Keyboarding & Word Processing Complete Course Microsoft f ® Word 2010
0 2 1
Susie H. VanHuss, Ph.D.
S N O
Distinguished Professor Emeritus University of South Carolina
Connie M. Forde, Ph.D. Mississippi State University
1–
S S E
L
Donna L. Woo Cypress College, California
t 8 1
h
Ed
o iti
n
AustralLDäBraziläJapanäKoreDäMexicRä6Lngaporeä6painäUnited Kingdom äUnited 6tates
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Keyboarding & Word Processing, Complete Course, Lessons 1–120, Eighteenth Edition Susie H. VanHuss, Connie M. Forde, Donna L. Woo Vice President of Editorial, Business: Jack W. Calhoun Vice President/Editor-in-Chief: Karen Schmohe Vice President/Marketing: Bill Hendee Sr. Acquisitions Editor: Jane Phelan Sr. Developmental Editor: Dave Lafferty Consulting Editors: Catherine Skintik; Mary Todd, Todd Publishing Services
© 2011, 2008 South-Western, Cengage Learning ALL RIGHTS RESERVED. No part of this work covered by the copyright herein may be reproduced, transmitted, stored or used in any form or by any means graphic, electronic, or mechanical, including but not limited to photocopying, recording, scanning, digitizing, taping, Web distribution, information networks, or information storage and retrieval systems, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without the prior written permission of the publisher. For product information and technology assistance, contact us at Cengage Learning Customer & Sales Support, 1-800-354-9706 For permission to use material from this text or product, submit all requests online at www.cengage.com/permissions Further permissions questions can be emailed to
[email protected]
Editorial Assistant: Conor Allen Associate Marketing Manager: Shanna Shelton Sr. Content Project Manager: Martha Conway Sr. Media Editor: Mike Jackson
Keyboarding Pro DELUXE 2 illustrations: © Cengage Learning Key reach images: © Cengage Learning, Cengage Learning/Bill Smith Group/Sam Kolich Keyboard images: © Cengage Learning
Sr. Print Buyer: Charlene Taylor Production Service: PreMediaGlobal Copyeditor: Gary Morris Sr. Art Director: Tippy McIntosh Internal Designer: Grannan Design, Ltd. Cover Designer: Grannan Design, Ltd. Cover Image: © Markus Dziable, iStock: © penfold, iStock; illustration, Grannan Design, Ltd.
Microsoft Office screen captures: © Microsoft Corporation. Microsoft is a registered trademark of Microsoft Corporation in the U.S. and/or other countries. The names of all products mentioned herein are used for identification purposes only and may be trademarks or registered trademarks of their respective owners. South-Western disclaims any affiliation, association, connection with, sponsorship, or endorsement by such owners. ISBN-13: 978-0-538-49647-6 ISBN-10: 0-538-49647-9
Sr. Rights Specialist, Photos: Deanna Ettinger Photo Researcher: Bill Smith Group Sr. Rights Specialist, Text: Mardell Glinski Schultz
South-Western Cengage Learning 5191 Natorp Boulevard Mason, OH 45040 USA Cengage Learning products are represented in Canada by Nelson Education, Ltd. For your course and learning solutions, visit www.cengage.com/highered Visit our company website at www.cengage.com
Printed in the United States of America 1 2 3 4 5 6 7 14 13 12 11 10
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Contents It Keeps Getting Better . . . . . . . . . . . v Technology Tools Working for You . . . x
LEVEL 1 Developing Keyboarding Skill
22 ( and ) and Backspace Key 52 23 & and : (colon), Proofreaders’ Marks . . . . . . 54 24 Other Symbols . . . . . . . . . . . 56 25 Assessment . . . . . . . . . . . . . . 58 Skill Builder 2 . . . . . . . . . . . . . . . 60 Skill Builder 3 . . . . . . . . . . . . . . . 66
LESSONS 1–25
LEVEL 2
Keyboarding Assessment/ Placement . . . . . . . . . . . . . . . . . . . . 2
Word Processing Document Design
Module 1 Alphabetic Keys 1
Home Row, Space Bar, Enter, I . . . . . . . . . . . . . . . . . . 3 1R Review. . . . . . . . . . . . . . . . . . . 6 2 E and N . . . . . . . . . . . . . . . . . . 7 3 Review. . . . . . . . . . . . . . . . . . . 9 4 Left Shift, H, T, Period . . . . 11 5 R, Right Shift, C, O . . . . . . . 13 6 W, Comma, B, P . . . . . . . . . . 15 7 Review. . . . . . . . . . . . . . . . . . 17 8 G, Question Mark, X, U . . . 19 9 Q, M, V, Apostrophe . . . . . . 21 10 Z, Y, Quotation Mark, Tab . . . . . . . . . . . . . . . . . . . . . 23 11 Review. . . . . . . . . . . . . . . . . . 25 12 Review. . . . . . . . . . . . . . . . . . 27 13 Review. . . . . . . . . . . . . . . . . . 29 Skill Builder 1 . . . . . . . . . . . . . . . 31
Module 2 Figure and Symbol Keys 14 15 16 17 18 19
1 and 8 . . . . . . . . . . . . . . . . . . 36 5 and 0 . . . . . . . . . . . . . . . . . . 38 2 and 7 . . . . . . . . . . . . . . . . . . 40 4 and 9 . . . . . . . . . . . . . . . . . . 42 3 and 6 . . . . . . . . . . . . . . . . . . 44 $ and - (hyphen), Number Expression . . . . . . . . . . . . . . 46 20 # and / . . . . . . . . . . . . . . . . . . 48 21 % and ! . . . . . . . . . . . . . . . . . 50
LESSONS 26–55
Module 3 Word 2010 Basics 26 27 28 29
Getting Started. . . . . . . . . . . 72 Word 2010 Basics. . . . . . . . . 79 Paragraph Formats . . . . . . . 86 Navigate and Review Documents . . . . . . . . . . . . . . 93 30 Clipboard Commands and Page Formats . . . . . . . . . . . 100 31 Assessment . . . . . . . . . . . . . 106
Module 4 Memos and Letters 32 Memos . . . . . . . . . . . . . . . . . 108 33 Block Letter Format . . . . . 113 34 Block Letter with Envelope . . . . . . . . . . . . . . . 120 35 Modified Block Letter Format . . . . . . . . . . . . . . . . . 124 36 Correspondence Review . . 128 37 Assessment . . . . . . . . . . . . . 133
Module 5 Tables 38 39 40 41 42
Create Tables . . . . . . . . . . . 135 Table Tools—Layout . . . . . 142 Table Tools—Design . . . . . 148 Tables within Documents 154 Assessment . . . . . . . . . . . . . 158
Module 6 Reports 43 Unbound Report with Cover Page . . . . . . . . . . . . . 161 44 Leftbound Report. . . . . . . . 169 45 Multiple-Page Report . . . . 176 46 Academic Report with Reference Page . . . . . . . . . 182 47 Report with Footnotes and Endnotes . . . . . . . . . . . 189 48 Assessment . . . . . . . . . . . . . 200
Module 7 Graphics 49 50 51 52 53
Basic Graphics . . . . . . . . . . 203 Pictures and SmartArt . . . 211 Format Text Graphically. . 217 Documents with Columns 223 Assessment . . . . . . . . . . . . . 228
Module 8 Document Review 54 Review Memos and Letters . . . . . . . . . . . . . . . . . 231 55 Review Reports . . . . . . . . . 234
Project 1 TruAcc, Inc TruAcc, Inc . . . . . . . . . . . . . . . . 241
LEVEL 3 Document Design Mastery LESSONS 56–82 Skill Builder 4 . . . . . . . . . . . . . . 248
Module 9 Word 2010 Review 56 Home Tab Commands. . . . 254 57 Insert Tab Commands. . . . 265 58 Page Layout Tab Commands . . . . . . . . . . . . . 275
CONTENTS Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
iii
iv Module 10 Memos and Letters
Project 2 Palm Beach Pet Center I
59 60 61 62 63
Palm Beach Pet Center I . . . . . 424 Skill Builder 5 . . . . . . . . . . . . . . 434
Memos . . . . . . . . . . . . . . . . . 281 Block Letters . . . . . . . . . . . 289 Modified Block Letters. . . 295 Multiple-Page Letters . . . . 302 Correspondence Review and Editing . . . . . . 307 64 Assessment . . . . . . . . . . . . . 310
Module 11 Tables 65 66 67 68 69
Table Layout Commands. . 313 Format and Sort Tables . . 320 Calculations in Tables. . . . 326 Convert Text and Tables . . 332 Create Documents with Tables . . . . . . . . . . . . . . . . . 336 70 Assessment . . . . . . . . . . . . . 340
Module 12 Reports 71 Review Reports . . . . . . . . . 343 72 Reports with Built-in Headers and Footers . . . . . 354 73 Report with Preliminary Pages . . . . . . . . . . . . . . . . . . 361 74 Table of Figures and Index . . . . . . . . . . . . . . . . . . 368 75 Report with Citations and Bibliography . . . . . . . . 377 76 Edit Citations and Manage Sources. . . . . . . . . 385 77 Assessment . . . . . . . . . . . . . 391
Module 13 Mail Merge 78 Mail Merge . . . . . . . . . . . . . 396 79 Edit the Data Source . . . . . 405 80 Merge with Envelopes and Labels. . . . . . . . . . . . . . 412 81 Merge with Alternate Sources . . . . . . . . . . . . . . . . 416 82 Assessment . . . . . . . . . . . . . 420
LEVEL 4 Advanced Document Processing LESSONS 83–120
Module 14 Documents with Graphics 83 84 85 86 87 88
Graphics Review . . . . . . . . 447 Document Themes. . . . . . . 454 Document Backgrounds . . 459 Text Boxes . . . . . . . . . . . . . 463 Graphic Applications . . . . 469 Advanced Documents with Graphics . . . . . . . . . . . 474 89 Assessment . . . . . . . . . . . . . 478
Module 15 Meeting, Travel, and News Documents 90 Skill Building . . . . . . . . . . . 481 91 Agenda with Comments . . 483 92 Minutes with Track Changes . . . . . . . . . . . . . . . . 486 93 Itinerary and Tracking Options . . . . . . . . . . . . . . . . 491 94 News and Meeting Documents . . . . . . . . . . . . . 498 95 Assessment . . . . . . . . . . . . . 501
Module 16 Legal and Medical Documents 96 Legal Documents . . . . . . . . 505 97 Legal Pleadings . . . . . . . . . 509 98 Preparing Legal Documents . . . . . . . . . . . . . 513 99 Medical Correspondence. . 518 100 SOAP Notes . . . . . . . . . . . . 523
101 Preparing Medical Reports . . . . . . . . . . . . . . . . 527 102 Assessment . . . . . . . . . . . . . 531
Module 17 Employment Documents 103 104 105 106 107
Resumes . . . . . . . . . . . . . . . 534 Electronic Resumes. . . . . . 538 Employment Letters . . . . . 542 Employment Strategies . . 547 Assessment . . . . . . . . . . . . . 550
Module 18 Review and Assessment 108 Document Review . . . . . . . 553 109 Assessment . . . . . . . . . . . . . 559 110 Assessment . . . . . . . . . . . . . 563
Module 19 Master Word Commands 111 112 113 114 115
Master Table Commands . 567 Master Graphics . . . . . . . . 575 Master List Elements . . . . 583 Master Reports . . . . . . . . . 589 Assessment . . . . . . . . . . . . . 595
Module 20 Share and Secure Content 116 Customize Templates . . . . 599 117 Use the Internet to Share Files . . . . . . . . . . . . . . . . . . . 605 118 Manage Files . . . . . . . . . . . 614 119 Check Document Content and Apply Protection . . . . 622 120 Assessment . . . . . . . . . . . . . 633 Reference Guide . . . . . . . . . . . . . REF1 Command Summary . . . . . . . . . REF10 Index . . . . . . . . . . . . . . . . . . . . REF19
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
It Keeps Getting Better College Keyboarding solutions have a track record of ensuring success, and they just keep getting better. You can rely on the new 18th edition to provide print and digital solutions for Microsoft Word 2010 that work for you. College Keyboarding 18e builds on its time-tested tradition to train, improve, and assess proficiency in Keyboarding and Word Processing skills, ensuring classroom and workplace success.
One Series: the Right Number of Lessons Make your life easier with proven textbooks and software that have the appropriate number of lessons for today’s course. Plenty of documents and a strong instructional model combine to build confidence and proficiency in keyboarding, formatting, and word processing skills. The new 18th edition merges the strengths of the Essentials series and the efficiencies of the Certified Approach.
Keyboarding Pro DELUXE 2: Your KEY to Success NEW! Keyboarding Pro DELUXE 2TM now checks formats as well as keystrokes, helping you build the skills needed to create professional documents and meet the challenges of the digital workplace. It’s engaging, interactive, easy to navigate, and provides motivating, instant feedback.
Web Reporter for In-Class or Online Courses Online courses just got easier with Web Reporter. Students use their browser to send instructors assignments. Instructors can manage their classes, view documents, and utilize the gradebook with ease.
v Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
vi
Reliable, Dependable, Easy to Use Correct techniques, an abundance of crafted drills, and a variety of meaningful routines keep lessons fun and build skill. Both the textbook lessons and software work together to teach the new keys, reinforce proper reaches, emphasize technique, encourage accuracy, and build fluency.
Extra Practice Builds Confidence and Success An additional 20 lessons that emphasize either speed or accuracy challenge you to improve at every level. Technique Drills provide extra practice to strengthen accuracy and techniques. Supplementary textbook drills provide reinforcement.
Timed Writings are always within easy reach. Error diagnostics tracks errors by row, finger, and reach and then provides drills to help reduce errors Corrective drills provide instant practice for immediate improvement
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Always Fresh, Always New The lessons are completely updated with an abundance of new documents and additional practice. Keyboarding Pro DELUXE 2 is fully integrated with the textbook.
Formats Now Checked Keyboarding Pro DELUXE 2 now checks formats and keystrokes, including commands such as fonts, alignment, spacing, merge, tables, and more.
Communication Skills Integrated Exercises apply the communication activities in Keyboarding Pro DELUXE 2
vii Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
viii
The Path to Learning Microsoft Word 2010 ®
Follow the highlighted Path of the Ribbon (Tab/Group/Command) to learn the relevant steps of new commands. Drills apply each new command; once again, apply the path.
Path introduced here
Path reinforced here
Troubleshooting helps you along the way by providing tips on difficult portions of the lesson.
Quick Check solutions let you know you’re on the right track.
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
College Keyboarding 18e: It Keeps Getting Better Keyboarding and Word Processing Essentials, 18e, Lessons 1–55 (978-0-538-49538-7)
Master the keyboarding and formatting skills most important for career success, including formatting business documents with Microsoft® Word 2010.
Advanced Word Processing, 18e, Lessons 56–110 (978-0-538-49540-0)
Ten modules emphasize memos and letters, advanced reports, mail merge, graphics, meeting documents, medical and legal documents, employment documents with advanced word processing commands. Includes two comprehensive projects.
Keyboarding Course with Keyboarding Pro 6 (111-1-42646-5)
The Keyboarding Course has 25 lessons, 29 pages of supplementary drills and timings, and numerous meaningful applications in communication skills, numeric keypad, and Web Computing. Keyboarding Pro 6 may be packaged with the textbook.
Keyboarding Pro DELUXE 2 Student License (978-0-840-05335-0)
Keyboarding Pro DELUXE 2 now checks document formats and fully supports Lessons 1–110.
Reviewers
To Our Teachers T h and d St Students
SHARON BREEDING
SHARON COOPER
Bluegrass Community and Technical College, Regency Campus Lexington, KY
Sullivan University Louisville, KY
KAREN CARPENTER
St. Louis Community College at Meramec St. Louis, MO
West Georgia Technical College-LaGrange West Campus LaGrange, GA
ALDENE FRICKS
CHRISTINE GREENE
Thank you for choosing our keyboarding materials. We have designed them to make it easy to teach and learn keyboarding, formatting, and Word 2010 skills. We hope they meet your needs and wish you much success in developing these valuable career skills.
Cuesta College San Luis Obispo, CA
Genesee Community College & Jamestown Community College Jamestown, NY
WENDY CONLEY
CORA NEWMAN
Your College Keyboarding authors Susie VanHuss Connie Forde Donna Woo
Learey Technical Center Tampa, FL
Technical College of the Lowcountry Beaufort, SC
www.collegekeyboarding.com
MARILYNE CLEEVES
ix Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Technology Tools Working for You
x
You are about to tap into the best print and digital tools available for keyboarding and word processing instruction. Quite simply, South-Western provides Tools that Work, tools that have prepared thousands of students for success in school and beyond. Following is a brief discussion of the technology tools that accompany College Keyboarding 18e, Lessons 1–120: •
Keyboarding Pro DELUXE 2
•
Web Reporter
•
Website Resources
KEYBOARDING PRO DELUXE 2 Keyboarding Pro DELUXE 2 is the perfect companion for either online or in-class keyboarding instruction. This all-in-one keyboarding and document processing software will launch either Microsoft Word 2010 or Word 2007; it is compatible with Windows 7, Windows Vista, or Windows XP. Keyboarding Pro DELUXE 2 includes 110 lessons focused on •
New key learning
•
Keypad lessons and timings
•
20 extra skill building lessons for improving either speed or accuracy
•
Timed Writings with error diagnostics
•
Drills customized to correct the pattern of errors each student experiences
•
Format and keystroke error checking
•
Videos of proper keyboarding techniques, Word 2010 commands, and tutorials for using Keyboarding Pro DELUXE 2
•
Multimedia review of communication skills and document formats with activities
M A I N ME NU The Main menu includes the primary tabs to use the software and navigation buttons to execute common commands. Lessons Lessons 1–25 teach the keys and build skill on the keyboard. You’ll see demonstrations of correct techniques and practice at least five different types of drills that are fun and keep you motivated. Drills are keyed both from the screen and from the textbook. The number of lessons available on the Lesson menu depends on the length of your course. A red checkmark appears after the lesson name when it is completed.
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Skill Building As soon as you know the alphabetic reaches, use the 20 accuracy or speed lessons to build fluency; see the Skill Building menu below. Speed and accuracy goals are individualized; e.g., in the 1' speed building drill below, each quarter-minute goal is marked in red. Use Technique Builder to practice the drills found in Skill Builders 1–5 in the textbook. Drill Practice recommends drills to correct the errors you make most frequently on Timed Writings. Review the Error Diagnostic Report for full details.
Timed Writings Easy access to all timings is available from the Timed Writings tab as well as from the lessons. Error Diagnostics tracks specific accuracy problems and then provides drills by row, by finger, or type to improve accuracy (Lesson 26 and beyond). Your 3–5 best and last 40 timings are reported on the Timed Writing Report.
References Videos reinforce the Word 2010 commands that are presented in each lesson. Communication Skills reviews 16 common language arts topics; each includes a pretest, posttest, rules, examples, and exercises to check understanding. Document Formats illustrate and review common document formats. Tutorials teach you to transfer your student record and troubleshoot issues. Keypad You will learn the numeric keypad by touch and build your skill. Timed writings build skill.
TECHNOLOGY TOOLS WORKING FOR YOU Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
xi
xii N A V I GATIO N The navigation buttons at the bottom of the Main menu execute common commands: Help for queries about the software. Word Processor for creating documents; it does not launch Word 2010. Send File for online students to upload files to the Web Reporter for the instructor. Web Reporter for viewing comments online from your instructor. Logout for quitting the program.
C R E A TING YOU R STU D E NT RE CORD Launch Keyboarding Pro DELUXE 2: From the Start menu, select Programs, then South-Western Keyboarding, and click Keyboarding Pro DELUXE 2 or Keyboarding Pro 6. Create your student record (one time only). The student record reflects your work. 1. Select New User from the Login screen. 2. Complete the required fields. Record your security question and answer; keep this information in a safe location. Non-distance learning class: Select your class from the Class drop-down menu. Ignore Class Code. Subsequently when logging in, select your name from the Log In screen and key your password. If you do not see your name, click the Folder icon; browse to locate your student record. (If you are creating the student record on a flash drive, see the User’s Guide or select Tutorials from the References tab from the main menu within the software for instruction.) Distance learning class: Leave the Class field empty. Copy and paste your Class Code to the Class Code field. •
Locate the document provided by your instructor with the Class Code.
•
Double-click the Class Code to select it. Right-click the Class Code and choose Copy.
•
Toggle (Alt + Tab) to the New Student dialog box and paste the Class Code in the Class Code field. To paste, right-click in the Class Code field, and choose Paste.
•
Click OK. The software will issue a Student ID.
If you create your student record at school, you will need to download it to your home computer. To download your student record to your home computer, click Locate on-line student from the Login screen and copy/paste in your Class Code and Student ID. This is a one-time process. Do not create a second student record. 3. Transfer your student record if appropriate. See the videos under References. •
To transfer your student record to a flash drive, use the Export command.
•
If you are using Web Reporter, select Yes when logging out to upload your work.
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
C O M PL E TING D OCU ME NTS IN WORD 2010 Beginning in Lesson 26, you will create documents in Word 2010. Follow the Standard Procedures when completing documents. Standard Procedures for Word Documents 1. Key and format the document following the textbook directions. 2. Proofread and verify formats. Preview for placement. 3. Check the document when you are completely satisfied. Mistakes will be counted and shown above each paragraph and errors will be highlighted. Formatting error are displayed in blue. 4. Select Display Error List for an explanation of each error. 5. Scroll to the bottom of the screen to view the report of errors, gwam, number of errors, etc. Print if directed by instructor.
Format errors display in a blue box; errors are numbered.
6. Click NEXT to move to the next application.
When you choose a word processing activity, the Document Options dialog box displays: Begin new document begins a new pass. Open existing document opens an activity so that you can can continue to work. Edits are numbered in sequential order (Edit 1, Edit 2, etc.). Print document without error report displays the document in Word format; errors are not marked. Print document with error report displays the checked document for printing. When selecting a word processing application from the Lessons menu, Word launches and the Document Toolbar displays in the upper-right corner. Back saves the document without checking it. Check compares your document to the solution, reports your results, and grades the document if appropriate. NOTE: A document must be 90 percent complete or it will not be checked. When the checked document displays, the Document Toolbar changes: Error List identifies the type of mistakes. Next takes the user to the next exercise without closing Word.
Back Check
Error Next List
TECHNOLOGY TOOLS WORKING FOR YOU Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
xiii
xiv Reports Numerous reports are available from the menu bar. Each report hyperlinks to a specific lesson or document. Instructors can view these same reports in Web Reporter or the Instructor Utility.
Web Reporter Web Reporter is an easy solution for online users to send assignments to the instructor. The relationship with the Web Reporter is established when you create your student record and paste in the Class Code. For best results when using Web Reporter, use a direct connection to the Web rather than a wireless connection. To use Web Reporter, you’ll need to re-enter various information you added when you created your student record. Log into Web Reporter to view comments from your instructor or grades posted to the various assignments or production tests.
To access Web Reporter, enter your user name, password, security question and answer, and e-mail.
Web Resources www.collegekeyboarding.com The website has several resources to enrich your experience, give you immediate feedback, and help you master the word processing concepts. From the website, choose College Keyboarding 18e, and then Lessons 1–120. Data files, organized by module, are available for download; simply click on the link, download, and unzip the file. If you are using Keyboarding Pro DELUXE 2, these files will open automatically; occasionally you will be directed to insert a file, in which case you will need to access the data files. Flash cards, chapter quizzes, practice quizzes, web links, and more are also provided to increase your engagement and help you master the course. These chapter resources are also available as a WebTutor Toolbox for use with Blackboard and WebCT, learning management systems.
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
E L E C T R O NIC MAIL Electronic mail (or e-mail) is a message sent by one computer user to another. E-mail was originally designed as an informal, personal way of communicating. However, it is now used extensively in business. For business use, e-mail should not be casual or informal. Business writers compose e-mail messages in two ways. First, the writer may compose the entire communication (or message) in the body of the e-mail. Second, the writer may compose a brief e-mail message and then attach electronic documents to it. Distribution of electronic documents via e-mail is a common business practice; these documents include many types of document formats, e.g., memos, letters, reports, contracts, worksheets, and presentations. It is important for the business writer to recognize the importance of attractive and acceptable formats of all documents, including e-mail messages. Using e-mail requires an e-mail program, an e-mail address, and access to the Internet. Address e-mail carefully. Key and check the address of the recipient, and always supply a subject line. Also, key the e-mail address of anyone who should receive a copy of the e-mail. Format the body of an e-mail single-spaced; double-space between paragraphs. Do not indent paragraphs. Limit the use of bold, italics, and uppercase. For business use, avoid abbreviations and emoticons (e.g., BTW for by the way or ;- for wink). Attach electronic documents to an e-mail message using the attachment feature of the e-mail program. The attached file can then be opened and edited by the recipient.
C R E A TE AN E - MAIL ACCOU NT If you do not have an e-mail account, several companies provide free e-mail service. The following directions can be used to create a Hotmail account: 1. Use an Internet browser to go to www.hotmail.com. 2. If you do not have a Hotmail account, click the Sign up button and key the information to set up your e-mail account.
