LAB ACTIVITIES
1. Have students experiment
with the Draw Table feature in the lab, creating complex tables according to
your specifications.
§
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.
·
datasheet
(WD 270)
·
Datasheet
window (WD 270)
·
Draw
Table feature (WD 279)
·
footer
(WD 257)
·
header
(WD 257)
·
hidden
text (WD 243)
·
legend
(WD 270)
·
Microsoft
Graph (WD 268)
·
planning
proposal (WD 226)
·
research
proposal (WD 226)
·
sales
proposal (WD 226)
·
section
(WD 249)
·
shadow
(WD 240)
·
SmartArt
graphics (WD 234)
·
title
page (WD 229)
·
watermark
(WD 245)