TECHNOLOGY TOOLS WORKING FOR YOU Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
xv
xvi US E E- MAIL TO SE ND A D OCU ME NT The process of sending a document via e-mail is simple. You can create, format, and edit the document in Word; when you are ready to send the document, use the Send Using E-mail command and choose to send the document as an attachment. Your e-mail screen opens with the Word file as an attachment. Microsoft Word must be on the receiver’s computer to open your document. If the receiver does not have Word, or if you do not want the reader to be able to edit your document, you can choose to send the attachment in PDF or XPS format. Word will save the document in the PDF or XPS format and then attach a copy to your e-mail. If you save the document on a web server, such as SkyDrive, you can use the option to Send a Link. This creates an e-mail and places a link to the saved file on the web server; the recipient clicks the link to open the file. Word provides five options for sending documents you create as an e-mail:
Send as Attachment
An e-mail message is created with a copy of the document as an attachment.
Send a Link
The document must be saved to a web server before this option becomes available. This creates an e-mail message with a link to the document.
Send as PDF
Word saves a PDF version of the document and then creates an e-mail with the PDF attachment.
Send as XPS
Saves an XPS version of the document and then creates an e-mail with the XPS attachment. (XPS format is similar to PDF but not as widely used.)
Send as Internet Fax
You must subscribe to an Internet fax service before using this option. Word sends the document to that service for faxing.
To use e-mail to send a document: File/Save & Send/Send Using E-mail 1. Key the document and save it. 2. Follow the path to display options for sending the e-mail, such as Send as Attachment. Select one of the options. 3. Your e-mail program opens a new message, with the document name listed as an attachment and also in the Subject line. If you selected the Send a Link option, the link is displayed in the e-mail message box. 4. Key the address of the person to whom you are sending the e-mail; key your message. 5. Send the e-mail.
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Level
1 DEVELOPING KEYBOARDING SKILL
© iSTOCK: BACKGROUND, PAWEL GAUL; IMAGE, LEV DOLGATSHJOV
Learning Outcomes Keyboarding
Communication Skills
+ To key the alphabetic and numeric keys by touch. + To develop good keyboarding techniques. + To key fluently—at least 25 words per minute. + To develop reasonable accuracy.
+ To develop proofreading skills. + To apply proofreaders’ marks and revise text.
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Keyboarding Assessment/Placement WARMUP KEY YBOARDING PRO O DELUXE 2
Warmup
1. Open Keyboarding Pro.
alphabet 1
2. Go to the Word Processor by clicking the .
2 3
3. Key each line twice. Tap ENTER after each group of lines.
figures 4 5 6
4. Close the document by clicking X in the upperright corner.
easy 7 8 9
Max quietly promised a very big gift for the jazz club next week. Zack worked on five great projects and quickly became the expert. Jack Meyer analyzed the data by answering five complex questions. The invoice dated 9/28/11 was for $17,493.56; it is due 10/24/11. Our dinner on 6/25/11 cost $432.97 plus 18% tip totaling $510.90. The 3 invoices (#49875, #52604, and #137986) totaled $379,912.46. Pam may go with me to town to work for the auditor if he is busy. Jan and six girls may go to the lake to sit on the dock and fish. My neighbor may tutor the eight girls on the theory and problems.
LA
ALL LE TTE RS
Timed Writing 1. From the main screen, click the Timed Writings tab.
2. Choose 3' as the length. Choose pretest from the list of writings. 3. Tap TAB to begin. Key from the textbook. 4. Repeat the timing for 3'. 5. Your results will be displayed in the Timed Writing Report, which is available on the menu bar.
gwam 1' 3'
Most businesses want to be seen as good citizens. Working with
13
4
the arts is one way in which they can give back to the community
26
9
in which they operate. It is easy to support the arts because most
39 13
people believe that a vibrant arts program is key to the quality of
53 18
life for local citizens. Quality of life is a major factor in recruiting
68 23
new employees.
71 24
Most art groups are nonprofits that provide tax benefits to those
13 28
who give to them. A business may give money, services, or products,
27 33
or it may sponsor an event. Sponsoring an event is not the same
40 37
as making a gift. The business receives a public relations benefit
54 42
by having its name linked with the event, whereas a gift may have
67 46
no obvious benefit. Both forms help the arts.
76 49
A business may also support the arts by buying and displaying
13 53
art in its facilities. Some choose to use the art of local artists, while
27 58
others buy high-quality art from well-known artists.
The former
40 63
The latter may bring
53 67
helps to build a good local art community.
recognition to the business for the quality of its artwork. 1' | 3' |
1
|
2 1
|
KEYBOARDING ASSESSMENT/PLACEMENT
3
| |
4
|
5 2
|
6
| |
7
|
8 3
|
9
| |
10
|
66 71 11 4
|
12
MODULE 1
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
| |
2
MODULE
1
Alphabetic Keys LEARNING OUTCOMES
1a
Home-Row Position and Space Bar
1. Open Keyboarding Pro and create your student record.
Home Row, Space Bar, Enter, I
HO ME - R O W POSITION 1. Drop your hands to your side. Allow your fingers to curve naturally. Maintain this curve as you key.
2. Go to the Word Processor. (The will appear next to exercises keyed in the Word Processor in Lessons 1–25.)
2. Lightly place your left fingers over the a s d f and the right fingers over the j k l ;. You will feel a raised element on the f and j keys, which will help you keep your fingers on the home position. You are now in home-row position.
3. Practice the steps at the right until you can place your hands in home-row position without watching.
S P A C E B AR AND E NTE R
4. Key the drills at the bottom of the page several times. 5. Continue to the next page; keep the document on your screen.
Tap the Space Bar, located at the bottom of the keyboard, with a down-and-in motion of the right thumb to space between words. Enter
Reach with the fourth (little) finger of the right hand to ENTER. Tap it to return the insertion point to the left margin. This action creates a hard return. Use a hard return at the end of all drill lines. Quickly return to home position (over ;).
Key these lines
a s d f a s d f
LESSON 1
SPACE SPACE
HOME ROW, SPACE BAR, ENTER, I
j k l ; j k l ;
ENTER
© CENGAGE LEARNING
Lesson 1
© CENGAGE LEARNING
Lessons 11–13
• Key the alphabetic keys by touch. • Key using proper techniques. • Key at a rate of 14 gwam or more.
Alphabetic and Basic Punctuation Keys Review
© CENGAGE LEARNING
Lessons 1–10
ENTER
MODULE 1
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
3
New Keys 1b
Procedures for Learning New Keys
Apply these steps each time you learn a new key.
STANDARD PLAN
for Learning New Keyreaches
1. Find the new key on the illustrated keyboard. Then find it on your keyboard. 2. Watch your finger make the reach to the new key a few times. Keep other fingers curved in home position. For an upward reach, straighten the finger slightly; for a downward reach, curve the finger a bit more. 3. Repeat the drill until you can key it fluently.
1c
Home Row
4 a
1. The Word Processor should be open.
2 3d1 s f
! 1
~ `
Q
Tab Caps Lock
2. Key lines 1–9 once. Tap ENTER once at the end of each line and twice to double-space (DS) between 2-line groups.
@ 2
# 3
W
A
E
S Z
Shift
$ 4
Control
% 5
R
D X
^ 6
T
F C
& 7
Y
G V
* 8
B
I
U
H
J N
_ -
) 0
O K <
{ [ : ;
>
,
M
+ =
P
L
Space Bar
Alt
.
Backspace } ]
|
\
“ ‘ ? /
Enter Shift
Alt
Left Fingers
3. Keep the document on your screen.
( 9
Control
Right Fingers
Tap Space Bar once. 1 2
fff ddd
jjj kkk
fjf dkd
fff ddd
jjj kkk
fjf dkd
fjf dkd
jfj kdk
jfj kdk
fjf dkd
Tap ENTER twice to DS 3 4
sss aaa
lll ;;;
sls a;a
sss aaa
lll ;;;
sls a;s
sls a;a
lsl ;a;
lsl ;a;
sls a;a DS
5 6
ff ss
jj ll
ff ss
jj ll
fj sl
fj sl
fj sl
dd aa
kk ;;
dd aa
kk ;;
dk a;
dk a;
dk a; DS
7 8
1d
9
f j d k s l a ; ff jj dd kk ss ll aa ;; fff jjj ddd kkk sss lll aaa jjj ;;;
i
© CENGAGE LEARNING
1. Apply the standard plan for learning the letter i. 2. Key lines 10–12 in the Word Processor. Keep fingers curved. Repeat until you can key it fluently. 3. Click X in the upperright corner of your screen to exit the Word Processor. You will be at the Main menu of Keyboarding Pro.
LESSON 1
10 11 12
i ik ik ik is is id id if if ill i ail did kid lid i ik aid ail did kid lid lids kids ill aid did ilk id aid aids laid said ids lid skids kiss disk dial
HOME ROW, SPACE BAR, ENTER, I
MODULE 1
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
4
1e
STANDARD PLAN
Lesson 1 from Software
Read the information at the right. Then do Lesson 1 from Keyboarding Pro.
for Using Keyboarding Pro
1. Select the Lessons tab. Select a lesson from the drop-down list or key the lesson number (Figure 1-1). 2. The first activity is displayed automatically. Follow the directions on screen. Key from the screen. The software will move automatically to the next activity. Active Exercise
Figure 1-1 Fi 1 1 LLesson M Menu
Activity tabs
Figure Fi 1-2 1 2 LLesson 1 1: LLearn H Home R Row and di
3. Key the Textbook Keying activity from the textbook (lines 13–18 below). Click the Stop button to end the activity. 4. Figure 1-3 shows the Lesson Report. A check mark next to the exercise indicates that it is completed. 5. You may print your Lesson Report and view the Performance Graph. 6. From the Main menu, select the Logout button to quit the program. You may choose to transfer your file to another location or send your student record to the Web Reporter.
1f
Textbook Keying
1. Key each line once; do not key the numbers. Tap ENTER at the end of each line. Keep your eyes on the book. 2. Click the Stop button to end the activity.
13 14 15 16 17 18
a a; al ak j ja js jd a; sl a;sl a; sl a;sl f ff j jj d afj; a s d
aj s s; sl sk sj d d; dl dk dj jf k ka ks kd kf l la ls ld lf dkfj a;sl dkfj a;sldkfj asdf jk dk fj dkfj a;sl dkfj fkds;a; fj dd k kk s ss l ll a aa ; ;; fj f j k l ; asdf jkl; fdsa jkl; Figure 1-3 Lesson Report Screen
1g
End the Lesson
1. Follow steps 5 and 6 above to print the Lesson Report, send your files to the Web Reporter, and exit the software.
Send file Print report Graph Speed
2. Clean up your work area.
LESSON 1
HOME ROW, SPACE BAR, ENTER, I
MODULE 1
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
5
Lesson 1R
Review
WARMUP
Warmup
Getting Started 1. Start Keyboarding Pro. 2. Select your name and key your password. Click OK. 3. Select Lesson 1R. 4. Key each exercise as directed in the software.
1Ra
Textbook Keying
1. Key each line once. Tap ENTER twice to double space (DS) between 2-line groups. 2. Try to keep your eyes on the book the entire time you key. 3. Tap ESC or click Stop to end the exercise.
Skill Building 1Rb
Keyboard Review
Key these lines from the software screen as directed.
© CENGAGE LEARNING
KEY YBOARDING PRO O DELUXE 2
Tab Caps Lock Shift
Fingers curved and upright
1. From the Main Menu, click the Logout button.
S Z
D X
Alt
R
^ 6
T
F C
& 7
Y
G V
* 8
U
H B
( 9
I J
N
Space Bar
O K
M
_ -
) 0
+ = { [
P : ;
L <
>
,
.
Backspace } ]
“ ‘ ? /
Alt
|
\ Enter Shift
Control
Tap ENTER twice to DS. 3 4
fj dk sl a; fjdksla; jfkdls;a ;a ;s kd j f j fjf d k dkd s l sls a ; fj dk sl a;a DS
5 6
7 8 9
12 13
3. If necessary, click Yes to transfer your student record to another location.
16
REVIEW
A
E
% 5
s ; s;s ;; s; s; s; aa ;; aa ;; a; a; a;
14
LESSON 1R
W
$ 4
2
2. If instructed, click Yes to send your record to the Web Reporter.
4. Exit the software; clean up your work area.
Q
# 3
f j fjf jj fj fj jf dd kk dd kk dk dk dk
11
End the Lesson
Control
@ 2
1
10
1Rc
! 1
~ `
15
17 18
a; al ak aj s s; sl sk sj d d; dl dk djd ja js jd jf k ka ks kd kf l la ls ld lfl
f fa fad s sa sad f fa fall fall l la lad s sa sad a as ask a ad add j ja jak f fa fall; ask; add jak ik ki ki ik is if id il ij ia ij ik is if ji id ia is il ill sill dill fill sid lid ail lid slid jail if is il kid kids ill kid if kids; if a kid is ill is id if ai aid jaks lid sid sis did ail; if lids; a lass; ask dad; lads ask dad; a fall; fall salads as a fad; ask a lad; a lass; all add; a kid; skids as asks did disk ail fail sail ails jail sill silk ask dad; dads said; is disk; kiss a lad; salad lid aid a lad; if a kid is; a salad lid; kiss sad dads as ad all ask jak lad fad kids ill kill fall disks
MODULE 1
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
6
Lesson 2
E and N
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/2a Warmup
1. Open Keyboarding Pro.
1
2. Locate your student record.
2
3. Select Lesson 2.
3 4
ff dd ss aa ff dd ss aa jj kk ll ;; fj dk sl a; a; fj dk sl a; fjdksla; a;sldkfj fj dk sl a; fjdksla; aa ss dd ff jj kk ll ;; aa ss dd ff jj kk ll ;; a; if a; as is; kids did; ask a sad lad; if a lass is
New Keys
! 1
~ `
2b
E and N
Tab Caps Lock
Key each line once; DS between groups.
Shift
@ 2
Q
W
A Z
© CENGAGE LEARNING
5 6 7
8
© CENGAGE LEARNING
10
11 12
2c
15
14
16 17
20
Alt
V
H B
I J
N
Space Bar
O K
M
_ -
) 0
+ = { [
P : ;
L <
>
,
.
Backspace } ]
“ ‘ ? /
Alt
|
\ Enter Shift
Control
e ed ed led led lea lea ale ale elf elf eke eke ed e el el eel els elk elk lea leak ale kale led jell e ale kale lea leak fee feel lea lead elf self eke n nj nj an an and and fan fan and kin din fin land n an fan in fin and land sand din fans sank an sin n in ink sink inn kin skin an and land in din dink den end fen if in need; and sand; a an idea; an
ken dean dens ales fend fens keen knee feel ill; as an end; a lad and a lass; keen idea; as a sail sank; is in jail; end; a lake; a nail; a jade; a dean is
if a lad; is a sad fall
Reach with little finger; tap Enter key quickly; return finger to home key.
if a lass did ask ask a lass; ask a lad a;sldkfj a;sldkfj a;sldkfj a; sl dk fj fj dk sl a; a;sldkfj DS
22
E AND N
C
G
U
( 9
DS 19
21
LESSON 2
X
F
Y
* 8
Tap ENTER twice to DS 18
Keep your eyes on the textbook copy.
D
T
& 7
all reaches learned
13
TECHNIQUE TIP
R
^ 6
n
n Reach down with right first finger.
Key each line once; DS between groups.
% 5
e
9
Textbook Keying
$ 4
E
S
Control
e Reach up with left second finger.
# 3
i ik ik if if is is kid skid did lid aid laid said ik kid ail die fie did lie ill ilk silk skill skid MODULE 1
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
7
Skill Building 2d
Reinforcement
Key each line once; concentrate on what you are keying.
23
ik ik ik if is il ik id is if kid did lid aid ails
24
did lid aid; add a line; aid kids; ill kids; id is n
25 26
nj nj nj an an and and end den ken in ink sin skin jn din sand land nail sank and dank skin sans sink e
27 28
el els elf elk lea lead fee feel sea seal ell jell el eke ale jak lake elf els jaks kale eke els lake all reaches
29 30 31
2e
32
End the Lesson
dine in an inn; fake jade; lend fans; as sand sank in nine inns; if an end; need an idea; seek a fee; if a lad; a jail; is silk; is ill; a dais; did aid adds a line; and safe; asks a lass; sail in a lake
1. If appropriate, send your student record to the Web Reporter. 2. Exit the software; clean up your work area.
WORKPLACE SUCCESS W
© ULTRA.F/JUPITERIMAGES
Keyboarding: The Survival Skill
LESSON 2
E AND N
Keyboarding is a valuable and necessary skill for everyone in this technological world. It is an expected tool for effective communication throughout one’s life. Students who resort to “hunting and pecking” to key their school assignments are constantly searching for the correct letter on the keyboard. Frustration abounds for students who wish to key their research report into the computer, but do not have the touch keyboarding skills required to accomplish the task quickly and proficiently. Students who can key by touch are much more relaxed because they can keep their eyes on the screen and concentrate on text editing and composing. Some people claim that voice-activated computers will replace the need for keyboarding. Voice activation currently works best in conjunction with keyboarding. The first draft of a document can be inputted using voice; the draft is then edited using the keyboard. Together, this process can greatly speed work performance.
MODULE 1
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
8
Lesson 3
Review
WARMUP
Lessons/3a Warmup
Key each line at a steady pace; tap and release each key quickly. Key each line again at a faster pace.
Tab Caps Lock Shift Control
home
1
n
2
i
3
all
4
Skill Building 3b
Textbook Keying
Key each line once. DS between groups.
5 6 7 8
Lines 9–12: Think and key phrases. Do not key the vertical rules separating the phrases.
9 10 11
W
A
E
S Z
$ 4
% 5
R
D X
Alt
^ 6
T
F C
& 7
Y
G V
* 8
U
H B
( 9
I J
N
_ -
) 0
O K
: ;
L >
,
Space Bar
{ [
P
<
M
+ =
.
Backspace } ]
“ ‘ ? /
Alt
|
\ Enter Shift
Control
ad ads lad fad dad as ask fa la lass jak jaks alas an fan and land fan flan sans sand sank flank dank is id ill dill if aid ail fail did kid ski lid ilk ade alas nine else fife ken; jell ink jak inns if;
if is as an ad el and did die eel fin fan elf lens as ask and id kid and ade aid eel feel ilk skis an ail fail aid did ken ale led an flan inn inns alas eel eke nee kneel did kids kale sees lake elf fled Tap ENTER twice
el el|id id|is is|eke eke|lee lee|ale ale|jill jak is if|is a|is a|a disk|a disk|did ski|did ski|is a sell a|sell a|sell a sled|fall fad|fall fad|fad is sees a lake|sees a lake|as a deal|sell sled|a sale home row: fingers curved and upright
Technique Practice 13 14
TECHNIQUE TIP Reach with the little finger; tap Enter key quickly; return finger to home key.
Q
# 3
easy phrases
12
Key each line once.
@ 2
easy words
Lines 5–8: Think and key words. Make the space part of the word.
3c
! 1
~ `
© CENGAGE LEARNING
KEY YBOARDING PRO O DELUXE 2
jak lad as lass dad sad lads fad fall la ask ad as asks add jaks dads a lass ads flak adds sad as lad upward reaches: straighten fingers slightly; return quickly to home position
15 16
fed die led ail kea lei did ale fife silk leak lie sea lid deal sine desk lie ale like life idea jail double letters: don’t hurry when stroking double letters
17 18
LESSON 3
REVIEW
fee jell less add inn seek fall alee lass keel all dill dell see fell eel less all add kiss seen sell MODULE 1
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
9
3d
phrases (think and key phrases)
Rhythm Builder
Think and key phrases. Do not key the vertical rules separating the phrases.
19 20 21 22 23
3e
Textbook Keying
Key each line once; DS between 2-line groups.
if if|is is|jak jak|all all|did did|nan nan|elf elf as a lad| ask dad| fed a jak| as all ask| sales fad sell a lead|seal a deal|feel a leaf|if a jade sale is a|is as if|a disk|aid all kids|did ski|is a silk
© CENGAGE LEARNING
24
and and land land el el elf elf self self ail nail as as ask ask ad ad lad lad id id lid lid kid kids
! 1
~ ` Tab Caps Lock Shift Control
@ 2
Q
# 3
W
A
E
S Z
% 5
R
D X
Alt
$ 4
T
F C
^ 6
Y
G V
& 7
* 8
U
H B
( 9
I J
N
Space Bar
O K
M
_ -
) 0
+ = { [
P : ;
L <
>
,
.
Backspace } ]
“ ‘ ? /
Alt
|
\ Enter Shift
Control
TECHNIQUE TIP Tap keys quickly. Tap the Space Bar with down-and-in motion. Tap Enter with a quick flick of the little finger.
reach review 25 26
ea sea lea seas deal leaf leak lead leas flea keas as ask lass ease as asks ask ask sass as alas seas DS
27 28
sa sad sane sake sail sale sans safe sad said sand le sled lead flee fled ale flea lei dale kale leaf DS
29 30
3f
Timed Writing
1. Key lines 35–38 for 1'. If you finish before time is up, repeat the lines. 2. Practice the remaining lines in the game. 3. End your lesson. 4. Clean up your work area.
31 d/e 32 33 n/a 34 35 e/n 36 37 all reaches 38
LESSON 3
REVIEW
jn jn nj nj in fan fin an; din ink sin and inn an; de den end fen an an and and ken knee nee dean dee
den end fen ken dean dens ales fend fens keen knee a deed; a desk; a jade; an eel; a jade eel; a dean an an in in and and en end end sane sane sand sand a land; a dean; a fan; a fin; a sane end; end land el eel eld elf sell self el dell fell elk els jell in fin inn inks dine sink fine fins kind line lain an and fan dean elan flan land lane lean sand sane sell a lead; sell a jade; seal a deal; feel a leaf MODULE 1
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
10
Lesson 4
Left Shift, H, T, Period
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/4a Warmup
Key each line twice. Keep eyes on copy.
New Keys 4b
Left
Shift
and h
Key each line once.
home row
1
e/i/n
2
all reaches
3
easy
4
al as ads lad dad fad jak fall lass asks fads all; ed ik jn in knee end nine line sine lien dies leis see a ski; add ink; fed a jak; is an inn; as a lad an dial id is an la lake did el ale fake is land a
Follow the “Standard Procedures for Learning New Keyreaches” on p. 4 for all remaining reaches.
! 1
~ ` Tab Caps Lock Shift
© CENGAGE LEARNING
Control
left shift Reach down with left fourth (little) finger; shift, tap, release.
5 6 7
8
© CENGAGE LEARNING
10
A
E
S Z
R
D X
Alt
% 5
^ 6
T
F C
& 7
Y
G V
* 8
U
H B
( 9
I J
N
Space Bar
O K
M
_ -
) 0
+ = { [
P : ;
L <
>
,
.
Backspace } ]
“ ‘ ? /
Alt
|
\ Enter Shift
Control
J Ja Ja Jan Jan Jane Jana Ken Kass Lee Len Nan Ned and Ken and Lena and Jake and Lida and Nan and Ida Inn is; Jill Ina is; Nels is; Jen is; Ken Lin is a
h hj hj he he she she hen aha ash had has hid shed h hj ha hie his half hand hike dash head sash shad aha hi hash heal hill hind lash hash hake dish ash all reaches learned
11 12 13
4c
14 15 16 17
LESSON 4
W
$ 4
h
h Reach to leftt with right first finger.
Key the drill once: Strive for good control.
Q
# 3
left shift
9
Textbook Keying
@ 2
Nels Kane and Jake Jenn; she asked Hi and Ina Linn Lend Lana and Jed a dish; I fed Lane and Jess Kane I see Jake Kish and Lash Hess; Isla and Helen hike
he she held a lead; she sells jade; she has a Ha Ja Ka La Ha Hal Ja Jake Ka Kahn La Ladd Ha Hal leads; Jeff led all fall; Hal has a safe Hal Hall heads all sales; Jake Hess asks less
LEFT SHIFT, H, T, PERIOD
MODULE 1
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
sale Hall lead fee; 11
4d
t
and .
Period: Space once after a period that follows an initial or an abbreviation. To increase readability, space twice after a period that ends a sentence.
(period)
Key each line once.
© CENGAGE LEARNING
18 19 20
Caps Lock Shift Control
Q
# 3
W
A
E
S Z
% 5
R
D X
Alt
$ 4
^ 6
T
F C
& 7
Y
G V
* 8
U
H B
( 9
I J
N
Space Bar
O K
M
_ -
) 0
+ = { [
P : ;
L <
>
,
.
Backspace } ]
“ ‘ ? /
Alt
|
\ Enter Shift
Control
t tf tf aft aft left fit fat fete tiff tie the tin tf at at aft lit hit tide tilt tint sits skit this hat kit let lit ate sit flat tilt thin tale tan at
© CENGAGE LEARNING
. (period)
.l .l l.l fl. fl. L. L. Neal and J. N. List hiked.
22
Hand J. H. Kass a fan. Jess did. I need an idea. Jane said she has a tan dish; Jae and Lee need it. all reaches learned
24 25 26
Skill Building reach review
Reinforcement
Key with control; concentrate as you practice the new reaches.
21
23
. (period) Reach down with right third finger.
27 28 29
h/e 30 31 i/t 32 33 shift 34 35
TECHNIQUE TIP Tap Enter without pausing or looking up from the copy.
36 enter 37 38
LESSON 4
Tab
@ 2
t
t Reach up with left first finger.
4e
! 1
~ `
I did tell J. K. that Lt. Li had left. He is ill. tie tan kit sit fit hit hat; the jet left at nine. I see Lila and Ilene at tea. Jan Kane ate at ten.
tf .l hj ft ki de jh tf ik ed hj de ft ki l. tf ik elf eel left is sis fit till dens ink has delt ink he he heed heed she she shelf shelf shed shed she he has; he had; he led; he sleds; she fell; he is it is if id did lit tide tide tile tile list list it is; he hit it; he is ill; she is still; she is Hal and Nel; Jade dishes; Kale has half; Jed hides Hi Ken; Helen and Jen hike; Jan has a jade; Ken is Nan had a sale. He did see Hal. Lee has a desk. Ina hid a dish.
LEFT SHIFT, H, T, PERIOD
MODULE 1
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
12
Lesson 5
R, Right Shift, C, O
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/5a Warmup
Key each line twice.
home keys
1
t/h/i/n
2
left shift/.
3
all reaches
4
a; ad add al all lad fad jak ask lass fall jak lad the hit tin nit then this kith dint tine hint thin I need ink. Li has an idea. Hit it. I see Kate. Jeff ate at ten; he left a salad dish in the sink.
New Keys 5b
r
and Right
! 1
~ ` Tab
Shift
Caps Lock
Key each line once.
Shift
© CENGAGE LEARNING
Control
Q
# 3
W
A
E
S Z
% 5
R
D X
Alt
$ 4
^ 6
T
F C
& 7
Y
G V
* 8
U
H B
( 9
I J
N
Space Bar
O K
M
_ -
) 0
+ = { [
P : ;
L <
>
,
.
Backspace } ]
“ ‘ ? /
Alt
|
\ Enter Shift
Control
r 5 6 7
r Reach up with left first finger.
r rf rf riff riff fir fir rid ire jar air sir lair rf rid ark ran rat are hare art rant tire dirt jar rare dirk ajar lark rain kirk share hart rail tart right shift
© CENGAGE LEARNING
8
right shift Reach down with right fourth finger; shift, tap, release.
9 10
D D Dan Dan Dale Ti Sal Ted Ann Ed Alf Ada Sid Fan and Sid and Dina and Allen and Eli and Dean and Ed Ed Dana; Dee Falk; Tina Finn; Sal Alan; Anna Deeds all reaches learned
11 12 13
Textbook Keying
14
Key each line once; DS between 2-line groups.
15
5c
@ 2
Jane and Ann hiked in the sand; Asa set the tents. a rake; a jar; a tree; a red fire; a fare; a rain; Fred Derr and Rai Tira dined at the Tree Art Fair. ir ir ire fir first air fair fire tire rid sir fir jar tar fir flit rill till list stir dirt fire DS
16 17
Feral is ill. Dan reads. Dee and Ed Finn see Dere. All is still as Sarah and I fish here in the rain. DS
18 19
LESSON 5
R, RIGHT SHIFT, C, O
I still see a red ash tree that fell in the field. Lana said she did sail her skiff in the dark lake. MODULE 1
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
13
5d
! 1
~ `
c and o
Tab
Key each line once.
Caps Lock Shift Control
@ 2
Q
# 3
W
A
E
S Z
% 5
R
D X
Alt
$ 4
^ 6
T
F C
& 7
Y
G V
* 8
U
H B
( 9
I J
N
Space Bar
O K
M
_ -
) 0
+ = { [
P : ;
L <
>
,
.
Backspace } ]
“ ‘ ? /
Alt
|
\ Enter Shift
Control
© CENGAGE LEARNING
c 20 21 22
c Reach down with left second finger.
c c cd cd cad cad can can tic ice sac cake cat sic clad chic cite cheek clef sick lick kick dice rice call acid hack jack lack lick cask crack clan cane o
23
© CENGAGE LEARNING
24 25
o ol ol old old of off odd ode or ore oar soar one ol sol sold told dole do doe lo doll sol solo odor onto door toil lotto soak fort hods foal roan load all reaches learned
26 27
o Reach up with right third finger.
28
Carlo Rand can call Rocco; Cole can call Doc Cost. Trina can ask Dina if Nick Corl has left; Joe did. Case sent Carole a nice skirt; it fits Lorna Rich.
Skill Building 29
5e
Keyboard Reinforcement
o/r 30
Key each line once; key at a steady pace. Strive for control.
31 i/t 32
TECHNIQUE TIP Reach up without moving hands away from your body. Use quick keystrokes.
33 e/n 34 35 c/o 36 37 all reaches 38 39
LESSON 5
R, RIGHT SHIFT, C, O
or or for for nor nor ore ore oar oar roe roe sore a rose|her or|he or|he rode|or for|a door|her doll is is tis tis it it fit fit tie tie this this lits it is|it is|it is this|it is this|it sits|tie fits en en end end ne ne need need ken ken kneel kneels lend the|lend the|at the end|at the end|need their ch ch check check ck ck hack lack jack co co cones the cot|the cot|a dock|a dock|a jack|a jack|a cone Jack and Rona did frost nine of the cakes at last. Jo can ice her drink if Tess can find her a flask. Ask Jean to call Fisk at noon; he needs her notes.
MODULE 1
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
14
Lesson 6
W, Comma, B, P
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/6a Warmup
Key each line twice; avoid pauses.
home row
1
o/t
2
c/r
3
all reaches
4
ask a lad; a fall fad; had a salad; ask a sad jak; to do it; to toil; as a tot; do a lot; he told her cots are; has rocks; roll cot; is rich; has an arc Holt can see Dane at ten; Jill sees Frank at nine.
New Keys 6b
w and ,
(comma)
Comma: Space once after a comma.
! 1
~ ` Tab
Key each line once.
Caps Lock Shift
© CENGAGE LEARNING
Control
5 6 7
W
A
E
S Z
% 5
R
D X
Alt
$ 4
^ 6
T
F C
& 7
Y
G V
* 8
U
H B
( 9
I J
N
Space Bar
O K
M
_ -
) 0
+ = { [
P : ;
L <
>
,
.
Backspace } ]
“ ‘ ? /
Alt
|
\ Enter Shift
Control
w ws ws was was wan wit low win jaw wilt wink wolf sw sw ws ow ow now now row row own own wow wow owe to sew; to own; was rich; was in; is how; will now , (comma)
8
© CENGAGE LEARNING
9
, (comma) Reach down with right second finger.
Textbook Keying
Key each line once.
10
11 12 13
14 15
17 18
W, COMMA, B, P
k, k, k, irk, ilk, ask, oak, ark, lark, jak, rock, skis, a dock, a fork, a lock, a fee, a tie, a fan, Jo, Ed, Ted, and Dan saw Nan in a car lift; a kit all reaches learned
16
LESSON 6
Q
# 3
w
w Reach up with left third finger.
6c
@ 2
Win, Lew, Drew, and Walt will walk to West Willow. Ask Ho, Al, and Jared to read the code; it is new. The window, we think, was closed; we felt no wind.
walk wide sown wild town went jowl wait white down a dock, a kit, a wick, a lock, a row, a cow, a fee Joe lost to Ron; Fiji lost to Cara; Don lost to Al Kane will win; Nan will win; Rio will win; Di wins Walter is in Reno; Tia is in Tahoe; then to Hawaii MODULE 1
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
15
6d
b
! 1
~ `
and p
Tab
Key each line once.
Caps Lock Shift Control
© CENGAGE LEARNING
19 20 21
22
© CENGAGE LEARNING
24
A
E
S Z
R
D X
Alt
% 5
^ 6
T
F C
& 7
Y
G V
* 8
U
H B
( 9
I J
N
Space Bar
O K
M
_ -
) 0
+ = { [
P : ;
L <
>
,
.
Backspace } ]
“ ‘ ? /
Alt
|
\ Enter Shift
Control
bf bf bf biff fib fib bib bib boa boa fib fibs rob bf bf bf ban ban bon bon bow bow be be rib rib sob a dob, a cob, a crib, a lab, a slab, a bid, a bath
25 26 27
Skill Building reach review
Keyboard Reinforcement
Key each line once; key at a steady pace.
28 29 30
s/w 31 32 b/p 33
Speed Builder
34
Key each line twice. Work for fluency.
35
all reaches
36 37 38 39
W, COMMA, B, P
p; p; pa pa; pal pal pan pan pad par pen pep paper pa pa; lap lap; nap nap; hep ape spa asp leap clap a park, a pan, a pal, a pad, apt to pop, a pair of all reaches learned
p Reach up with right fourth (little) finger.
LESSON 6
W
$ 4
p
23
6f
Q
# 3
b
b Reach down with left first finger.
6e
@ 2
Barb and Bob wrapped a pepper in paper and ribbon. Rip, Joann, and Dick were all closer to the flash. Bo will be pleased to see Japan; he works in Oslo.
ki kid did aid lie hj has has had sw saw wits will de dell led sled jn an en end ant hand k, end, kin ws ws lows now we shown win cow wow wire jowl when Wes saw an owl in the willow tree in the old lane. bf bf fib rob bid ;p p; pal pen pot nap hop cap bp Rob has both pans in a bin at the back of the pen.
to do|can do|to bow|ask her|to nap|to work|is born for this|if she|is now|did all|to see|or not|or if Dick owns a dock at this lake; he paid Ken for it. Jane also kept a pair of owls, a hen, and a snake. Blair soaks a bit of the corn, as he did in Japan. I blend the cocoa in the bowl when I work for Leo. MODULE 1
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
16
Lesson 7
Review
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/7a Warmup
Key each line twice; begin new lines promptly.
! 1
~ ` Tab
© CENGAGE LEARNING
Caps Lock
Skill Building 7b
Textbook Keying
Key each line once; DS between 3-line groups.
Shift Control
all
1
home
2
1st row
3
3rd row
4
5 6 7
9 10
Textbook Keying
Key each line once; DS between 3-line groups.
Q
# 3
W
A
E
S Z
% 5
R
D X
Alt
$ 4
^ 6
T
F C
& 7
Y
G V
* 8
I
U J
H B
( 9
N
Space Bar
O K
M
_ -
) 0
+ = { [
P : ;
L <
>
,
.
Backspace } ]
“ ‘ ? /
Alt
|
\
Enter Shift Control
We often can take the older jet to Paris and back. a; sl dk fj a;sl dkfj ad as all ask fads adds asks Ann Bascan and Cabal Naban nabbed a cab in Canada. Rip went to a water show with either Pippa or Pia.
ws ws was was wan wan wit wit pew paw nap pop bawl bf bf fb fb fob fob rib rib be be job job bat back p; p; asp asp pan pan ap ap ca cap pa nap pop prow DS
8
7c
@ 2
words 11 phrases 12 sentences 13
Barb and Bret took an old black robe and the boot. Walt saw a wisp of white water renew ripe peppers. Pat picked a black pepper for the picnic at Parks.
a an pan so sot la lap ah own do doe el elf to tot if it|to do|it is|do so|for the|he works|if he bid Jess ate all of the peas in the salad in the bowl. DS
TECHNIQUE TIP words: key as a single unit rather than letter by letter; phrases: say and key fluently; sentences: work for fluency.
words 14 phrases 15 sentences 16
DS words 17 phrases 18 sentences 19
LESSON 7
REVIEW
bow bowl pin pint for fork forks hen hens jak jaks is for|did it|is the|we did a|and so|to see|or not I hid the ace in a jar as a joke; I do not see it. chap chaps flak flake flakes prow prowl work works as for the|as for the|and to the|to see it|and did As far as I know, he did not read all of the book. MODULE 1
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
17
7d
spacing: space immediately after each word
Technique Practice
Key each set of lines once.
20
Space once after a period following an abbreviation.
21 22
ad la as in if it lo no of oh he or so ok pi be we an ace ads ale aha a fit oil a jak nor a bit a pew ice ades born is fake to jail than it and the cows spacing/shifting
23 24 25
7e
▼
▼
Ask Jed. Dr. Han left at ten; Dr. Crowe, at nine. I asked Jin if she had ice in a bowl; it can help. Freda, not Jack, went to Spain. Joan likes Spain.
It is hard to fake a confident spirit. We will do better work if we approach and finish a job and know that we will do the best work we can and then not fret.
Timed Writing
1. Take two 1' writings. If you finish before time is up, begin again. Do not tap ENTER at the ends of the lines.
|
2. End the lesson. Go to the Word Processor and complete 7f.
1
|
2
|
3
|
4
|
5
|
6
|
7
|
8
|
9
|
10
gwam 10 20 30 32
|
Goal: 12 gwam.
7f
Using the Word Processor Timer
Exercises to be keyed in the Word Processor are identified with the Word Processor icon. Key the timing in 7e. Follow the instructions in the textbook and key from the textbook.
STANDARD PLAN
for Using the Word Processor Timer
You can check your speed in the Word Processor using the Timer. 1. In the Word Processor, click the Timer button on the status bar. 2. The Timer begins once you start to key and stops automatically. 3. To save the timing, click the File menu and Save as. Use your initals (xx), the exercise number, and number of the timing as the filename. Example: xx-7f-t1 (your initials, exercise 7f, timing1). 4. Click the Timer button again to start a new timing. 5. Each new timing must be saved with its own name.
Word Processor
26
1. In the Word Processor, key each line once for fluency. Do not save your work.
27
7g
2. Set the Timer in the Word Processor for 30". Take two 30" writings on each line. Do not save the timings. Goal: to reach the end of the line before time is up.
LESSON 7
REVIEW
28 29 30 31 32
Dan took her to the show. Jan lent the bowl to the pros. Hold the wrists low for this drill. Jessie fit the black panel to the shelf. Jake held a bit of cocoa and an apricot for Diane. Dick and I fish for cod on the docks at Fish Lake. Kent still held the dish and the cork in his hand. |
1
|
2
|
3
|
4
|
5
|
6
|
7
|
8
|
9
|
10
MODULE 1
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
gwam 12 14 16 18 20 20 20
|
18
Lesson 8
G, Question Mark, X, U
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/8a Warmup
Key each line twice. Keep eyes on copy.
all
1
w/b
2
p/,
3
all
4
New Keys 8b
g
Dick will see Job at nine if Rach sees Pat at one. As the wind blew, Bob Webber saw the window break. Pat, Pippa, or Cap has prepared the proper papers. Bo, Jose, and Will fed Lin; Jack had not paid her.
Question mark: The question mark is usually followed by two spaces.
and ?
Key each line once; repeat.
! 1
~ ` Tab Caps Lock Shift Control
© CENGAGE LEARNING
5 6 7
W
A
E
S Z
% 5
R
D X
Alt
$ 4
^ 6
T
F C
& 7
Y
B
( 9
I
U
H
G V
* 8
O
J N
Space Bar
_ -
) 0
{ [
P : ;
L M
+ =
<
>
,
.
Backspace } ]
“ ‘ ? /
Alt
|
\ Enter Shift
Control
g g gf gaff gag grog fog frog drag cog dig fig gig gf go gall flag gels slag gala gale glad glee gals golf flog gorge glen high logs gore ogle page grow ?
8 © CENGAGE LEARNING
9 10
11 12 13
Textbook Keying
Key each line once; DS between groups.
? ?; ?; ? ? Who? When? Where? Who is? Who was? Who is here? Was it he? Was it she? Did she go? Did Geena? Did he? What is that? Was Jose here? all reaches learned
? Left SHIFT; reach down with right fourth finger.
reach review
14 15 16
g 17
TECHNIQUE TIP
Has Ginger lost her job? Was her April bill here? Phil did not want the boats to get here this soon. Loris Shin has been ill; Frank, a doctor, saw her. ws ws hj hj tf tf ol ol rf rf ed ed cd cd bf bf p; wed bid has old hold rid heed heed car bed pot pot gf gf gin gin rig ring go gone no nog sign got dog to go|to go|go on|go in|go in|to go in|in the sign One space after question mark.
Concentrate on correct reaches.
18 ? 19
LESSON 8
Q
# 3
g
g Reach to rightt with left first finger.
8c
@ 2
G, QUESTION MARK, X, U
?; ?;? who? when? where? how? what? who? It is I? Is she? Is he? Did I lose Jo? Is Gal all right? MODULE 1
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
19
8d
x
! 1
~ `
and u
Q
Tab
Key each line once; repeat.
Caps Lock
W
$ 4
E
S Z
Control
© CENGAGE LEARNING
# 3
A
Shift
% 5
R
D X
^ 6
T
F C
& 7
Y
G V
* 8
B
I
U
H
J N
M
_ -
) 0
O K
Space Bar
Alt
( 9
+ = { [
P : ;
L <
>
,
.
Backspace } ]
“ ‘ ? /
Alt
|
\ Enter Shift
Control
x
x x xs xs ox ox lox sox fox box ex hex lax hex fax sx six sax sox ax fix cox wax hex box pox sex text flax next flex axel pixel exit oxen taxi axis next
20 21 22
x Reach down with left third finger.
u
u uj uj jug jut just dust dud due sue use due duel uj us cud but bun out sun nut gun hut hue put fuel dual laud dusk suds fuss full tuna tutus duds full
© CENGAGE LEARNING
23
u Reach up with right first finger.
Skill Building 8e
@ 2
Reinforcement
Key each line once; work for control.
24 25
all reaches learned
Paige Power liked the book; Josh can read it next. Next we picked a bag for Jan; then she, Jan, left. Is her June account due? Has Lou ruined her unit?
26 27 28
nut cue hut sun rug us six cut dug axe rag fox run out of the sun|cut the action|a fox den|fun at six That car is not junk; it can run in the next race.
29 30 31
etc. tax nick cure lack flex walls uncle clad hurt lack the cash|not just luck|next in line|just once June Dunn can send that next tax case to Rex Knox.
32 33 34
Use wordwrap
8f
Timed Writing
Take two 1' timings. If time permits, continue to paragraph 2. Use wordwrap.
•
4
•
8
•
How a finished job will look often depends on how 12
•
16
we feel about our work as we do it. •
24
•
•
20
Attitude has 28
•
a definite effect on the end result of work we do.
TECHNIQUE TIP
Tap ENTER once •
Wordwrap: Text within a paragraph moves automatically to the next line. Tap ENTER only to begin a new paragraph.
4
•
8
•
When we are eager to begin a job, we relax and do 12
•
16
•
20
better work than if we start the job with an idea •
24
•
28
•
that there is just nothing we can do to escape it. LESSON 8
G, QUESTION MARK, X, U
MODULE 1
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
20
Lesson 9
Q, M, V, Apostrophe
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/9a Warmup
Key each line twice.
all letters
1
space bar
2
easy
3
easy
4
Lex gripes about cold weather; Fred is not joking. Is it Di, Jo, or Al? Ask Lt. Coe, Bill; he knows. I did rush a bushel of cut corn to the sick ducks. He is to go to the Tudor Isle of England on a bus.
New Keys 9b
q
! 1
~ ` Tab
and m
Caps Lock
Key each line once; repeat.
Shift Control
@ 2
Q
# 3
W
A
E
S Z
% 5
R
D X
Alt
$ 4
^ 6
T
F C
& 7
Y
G V
* 8
U
H B
( 9
I J
N
Space Bar
O K
M
_ -
) 0
+ = { [
P : ;
L <
>
,
.
Backspace } ]
“ ‘ ? /
Alt
|
\ Enter Shift
Control
© CENGAGE LEARNING
q 5 6 7
m
q Reach up with left fourth finger.
8 © CENGAGE LEARNING
9 10
Textbook Keying
m mj mj jam man malt mar max maw me mew men hem me m mj ma am make male mane melt meat mist amen lame malt meld hemp mimic tomb foam rams mama mire mind all reaches learned
11 12
m Reach down with right first finger.
9c
q qa qa quad quad quaff quant queen quo quit quick qa qu qa quo quit quod quid quip quads quote quiet quite quilts quart quill quakes quail quack quaint
13
m/x 14 15
Key each line once for control. DS between 2-line groups.
Quin had some quiet qualms about taming a macaque. Jake Coxe had questions about a new floor program. Max was quick to join the big reception for Lidia. me men ma am jam am lax, mix jam; the hem, six men Emma Max expressed an aim to make a mammoth model. DS
q/u 16 17
qa qu aqua aqua quit quit quip quite pro quo squad Did Quin make a quick request to take the Qu exam? DS
g/n 18 19
LESSON 9
Q, M, V, APOSTROPHE
fg gn gun gun dig dig nag snag snag sign grab grab Georgia hung a sign in front of the union for Gib. MODULE 1
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
21
9d
v
Apostrophe: The apostrophe shows (1) omission (as Rob’t for Robert or it’s for it is) or (2) possession when used with nouns (as Joe’s hat).
and
’ (apostrophe) Key each line once; repeat.
! 1
~ `
@ 2
Q
Tab Caps Lock
# 3
W
A
Control
% 5
E
S Z
Shift
$ 4
R
D X
^ 6
T
F C
& 7
Y
G
U
H B
V
* 8
( 9
I J
N
O K
M
+ = { [
P : ;
L <
>
,
.
Space Bar
Alt
_ -
) 0
Backspace } ]
“ ‘ ? /
Alt
|
\ Enter Shift
Control
© CENGAGE LEARNING
v 20 21 22
’ (apostrophe)
v Reach down with left first finger.
23
© CENGAGE LEARNING
24 25
26 27 28
Skill Building
29 v/? 30
Reinforcement
Key each line once.
31 q/? 32
TECHNIQUE TIP Keep your hands still as you reach to the third or bottom rows.
’; ’; it’s it’s Rod’s; it’s Bo’s hat; we’ll do it. We don’t know if it’s Lee’s pen or Norma’s pencil. It’s ten o’clock; I won’t tell him that he’s late. all reaches learned
’ Reach to the rightt with the right fourth finger.
9e
v vf vf vie vie via via vim vat vow vile vale vote vf vf ave vet ova eve vie dive five live have lave cove dove over aver vivas hive volt five java jive
direct reach
double letter
33 34 35 36
It’s Viv’s turn to drive Iva’s van to Ava’s house. Qua, not Vi, took the jet; so did Cal. Didn’t he? Wasn’t Fae Baxter a judge at the post garden show?
Viola said she has moved six times in five months. Does Dave live on Vine Street? Must he leave now? Did Viv vote? Can Paque move it? Could Val dive? Didn’t Raquel quit Carl Quent after their quarrel? Fred told Brice that the junior class must depart. June and Hunt decided to go to that great musical. Harriette will cook dinner for the swimming teams. Bill’s committee meets in an accounting classroom. Use wordwrap
9f
Timed Writing
Key the paragraph once for control. Key it again a little faster. Use wordwrap.
•
4
•
8
•
We must be able to express our thoughts with ease 12
•
16
•
20
if we desire to find success in the business world. •
24
•
28
It is there that sound ideas earn cash. LESSON 9
Q, M, V, APOSTROPHE
MODULE 1
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
22
Lesson 10
Z, Y, Quotation Mark, Tab
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/10a Warmup
Key each line twice. all letters
1
spacing
2
q/v/m
3
easy
4
Quill owed those back taxes after moving to Japan. Didn’t Vi, Sue, and Paul go? Someone did; I know. Marv was quite quick to remove that mauve lacquer. Lana is a neighbor; she owns a lake and an island.
New Keys ! 1
~ `
10b
z
and
y
Tab Caps Lock
Key each line once; repeat.
Shift
© CENGAGE LEARNING
Control
z Reach down with left fourth finger.
5 6 7
8
© CENGAGE LEARNING
Textbook Keying
Key each line once. DS between groups.
10
A
E
S Z
R
D X
Alt
% 5
^ 6
T
F C
& 7
Y
B
( 9
J N
Space Bar
K M
_ -
) 0
O
I
U
H
G V
* 8
+ = { [
P : ;
L <
>
,
.
Backspace } ]
“ ‘ ? /
Alt
|
\ Enter Shift
Control
za za zap zap zing zig zag zoo zed zip zap zig zed doze zeal zero haze jazz zone zinc zing size ozone ooze maze doze zoom zarf zebus daze gaze faze adze
y yj yj jay jay hay hay lay nay say days eyes ayes yj ye yet yen yes cry dry you rye sty your fry wry ye yen bye yea coy yew dye yaw lye yap yak yon any all reaches learned
11 12 13
direct 15 reach 16
Did you say Liz saw any yaks or zebus at your zoo? Relax; Jake wouldn’t acquire any favorable rights. Has Mazie departed? Tex, Lu, and I will go alone. Cecilia brings my jumbo umbrella to every concert. John and Kim recently brought us an old art piece. I built a gray brick border around my herb garden. DS
17 adjacent 18 reach 19
LESSON 10
W
$ 4
y
14
10c
Q
# 3
z
9
y Reach up with right first finger.
@ 2
sa ui hj gf mn vc ew uy re io as lk rt jk df op yu In Ms. Lopez’ opinion, the opera was really great. Polly and I were joining Walker at the open house.
Z, Y, QUOTATION MARK, TAB
MODULE 1
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
23
” (quotation mark) and TAB
Key each line once; repeat.
© CENGAGE LEARNING
10d
! 1
~ `
@ 2
Q
Tab Caps Lock
# 3
W
A
S
Control
TAB Reach up with left
E
% 5
R
D
Z
Shift
$ 4
X
^ 6
T
Y
G
F C
& 7
V
* 8
J
H N
O K <
Backspace
{ [ : ;
} ]
|
\
“ ‘
>
,
M
+ =
P
L
Enter
? /
.
Space Bar
Alt
_ -
) 0
I
U
B
( 9
Shift
Alt
Control
fourth finger.
© CENGAGE LEARNING
“ (quotation mark) 21
tab key
” Shift; then reach to the right with the right fourth finger.
Skill Building 10e
22
The tab key is and aligning columns.
23
Tabs that are set by the software are default tabs, which are usually a half inch.
24
The expression “I give you my word,” or put another way, “Take my word for it,” is just a way I can say, “I prize my name; it clearly stands in back of my words.” I offer “honor” as collateral.
25
Textbook Keying
Key lines 24–30 once. Tap TAB to indent each paragraph. Use wordwrap, tapping ENTER only at the end of each paragraph.
”; ”; ” ” “lingo” “bugs” “tennies” I like “malts.” “I am not,” she said, “going.” I just said, “Oh?”
20
26 27
used
for
indenting
paragraphs called
Tap the tab key and begin the line without a pause to maintain fluency.
tab 28
29
She said that agreed with her.
this
is
the
lot
30
Tap Tab before starting to key so that the first line is indented.
to a
be
sent;
timed
I
writing
wordwrap
10f
Timed Writing
Take two 1' timings beginning with paragraph 1. If you finish before time is up, continue with paragraph 2. Use wordwrap. Goal: 15 gwam
TECHNIQUE TIP Wordwrap: Text within a paragraph moves automatically to the next line. Tap ENTER only to begin a new paragraph.
gwam
Tab → All
of us work for progress, but it is not always easy to analyze “progress.” We work hard for it; but, in spite of some really good efforts, we may fail to receive just exactly the response we want. Tab → When this happens, as it does to all of us, it is time to cease whatever we are doing, have a quiet talk with ourselves, and face up to the questions about our limited progress. How can we do better? |
LESSON 10
1
|
Z, Y, QUOTATION MARK, TAB
2
|
3
|
4
|
5
|
6
|
7
|
8
|
9
|
10
MODULE 1
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
1' 8 18 28 39 40 9 18 28 38 40
|
24
Lesson 11
Review
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/11a Warmup
Key line twice (slowly, then faster).
alphabet
1
“ (quote)
2
y
3
easy
4
Zeb had Jewel quickly give him five or six points. Can you spell “chaos,” “bias,” “bye,” and “their”? Ty Clay may envy you for any zany plays you write. Did he bid on the bicycle, or did he bid on a map? |
Skill Building 11b
Keyboard Reinforcement
Key each line once; repeat the drill to increase fluency.
5 6 7 8 9
TECHNIQUE TIP Work for smoothness, not speed.
10 11 12 13 14
11c
Speed Builders
15
Key each balanced-hand line twice, as quickly as you can.
16 17 18 19 20
REVIEW
|
2
|
3
|
4
|
5
|
6
|
7
|
8
|
9
|
10
|
za za zap az az maze zoo zip razz zed zax zoa zone Liz Zahl saw Zoe feed the zebra in an Arizona zoo. yj yj jy jy joy lay yaw say yes any yet my try you Why do you say that today, Thursday, is my payday? xs xs sax ox box fix hex ax lax fox taxi lox sixes Roxy, you may ask Jay to fix any tax sets for you. qa qa aqua quail quit quake quid equal quiet quart Did Enrique quietly but quickly quell the quarrel? fv fv five lives vow ova van eve avid vex vim void Has Vivi, Vada, or Eva visited Vista Valley Farms?
is to for do an may work so it but an with them am am yam map aid zig yams ivy via vie quay cob amend to do is for an may work so it but am an with them for it|for it|to the|to the|do they|do they|do it Pamela may go to the farm with Jan and a neighbor. Rod and Ty may go by the lake if they go downtown. |
LESSON 11
1
1
|
2
|
3
|
4
|
5
|
6
|
7
|
8
|
9
MODULE 1
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
|
10
|
25
enter: key smoothly without looking at fingers Textbook Keying
Make the return snappily and with assurance; keep your eyes on your source data; maintain a smooth, constant pace as you key.
21
Key each line once. Tap ENTER at the end of each line. DS between the groups of lines.
22 23 24
TECHNIQUE TIP
25
CAPS LOCK
© CENGAGE LEARNING
11d
DS
Tap to capitalize several letters. Tap it again to toggle CAPS off. LOCK
space bar: use down-and-in motion
us me it of he an by do go to us if or so am ah el Have you a pen? If so, print “Free to any guest.”
26 27
DS caps lock: press to toggle it on or off
Use ALL CAPS for items such as TO, FROM, or SUBJECT. Did Kristin mean Kansas City, MISSOURI, or KANSAS?
28 29
11e
To determine gross-words-a-minute (gwam) rate for 2':
Timed Writing
1. Take two 2' timings on all paragraphs. If you finish before time is up, start over with paragraph 1. Use wordwrap. Key fluently but with control. Use wordwrap.
Follow these steps if you are not using Keyboarding Pro.
2. For a partial line, note the figure on the scale direcly below the point at which you stopped keying. 3. Add these two figures to determine the total gross words a minute (gwam) you keyed.
1. Note the figure at the end of the last line completed.
Goal: 16 gwam gwam
2. End the lesson but do not exit the software.
•
Have
we
4
thought
•
of
•
communication
12
•
2'
8
as
a
kind
4 31
16
of war that we wage through each day? •
4
8 35
•
8
When we think of it that way, good language •
12
•
16
would seem to become our major line of attack. •
4
•
17 44
8
Words become muscle; in a normal exchange or in •
12
•
16
•
Enrichment
22 49
20
a quarrel, we do well to realize the power of words.
11f
12 39
•
27 54
1. Click the Skill Building tab from the main menu and choose Technique Builder; select Drill 1a. 2. Key Drill 1a from page 31. Key each line once striving for good accuracy. 3. The results will be listed on the Skill Building Report.
LESSON 11
REVIEW
MODULE 1
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
26
Lesson 12
Review
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/12a Warmup
Key each line twice (slowly, then faster).
alphabet
1
q
2
z
3
easy
4
Jack won five quiz games; Brad will play him next. Quin Racq quickly and quietly quelled the quarrel. Zaret zipped along sizzling, zigzag Arizona roads. Did he hang the sign by the big bush at the lake? |
Skill Building
5 b/f
12b
6
New Key Review
Key each line once; DS between groups. Work for smoothness, not speed.
7 z/y 8 9 q/u 10 11 v/m 12 13 all 14 15 all 16
12c
Textbook Keying
Key each line once; DS between groups. Work for smooth, unhurried keying.
17 de/ed 18 19 ol/lo 20
TECHNIQUE TIP Keep fingers curved and body aligned properly.
21 op/po 22 23 we/ew 24
LESSON 12
REVIEW
1
|
2
|
3
|
4
|
5
|
6
|
7
|
8
|
9
|
10
|
bf bf fab fab ball bib rf rf rib rib fibs bums bee Did Buffy remember that he is a brass band member? za za zag zig zip yj yj jay eye day lazy hazy zest Liz amazed us with the zesty pizza on a lazy trip. qa qa quo qt. quit quay quad quarm que uj jug quay Where is Quito? Qatar? Boqueirao? Quebec? Quilmes? vf vf valve five value mj mj ham mad mull mass vim Vito, enter the words vim, vivace, and avar; save. I faced defeat; only reserves saved my best crews. In my opinion, I need to rest in my reserved seat. Holly created a red poppy and deserves art awards. My pump averages a faster rate; we get better oil.
ed fed led deed dell dead deal sled desk need seed Dell dealt with the deed before the dire deadline. old tolls doll solo look sole lost love cold stole Old Ole looked for the long lost olive oil lotion. pop top post rope pout port stop opal opera report Stop to read the top opera opinion report to Opal. we few wet were went wears weather skews stew blew Working women wear sweaters when weather dictates. MODULE 1
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
27
12d
Textbook Keying
Key each line once; DS between 3-line groups. Concentrate and key with control.
25
a for we you is that be this will be a to and well
26
as our with I or a to by your form which all would new year no order they so new but now year who may
27
DS
This is Lyn’s only date to visit their great city. I can send it to your office at any time you wish. She kept the fox, owls, and fowl down by the lake.
28
TECHNIQUE TIP
29 30
Keep hands quiet; do not bounce. Keep fingers curved and upright.
DS
Harriette will cook dinner for the swimming teams. Annette will call at noon to give us her comments. Johnny was good at running and passing a football.
31 32 33
|
12e
|
1
|
2
|
3
|
4
|
5
|
6
|
7
|
8
|
9
|
10
Copy Difficulty
Timed Writing
What factors determine whether copy is difficult or easy? Research shows that difficulty is influenced by syllables per word, characters per word, and percent of familiar words. Carefully controlling these three factors ensures that speed and accuracy scores are reliable— that is, increased scores reflect increased skill.
Key a 2' timing on both paragraphs. If you finish before time is up, start again with paragraph 1. Key fluently but not rushed. Repeat the timing again for 2'. Use wordwrap.
In Level 1, all timings are easy. Note “E” inside the triangle at left of the timing. Easy timings contain an average of 1.2 syllables per word, 5.1 characters per word, and 90 percent familiar words. Easy copy is suitable for the beginner who is mastering the keyboard.
Goal: 16 gwam
E
ALL LE TTE RS gwam
•
4
•
8
There should be no questions, no doubt, about •
12
•
16
•
24
•
28
•
4
•
• •
16
•
24
19 49
•
three to six times faster than other writing and 20
15 45
8
Work is done on a keyboard
12
10 40
•
of common sense that today a pencil is much too slow. Let me explain.
5 35
•
the value of being able to key; it’s just a matter 20
2'
•
24 54
28
with a product that is a prize to read.
Don’t you
29 59
•
agree? 2' |
LESSON 12
REVIEW
1
30 60 |
2
|
3
|
4
|
5
|
MODULE 1
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
28
Lesson 13
Review
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/13a Warmup
Key each line twice (slowly, then faster).
alphabet
1
shift
2
, (comma)
3
easy
4
Bev quickly hid two Japanese frogs in Mitzi’s box. Jay Nadler, a Rotary Club member, wrote Mr. Coles. Jay, Ed, and I paid for plates, knives, and forks. Did the amendment name a city auditor to the firm? |
Skill Building 13b
Textbook Keying
Key each line once; DS between groups of lines. Key the text as suggested: Lines 5–7: Key the words as a single unit. Lines 8–10: Key the words letter by letter. Lines 11–13: Vary your keying as your fingers find the right rhythm.
5 6 7
8 9 10
p 14 x 15 v 16 ‘ 17 ? 18 . 19 “ 20 ; 21
REVIEW
3
|
4
|
5
|
6
|
7
|
8
|
9
|
10
|
is to for do an may work so it but an with them am Did they mend the torn right half of their ensign? Hand me the ivory tusk on the mantle by the bugle.
only state jolly zest oil verve join rate mop card After defeat, look up; gaze in joy at a few stars. We gazed at a plump beaver as it waded in my pool.
it up so at for you may was but him work were they It is up to you to get the best rate; do it right. Sami greeted reporters as stars got ready at home. |
LESSON 13
|
combination response: use variable speed; your fingers will let you feel the difference
13
Key each line once; fingers well curved, wrists low.
2
letter-level response: key more difficult words letter by letter
12
Keyboard Reinforcement
|
word-level response: key short, familiar words as units
11
13c
1
1
|
2
|
3
|
4
|
5
|
6
|
7
|
8
|
9
|
10
|
Pat appears happy to pay for any supper I prepare. Knox can relax; Alex gets a box of flax next week. Vi, Ava, and Viv move ivy vines, leaves, or stems. It’s a question of whether they can’t or won’t go. Did Jan go? Did she see Ray? Who paid? Did she? Ms. E. K. Nu and Lt. B. A. Walz had the a.m. duty. “Who are you?” he asked. “I am,” I said, “Marie.” Find a car; try it; like it; work a price; buy it.
MODULE 1
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
29
Troublesome Pairs: Key each line once; DS between groups.
TECHNIQUE TIP t 22
Keep hands and arms still as you reach up to the third row and down to the first row.
r 23 t/r 24
© CENGAGE LEARNING
Textbook Keying
© CENGAGE LEARNING
13d
at fat hat sat to tip the that they fast last slat or red try ran run air era fair rid ride trip trap A trainer sprained an arm trying to tame the bear. DS
m 25 n 26 m/n 27
am me my mine jam man more most dome month minimum no an now nine once net knee name ninth know never Many men and women are important company managers. DS
o 28 i 29 o/i 30
on or to not now one oil toil over only solo today it is in tie did fix his sit like with insist will Joni will consider obtaining options to buy coins. DS
a 31 s 32 a/s 33
at an as art has and any case data haze tart smart us as so say sat slap lass class just sassy simple Disaster was averted as the steamer sailed to sea. DS
e 34 i 35 e/i 36
we he ear the key her hear chef desire where there it is in tie did fix his sit like with insist will An expression of gratitude for service is desired.
E
13e
ALL LE TTE RS gwam
Timed Writing
Key a 2' writing on both paragraphs. If you finish before time is up, start again with paragraph 1. Key fluently but not rushed. Repeat the timing again for 2'. Use wordwrap.
• 12
•
•
9
•
8
When we organize our days, we save time for •
REVIEW
|
2
|
3
13
16
those extra premium things we long to do. 1
5
16
4 12
2'
8
miss so much just because we don’t plan.
2' |
LESSON 13
•
The questions of time use are vital ones; we •
•
Goal: 16 gwam
4
|
4
|
17 5
MODULE 1
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
|
30
KEY YBOARDING PRO O DELUXE 2
SHUTTERSTOCK.COM
Skill Builder
1 Technique Builder
Skill Building
From the Skill Building tab, select Technique Builder and then the drill. Key each line once at a comfortable rate. Tap ENTER at the end of each line. Single-space the drill. Concentrate and key accurately. Repeat if desired.
D RILL 1
Drill 1a A
Goal: reinforce key locations
B
Key each line once at a comfortable, constant rate.
C D E F
© CENGAGE LEARNING
G H
Drill 1b I J K L M
TECHNIQUE TIP Keep • your eyes on source copy • your fingers curved, upright • your wrists low but not touching • your elbows hanging loosely • your feet flat on the floor
N O P Q
Irik’s lack of initiative is irritating his coach. Judge J. J. Jore rejected Jeane and Jack’s jargon. As a lark, Kirk kicked back a rock at Kim’s kayak. Lucille is silly; she still likes lemon lollipops. Milt Mumm hammered a homer in the Miami home game. Ken Linn has gone hunting; Stan can begin canning. Jon Soto rode off to Otsego in an old Morgan auto. Philip helped pay the prize as my puppy hopped up. Quiet Raquel quit quoting at an exquisite marquee. Drill 1c
R S T U V W X Y Z
SKILL BUILDER 1
We saw that Alan had an alabaster vase in Alabama. My rubber boat bobbed about in the bubbling brook. Ceci gave cups of cold cocoa to Rebecca and Rocco. Don’s dad added a second deck to his old building. Even as Ellen edited her document, she ate dinner. Our firm in Buffalo has a staff of forty or fifty. Ginger is giving Greg the eggs she got from Helga. Hugh has eighty high, harsh lights he might flash.
As Mrs. Kerr’s motor roared, her red horse reared. Sissie lives in Mississippi; Lissa lives in Tulsa. Nat told Betty not to tattle on her little sister. Ula has a unique but prudish idea on unused units. Eva visited every vivid event for twelve evenings. We watched as wayworn wasps swarmed by the willow. Tex Cox waxed the next box for Xenia and Rex Knox. Ty says you may stay with Fay for only sixty days. Hazel is puzzled about the azure haze; Zack dozes. MODULE 1
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
31
D RILL 2 Goal: strengthen up and down reaches Keep hands and wrists quiet; fingers well curved in home position; stretch fingers up from home or pull them palmward as needed.
home position 1 2 3
Hall left for Dallas; he is glad Jake fed his dog. Ada had a glass flask; Jake had a sad jello salad. Lana Hask had a sale; Gala shall add half a glass. down reaches
4 5 6
Did my banker, Mr. Mavann, analyze my tax account? Do they, Mr. Zack, expect a number of brave women? Zach, check the menu; next, beckon the lazy valet. up reaches
7 8 9
D RILL 3
1st finger 1
Goal: strengthen individual finger reaches
Prue truly lost the quote we wrote for our report. Teresa quietly put her whole heart into her words. There were two hilarious jokes in your quiet talk.
2 3
Bob Mugho hunted for five minutes for your number. Juan hit the bright green turf with his five iron. The frigates and gunboats fought mightily in Java. 2nd finger
4 5 6
Dick said the ice on the creek had surely cracked. Even as we picnicked, I decided we needed to diet. Kim, not Mickey, had rice with chicken for dinner. 3rd/4th finger
7 8 9
D RILL 4
adjacent reaches 1
Goal: strengthen special reaches Emphasize smooth stroking. Avoid pauses, but do not reach for speed.
Pam saw Roz wax an aqua auto as Lex sipped a cola. Wally will quickly spell Zeus, Apollo, and Xerxes. Who saw Polly? Zoe Pax saw her; she is quiet now.
2 3
Falk knew well that her opinions of art were good. Theresa answered her question; order was restored. We join there and walk north to the western point. direct reaches
4 5 6
Barb Nunn must hunt for my checks; she is in debt. In June and December, Irvin hunts in Bryce Canyon. We decided to carve a number of funny human faces. double letters
7 8 9
Anne stopped off at school to see Bill Wiggs cook. Edd has planned a small cookout for all the troop. Keep adding to my assets all fees that will apply. |
SKILL BUILDER 1
1
|
2
|
3
|
4
|
5
|
6
|
7
|
8
|
9
|
MODULE 1
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
10
|
32
D RILL 5 d/k
Goal: improve troublesome pairs
1
ad add did does dish down body dear dread dabs bad
2
kid ok kiss tuck wick risk rocks kayaks corks buck Dirk asked Dick to kid Drake about the baked duck.
3
Use a controlled rate without pauses.
4 e/i
5 6 7
b/v
8 9 10
t/r 11 12 13 u/y 14 15
D RILL 6
1 2
Goal: fluency
3 4 5 6 7
D RILL 7 1 2
SKILL BUILDER 1
fib fob fab rib beg bug rob bad bar bed born table vat vet gave five ever envy never visit weave ever Did Harv key jibe or jive, TV or TB, robe or rove? aft after lift gift sit tot the them tax tutu tyro for far ere era risk rich rock rosy work were roof In Toronto, Ruth told the truth about her artwork. jug just jury judge juice unit hunt bonus quiz bug jay joy lay you your only envy quay oily whey body Willy usually does not buy your Yukon art in July.
Dian may make cocoa for the girls when they visit. Focus the lens for the right angle; fix the prism. She may suspend work when she signs the torn form. Augment their auto fuel in the keg by the autobus. As usual, their robot did half turns to the right. Pamela laughs as she signals to the big hairy dog. Pay Vivian to fix the island for the eighty ducks. words 30" 20"
Goal: eyes on the copy Option: In the Word Processor, set the Timer for Variable and then either 20" or 30". Choose a gwam goal that is two to three words higher than your best rate. Try to reach your goal.
deed deal den led heed made needs delay he she her kit kiss kiln kiwi kick kilt kind six ribs kill it Abie had neither ice cream nor fried rice in Erie.
3 4 5
12 Did she make this turkey dish? ENTER 14 Blake and Laurie may go to Dubuque. 16 Signal for the oak sleigh to turn right. 18 I blame Susie; did she quench the only flame? She turns the panel dials to make this robot work. 20
MODULE 1
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
18 21 24 27 30
33
KEY YBOARDING PRO O DELUXE 2
Timed Writings
Any timed writing in the book can be completed using the Timed Writing feature.
TO US E THE TIME D WRITING FE ATU RE : 1. Select the Timed Writings tab from the Main screen. 2. Scroll to select the timed writing. 3. Select the source and the timing length. For example, •
Select Paragraph 1 and 1'. Key paragraph 1; if you finish before time is up, repeat the same paragraph. Always use wordwrap when keying timed writings.
•
Select Paragraph 2 and 1'. Key paragraph 2; repeat the same paragraph if you finish before time is up.
•
Select the Entire Writing and 2'. Try to maintain your 1' rate. If you finish before time is up, start over, beginning with paragraph 1.
4. Timings save automatically. 5. The Timed Writing Report displays the results of the last 40 timed writings and the best 3 timings at each speed.
wordwrap E
Goal: build staying power 1. Key each paragraph as a 1' timing. Use wordwrap. 2. Key a 2' timing on both paragraphs. Use wordwrap.
ALL LE TTE RS gwam
Writing 1: 18 gwam
Why spend weeks with some problem when just a few quiet minutes can help us to resolve it.
2' 6 9
If we don’t take time to think through a problem, it will swiftly begin to expand in size.
15 18
Writing 2: 20 gwam
We push very hard in our quest for growth, and we all think that only excellent growth will pay off.
5 10
Believe it or not, one can actually work much too hard, be much too zealous, and just miss the mark.
16 20
Writing 3: 22 gwam
A business friend once explained to me why he was often quite eager to be given some new project to work with.
6 11
My friend said that each new project means he has to organize and use the best of his knowledge and his skill.
16 22
Writing 4: 24 gwam
Don’t let new words get away from you. Learn how to spell
6
and pronounce new words and when and how finally to use them.
12
A new word is a friend, but frequently more. New words
18
must be used lavishly to extend the size of your own word power.
24
2' |
SKILL BUILDER 1
1
|
2
|
3
|
4
|
5
|
6
MODULE 1
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
|
34
Note: The dot above text represents two words.
gwam
Writing 5: 26 gwam •
4
•
8
We usually get best results when we know where we are 12
•
going.
16
•
20
5
•
Just setting a few goals will help us quietly see what
24
2'
•
12
•
we are doing.
13 •
4
•
8
•
Goals can help measure whether we are moving at a good 12
•
16
rate or dozing along. 24
•
20
19
•
You can expect a goal to help you find
25
•
good results.
26
Writing 6: 28 gwam •
4
•
8
•
To win whatever prizes we want from life, we must plan to 12
•
16
•
20
move carefully from this goal to the next to get the maximum 24
•
6
• 12
28
result from our work.
14
•
4
•
8
•
If we really want to become skilled in keying, we must 12
•
16
•
20
come to see that this desire will require of us just a little 24
•
19
• 26
28
patience and hard work.
28
Writing 7: 30 gwam •
4
•
Am I an individual person? 12
•
8
•
I’m sure I am; still, in a
16
•
20
much, much bigger sense, other people have a major voice in 24
•
28 •
15
4
•
8
•
Although we are each a unique person, we all work and •
16
•
20
•
28
SKILL BUILDER 1
1
|
2
|
3
26
•
dismiss their rules of law and order. 2' |
21
•
play in organized groups of people who do not expect us to 24
12
•
thoughts I think and actions I take. 12
5
•
|
30 4
|
5
|
6
MODULE 1
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
|
35
MODULE
2
Figure and Symbol Keys Lessons 14–18 Lessons 19–24 Lessons 25
LEARNING OUTCOMES • • • • •
Figure Keys Symbol Keys Assessment
Key the numeric keys by touch. Use symbol keys correctly. Build keying speed and accuracy. Apply correct number expression. Apply proofreaders’ marks.
Lesson 14
1 and 8
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/14a Warmup
Key each line twice. Line 2: Space once after a series of brief questions within a sentence.
alphabet
1
Jessie Quick believed the campaign frenzy would be exciting.
space bar
2
Was it Mary?
3rd row
3
We were quietly prepped to write two letters to Portia York.
easy
4
Kale’s neighbor works with a tutor when they visit downtown. |
Skill Building 14b
Textbook Keying
The words at the right are from the 100 most used words. Key each line once; work for fluency.
LESSON 14
1 AND 8
1
|
2
|
Helen? Pam?
3
|
4
|
5
|
It was a woman; I saw one of them.
6
|
7
|
8
|
9
|
10
|
11
|
12
|
Top 100 High-Frequency Words 5
a an it been copy for his this more no office please service
6
our service than the they up was work all any many thank had
7
business from I know made more not me new of some to program
8
such these two with your about and have like department year
9
by at on but do had in letter most now one please you should
10
their
order
like
also
appreciate
that
there
gentlemen
11
be can each had information letter may make now only so that
12
them time use which am other been send to enclosed have will
MODULE 2
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
letter
36
New Keys 14c
1
Abbreviations: Do not space after a period within an abbreviation, as in Ph.D., U.S., C.O.D., a.m.
and 8
Key each line once.
Caps Lock
© CENGAGE LEARNING © CENGAGE LEARNING
Reinforcement
A
$ 4
E
S Z
Control
% 5
R
D X
^ 6
T
F
Y
G V
C
& 7
* 8
U
H B
( 9
I J
N
O K
M
+ = { [
P : ;
L <
>
,
Space Bar
Alt
_ -
) 0
.
Backspace } ]
“ ‘
|
\ Enter
? /
Shift
Alt
Control
1 13
1 1a a1 1 1; 1 and a 1; 1 add 1; 1 aunt; 1 ace; 1 arm; 1 aye
14
1 and 11 and 111; 11 eggs; 11 vats; Set 11A; May 11; Item 11
15
The 11 aces of the 111th Corps each rated a salute at 1 p.m.
16
8 8k k8 8 8; 8 kits; ask 8; 8 kites; kick 8; 8 keys; spark 8
17
OK 88; 8 bags; 8 or 88; the 88th; 88 kegs; ask 88; order 888
18
Eight of the 88 cars score 8 or better on our Form 8 rating. all figures learned
19
She did live at 818 Park, not 181 Park; or was it 181 Clark?
20
Put 1 with 8 to form 18; put 8 with 1 to form 81.
21
On May 1 at 8 a.m., 18 men and 18 women left Gate 8 for Rio.
Speed Builder
Key these lines in the game.
22
Our 188 trucks moved 1881 tons on August 18 and December 18.
23
Send Mary 181 No. 188 panes for her home at 8118 Oak Street.
24
The 188 men in 8 boats left Docks 1 and 18 at 1 p.m., May 1.
25
pop was lap pass slaw wool solo swap Apollo wasp load plaque
26
Was Polly acquainted with the skillful jazz player in Texas?
27
The computer is a useful tool; it helps you to perform well.
28
Did their form entitle them to the land?
29
Did the men in the field signal for us to go?
30
I may pay for the antique bowls when I go to town.
31
The auditor did the work right, so he risks no penalty.
32
The man by the big bush did signal us to turn down the lane. |
1 AND 8
Use 1881.
figures
Key each line. Key with accuracy.
LESSON 14
W
Shift
Skill Building
14e
# 3
8
8 Reach up with right second finger.
14d
@ 2
Q
Tab
Note: The digit “1” and the letter “I” have separate values on a computer keyboard. Do not interchange these characters.
1 Reach up with left fourth finger.
! 1
~ `
1
|
2
|
3
|
4
|
5
|
6
|
7
|
8
|
9
|
10
|
11
MODULE 2
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
|
12
|
37
Lesson 15
5 and 0
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/15a Warmup
Key each line twice. For a series of capital letters, tap CAPS LOCK with the left little finger. Tap again to release.
alphabet
1
John Quigley packed the zinnias in twelve large, firm boxes.
1/8
2
Idle Motor 18 at 8 mph and Motor 81 at 8 mph; avoid Motor 1.
caps
3
Lily read BLITHE SPIRIT by Noel Coward.
lock
4
Did they fix the problem of the torn panel and worn element? |
1
|
2
|
3
|
4
|
|
5
|
6
|
7
I read VANITY FAIR. |
8
|
9
|
10
|
11
12
|
adjacent reaches
15b
Technique Reinforcement
Reach up or down without moving your hands. Key each line once; repeat drill.
5
as oil red ask wet opt mop try tree open shred operas treaty
6
were pore dirt stew ruin faster onion alumni dreary mnemonic
7
The opened red hydrants were powerful, fast, and very dirty. outside reaches
8
pop zap cap zag wasp equip lazy zippers queue opinion quartz
9
zest waste paper exist parquet azalea acquaint apollo apathy
10
The lazy wasp passed the potted azalea on the parquet floor.
New Keys 15c
! 1
~ ` Tab
5 and 0
Caps Lock
Key each line once.
© CENGAGE LEARNING
Shift
5 Reach up with left first finger.
Control
@ 2
Q
# 3
W
A
E
S Z
% 5
R
D X
Alt
$ 4
T
F C
^ 6
Y
G V
& 7
* 8
U
H B
I J
N
Space Bar
) 0
( 9
O K
M
_ -
+ = { [
P : ;
L <
>
,
.
Backspace } ]
“ ‘ ? /
Alt
|
\ Enter Shift
Control
5 11
5 5f f5 5 5; 5 fans; 5 feet; 5 figs; 5 fobs; 5 furs; 5 flaws
12
5 o’clock; 5 a.m.; 5 p.m.; is 55 or less; buy 55; 5 and 5 is
13
Call Line 555 if 5 fans or 5 bins arrive at Pier 5 by 5 p.m.
© CENGAGE LEARNING
0
0 Reach up with right fourth finger.
LESSON 15
5 AND 0
14
0 0; ;0 0 0; skip 0; plan 0; left 0; is below 0; I scored 0;
15
0 degrees; key 0 and 0; write 00 here; the total is 0 or 00;
16
She laughed at their 0 to 0 score; but ours was 0 to 0 also. all figures learned
17
I keyed 550 pages for Invoice 05, or 50 more than we needed.
18
Pages 15 and 18 of the program listed 150, not 180, members.
19
On May 10, Rick drove 500 miles to New Mexico in car No. 08. MODULE 2
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
38
Skill Building 15d
improve figures 21
Read pages 5 and 8; duplicate page 18; omit pages 50 and 51. We have Model 80 with 10 meters or Model 180 with 15 meters.
22
After May 18, French 050 meets in room 15 at 10 a.m. daily.
20
Textbook Keying
Key each line once; DS between 3-line groups.
improve long reaches 23 24 25
Barb Abver saw a vibrant version of her brave venture on TV. Call a woman or a man who will manage Minerva Manor in Nome. We were quick to squirt a quantity of water at Quin and West.
E
15e
gwam 2' 3'
Timed Writing
Take a 2' writing on both paragraphs. End the lesson; go to the Word Processor to complete 15e. Use wordwrap.
I thought about Harry and how he had worked for me for
6
4
10 years; how daily at 8 he parked his worn car in the lot;
12
8
then, he left at 5.
Every day was almost identical for him.
18 12
In a quiet way, he did his job well, asking for little
23 15
attention.
I
29 19
didn’t expect to find all of those maps near his workplace.
35 23
2' | 3' |
15f
ALL LE TTE RS
So |
1 1
I 2
|
STANDARD PLAN
never |
recognized | |
3 2
his
thirst |
4 3
5
for
travel. |
|
6 4
| |
for Setting and Clearing Tabs in the Word Processor
Tab Review
1. Read the instructions to clear and set tabs. 2. Go to the Word Processor. Set a left tab at 4". 3. Practice the lines; tap TAB without watching your keyboard.
Preset or default tabs are displayed on the Ruler. If necessary, display the Ruler in the Word Processor. (Choose Horizontal Ruler on the View menu.) Sometimes you will want to remove or clear existing tabs before setting new ones. To clear and set tabs: 1. On the menu bar, click Format, and then Clear All Tabs. 2. To set tabs: From the Format menu, select Set Tab. Select the type of tab you want to set (left, center, decimal, or right); enter the position and click OK. Option: Click the left or right mouse button directly on the Ruler to set either a left or right tab.
Set tab 4"
has become means of in business and Keyboarding is in every profession LESSON 15
5 AND 0
Keyboarding the primary written communication in our personal lives. Tab used by persons Tab and most job levels.
Tab Tab Tab Tab
MODULE 2
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
39
Lesson 16
2 and 7
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/16a Warmup
Key each line twice.
alphabet
1
Perry might know I feel jinxed because I have missed a quiz.
figures
2
Channels 5 and 8, on from 10 to 11, said Luisa’s IQ was 150.
caps lock
3
Ella Hill will see Chekhov’s THE CHERRY ORCHARD on Czech TV.
easy
4
The big dog by the bush kept the ducks and hen in the field. |
1
|
2
|
3
New Keys 16b
2
|
4
|
! 1
~ `
and
Tab
7
Caps Lock
Key each line once.
Shift
© CENGAGE LEARNING
Control
2 Reach up with left third finger.
© CENGAGE LEARNING
Number Reinforcement
Key each line. Concentrate as you reach to the top row.
LESSON 16
@ 2
Q
|
6
# 3
W
A Z
C
^ 6
T
F
* 8
U
H B
I
Space Bar
) 0
+ = { [
P : ;
L <
>
,
.
|
11
_ -
O K
M
|
10
( 9
J N
|
9
& 7
Y
G V
|
8
% 5
R
D X
Alt
$ 4
E
S
|
7
12
|
Backspace } ]
“ ‘ ? /
Alt
|
\ Enter Shift
Control
2 5
2 2s s2 2 2; has 2 sons; is 2 sizes; was 2 sites; has 2 skis
6
add 2 and 2; 2 sets of 2; catch 22; as 2 of the 22; 222 Main
7
Exactly at 2 on April 22, the 22nd Company left from Pier 2. 7
7 Reach up with right first finger.
16c
|
5
2 AND 7
8
7 7j j7 7 7; 7 jets; 7 jeans; 7 jays; 7 jobs; 7 jars; 7 jaws
9
ask for 7; buy 7; 77 years; June 7; take any 7; deny 77 boys
10
From May 7 on, all 77 men will live at 777 East 77th Street. all figures learned
11
I read 2 of the 72 books, Ellis read 7, and Han read all 72.
12
Tract 27 cites the date as 1850; Tract 170 says it was 1852.
13
You can take Flight 850 on January 12; I’ll take Flight 705.
8/1 14
line 8; Book 1; No. 88; Seat 11; June 18; Cart 81; date 1881
2/7 15
take 2; July 7; buy 22; sell 77; mark 27; adds 72; Memo 2772
5/0 16
feed 5; bats 0; age 50; Ext. 55; File 50; 55 bags; band 5005
all 17
I work 18 visual signs with 20 turns of the 57 lenses to 70.
all 18
Did 17 boys fix the gears for 50 bicycles in 28 racks or 10? MODULE 2
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
40
Skill Building
19
pop was lap pass slaw wool solo swap apollo wasp load plaque
20
Al’s quote was, “I was dazzled by the jazz, pizza, and pool.”
21
bad fun nut kick dried night brick civic thick hutch believe
22
Kim may visit her friends in Germany if I give her a ticket.
23
cry tube wine quit very curb exit crime ebony mention excite
24
To be invited, petition the six executive committee members.
3rd/4th
16d
Textbook Keying
Key each line once to review reaches; fingers curved and relaxed; wrists low. DS between groups.
1st/2nd
3rd/1st
16e
words: think, say, and key words
Textbook Keying
Key each line once; DS between 3-line groups. Do not pause at the end of lines.
25
is do am lay cut pen dub may fob ale rap cot hay pay hem box
26
box wit man sir fish also hair giant rigor civic virus ivory
27
laugh
sight
flame
audit
formal
social
turkey
bicycle
problem
phrases: think, say, and key phrases
TECHNIQUE TIP Think and key the words and phrases as units rather than letter by letter.
28
is
it|is
it|if
it
is|if
it
is|or
by|or
by|or
me|or
me|for
us
29
and all|for pay|pay dues and|the pen|the pen box|the pen box
30
such forms|held both|work form|then wish|sign name|with them easy sentences
31
The man is to do the work right; he then pays the neighbors.
32
Sign the forms to pay the eight men for the turkey and hams.
33
The antique ivory bicycle is a social problem for the chair. |
|
1
|
2
|
3
4
|
|
5
6
|
|
7
|
8
|
9
10
|
11
|
|
12
gwam 2' 3'
16f
•
Timed Writing
Take a 2' timing on both paragraphs. Repeat the timing. Use wordwrap.
4
•
8
•
When choosing a password, do not use one you have already 12
•
used.
16
•
20
Change to a new one quite often, perhaps every two to
24
•
28
•
32
•
4
•
8
•
16
•
20
•
28
•
32
LESSON 16
2 AND 7
|
1 1
2
|
|
3 2
| |
24 16
24
Don’t let anyone
30 20
•
see you key. Just turn your body or key a little extra. 2' | 3' |
8
18 12
If you must •
write it down, be sure it’s not recognized.
12
•
Know your password; do not write it on paper. 12
4
36
four weeks. Be sure that you combine both letters and numbers. •
6
•
|
4 3
5
|
36 24
|
6 4
| |
MODULE 2
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
41
Lesson 17
4 and 9
WARMUP KEY YBOARDING PRO O DELUXE 2
Warmup 17a
Key each line twice.
alphabet
1
Bob realized very quickly that jumping was excellent for us.
figures
2
Has each of the 18 clerks now corrected Item 501 on page 27?
shift keys
3
L. K. Coe, M.D., hopes Dr. Lopez can leave for Maine in May.
easy
4
The men paid their own firms for the eight big enamel signs.
New Keys 17b
! 1
~ ` Tab
4 and 9
Caps Lock
Key each line once.
Shift
© CENGAGE LEARNING
Control
© CENGAGE LEARNING
9 Reach up with right third finger.
W
A
E
S Z
% 5
R
D X
Alt
$ 4
T
F C
^ 6
Y
G V
& 7
U
H B
( 9
* 8
I J
N
Space Bar
) 0
O K
M
_ -
+ = { [
P : ;
L <
>
,
.
Backspace } ]
“ ‘ ? /
Alt
|
\ Enter Shift
Control
4 5
4 4f f4 4 4 4; if 4 furs; off 4 floors; gaff 4 fish; 4 flags
6
44th floor; half of 44; 4 walked 44 flights; 4 girls; 4 boys
7
I order exactly 44 bagels, 4 cakes, and 4 pies before 4 a.m.
8
9 9l l9 9 9 9; fill 9 lugs; call 9 lads; Bill 9 lost; dial 9
9
also 9 oaks; roll 9 loaves; 9.9 degrees; sell 9 oaks; Hall 9
10
Just 9 couples, 9 men and 9 women, left at 9 on our Tour 99. all figures learned
11
Memo 94 says 9 pads, 4 pens, and 4 ribbons were sent July 9.
12
Study Item 17 and Item 28 on page 40 and Item 59 on page 49.
13
Within 17 months he drove 85 miles, walked 29, and flew 490.
Skill Building 14
Textbook Keying
15
Key each line once. 16 17 18
LESSON 17
Q
# 3
9
4 Reach up with left first finger.
17c
@ 2
4 AND 9
18 worked 11 hours a day from May 27 to June 12. There were 5 items tested by Inspector 7 at 4 p.m. on May 8. Please send her File 10 today at 8; her access number is 97. Car 47 had its trial run. The qualifying speed was 198 mph. The estimated score? 485. Actual? 190. Difference? 295. My staff of
MODULE 2
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
42
17d
first finger
Technique Reinforcement
Key smoothly; tap the keys at a brisk, steady pace.
19
buy them gray vent guy brunt buy brunch much give huge vying
20
Hagen, after her July triumph at tennis, may try volleyball.
21
Verna urges us to buy yet another of her beautiful rag rugs. second finger
22
keen
idea;
kick
it
back;
ice
breaker;
decide
the
issue;
cite
23
Did Dick ask Cecelia, his sister, if she decided to like me?
24
Suddenly, Micki’s bike skidded on the Cedar Street ice rink. third/fourth finger
25
low slow lax solo wax zip zap quips quiz zipper prior icicle
26
Paula has always allowed us to relax at La Paz and at Quito.
27
Please ask Zale to explain who explores most aquatic slopes.
E
17e
ALL LE TTE RS gwam 2' 3'
Timed Writing
Take a 2' timing on both paragraphs. Repeat the timing. Use wordwrap.
•
4
•
8
•
We consider nature to be limited to those things, such 12
•
16
•
20
as air or trees, that we humans do not or cannot make. •
4
•
8
•
16
•
We don’t
20
4
•
•
16
•
17f
Enrichment
|
1 1
2
|
|
3 2
| |
I’m really
20
|
4
17 11
•
3
5
|
28 19
•
part of nature; thus, what happens to it happens to me. 2' | 3' |
7
22 15
8
Do I need nature, and does nature need me? 12
11
•
question it or, perhaps, realize how vital it is to us. •
4
•
For most of us, nature just exists, just is. 12
6
•
|
6 4
33 22
| |
1. Click the Skill Building tab from the main menu and choose Technique Builder; select Drill 2. 2. Key Drill 2 from page 32. Key each line once striving for good accuracy.
TECHNIQUE TIP
3. The results will be listed on the Skill Building Report.
Keep hands quiet and fingers well curved over the keys. Do not allow your fingers to bounce.
LESSON 17
4 AND 9
MODULE 2
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
43
Lesson 18
3 and 6
WARMUP KEY YBOARDING PRO O DELUXE 2
Warmup 18a
Key each line twice.
alphabet
1
figures
2
easy
3
Jim Kable won a second prize for his very quixotic drawings. If 57 of the 105 boys go on July 29, 48 of them will remain. With the usual bid, I paid for a quantity of big world maps. |
1
|
2
|
3
New Keys 18b
|
4
|
! 1
~ ` Tab
3 and 6
Caps Lock
Key each line once. © CENGAGE LEARNING
Shift
© CENGAGE LEARNING
3 Reach up with left second finger.
6 Reach up with right first finger. Note: Ergonomic keyboard users will use left first finger to key 6.
Control
Keyboard Reinforcement
Key each line once.
TECHNIQUE TIP Make long reaches without returning to home row between reaches.
LESSON 18
3 AND 6
@ 2
Q
|
6
# 3
W
A Z
C
^ 6
T
F
U
B
I J
N
Space Bar
) 0
+ = { [
P : ;
L <
>
,
.
|
11
_ -
O K
M
|
10
( 9
* 8
H
|
9
& 7
Y
G V
|
8
% 5
R
D X
Alt
$ 4
E
S
|
7
12
|
Backspace } ]
“ ‘ ? /
Alt
|
\ Enter Shift
Control
3 4 5 6
3 3d d3 3 3; had 3 days; did 3 dives; led 3 dogs; add 3 dips we 3 ride 3 cars; take 33 dials; read 3 copies; save 33 days On July 3, 33 lights lit 33 stands holding 33 prize winners. 6
7 8 9
6 6j 6j 6 6; 6 jays; 6 jams; 6 jigs; 6 jibs; 6 jots; 6 jokes only 6 high; on 66 units; reach 66 numbers; 6 yams or 6 jams On May 6, Car 66 delivered 66 tons of No. 6 shale to Pier 6. all figures learned
10 11 12
Skill Building 18c
|
5
At 6 p.m., Channel 3 reported the August 6 score was 6 to 3. Jean, do Items 28 and 6; Mika, 59 and 10; Kyle, 3, 4, and 7. Cars 56 and 34 used Aisle 9; Cars 2 and 87 can use Aisle 10.
long reaches 13 14 15
ce cede cedar wreck nu nu nut punt nuisance my my amy mystic ny ny any many company mu mu mull lumber mulch br br furbish Cecil received a large brown umbrella from Bunny and Hunter. number review
16 17 18
set 0; push 4; Car 00; score 44; jot 04; age 40; Billet 4004 April 5; lock 5; set 66; fill 55; hit 65; pick 56; adds 5665 Her grades are 93, 87, and 100; his included 82, 96, and 54.
MODULE 2
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
44
18d
word response: think and key words
Textbook Keying
Key each line once; DS between 2-line groups.
19
he el id is go us it an me of he of to if ah or bye do so am
20
Did she enamel emblems on a big panel for the downtown sign? stroke response: think and key each stroke
21
kin are hip read lymph was pop saw ink art oil gas up as mop
22
Barbara started the union wage earners tax in Texas in July. combination response: vary speed but maintain rhythm
23
upon than eve lion when burley with they only them loin were
24
It was the opinion of my neighbor that we may work as usual.
E
18e
ALL LE TTE RS gwam 2' 3'
Timed Writing •
1. Key two 3' writings. Use wordwrap. 2. End the lesson but do not exit the software. Goals: 1', 17–23 gwam 2', 15–21 gwam 3', 14–20 gwam
4
•
8
I am something quite precious. 12
•
16
•
Though millions of people
•
20
in other countries might not have me, you likely do. 24
•
28
a lot of power.
32
40
years.
I have
•
It
•
is
I
•
who
52
decides
44
if
a
•
•
•
tax
shall
be
56
64
•
76
•
levied.
88
•
for granted.
And yet, •
100
•
can even be taken away. •
92
•
112
104
Communication 18f
Composition
|
1 1
2
|
|
I am your
54 36
116 3
2
48 32
108
right to vote. Don’t take me lightly. 2' | 3' |
42 28
96
•
What, you may ask, am I? •
36 24
84
I can be lost, and in certain circumstances I
•
30 20
72
80 •
24 16
60
sadly, I am often ignored; or, still worse, I am just taken •
8
18 12
I was acquired at 68
a great cost; however, I am free to all citizens. •
12
48
•
I even decide questions of war or peace.
4
36
For it is I who names a new president every
•
four
•
6
•
| |
58 39
|
4 3
5
|
|
6 4
| |
1. Go to the Word Processor. 2. Introduce yourself to your instructor by composing two paragraphs, each containing about three sentences. Use proper grammatical structure. Do not worry about keying errors at this time. 3. Save the document as xx-profile. (Remember to replace xx with your initials.) It is not necessary to print the document. You will open and print it in a later lesson.
LESSON 18
3 AND 6
MODULE 2
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
45
Lesson 19
$ and - (hyphen), Number Expression
WARMUP KEY YBOARDING PRO O DELUXE 2
Warmup 19a
Key each line twice.
alphabet
1
Why did the judge quiz poor Victor about his blank tax form?
figures
2
J. Boyd, Ph.D., changed Items 10, 57, 36, and 48 on page 92.
3rd row
3
To try the tea, we hope to tour the port prior to the party.
easy
4
Did he signal the authentic robot to do a turn to the right? |
New Keys 19b
1
|
2
|
3
|
- = hyphen -- = dash Do not space before or after a hyphen or a dash.
$ and -
Key each line once; DS between 2-line groups.
4
|
! 1
~ ` Tab Caps Lock Shift
© CENGAGE LEARNING
Control
© CENGAGE LEARNING
Skill Building 19c
Keyboard Reinforcement
Key each line once; repeat the drill.
LESSON 19
@ 2
Q
|
6
# 3
W
A Z
R
D X
^ 6
C
Y
G V
U
B
J N
Space Bar
Alt
I
) 0
+ = { [
P : ;
L <
>
,
.
|
11
_ -
O K
M
|
10
( 9
* 8
H
|
9
& 7
T
F
|
8
% 5
$ 4
E
S
|
7
12
|
Backspace } ]
“ ‘ ? /
|
\ Enter Shift
Alt
Control
$ 5
$ $f f$ $ $; if $4; half $4; off $4; of $4; $4 fur; $4 flats
6
for $8; cost $9; log $3; grab $10; give Rolf $2; give Viv $4
7
Since she paid $45 for the item priced at $54, she saved $9. - (hyphen)
$ Shift; then reach up with left first finger.
- (hyphen) Reach up with right fourth finger.
|
5
8
-
-;
;-
-
-
-;
up-to-date;
co-op;
father-in-law;
four-square
9
pop-up foul; big-time job; snap-on bit; one- or two-hour ski
10
You need 6 signatures--half of the members--on the petition. all symbols learned
11
I paid $10 for the low-cost disk; high-priced ones cost $40.
12
Le-An spent $20 for travel, $95 for books, and $38 for food.
13
Mr. Loft-Smit sold his boat for $467; he bought it for $176.
e/d 14
Edie discreetly decided to deduct expenses in making a deal.
w/e 15
Working women wear warm wool sweaters when weather dictates.
r/e 16
We heard very rude remarks regarding her recent termination.
s/d 17
Daily sudden mishaps destroyed several dozens of sand dunes.
v/b 18
Beverley voted by giving a bold beverage to every brave boy.
$ AND - (HYPHEN), NUMBER EXPRESSION
MODULE 2
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
46
19d
easy words
Textbook Keying
Key each line once, working for fluid, consistent stroking.
TECHNIQUE TIP • Key the easy words as “words” rather than stroke by stroke. • Key each phrase (marked by a vertical line) without pauses between words.
19
am it go bus dye jam irk six sod tic yam ugh spa vow aid dug
20
he or by air big elf dog end fit and lay sue toe wit own got
21
six foe pen firm also body auto form down city kept make fog easy phrases
22
it
is|if
the|and
also|to
me|the
end|to
us|if
it|it
is|to
the
23
if it is|to the end|do you wish|to go to|for the end|to make
24
lay down|he or she|make me|by air|end of|by me|kept it|of me easy sentences
25
Did the chap work to mend the torn right half of the ensign?
26
Blame me for their penchant for the antique chair and panel.
27
She bid by proxy for eighty bushels of a corn and rye blend.
Communication
N UM BE R E X PRE SSION: SPE LL OU T NU MB E RS
19e
1. First word in a sentence. Key numbers ten and lower as words unless they are part of a series of related numbers, any of which are over ten.
Textbook Keying
1. Study the rules and examples at the right. 2. Key the sample sentences 28–33. 3. Change figures to words as needed in sentences 34–36.
Three of the four members were present. She wrote 12 stories and 2 plays in five years.
2. The smaller of two adjacent numbers as words. SolVir shipped six 24-ton engines.
3. Isolated fractions and approximate numbers. Key as words large round numbers that can be expressed as one or two words. Hyphenate fractions expressed as words. She completed one-fourth of the experiments. Val sent out three hundred invitations.
4. Preceding “o’clock.” John’s due at four o’clock. Pick him up at 4:15 p.m.
LESSON 19
28
Six or seven older players were cut from the 37-member team.
29
I have 2 of 14 coins I need to start my set.
30
Of nine 24-ton engines ordered, we shipped six last Tuesday.
31
Shelly has read just one-half of about forty-five documents.
32
The six boys sent well over two hundred printed invitations.
33
One or two of us will be on duty from two until six o’clock.
34
The
35
The three-person crew cleaned 6 stands, 12 tables, and 13 desks.
36
The
meeting 3rd
begins
meeting
$ AND - (HYPHEN), NUMBER EXPRESSION
is
promptly at
3
at
9.
o’clock
We on
Kristen has 9.
plan
Friday,
4
sessions.
February
MODULE 2
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
2.
47
Lesson 20
# and /
WARMUP KEY YBOARDING PRO O DELUXE 2
Warmup 20a
Key each line twice (slowly, then faster).
alphabet
1
Freda Jencks will have money to buy six quite large topazes.
symbols
2
I bought 10 ribbons and 45 disks from Cable-Han Co. for $78.
home row
3
Dallas
easy
4
He may cycle down to the field by the giant oak and cut hay.
New Keys 20b
sold
jade
# = number sign, pounds / = diagonal, slash
# and /
flasks;
! 1
~ ` Tab Caps Lock
Key each line once.
Sal
Shift Control
@ 2
Q
has
# 3
W
A Z
X Alt
R
D
^ 6
T
F C
glass
% 5
$ 4
E
S
a
Y
G V
& 7
( 9
* 8
U
H B
flask
I J
N
Space Bar
) 0
_ -
O K
M
full
+ = { [
P : ;
L <
>
,
.
of
Backspace } ]
“ ‘ ? /
Alt
Enter Shift Control
© CENGAGE LEARNING
5
# #e e# # # #; had #3 dial; did #3 drop; set #3 down; Bid #3
6
leave #82; sold #20; Lyric #16; bale #34; load #53; Optic #7
7
Notice #333 says to load Car #33 with 33# of #3 grade shale. /
© CENGAGE LEARNING
8
/ /; ;/ / / /; 1/2; 1/3; Mr./Mrs.; 1/4/12; 22 11/12; and/or;
9
to/from; /s/ William Smit; 2/10, n/30; his/her towels; 6 1/2
10
The numerals 1 5/8, 3 1/4, and 60 7/9 are “mixed fractions.” all symbols learned
/ Reach down with right fourth finger.
11
Invoice #737 cites 15 2/3# of rye was shipped C.O.D. 4/6/11.
12
B-O-A Company’s Check #50/5 for $87 paid for 15# of #3 wire.
13
Our Co-op List #20 states $40 for 16 1/2 crates of tomatoes.
Skill Building Keyboard Reinforcement
Key each line once; work for fluency. Option: In the Word Processor, key 30" writings on both lines of a pair. Work to avoid pauses.
LESSON 20
|
\
#
# Shift; then reach up with left second finger.
20c
salt.
# AND /
gwam
30"
14
She did the key work at the height of the problem.
20
15
Form #726 is the title to the island; she owns it.
20
16
The rock is a form of fuel; he did enrich it with coal.
22
17
The corn-and-turkey dish is a blend of turkey and corn.
22
18
It is right to work to end the social problems of the world.
24
19
If I sign it on 3/19, the form can aid us to pay the 40 men.
24
MODULE 2
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
48
Communication 20d
Textbook Keying: Number Usage Review
Key each line once. Decide whether the circled numbers should be keyed as figures or as words and make needed changes. Check your finished work with 19e, page 47.
20
Six or 7 older players were cut from the 37-member team.
21
I have 2 of 14 coins I need to start my set.
22
Of 9 24-ton engines ordered, we shipped 6 last Tuesday.
23
Shelly
24
The
25
1 or 2 of us will be on duty from 2 until 6 o’clock.
has
6
read
boys
just
sent
1
well
half over
of
Kristen has 9.
about
200
45
printed
invitations.
E
Skill Building Timed Writing
2'
3'
Some of us think that the best way to get attention is
6
4 35
12
8 39
12
1. Take a 3' writing on both paragraphs. If you finish the timing before time is up, repeat the timing. Use wordwrap.
to
try
ALL LE TTE RS gwam
•
20e
documents.
4
•
a
new
16
style,
24
or
to
•
somehow.
•
8
•
look
20
quixotic,
28
•
•
or
to
•
be
different
32
•
Perhaps we are looking for nothing much more than
36
•
40
•
44
acceptance from others of ourselves just the way we now are.
2. End the lesson but do not exit the software.
•
4
•
8
•
16
•
best to impress other people. 24
•
20 •
32
•
40
•
44
20f
|
1 1
2
|
STANDARD PLAN
Guided Writing
Go to the Word Processor, and follow the directions at the right to build your speed on each paragraph of the timing by four words.
|
3 2
| |
|
4 3
5
41 27 58
•
take our raw materials, you and me, and build up from there. 2' | 3' |
35 23 54
•
trying some of this and that; but our basic objective is to 36
29 19 50
•
How we achieve this may mean
28
24 16 47
•
There is no question about it; we all want to look our 12
18 12 43
•
|
|
6 4
47 31 62
| |
for Guided Writing Procedures
1. In the Word Processor, take a 1' writing on paragraph 1. Note your gwam. 2. Add four words to your 1' gwam to determine your goal rate. 3. Set the Timer for 1'. Set the Timer option to beep every 15".
Goal: 16 gwam 1/4'
1/2'
3/4'
gwam 1'
4 5 6 7 8 9 10
8 10 12 14 16 18 20
12 15 18 21 24 27 30
16 20 24 28 32 36 40
LESSON 20
# AND /
4. From the table below, select from column 4 the speed nearest your goal rate. Note the ¼' point at the left of that speed. Place a light check mark within the paragraphs at the ¼' points. 5. Take two 1' guided writings on paragraphs 1 and 2. Do not save. 6. Turn the beeper off.
MODULE 2
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
49
Lesson 21
% and !
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/21a Warmup
Key each line twice.
alphabet
1
Merry will have picked out a dozen quarts of jam for boxing.
fig/sym
2
Jane-Ann bought 16 7/8 yards of #240 cotton at $3.59 a yard.
1st row
3
Can’t brave, zany Cave Club men/women next climb Mt. Zamban?
easy
4
Did she rush to cut six bushels of corn for the civic corps?
New Keys 21b
% = percent sign: Use % with business forms or where space is restricted; otherwise, use the word “percent.” Space twice after the exclamation point!
% and !
© CENGAGE LEARNING
Key each line once.
% Shift; then reach up with left first finger.
SPACING TIP • Do not space between a figure and the % or $ signs. • Do not space before or after the dash.
21c
Keyboard Reinforcement
Key each line once; work for fluency.
! 1
~ `
@ 2
Q
Tab Caps Lock
# 3
W
A Z
Shift
E
S
Control
% 5
$ 4
R
D X
^ 6
T
F C
Y
G V
& 7
U
H B
I J
N
) 0
M
_ -
O K
Space Bar
Alt
( 9
* 8
+ =
P : ;
L <
>
,
.
Backspace
{ [
} ] “ ‘
|
\ Enter
? /
Shift
Alt
Control
% 5
% %f f% % %; off 5%; if 5%; of 5% fund; half 5%; taxes of 5%
6
7% rent; 3% tariff; 9% F.O.B.; 15% greater; 28% base; up 46%
7
Give discounts of 5% on rods, 50% on lures, and 75% on line. !
reach up with the left fourth finger
8
! !a a! ! ! !; Eureka!
9
Listen to the call!
10
Ha!
Now!
No!
Pull 10!
Ready!
Get set!
I want it now, not next week!
Extra! Go!
America!
Good show!
I am sure to lose 50% or $19.
all symbols 11
The ad offers a 10% discount, but this notice says 15% less!
12
He got the job!
13
Bill #92-44 arrived very late from Zyclone; it was paid 7/4.
With Clark’s Supermarket!
Please call Mom!
all symbols 14
As of 6/28, Jeri owes $31 for dinner and $27 for cab fare.
15
Invoice #20--it was dated 3/4--billed $17 less 15% discount.
16
He deducted 2% instead of 6%, a clear saving of 6% vs. 7%. combination response
LESSON 21
% AND !
17
Look at my dismal grade in English; but I guess I earned it.
18
Kris started to blend a cocoa beverage for a shaken cowhand.
19
Jan may make a big profit if she owns the title to the land. MODULE 2
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
50
Skill Building 21d
1st finger
Textbook Keying
Key each line once; DS between groups; fingers curved, hands quiet. Repeat if time permits.
20
by bar get fun van for inn art from gray hymn July true verb
21
brag human bring unfold hominy mighty report verify puny joy
22
You are brave to try bringing home the van in the bad storm. 2nd finger
23
ace ink did cad keyed deep seed kind Dick died kink like kid
24
cease decease decades kick secret check decide kidney evaded
25
Dedre likes the idea of ending dinner with cake for dessert. 3rd finger
26
oil sow six vex wax axe low old lox pool west loss wool slow
27
swallow swamp saw sew wood sax sexes loom stew excess school
28
Wes waxes floors and washes windows at low costs to schools. 4th finger
29
zap zip craze pop pup pan daze quote queen quiz pizza puzzle
30
zoo graze zipper panzer zebra quip partizan patronize appear
31
Czar Zane appears to be dazzled by the apple pizza and jazz.
E
21e
ALL LE TTE RS
Timed Writing
1. Key a 2' writing. Repeat. 2. End the lesson but do not exit the software. 3. Go to the Word Processor and complete 21f. Goal: 16 gwam
Teams
are
the
basic
unit
of
performance
for
a
gwam
1'
2'
firm.
11
5 42
They are not the solution to all of the organizational needs.
23 12 48
They
known
35 17 54
that a team can perform at a higher rate than other groups.
47 23 60
It is one of the best ways to support the changes needed for
59 30 66
a
71 36 72
will
firm.
not
The
solve
all
team
of
the
must
problems,
have
time
but
in
it
is
order
to
make
a quality working plan. 1' | 2' |
21f
Speed Runs with Numbers
1. Set the Timer in the Word Processor for 1'.
1
| 1
2
| |
3
| 2
4
| |
5
74 37 74
| 3
6
| |
7
| 4
8
| |
9
| 5
10
| |
11
|
12
6
| |
1 and 2 and 3 and 4 and 5 and 6 and 7 and 8 and 9 and 10 and 11 and 12 and 13 and 14 and 15 and 16 and 17 and 18 and 19 and 20 and 21 and 22 and 23 and 24 and 25 and 26 and 27 and
2. Take two 1' writings; the last number you key when you stop is your approximate gwam. Do not save.
LESSON 21
% AND !
MODULE 2
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
51
Lesson 22
( and ) and Backspace Key
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/22a Warmup
Key each line twice.
alphabet
1
Avoid lazy punches; expert fighters jab with a quick motion.
fig/sym
2
Be-Low’s Bill #483/7 was $96.90, not $102--they took 5% off.
caps lock
3
Report titles may be shown in ALL CAPS; as, BOLD WORD POWER.
easy
4
Do they blame me for their dismal social and civic problems? |
New Keys
1
|
2
|
3
|
( ) = parentheses Parentheses indicate off-hand, aside, or explanatory messages.
22b
( and ) (parentheses) Key each line once.
4
|
5
|
~ `
! 1
@ 2
Tab Caps Lock Shift
Q
© CENGAGE LEARNING © CENGAGE LEARNING
# 3
W
A Z
R
C
^ 6
T
F
U
B
I J
N
K
+ = { [
: ;
L >
,
11
_ -
P
<
Space Bar
Alt
) 0
O
M
|
10
( 9
* 8
H
|
9
& 7
Y
G V
|
8
% 5
$ 4
D X
|
7
E
S
Control
( Shift; then reach up with the right third finger.
|
6
.
|
12
|
Backspace } ]
“ ‘
|
\ Enter
? /
Shift
Alt
Control
5
( (l l( (; (; Reach from l for the left parenthesis; as, ( (.
6
) ); ;) ) ); Reach from ; for the right parenthesis; as, ) ). ( )
7
Learn
to
use
parentheses
(plural)
or
parenthesis
(singular).
8
The red (No. 34) and blue (No. 78) cars both won here (Rio).
9
We (Galen and I) dined (bagels) in our penthouse (the dorm). all symbols learned
10
The
jacket
was
$35
(thirty-five
dollars)--the
tie
was
extra.
11
Starting 10/29, you can sell Model #49 at a discount of 25%.
12
My size 8 1/2 shoe--a blue pump--was soiled (but not badly).
13
Jana has one hard-to-get copy of her hot-off-the-press book.
14
An invoice said that “We give discounts of 10%, 5%, and 3%.”
15
The company paid bill 8/07 on 5/2/11 and bill 4/9 on 3/6/11.
16
The catalog lists as out of stock Items #230, #710, and #13.
17
Elyn had $8; Sean, $9; and Cal, $7.
) Shift; then reach up with the right fourth finger.
22c
Textbook Keying
Key each line once, keeping eyes on copy.
LESSON 22
( AND ) AND BACKSPACE KEY
The cash total was $24.
MODULE 2
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
52
E
22d
ALL LE TTE RS 1'
3'
Most people will agree that we owe it to our children
10
4 28
to pass the planet on to them in better condition than we
22
7 32
found it.
34 12 36
Timed Writing
1. Take a 3' timing on both paragraphs. 2. End the lesson; then go to the Word Processor and complete 22e and 22f.
We must take extra steps just to make the quality
of living better.
38 13 37
If we do not change our ways quickly and stop damaging our world, it will not be a good place to live.
We can save
the ozone and wildlife and stop polluting the air and water. 1' | 3' |
Skill Building 22e
BACKSPACE Key
In the Word Processor, key the sentences using the BACKSPACE key to correct errors.
1
|
18
You should be interested in the special items on sale today.
19
If she is going with us, why don’t we plan to leave now?
20
Do you desire to continue working on the memo in the future?
21
Did the firm or their neighbors own the autos with problems?
22
Juni, Vec, and Zeb had perfect grades on weekly query exams.
23
Jewel quickly explained to me the big fire hazards involved.
5 2
|
6
| |
7
|
8 3
|
| |
9
10
|
11 4
|
35 25 49
2 1
4
|
12 21 45
|
3
| |
11 16 41
12
| |
Communication
N UM BE R E X PRE SSION: E XPRE SS AS FIGU RE S
22f
1. Money amounts and percentages, even when appoximate. Spell out cents and percent except in statistical copy.
Word Processor
1. Study the rules and examples at the right. 2. In the Word Processor, key the information below at the left margin. Tap ENTER as shown. Your name ENTER Current date ENTER Number Expression ENTER 3. Key the sample sentences 24–28. If you make an error, backspace to correct it. 4. Save the file as xx-22f.
The 16 percent discount saved me $145; Bill, 95 cents. 2. Round numbers expressed in millions or higher with their word modifier. Ms. Ti contributed $3 million. 3. House numbers (except house number One) and street names over ten. If a street name is a number, separate it from the house number with a dash. 1510 Easy Street
1592--11th Street
4. Date following a month. A date preceding the month is expressed in figures followed by “rd” or “th.” June 9, 2009
March 3
4th of July
5. Numbers used with nouns. Volume 1
LESSON 22
One West Ninth Avenue
Chapter 6
24
Ask Group 2 to read Chapter 7 of Book 11 (Shelf 19, Room 5).
25
All six of us live at One Bay Lane, not at 142--59th Street.
26
At 8 a.m. the owners decided to close from 12 noon to 1 p.m.
27
Ms. Han leaves June 3; she returns the 14th or 15th of July.
28
The 16 percent discount saves $115.
( AND ) AND BACKSPACE KEY
A stamp costs 44 cents.
MODULE 2
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
53
Lesson 23
& and : (colon), Proofreaders’ Marks
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/23a Warmup
Key each line twice.
alphabet
1
Roxy waved as she did quick flying jumps on the trapeze bar.
symbols
2
Ryan’s--with an A-1 rating--sold Item #146 (for $10) on 2/7.
space bar
3
Mr. Fyn may go to Cape Cod on the bus, or he may go by auto.
easy
4
Susie is busy; may she halt the social work for the auditor? |
New Keys 23b
& and :
(colon)
© CENGAGE LEARNING
|
2
|
3
|
4
& = ampersand: The ampersand is used only as part of company names. Colon: Space twice after a colon except when used within a number for time.
Key each line once.
|
5
~ `
! 1
|
@ 2
Q
Tab Caps Lock
# 3
Z
Control
R
D X
C
^ 6
T
F
U
B
N
) 0
I J
<
{ [ : ;
>
,
Space Bar
Alt
+ =
P
L .
|
11
_ -
O K
M
|
10
( 9
* 8
H
|
9
& 7
Y
G V
|
8
% 5
E
S
|
7
$ 4
W
A
Shift
|
6
12
|
Backspace } ]
“ ‘
|
\ Enter
? /
Shift
Alt
Control
& (ampersand) 5
& &j j& & & &; J & J; Haraj & Jay; Moroj & Jax; Torj & Jones
6
Nehru & Unger; Mumm & Just; Mann & Hart; Arch & Jones; M & J
7
Rhye & Knox represent us; Steb & Doy, Firm A; R & J, Firm B.
& Shift; then reach up with right first finger. © CENGAGE LEARNING
: (colon)
: (colon) Left shift; then tap key with right fourth finger.
23c
1
Keyboard Reinforcement
Key each line twice; work for fluency.
8
: :; ;: : : :; as:
9
in stock:
10
for example:
8:30; 7:45; Age:
notice:
Experience:
Space twice after a colon, thus:
To:
To:
From:
Read: No.:
Date:
Send:
Time:
See:
Carload:
all symbols learned 11
Consider these companies:
J & R, Brand & Kay, Uper & Davis.
12
Memo #88-89 reads as follows:
13
Bill 32(5)--it got here quite late--from M & N was paid 7/3.
“Deduct 15% of $300, or $45.”
double letters 14
Di Bennett was puzzled by drivers exceeding the speed limit.
15
Bill needs the office address; he will cut the grass at ten.
16
Todd saw the green car veer off the street near a tall tree. figures and symbols
LESSON 23
17
Invoice #84 for $672.90, plus $4.38 tax, was due on 5/19/11.
18
Do read Section 4, pages 60-74 and Section 9, pages 198-225.
19
Enter the following:
& AND : (COLON), PROOFREADERS’ MARKS
(a) name, (b) address, and (c) tax ID. MODULE 2
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
54
Skill Building 20
23d
21
Textbook Keying
22
Key each line once; work for fluency.
23 24 25 26
Jane may work with an auditing firm if she is paid to do so. Pam and eight girls may go to the lake to work with the dog. Clancy and Claudia did all the work to fix the sign problem. Did Lea visit the Orlando land of enchantment or a neighbor? Ana and Blanche made a map for a neighbor to go to the city. Sidney may go to the lake to fish with worms from the docks. Did the firm or the neighbors own the auto with the problem? |
|
1
|
2
|
3
|
4
|
5
|
6
|
7
|
8
|
9
10
E
23e
Is how you judge my work important?
3'
It is, of course;
11
4 26
We all expect
23
8 30
32 11 33
I want approval for stands I take, things I write, and My efforts, by my work, show a picture of
me; thus, through my work, I am my own unique creation.
Communication 23f
|
2 1
|
3
| |
4
|
5 2
|
6
| |
7
|
8 3
|
9
| |
10
|
11 4
11 14 36 23 18 41 34 22 44
|
12
| |
Proofreaders’ marks are used to identify mistakes in typed or printed text. Learn to apply these commonly used standard proofreaders’ marks.
Edit Text
Symbol
1. Read the information about proofreaders’ marks.
Meaning
Symbol
sp
Italic
2. In the Word Processor, key your name, class, and 23f at the left margin. Then key lines 27–32, making the revisions as you key. Use the BACKSPACE key to correct errors.
Cap
or
Meaning Spell out
¶
Bold
Paragraph
Capitalize
Add horizontal space
Insert
3. Save as xx-23f and print.
or
lc
Lowercase
Delete
Close up space
Move to left
Transpose
Move to right
st et
Leave as originally written
27
We miss 50% in life’s rowards by refusingto new try things.
28
do it now--today--then tomorrow’s load will be 100%% lighter.
29
Satisfying work- whether it pays $40 or $400-is the pay off.
30
LESSON 23
1
|
1'
to get credit for good work that we conclude.
1' | 3' |
12
gwam
I hope you recognize some basic merit in it.
work I complete.
|
11
ALL LE TTE RS
Timed Writing
Take a 3' timing on both paragraphs. Use wordwrap. Repeat.
|
Avoid mistakes:
confusing a #3 has cost thousands.
31
Pleased most with a first rate job is the person who did it.
32
My wife and/or me mother will except the certifi cate for me.
& AND : (COLON), PROOFREADERS’ MARKS
MODULE 2
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
55
Lesson 24
Other Symbols
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/24a Warmup
Key each line twice.
alphabet
1
Pfc. Jim Kings covered each of the lazy boxers with a quilt.
figures
2
Do problems 6 to 29 on page 175 before class at 8:30, May 4.
”
3
They read the poems “September Rain” and “The Lower Branch.”
easy
4
When did the busy girls fix the tight cowl of the ruby gown? |
New Keys 24b @
<
*
+
=
[
2
|
3
|
4
|
5
~ `
! 1
Caps Lock
]
Shift
Key each pair of lines once; DS between 2-line groups. Become familiar with these symbols: @ at < less than > greater than * asterisk + plus sign (use a hyphen for minus and x for “times”) = equals [ ] left and right bracket
Control
@
@ 2
Q
|
6
# 3
W
A Z
R
D X
C
^ 6
T
F
Y
Alt
U
B
I J
N
Space Bar
) 0
+ = { [
P : ;
L <
>
,
.
|
11
_ -
O K
M
|
10
( 9
* 8
H
|
9
& 7
G V
|
8
% 5
$ 4
E
S
|
7
12
|
Backspace } ]
“ ‘ ? /
Alt
|
\ Enter Shift
Control
shift; reach up with left third finger to @
@ @s s@ @ @; 24 @ .15; 22 @ .35; sold 2 @ .87; were 12 @ .95
6
You may contact Luke @:
[email protected] or fax @ (602) 555-0101. < >
shift; reach down with right second finger to < shift; reach down with right third finger to >
7
Can you prove “a > b”?
8
E-mail Al
[email protected] and Matt
[email protected] by 9:30 p.m. *
If 28 > 5, then 5a < x.
Is a < > b?
shift; reach up with right second finger to *
9
* *k k8* * *; aurelis*; May 7*; both sides*; 250 km.**; aka*
10
Note each *; one * refers to page 29; ** refers to page 307. shift; reach up with right fourth finger to +
11
+ ;+ +; + + +; 2 + 2; A+ or B+; 70+ F. degrees; +xy over +y;
12
The question was 8 + 7 + 51; it should have been 8 + 7 + 15. =
reach up with right fourth finger to =
13
= =; = = =; = 4; If 14x = 28, x = 2; if 8x = 16, then x = 2.
14
Change this solution (where it says “= by”) to = bx or = BX. []
OTHER SYMBOLS
|
5
+
LESSON 24
|
Tab
Textbook Keying >
1
reach up with right fourth finger to [ and ]
15
Mr. Wing was named.
[That’s John J. Wing, ex-senator.
16
We [Joseph and I] will be in Suite #349; call us @ 555-0102.
MODULE 2
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Ed.]
56
Skill Building 24c
double 17 letters 18
feel pass mill good miss seem moons cliffs pools green spell Assets are being offered in a stuffy room to two associates.
balanced 19 hand 20
is if of to it go do to is do so if to to the it sign vie to Pamela Fox may wish to go to town with Blanche if she works.
21
date face ere bat lip sew lion rear brag fact join eggs ever get fewer on; after we look; as we agree; add debt; act fast
Rhythm Builder
Key each line once.
one hand
combination
22 23 24
was for|in the case of|they were|to down|mend it|but pony is They were to be down in the fastest sleigh if you are right. |
24d
Timed Writing
Take a 3' timing on both paragraphs. Use wordwrap. Repeat.
Edited Copy
1. In the Word Processor, key your name, class, and date at the left margin, each on a separate line. 2. Key each line, making the corrections marked with proofreaders’ marks. 3. Correct errors using the BACKSPACE key.
|
2
|
3
|
4
|
5
|
6
|
7
|
8
|
9
10
|
|
11
12
|
gwam
1'
3'
Why don’t we like change very much? Do you think that just maybe we want to be lazy; to dodge new things; and, as much as possible, not to make hard decisions? We know change can and does extend new areas for us to enjoy, areas we might never have known existed; and to stay away from all change could curtail our quality of life.
11
4 26
23
8 30
1' | 3' |
24e
|
1
1
|
2 1
|
3
| |
4
|
5 2
|
6
| |
7
|
8 3
|
9
| |
10
|
11 4
|
12
32 11 33 11 14 36 24 18 40 34 22 44
| |
25
Ask Group 1 to read Chater 6 of Book 11 (Shelf 19,Room 5).
26
All 6 of us live at One Bay road, not at 126 -56th Street.
27
AT 9 a.m. the owners decided to close form 12 noon to 1 p.m.
28
Ms. Vik leaves June 9; she r eturns the 14 or 15 of July.
29
The 16 per cent discount saves 115.
30
A stamp costs 44 cents.
Elin gave $300,000,000; our gift was only 75 cents.
4. Save as xx-24e.
Communication
1. In the Word Processor, open the file xx-profile that you created in Lesson 18. 2. Position the insertion point at the end of the last paragraph. TAP ENTER twice.
24f
Composition
3. Key an additional paragraph that begins with the following sentence: Thank you for allowing me to introduce myself. 4. Finish the paragraph by adding two or more sentences that describe your progress and satisfaction with keyboarding. 5. Correct any mistakes you have made. Click Save to resave the document. Print. 6. Mark any mistakes you missed with proofreaders’ marks. Revise the document, save, and reprint. Submit to your instructor.
LESSON 24
OTHER SYMBOLS
MODULE 2
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
57
Lesson 25
Assessment
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/25a Warmup
Key each line twice.
alphabet
1
My wife helped fix a frozen lock on Jacque’s vegetable bins.
figures
2
Sherm moved from 823 West 150th Street to 9472--67th Street.
double letters
3
Will
easy
4
It is a shame he used the endowment for a visit to the city. |
25b
Reach Review
Keep arms and hands quiet as you practice the long reaches.
|
2
3
|
4
to |
sell |
5
his 6
|
accounting 7
|
|
8
books |
9
|
10
Elliott?
11
bran barb brim curb brat garb bray verb brag garb bribe herb
8
Barb Barber can bring a bit of bran and herbs for her bread.
9
cede neck nice deck dice heck rice peck vice erect mice echo
10
Can Cecil erect a decent cedar deck?
He erects nice condos.
11
nun gnu bun nut pun numb sun nude tuna nub fun null unit gun
12
Eunice had enough ground nuts at lunch; Uncle Launce is fun.
ALL LE TTE RS gwam
Timed Writing
The
term
careers
job.
can
mean
many
different
3 51
As you know, a career is much more than a
8 55
It is the kind of work that a person has through life.
12 59
It includes the jobs a person has over time.
things
It also involves
how the work life affects the other parts of our life.
There
are as many types of careers as there are people. Almost all people have a career of some kind.
16 63 20 67 23 71
A career
27 74
can help us to reach unique goals, such as to make a living
31 79
or to help others.
35 83
The kind of career you have will affect
your life in many ways.
For example, it can determine where
39 87
you live, the money you make, and how you feel about yourself.
44 91
A good choice can thus help you realize the life you want.
47 95
3' |
ASSESSMENT
3'
to
different people.
Goal: 3', 19–27 gwam.
|
7
c/e
Key two 3' writings. Strive for accuracy. Use wordwrap.
12
Jenny Nyles saw many, many tiny nymphs flying near her pony.
E
LESSON 25
|
6
n/u
25c
to
deny many canny tiny nymph puny any puny zany penny pony yen
b/r
TECHNIQUE TIP
|
attempt
5 n/y
Key each line once; repeat.
1
Scotty
1
|
2
|
3
|
4
|
MODULE 2
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
58
Skill Building
13
is if he do rub ant go and am pan do rut us aid ox ape by is
14
it is|an end|it may|to pay|and so|aid us|he got|or own|to go
Key each line once; DS between groups.
15
Did the girl make the ornament with fur, duck down, or hair?
Key with precision and without hesitation.
16
us owl rug box bob to man so bit or big pen of jay me age it
17
it|it is|time to go|show them how|plan to go|one of the aims
18
It is a shame they use the autobus for a visit to the field.
25d
Textbook Keying
|
1
|
|
2
3
|
|
4
|
5
|
6
7
|
|
8
9
E
25e
|
|
10
11
|
12
ALL LE TTE RS/ FI GURE S gwam
Figure Check •
In the Word Processor, key two 3' writings at a controlled rate. Save the timings as xx-25e-t1 and xx-25e-t2. Use wordwrap.
4
•
8
•
16
3'
•
Do I read the stock market pages in the news? 12
•
Yes; and
20
4 35
•
at about 9 or 10 a.m. each morning, I know lots of excited 24
•
28
•
people are quick to join me.
Goal: 3', 16–14 gwam.
36
•
32 •
44
•
52
•
our stocks have gone up or down. 60
•
64
56 68
•
“investors”
among
84
76
us
are
•
•
more
80
interested
88
in
a
•
|
1
2
|
dividend 92
we
Communication
27 59
•
|
3
23 55
•
may get, say 7 or 8 percent, than in the price of a stock. 3' |
19 51
•
“speculators” like to “buy at 52 and sell at 60”; while the 72
16 47
•
Now, those of us who are •
12 43
•
to the 3rd or 4th part of the paper to see if the prices of 48
8 39
•
In fact, many of us zip right
40
|
|
4
e
31 62
significant
Last week the healthy heart foundation relased the findings of a study
25f
Edited Copy
1. In the Word Processor, key your name, class, and date at the left margin, each on a separate line. 2. Key the paragraphs and make the corrections marked with proofreaders’ marks. Use the BACKSPACE key to correct errors.
ing
not
ing
that showed exercise diet and if individuals don’t smoke are the major
, ,a
controllable factors that led to a healthy heart. Factors such as heredity
both
and
can not be controlled. The study included 25 to 65 year old males as well as females.
aged
women especially benefited from The study also showed that just taking a walk benefits our health. . a
3. Check all number expressions and correct any mistakes.
Those who walked an average of 2 to 3 hours a week were more then 30 percent
4. Save as xx-25f.
less likely to have problems than those who did no exercise.
LESSON 25
ASSESSMENT
MODULE 2
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
59
KEY YBOARDING PRO O DELUXE 2
I LOVE IMAGES/JUPITER IMAGES
Skill Builder
2 Technique Builder
Skill Building
Select the Skill Building tab from the Main menu and then Technique Builder. Select the drill and follow the directions in the book.
D RILL 8
1 2
Opposite Hand Reaches Key each line once and DS between groups of lines. Key at a controlled rate; concentrate on the reaches.
i/e
3 4 5 6
w/o
7 8
ik is fit it sit laid site like insist still wise coil light ed he ear the fed egg led elf lake jade heat feet hear where lie kite item five aide either quite linear imagine brighter Imagine the aide eating the pears before the grieving tiger. ws we way was few went wit law with weed were week gnaw when ol on go hot old lot joy odd comb open tool upon money union bow owl word wood worm worse tower brown toward wrote weapon The workers lowered the brown swords toward the wood weapon.
D RILL 9 1. When a writer create the preliminary version of a document, they Proofreaders’ Marks Key each line once and DS after each sentence. Correct the sentence as edited, making all handwritten corrections. Do not key the numbers. Capitalize Change letter Close up space
are concentrating on conveying the intended ideas. 2. This ver sion of a preleminary document is called a rough. 3. After the draft is created the Writer edits/refines the copy. 4. Sometimes proofreader’s marks are used to edit the draft. 5. The changes will them be make to the original. 6. After the changes have been made, then the Writer reads the copy.
Delete
7. Edit ing and proofreading requires alot of time and effort.
Insert
8. An attitute of excellance is reqiured to produce error free
Lowercase
message.
Space Transpose
D RILL 1 0 Proofreading Compare your sentences in Drill 9 with Drill 10. How did you do? Now key the paragraph for fluency. Concentrate on keying as accurately as possible.
SKILL BUILDER 2
When a writer creates the preliminary version of a document, he or she is concentrating on conveying ideas. This preliminary version is called a rough draft. After the draft is created, the writer edits or refines the copy. Proofreaders’ marks are used to edit the rough draft. The editing changes will be made to the original. Then the writer reads the copy again. Editing requires a lot of time and effort. An attitude of excellence is required to produce an error-free message. MODULE 2
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
60
E
ALL LE TTE RS
Assess skill growth: 1. Select the Timed Writings tab from the Main menu.
2. Select the writing number such as Writing 8. 3. Select 3' as the length of the writing. Use wordwrap.
Any of us whose target is to achieve success in our professional
13
4
lives will understand that we must learn how to work in harmony
26
8
with others whose paths may cross ours daily.
35 12
We will, unquestionably, work for, with, and beside people, just as they will work for, with, and beside us.
1. Key 1' writings on each paragraph of a timing. Note that paragraphs within a timing increase by two words. Goal: to complete each paragraph 2. Key a 3' timing on the entire writing.
We will judge them,
as most certainly they are going to be judging us.
13 16 26 20 38 24
A lot of people realize the need for solid working relations and
13 28
have a rule that treats others as they, themselves, expect to be
26 33
treated. This seems to be a sound, practical idea for them.
40 37
4. Repeat the timing if desired. Word Processor option:
gwam 1' 3'
Writing 8
Writing 9
I spoke with one company visitor recently; and she was very much
13
4
impressed, she said, with the large amount of work she had noted
26
9
being finished by one of our front office workers.
36 12
I told her how we had just last week recognized this very person
13 16
for what he had done, for output, naturally, but also because of
26 21
its excellence. We know this person has that “magic touch.”
38 25
This “magic touch” is the ability to do a fair amount of work in a fair amount of time.
13 29
It involves a desire to become ever more
26 34
efficient without losing quality--the “touch” all workers should
39 38
have.
40 38
Writing 10
Isn’t it great just to untangle and relax after you have keyed a completed document?
Complete, or just done?
No document is
quite complete until it has left you and passed to the next step.
4
25
8
38 13
There are desirable things that must happen to a document before
13 17
you surrender it. It must be read carefully, first of all, for
26 22
meaning to find words that look right but aren’t.
39 26
Read word for
word.
40 26
Check all figures and exact data, like a date or time, with your principal copy.
26 35
print or remove the work and scrutinize to see how it might look
39 39
to a recipient.
42 40
1
|
2 | 1
3
Make sure format details are right.
13 31
Only then,
1' | 3' |
SKILL BUILDER 2
13
|
4
|
|
|
5 2
6
|
7
|
|
8
|
9 3
|
|
10
|
11
|
12 4
|
13 |
|
MODULE 2
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
61
gwam
Writing 11
Anyone who expects some day to find an excellent job should begin now to learn the value of accuracy.
To be worth anything,
completed work must be correct, without question.
3' 4 34 8 38
Naturally, we
13 43
realize that the human aspect of the work equation always raises
17 47
the prospect of errors; but we should understand that those same
20 51
errors can be found and fixed.
26 56
Every completed job should carry
at least one stamp; the stamp of pride in work that is exemplary.
30 60
Writing 12
No question about it:
Many personal problems we face today
4 34
arise from the fact that we earthlings have never been very wise
8 38
consumers.
We haven’t consumed our natural resources well; as a
result, we have jeopardized much of our environment.
13 43
We excused
17 47
our behavior because we thought that our stock of most resources
20 51
had no limit.
26 56
So, finally, we are beginning to realize just how
indiscreet we were; and we are taking steps to rebuild our world.
30 60
Writing 13
When I see people in top jobs, I know I’m seeing people who
4 34
I’m not just referring to employees who labor in a retail
8 38
outlet; I mean those people who put extra effort into convincing
13 43
others to recognize their best qualities.
They, themselves, are
17 47
the commodity they sell; and their optimum tools are appearance,
20 51
language, and personality.
26 56
sell.
They look great, they talk and write
well; and, with candid self-confidence, they meet you eye to eye. 3' |
SKILL BUILDER 2
1
|
2
|
3
|
4
30 60
|
MODULE 2
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
62
gwam 1' 3'
Writing 14
What do you expect when you travel to a foreign country? Quite
a
few
people
realize
that
one
of
the
real
joys
of
4
23
8
traveling is to get a brief glimpse of how others think, work,
36 12
and live.
40 12
The best way to enjoy a different culture is to learn as much about it as you can before you leave home.
11 16
Then you can
24 20
concentrate on being a good guest rather than trying to find
36 24
local people who can meet your needs.
44 27
Writing 15
gwam 1' 3'
What do you enjoy doing in your free time?
Health experts
12
4
tell us that far too many people choose to be lazy rather than
24
8
to be active.
36 12
The result of that decision shows up in our
weight.
37 13
Working to control what we weigh is not easy, and seldom can it be done quickly.
However, it is quite important if our
weight exceeds what it should be.
Part of the problem results
from the amount and type of food we eat.
12 16 24 21 37 25 44 27
If we want to look fit, we should include exercise as a substantial part of our weight loss plan.
11 31
Walking at least
23 35
thirty minutes each day at a very fast rate can make a big
35 39
difference both in our appearance and in the way we feel.
47 42
Writing 16
gwam 1' 3'
Doing
what
we
like
to
do
is
quite
important;
liking what we have to do is equally important.
however,
10
4
As you ponder
23
8
both of these concepts, you may feel that they are the same,
36 12
but they are not the same.
41 14
If we could do only those things that we prefer to do, the chances are that we would do them exceptionally well.
12 18
Generally,
25 22
we will take more pride in doing those things we like doing,
37 26
and we will not quit until we get them done right.
47 29
We
realize,
though,
that
we
cannot
restrict
the
things
11 33
Therefore,
23 37
we need to build an interest in and an appreciation of all the
36 41
tasks that we must do in our positions.
44 44
that we must do just to those that we want to do.
1' | 3' |
SKILL BUILDER 2
12
1
|
2 1
|
3
| |
4
|
5 2
|
6
| |
7
|
8 3
|
9
| |
10
|
11 4
|
12
| |
MODULE 2
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
63
gwam
1'
3'
Many people like to say just how lucky a person is when
11
4 29
24
8 33
Writing 17
he or she succeeds in doing something well. large role in success?
Does luck play a
In some cases, it might have a small
effect.
37 13 38
Being in the right place at the right time may help, but hard work may help far more than luck.
11 16 41
Those who just wait for
24 20 46
luck should not expect quick results and should realize luck
36 24 50
may never come.
39 26 51
1' | 3' |
|
1
|
2 1
3
| |
4
|
|
5 2
6
| |
7
|
8 3
|
9
| |
|
10
|
11 4
12
| |
gwam
1'
3'
New golfers must learn to zero in on just a few social
11
4 39
23
8 44
Writing 18
rules.
Do not talk, stand close, or move around when another
person is hitting. Be ready to play when it is your turn.
35 12 47
Take practice swings in an area away from other people.
11 15 51
Let the group behind you play through if your group is slow.
24 20 55
Do not rest on your club on the green when waiting your turn.
36 23 59
Set your other clubs down off the green.
Leave the green
quickly when done; update your card on the next tee.
Be sure
to leave the course in good condition. Always have a good time. 1' | 3' |
|
1
|
2 1
3
| |
4
|
|
5 2
6
| |
7
|
8 3
|
9
| |
|
10
11 4
|
12 27 63 24 31 67 37 36 72
12
| |
gwam
1'
3'
If you do, then its
11
4 51
proper use can help you organize and run a business better.
24
8 55
If you find that your daily problems tend to keep you from
35 12 59
planning properly, then perhaps you are not using time well.
48 16 63
You may find that you spend too much time on tasks that are
60 20 67
not important. Plan your work to save valuable time.
70 24 70
Writing 19
Do you know how to use time wisely?
A firm that does not plan is liable to run into trouble. A
small
firm
may
have
trouble
planning.
to know just where the firm is headed. fear
of
learning
things
it
would
rather
It
is
23 31 78
A firm may have a
35 35 82
know.
To
say
46 39 86
It requires lots of
58 43 90
thinking and planning to meet the expected needs of the firm. 1' | 3' |
1
|
2 1
|
3
| |
4
|
5 2
|
6
| |
7
|
8 3
|
12 27 74
important
not
that planning is easy would be absurd.
SKILL BUILDER 2
36 12 37
9
| |
10
|
11 4
70 47 94
|
12
| |
MODULE 2
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
64
Writing 20
3'
5'
If asked, most people will agree that some people have far more creative skills than others, and they will also say that these skills are in great demand by most organizations. A followup question is in order. Are you born with creative skills or can you develop them? No easy answer to that question exists, but it is worth spending a bit of time pondering. If creative skills can be developed, then the next issue is how can you develop these skills. One way is to approach each task with a determination to solve the problem and a refusal to accept failure. If the normal way of doing a job does not work, just keep trying things never tried before until you reach a good solution. This is called thinking outside the box.
4
2 21
8
5 34
12
7 37
3' | 5' |
|
1
|
2
|
1
3
|
|
2
Figures are not as easy to key as many of the words we use. Balanced-hand figures such as 16, 27, 38, 49, and 50, although fairly easy, are slower to key because each one requires longer reaches and uses more time per stroke. Figures such as 12, 45, 67, and 90 are even more difficult because they are next to one another and each uses just a single hand to key. Because of their size, bigger numbers such as 178, 349, and 1,220 create extra speed losses. 1
|
2 | 1
|
3
|
|
4
|
5
6
|
2
7
|
|
8
|
|
9
10
3
|
|
|
11
|
12 4
13
1. Set the Timer for 2'. Take a 2' writing on paragraph 1. 2. Set the Timer for 2'. Take a 2' writing on paragraph 2. 3. Take 2 or more 2' writings on the slower paragraph.
28 17 46 32 19 49 37 22 51 41 25 54 45 27 56 49 29 58
1'
3'
12
4 36
25
8 40
37 12 44 45 16 46 12 20 50 25 25 54 39 29 59 45 32 61
1' 2'
Few people attain financial success without some kind of planning.
People who realize the value of prudent spending and
saving are those who set up a budget.
11
6
24 12
A budget helps individ-
36 18
uals determine just how much they can spend and how much they
49 24
can save so that they will not squander er their money recklessly. recklessly y.
61 31
Keeping records is a crucial part rt of a budget. .
Complete Co Comp om mp ple l te
12
6
records of income and expenses over a period of a number numb nu mb be er r of f
24 12
months can help to determine what bills, lls, a as s wa water at te er or rent, a are
37 18
static and which are flexible. To get the most out of your
49 25
income, pay attention to the items that you can modify.
61 30
1'' | 2' |
SKILL BUILDER 2
24 15 44
| |
Writing 22 Skill Transfer
21 13 42
| |
4 3
Writing 21
1' | 3' |
17 10 39
1
| 1
2
| |
3
| 2
4
| |
5
| 3
6
| |
7
| 4
8
| |
9
| 5
10
| |
11
|
12
6
| |
MODULE 2
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
65
© GETTY IMAGES/BRAND X PICTURES/JUPITER IMAGES
Skill Builder
3
L ESSON A KEY YBOARDING PRO O DELUXE 2
Accuracy Emphasis
Skill Building
1. Select the Skill Building tab, Accuracy Emphasis, and then Assessment 1.
2. Key the timing from the screen for 3'; work for control. 3. Complete Lesson A or the first lesson you have not completed in either Speed Emphasis or Accuracy Emphasis as suggested by the software. 4. Your results will be summarized in the Skill Building Report. KEY YBOARDING PRO O DELUXE 2
Timed Writings Writing 23 1. Key a 1' writing on each paragraph. (Remember to change the source in the Timed Writing Settings dialog box.) Compare your gwam on the two paragraphs. 2. Key additional 1' writings on the slower paragraph. gwam 1' 3'
There are many qualities which cause good employees to stand out in a group. In the first place, they keep their minds on the task at hand. Also, they often think about the work they do and how it relates to the total efforts of the project. They keep their eyes, ears, and minds open to new ideas.
Second, good workers may be classed as those who work at a steady pace. Far too many people work by bits and pieces. They begin one thing, but then they allow themselves to be easily taken away from the work at hand. A lot of people are good starters, but many less of them are also good finishers. 1' | 3' |
SKILL BUILDER 3
1
|
2 | 1
3
|
4
|
|
|
5 2
6
|
7
|
|
8
|
9 3
|
|
10
|
11
|
12 4
|
13
6
25 13 38 19 52 26 60 30 13
6
25 13 39 19 52 26 60 30
| |
MODULE 2
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
12
66
L ESSON B KEY YBOARDING PRO O DELUXE 2
Accuracy Emphasis
Skill Building
1. Select the Skill Building tab and choose either Speed Emphasis or Accuracy Emphasis as recommended in Assessment 1. Complete Lesson B. 2. Your results will be summarized in the Skill Building Report. KEY YBOARDING PRO O DELUXE 2
Technique Builder
Skill Building
D RILL 1 1
1 2
Balanced-Hand Combinations
3 4
Key each line once, working for fluency. DS between groups.
5 6 7 8
KEY YBOARDING PRO O DELUXE 2
today stocks into ti times sitting until ur urges further tour entire trend dozen or order support editor nd and mandate land healthy check ache th these brother both an annual change plan into continue want of office softer roof is issue poison basis
My brother urged the editor to have an annual health check today. The manager will support the change to order our stock annually. The time for the land tour will not change until further notice. Did the letter mention her position or performance in the office?
Timed Writings
1. Key a 1' writing on each paragraph. Compare your gwam. 2. Key additional 1' writings on the slower paragraph.
Writing 24
gwam 1' 3'
Most of us, at some time, have had a valid reason to complain—
12
6
about a defective product, poor service, or perhaps being tired of
26 13
talking to voice mail. Many of us feel that complaining, however,
39 20
to a firm is an exercise in futility and don’t bother to express
52 26
our dissatisfaction.
64 32
We just write it off to experience and
continue to be ripped off.
70 35
Today, more than at anytime in the past consumers are taking some
12
steps to let their feelings be known—and with a great amount of
25 13
success.
As a result, firms are becoming more responsive to
38 19
the needs of the consumer. complaints from customers alert firms
51 26
to produce or service defect and there by cause action to be taken
65 33
for their benefit.
70 35
1' | 3' |
SKILL BUILDER 3
to en he nt
1
|
2 | 1
3
|
4
|
|
|
5 2
6
|
7
|
|
8
|
9 3
|
|
10
|
11
|
12 4
|
13
| |
MODULE 2
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
6
67
L ESSON C KEY YBOARDING PRO O DELUXE 2
Accuracy Emphasis
Skill Building
Select the Skill Building tab, the appropriate emphasis, and then Lesson C. Your results will be summarized in the Skill Building Report.
KEY YBOARDING PRO O DELUXE 2
Technique Builder
Skill Building
D RILL 1 2
1 2
Balanced-Hand
3
Key each line once for fluency; DS between groups.
4 5 6 7 8
KEY YBOARDING PRO O DELUXE 2
anyone brand spans th their father eighth he head sheets niche enters depends been nd end handle fund or original sport color urban turns assure to took factory photo ti titles satin still ice bicycle chic it item position profit ng angle danger doing
I want the info in the file on the profits from the chic bicycle. The original of the color photo she took of the factory is there. Assure them that anyone can turn onto the road to the urban area. The color of the title sheet depends on the photos and the funds.
Timed Writings
1. Take a 1' writing on each paragraph. 2. Take a 3' writing on both paragraphs.
Writing 25
gwam 1' 3'
Practicing basic health rules will result in good body condition.
14
5
Proper diet is a way to achieve good health. Eat a variety of foods each
28
9
day, including some fruit, vegetables, cereal products, and foods rich
42 14
in protein, to be sure that you keep a balance. Another part of a good
57 19
health plan is physical activity, such as running.
67 22
Running has become popular in this country. A long run is a big
13 27
challenge to many males and females to determine just how far they
26 31
can go in a given time, or the time they require to cover a measured
40 36
distance. Long runs of fifty or one hundred miles are on measured
53 40
courses with refreshments available every few miles. Daily training is
67 45
necessary in order to maximize endurance.
76 48
1' | 3' |
SKILL BUILDER 3
an en ur ic
1
|
2 | 1
3
|
4
|
|
|
5 2
6
|
7
|
|
8
|
9 3
|
|
10
|
11
|
12 4
|
13
| |
MODULE 2
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
68
L ESSON D KEY YBOARDING PRO O DELUXE 2
Accuracy Emphasis
Skill Building
Select the Skill Building tab; choose the appropriate emphasis and then Lesson D.
KEY YBOARDING PRO O DELUXE 2
D RILL 1 3
nm many enmity solemn kl inkling weekly pickle oi oil invoice join iu stadium medium genius lk milk talk walks uy buy buyer soliloquy mn alumni hymn number column sd Thursday wisdom df mindful handful me mention comment same fo found perform info le letter flew files
1 2
Adjacent Key Review
3
Key each line once; strive for accuracy. DS between groups.
4
The buyer sent his weekly invoices for oil to the group on Thursday. Mindful of the alumni, the choirs sang a hymn prior to my soliloquy. An inmate, a fogger, and a genius joined the weekly talks on Monday. They were to join in the talk shows to assess regions of the Yukon.
5 6 7 8
KEY YBOARDING PRO O DELUXE 2
Timed Writings
1. Take a 1' writing on each paragraph. 2. Take a 3' writing on both paragraphs.
Writing 26
gwam 1' 3'
All people, in spite of their eating habits, have two major needs that must be met by their food.
They need food that provides a
13
4
26
9
source of energy, and they need food that will fill the skeletal and
40 13
operating needs of their bodies.
Carbohydrates, fats, and protein
53 18
form a major portion of the diet. Vitamins and minerals are also
66 22
necessary for excellent health.
72 24
Carbohydrates make up a major source of our energy needs.
12 28
Fats also serve as a source of energy and act as defense against
25 32
cold and trauma. Proteins are changed to amino acids, which are
38 37
the building units of the body. These, in turn, are utilized to make
52 41
most body tissue.
Minerals are required to control many body
64 45
functions, and vitamins are used for normal growth and aid against
77 50
disease.
84 52
1' | 3' |
SKILL BUILDER 3
Technique Builder
Skill Building
1
|
2 | 1
3
|
4
|
|
|
5 2
6
|
7
|
|
8
|
9 3
|
|
10
|
11
|
12 4
|
13
| |
MODULE 2
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
69
L ESSON E KEY YBOARDING PRO O DELUXE 2
Accuracy Emphasis
Skill Building
Select the Skill Building tab; choose the appropriate emphasis and then Lesson E.
KEY YBOARDING PRO O DELUXE 2
Technique Builder
Skill Building
D RILL 1 4
br
1
bright brown bramble bread breath breezes brought brother broiler
2
In February my brother brought brown bread and beans from Boston.
3
exercises exert executives exemplify exemption executed exemplary
4
They exert extreme effort executing exercises in exemplary style.
5
doubt subtle obtains obtrusion subtracts indebtedness undoubtedly
6
Extreme debt will cause more than subtle doubt among my creditors.
7
tiny funny company nymph penny nylon many anyone phony any brainy
8
Anyone as brainy and funny as Penny is an asset to their company.
Word Beginnings Key each line once, working for accuracy. DS between groups.
exe
bt
ny
KEY YBOARDING PRO O DELUXE 2
Timed Writings
1. Take a 1' writing on each paragraph. 2. Take a 3' writing on both paragraphs.
Writing 27
gwam 1' 3'
Many people believe that an ounce of prevention is worth a pound of cure.
Care of your heart can help you prevent serious physical
problems.
4
26
9
The human heart is the most important pump ever
38 13
developed. It constantly pushes blood through the body tissues. But
51 17
the layers of muscle that make up the heart must be kept in proper
65 22
working order.
77 26
Exercise can help this muscle to remain in good
condition.
80 27
Another important way of keeping a healthy heart is just to avoid
13 31
habits which are considered detrimental to the body. Food that is high
27 36
in cholesterol is not a good choice. Also, use of tobacco has quite a
41 40
bad effect on the function of the heart. You can minimize your chances
56 45
of heart trouble by avoiding these bad health habits.
66 49
1' | 3' |
SKILL BUILDER 3
13
1
|
2 | 1
3
|
4
|
|
|
5 2
6
|
7
|
|
8
|
9 3
|
|
10
|
11
|
12 4
|
13
| |
MODULE 2
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
70
Level
2 WORD PROCESSING DOCUMENT DESIGN
© iSTOCK: BACKGROUND, PAWEL GAUL; IMAGE, LEV DOLGATSHJOV
Learning Outcomes Keyboarding
Word Processing Skills
+ To key fluently using good keying techniques. + To key about 40 words per minute with good
+ To learn word processing commands. + To create, edit, and format documents effectively.
accuracy.
Document Design Skills
+ To format memos, letters, tables, and reports appropriately.
+ To apply basic design skills to announcements, invitations, and newsletters.
Communication Skills
+ To review and improve basic communication skills. + To compose simple documents. + To use proofing tools effectively. + To proofread and edit text effectively.
+ To enhance documents with basic graphics.
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
MODULE
3
Word 2010 Basics LEARNING OUTCOMES Lesson Lesson Lesson Lesson Lesson Lesson
26 27 28 29 30 31
• • • • •
Getting Started Word 2010 Basics Paragraph Formats Navigate and Review Documents Clipboard Commands and Page Formats Assessment
Lesson 26 New Commands
• Format Text • Error-Check
Learn basic Word 2010 commands. Create, save, and print documents. Apply text, paragraph, and page formats. Navigate, review, and edit documents. Build keyboarding skills.
Getting Started
• Open • Close
• New • Mini Toolbar
• Print • Exit
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/26a Warmup LA
ALL LE TTE RS
Skill Building 26b
gwam
Timed Writing
1. Key a 1' writing on each paragraph; work to increase speed. Use wordwrap.
Learning new software can be fun, but it often requires much
12
4
hard work. However, if you are willing to work hard, in a short period
26
9
of time, you can learn important skills.
35 12
If you accept change easily, you are more likely to learn new
2. Key a 3' timing on all paragraphs.
things quickly.
A person who avoids change has just about the
same chance of learning new software as a lazy person.
1' 3'
1' 3'
12 16 25 20 36 24
Working smart might be just as important as working hard.
12 28
Help is easy to use if you will take the time to explore the resources
26 32
that are provided in your software.
33 35
1
2 1
3
4
6
5 2
7
8
9 3
10
11
12 4
13
New Commands
L E A R N ING THE B ASICS
26c
Most of you have used Keyboarding Pro DELUXE 2 to complete the skill-building activities in Modules 1 and 2. In Module 3, you will use KPD2 with Word 2010. Word will enable you to create and format professional-looking documents that are easy to read.
Getting Started
LESSON 26
GETTING STARTED
MODULE 3
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
72
L A UNC H WO RD KEYBO OARD DIN NG PRO O DELLUX XE 2 References/Word 2010 Commands/Lesson 26
Keyboarding Pro DELUXE 2 will launch or open Microsoft Word automatically when you choose the first activity to be done in Word. For example, if you select 26-Drill 1, the Document Options menu screen shown below will display. Select Begin new document and then click OK to open Word.
TIP The Word 2010 Commands referred to above are short videos in Keyboarding Pro DELUXE 2 that demonstrate how to apply the various Word 2010 commands.
DISCOVER D Minimize Mi i i or Maximize—If your Word screen does not open large enough to fill the computer screen, click the Maximize button at the upper-right corner of the screen. The Minimize button is on the left, and the Maximize button is in the center in the illustration below.
WORD SCREEN You will notice immediately that the Word screen has three different segments. The first segment at the top of the screen is the Microsoft Office Fluent Interface—often called the Ribbon. The Ribbon contains all of the word processing commands that you will use. The Ribbon on your computer may display slightly differently from the one shown below. The way the Ribbon displays is determined by the size and resolution of your screen.
The center portion of the Word screen is the New Document screen on which you will key your documents. It resembles a blank sheet of paper. The insertion point indicates the position at which you will begin to key. The third segment of the screen is the status bar located at the bottom of the screen. The left side of the status bar provides information about the document. The right side provides different ways to view a document. Insertion point
Left side of status bar
Right side of status bar
LESSON 26
GETTING STARTED
MODULE 3
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
73
S E L E CT AND FORMAT TE XT You entered text using the keyboard and wordwrap in Modules 1 and 2. Remember that when text reaches the end of the line, it automatically wraps to the next line and continues to do this until you tap ENTER to begin a new paragraph. In this module, you will learn to format text. To format or edit text, you must move the insertion point around with the mouse or use the arrow keys on the keyboard. To use the mouse, move the I-beam pointer to the desired position and click the left mouse button.
To select text:
TIP
•
Click at the beginning of the text and drag the mouse over the text to highlight it. The selected text is highlighted in blue.
•
Double-clicking within a word will select that word.
Quick Selection Methods Double-click CTRL + click Triple-click
Select a word Select a sentence
To format text, you will use the commands on the Home tab of the Ribbon. The Ribbon contains three basic components:
Select a paragraph 1
3
2
1
Tabs—located at the top of the Ribbon. Home, the first tab, is shown above. Note that when you click a different tab, the Ribbon shows options and features that relate to that tab. The Word tabs are Home, Insert, Page Layout, References, Mailings, Review, and View. The File tab shown in blue displays a menu of options that you will learn in later lessons. Try clicking the Insert tab and the Page Layout tab. Note the types of activities that are included below each of these tabs. Click the Home tab again.
2
Groups—contain a number of related items. The names are positioned at the bottom of the Ribbon below each group. The group indicated above is the Font group, which you will use to format text in this lesson. On the Home tab, the groups are Clipboard, Font, Paragraph, Styles, and Editing. These functions are commonly used while you are keying, formatting, and editing text.
3
LESSON 26
GETTING STARTED
Commands—the buttons, the boxes for entering information, and the menus that provide a choice of options. The command indicated above is the Font Size command. Clicking the arrow next to a command will display additional options.
MODULE 3
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
74
FO R M AT TE XT, CONTINU E D Home tab/Font group/Font commands Note that the path shown above (Home tab/Font group/Font commands) guides you in the location of commands. To follow the path: Click on the tab (Home); then look for the group label (Font) at the bottom of the Ribbon, and finally select the desired command (such as Font Size or Bold). The path will be provided for most commands throughout this textbook to assist you in locating commands quickly and easily. In this lesson, you will apply the format commands from the Font group to text that you have selected. 10
1
D RILL 1
2
3
1
Bold
7
Text Effects
8
12
Grow Font
Shrink Font
2
Italic
11
13
4
Underline
3
5
4
12
6
14
7
8
Strikethrough
Text Highlight Color 14
13
9
15
9
5
Subscript
Font Color
Change Case
15
10
6
Font
Superscript 11
Font Size
Clear Formatting
F OR MAT T EXT
1. In a new document, key your name in the New Document screen and tap ENTER. 2. Click the Home tab and move the mouse pointer over each of the 15 commands (6 in top row; 9 in bottom row) in the Font group to identify the command and note the short description of the function it performs. 3. Note that some of the commands such as Font and Underline have drop-list arrows on the side of the command. Click the drop-list arrow to see the gallery of options that can be selected. 4. Key the names of the commands listed above from 1 to 15; tap ENTER after each command. 5. Select each of the first four commands you keyed and apply the format to the name of the command. 6. Key the number 1 at the end of Subscript and 2 at the end of Superscript; select and apply the format to the numbers.
8. Select Text Highlight Color and apply yellow highlight. 9. Select Font Color and change the color to Blue from the Standard Colors palette. 10. Select Font and change to Cambria; select Font Size and change to 14 point. 11. Select Grow Font and click the Grow Font command twice. 12. Select Shrink Font and click the Shrink Font command once. 13. Select Change Case and change to UPPERCASE. 14. Select Clear Formatting and apply Bold and Italic; then click the drop-list arrow next to Underline and select a double underline. 15. With Clear Formatting selected, click the Clear Formatting command to clear the formatting. 16. Proofread and check; click Next to continue.
7. Select Text Effects and apply the Gradient Fill – Orange, Accent 6, Inner Shadow text effect in the last line.
LESSON 26
GETTING STARTED
MODULE 3
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
75
SAVE AND CHECK DOCUMENTS USING KEYBOARDING PRO DELUXE 2 Click Back to save the document without checking it. This option is normally used for work in progress. Click Check to error-check a document and save it.
D RILL 1
C ON T I NUED
SAVE DOCUMENT USI NG K EYBOAR DI NG PR O DELUXE 2
1. Click the Back button and save the document without checking it.
2. You will open it again for the next activity.
O P E N AN E XISTING D OCU ME NT To open and edit a document previously prepared, select Open exiting document from the Document Options screen. Word launches.
The Document Toolbar displays in the upper-right corner of the open document. Click Back to save the open document without checking it. Click Check after proofreading for mistakes and previewing the placement. The Document Toolbar then changes. Generally click Next to move to the next application; click Close after the last application in a lesson.
Next Error List
Close
Error List displays the type of mistakes made. The error number correlates to the numbered errors on the document. Next returns you to the Document Option menu for the next application; Word remains open. Close closes Word and returns you to the Document Option menu for the next application.
D RI LL 1
C ONT I NUED
CHE CK DOCUMENT
1. Open the existing document completed earlier in Drill 1.
3. Click Continue to move to the next exercise. (26-drill1)
2. Check the document and review the report.
LESSON 26
GETTING STARTED
MODULE 3
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
76
M I N I TO O L B AR The Mini toolbar provides a shortcut to apply frequently used formatting commands. When you select text, the Mini toolbar appears in a very light or faded view. You may have noticed the toolbar when you selected text to format in Drill 1. To darken the Mini toolbar, move the mouse pointer toward it. You can click a button from this toolbar to apply a format. This toolbar simplifies editing text by positioning frequently used commands at the point at which they are needed. You have not yet learned some of the commands on the Mini toolbar; you will learn these commands later in this module.
To use the Mini toolbar: 1. Select text to which you want to apply a commonly used format. 2. Move the mouse pointer toward the Mini toolbar when it appears in a faded view. 3. Click the command(s) that you want to apply when the Mini toolbar darkens.
OPEN NE W DOCUMENT
D RI LL 2
1. On the menu, click the next activity, 26-Drill 2. 2. Key your name at the top of the document and tap ENTER.
5. Select the document name and use the Mini toolbar to change the font to Cambria and the font size to 14 point.
3. Key the document name 26-drill2 and tap ENTER.
6. Select new document in the sentence you keyed and use the Mini toolbar to highlight it in Bright Green.
4. Key the following sentence: This is a new document I have created.
7. Proofread and check; click Next to continue. (26-drill2)
P R I N T A D O CU ME NT U SING K E YB OARD ING PR O DEL U XE 2 Click Print on the screen that displays the document. -or1. Reopen a completed document. 2. Choose Print from the Document Options dialog box.
PRE VI E W AND PR I NT DOCUMENT
D RI LL 3
1. On the menu, click 26-Drill 3 to open the activity completed in Drill 1.
3. Use Keyboarding Pro DELUXE 2 to print the document.
2. Position the insertion point at the end of your name and tap ENTER. Then key Drill 3 on the line below your name.
4. Proofread and check; click Next to continue. (26-drill3)
E X I T K E YB O ARD ING PRO D E LU XE 2 1. From Main menu, click the Send button to send file to the Web Reporter or to send file to your instructor. 2. Click the Logout button to return to the logout page and exit Keyboarding Pro DELUXE 2.
LESSON 26
GETTING STARTED
MODULE 3
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
77
S TA N D AR D OPE RATING PROCE D U RE S To complete Word documents, follow these procedures: 1. Key and format documents as directed in the textbook. 2. Proofread for keying or formatting errors. Check your document against the exercise in the textbook. Preview for placement. 3. When you are satisfied with the document, click the Check button. The software will check your document and display a checked version on screen. Mistakes will be counted above each paragraph and errors will be highlighted. 4. Select Display Error List for an explanation of each error. 5. Scroll to the bottom of the screen to view the report of errors, gwam, number of errors, etc. 6. Print the document using the Word Print command if desired. 7. Click Next to continue to the next application or Close if it is the last application in a lesson.
Applications 26-d1 Create a New Document
1. In a new document, key your name on the first line and then key 26-d1 on the next line. 2. Key the following sentences. Do not key the letters used to identify the sentences. Tap ENTER after each sentence.
a. The default for Heading 1 is Cambria 16-point font. b. I use red font color, yellow highlighting, or purple text effects for emphasis. c. This sentence illustrates bold text, italic text, and underline formats. d. Is H2O the chemical symbol for water? The second formula was a2 + b2. e. He said, “Revert back to the previous form.” f. Use text formats to emphasize text in documents, but do not overuse them. 3. In sentence a, apply Cambria font and 16-point font size to Heading 1. 4. In sentence b, apply Red font color to the word red, Yellow highlight to the word yellow, and Gradient Fill – Purple, Accent 4, Reflection to the word purple. 5. In sentence c, apply bold format to the word bold, italic format to the word italic, and underline format to the word underline. 6. In sentence d, apply subscript format to 2 in H2O and superscript format to 2 in both a2 and b2. 7. In sentence e, apply strikethrough to the word back. 8. In sentence f, apply bold, italic, and Red font color to the words emphasize text. 9. In sentence f, use clear formatting to remove all formats from the words emphasize text. 10. Check and close the document. (26-d1) 11. Exit Keyboarding Pro DELUXE 2.
LESSON 26
GETTING STARTED
MODULE 3
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
78
Lesson 27 New Commands
• • • •
Start Word Save Save As New Folder
Word 2010 Basics
• Close • Open • Recent
• New • Print • Exit
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/27a Warmup LA
ALL LE TTE RS
Skill Building 27b
gwam
Many students find it quite difficult to juggle the things
Timed Writing
they want to do with the things they ought to do.
1. Key a 1' writing on each paragraph; work to increase speed. Use wordwrap. 2. Key a 3' timing on all paragraphs.
Too often the
27c
4
25
8
39 13
distractions from doing things that need to be given priority.
51 17
Those who
12 21
organize their work and do the critical things first not only
25 25
accomplish more, they are the most likely to have sufficient time
38 30
to do the things that they enjoy doing as well.
47 33
Choosing friends wisely also helps you to stay on target.
12 37
Students who have friends with the same type of expectations as
25 41
they do usually help each other to meet their goals.
38 45
They value
their time and try to use it well.
New Commands
12
things that they find the most tempting and desirable to do are just The key is to set priorities and stick with them.
1' 3'
1' 3'
1
2 1
3
4
6
5
7
44 48 8
2
9 3
10
11
12 4
13
L E A R N ING THE B ASICS Exit Keyboarding Pro DELUXE 2 at this point.
Getting Started with Word
KEYBO OARD DIN NG PRO O DELLUX XE 2 References/Word 2010 Commands/Lesson 27
You will complete the next activities using Word 2010 software without the use of Keyboarding Pro DELUXE 2. In Lesson 26, you used Keyboarding Pro DELUXE 2 to launch Word and learned that Keyboarding Pro DELUXE 2 performs a number of commands automatically for you. You opened documents from the Lesson menu and saved, checked, and printed them. In addition, Keyboarding Pro DELUXE 2 managed all of your files automatically. When you are using Word to prepare papers for your other classes, documents for a part-time job, or personal business documents, you will need to learn how to use these commands without the assistance of Keyboarding Pro DELUXE 2. You will also need to learn how to manage your files so that you can locate and access them easily.
LESSON 27
WORD 2010 BASICS
MODULE 3
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
79
L A UNC H WO RD Word can be launched in several different ways. The first time you launch Word, you will probably have to click the Start button on the taskbar. The illustration below shows how to launch Word using Windows 7 as the operating system.
TIP If the computers in your classroom or laboratory are using Windows XP or Windows Vista, your screen may look slightly different. Your instructor will provide information about how to launch Word using the operating system that is installed on the computer you are using.
Windows Start button
To launch Word: Start/All Programs/Microsoft Office/Microsoft Word 2010 1. Follow the path shown above by: a. Clicking the Start button. b. Clicking All Programs. c. Clicking Microsoft Office to display the list of applications and then selecting Word 2010. 2. Note that when Word opens, the Word icon will appear in the taskbar. To make it easier to launch Word in the future, you can pin Word to the taskbar in Windows 7. When a program is pinned to the taskbar, you can open it by simply clicking the icon on the taskbar.
To pin Word to the taskbar in Windows 7: 1. Right-click the Word icon. 2. Click Pin this program to taskbar.
LESSON 27
WORD 2010 BASICS
MODULE 3
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
80
FI L E MANAGE ME NT File management refers to saving documents in an organized manner so that they can be easily located and used again. Any students not using Keyboarding Pro DELUXE 2 in this class should create a new folder for each module of the textbook. Documents for this module should be saved in a folder named Module 3. The name you should use for each drill or application is provided in parentheses at the end of the directions. All students need to learn how to store files on removable media such as a flash drive or a CD. If you do not complete a lesson in class, you may wish to store the file so that you can continue working on it in a computer lab or at home.
FI L E ME NU File/command The File tab located in the upper-left corner of the Ribbon provides you with all of the commands that you need to work with files. When you click the File tab with only a blank document open, a menu drops down with the commands shown on the left and the most recently opened documents on the right.
DISCOVER D Note the th pin is engaged on the first file shown in the illustration at right. Pinned files remain on the Recent Documents list; other files rotate off as new files are added. You can pin a document by clicking the pin symbol next to any file.
Take a few minutes to review some of the options on the menu shown at the right. For example, you can create a new document, open an existing document, save a document, or print a document from this menu. Note: The path for the File tab (File/ command) is used for working with files on the File drop-down menu. The normal path (tab/group/command) is not used because the File menu is available for all tabs on the Ribbon. Remember to click the File tab any time you want to use a command to work with files—New, Open, Close, Save, Save As, or Print.
S A V E AND C RE ATE NE W FOLD E R The Save and Save As commands are used to preserve documents for future use. Save is used to save a document with the same name. Save As is used to save a document with a name for the first time or to save a document with a different name or to a different location. The first time you save a document, clicking either Save or Save As will display the Save As dialog box. The Save As dialog box also gives you an opportunity to create a new folder in which to save the document.
LESSON 27
WORD 2010 BASICS
MODULE 3
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
81
To save a document in a new folder: File/Save or Save As 1. With the document open, click Save or Save As to display the Save As dialog box. Note that the dialog box opens to the Documents library where documents are stored. 2. Click the New folder button to create a new folder in which to store the document. The new folder displays in blue. 3. Click in the name box and key the name of the folder, such as Module 3. 4. Click Open or double-click the new folder (Module 3) to open it.
New folder button New folder name box
File name box
Open button
5. In the File name box, select Doc1 and key the name of the file, such as 27-drill1. 6. Click Save.
SAVE I N NEW FOLDER
D RI LL 1 1. Launch Word.
4. Create a new folder named Module 3.
2
5. Save and name the document 27-drill1. Leave the document open.
In the new document, key your name; then tap ENTER.
3. Key the text below.
An effective way to manage files is to create folders to store related documents. An important part of file management is naming files and folders logically. For example, it is more effective to store all documents that relate to your History class in one folder named History and to your Economics class in a different folder named Economics than to store them all in one folder. Note filenames are typically formatted using lowercase.
LESSON 27
WORD 2010 BASICS
MODULE 3
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
82
S A V E TO U S B ME MORY D E V ICE (FLASH D RIV E) To save a document in a new folder on another drive: File/Save As/Computer/Removable Disk 1. With the document open, click Save As to display the Save As dialog box.
TIP
2. Insert your USB memory device (flash drive) into a USB port.
The brand name of your flash drive may display instead of Removable Drive.
3. Click Computer, find the Removable Disk (Flash Drive) on your computer, and double-click it to open it. It displays in the location box. Note that you can create a new folder on the flash drive by clicking New folder if you wish to do so. 4. Select or key the filename. 5. Click Save. Location to save
New folder
Removable Disk
File name
C L O S E D O C U ME NT You can close a document and leave Word open, or you can close a document and exit Word. If you have only one document open, and you click the Close button at the upper-right side of the screen, you will close the document and exit Word. If you have more than one document open, the Close button will close the document only. If you click the Close command on the File menu, you can close the document and keep Word open.
To close a document and leave Word open: File/Close 1. Click the File tab. 2. Click the Close command on the drop-down list.
LESSON 27
WORD 2010 BASICS
MODULE 3
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
83
O P E N E X IS TING D OCU ME NT You can open an existing document by using the Open command or the Recent Documents list.
To open an existing document: File/Open 1. Follow the path to display the Open dialog box. 2. Select the location where you saved the file. Click on the appropriate folder, select the filename, and click Open. You may also double-click the filename to open it.
-orIf you have recently worked with the document, double-click it on the list of Recent Documents.
TIP Clicking Recent also displays a list of Recent Places, allowing you to quickly open folders you have visited recently. Note: These same procedures can be used to open a document stored on your flash drive. Insert the USB device in the USB port and double-click its name in the Computer dialog box to open it. Then select the file to open.
OPEN A ND CLOSE
D RI LL 2 1. Close the open document. (27-drill1)
4. Open 27-drill2 and save it to a flash drive.
2. Open 27-drill1 and on the line below your name, key: 27-drill2.
5. Close the file.
3. Save as 27-drill2 and close; do not exit Word. (27-drill2)
N E W DO C U ME NT The New command on the File menu displays the new document options. Note the options that are available.
To create a new Word document: File/New 1. Follow the path to display the new document options. 2. Double-click the Blank document option or click Create near the right side of the screen.
LESSON 27
WORD 2010 BASICS
MODULE 3
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
84
PRINT The Print command is located on the File menu. Print displays the printing options on the left side of the screen and a preview of the document on the right side. Print options display information about the printer, settings, and page setup.
To print a document: File/Print/Print 1. Follow the path to display the Print options. 2. Preview the document. 3. Select the printing options desired. 4. Click Print.
PRINT A ND CR EATE A NEW DOCUMENT
D RILL 3 1. Open 27-drill2.
5. Key your name on the first line and 27-drill3 on the line below it.
2. Preview and print one copy of the document.
6. Save and close the document. (27-drill3)
3. Close the document.
7. Exit Word.
4. Open a new document.
Applications 27-d1 Create, Save, and Print a Document
1. In a new document, key your name on the first line, and then key 27-d1 on the next line. 2. Save the document as 27-d1 in a new folder named Applications. Keep the document open. 3. Save the document with the same name on a flash drive. 4. Preview and print the document. 5. Close the document and exit Word. (27-d1)
LESSON 27
WORD 2010 BASICS
MODULE 3
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
85
Lesson 28 New Commands
• Alignment • Indent • Show/Hide
Paragraph Formats • Line Spacing • Quick Access Toolbar
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/28a Warmup
Skill Building one-hand
28b
Textbook Keying
1. Key each line once, concentrating on using good keying techniques. Tap ENTER twice after each 2-line group. 2. Repeat the drill if time permits.
balanced hand
1 2 3 4
1/2 fingers
5 6
3/4 fingers
7 8
New Commands
A few treats were served as reserve seats were set up on a stage. In my opinion, a few trees on a hilly acre created a vast estate. Pam and Jake did go to visit the big island and may fish for cod. Ken may visit the men he met at the ancient chapel on the island. Kimberly tried to grab the bar, but she missed and hurt her hand. My name is Frankie, but I prefer to be called Fran by my friends. Zola and Polly saw us play polo at Maxwell Plaza; we won a prize. Zack quickly swam past all six boys at a zoo pool on Saxony Land.
P A R AG R APH FORMATS Home/Paragraph/Command
28c KEYBO OARD DIN NG PRO O DELLUX XE 2 References/Word 2010 Commands/Lesson 28
Some paragraph commands are positioned together in subgroups separated from one another by divider bars. The following overview presents the commands by the subgroups. Some paragraph commands will be applied in this lesson; others will be taught in later lessons.
LESSON 28
6
1
2
7
3
8
4
1
Alignment commands—Align Text Left, Center, Align Text Right, and Justify—specify how text lines up.
2
Line and Paragraph Spacing—determines the amount of space between lines of text and before and after paragraphs.
3
Shading—applies color as a background for text and paragraphs.
4
Border—applies and removes inside and outside borders and horizontal lines.
5
Bullets, Numbering, and Multilevel List—apply formats to lists of information. Bullets and Numbering present information on one level, whereas Multilevel List presents information in a hierarchy.
6
Decrease and Increase Indent—move all lines of a paragraph to the right or left.
7
Sort—alphabetizes selected text or arranges numerical data in ascending or descending order.
8
Show/Hide—displays paragraph markings and other nonprinting characters.
TIP From this point forward, Keyboarding Pro DELUXE 2 will launch Word for all activities unless you are specifically directed otherwise.
5
PARAGRAPH FORMATS
MODULE 3
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
86
DISCOVER D Enhanc ScreenTips— Enhanced Position the mouse pointer over a command to display the name of the function, a description of it, and the keyboard shortcut to apply (if available).
A L I G N ME NT 1
2
3
4
1
Align Text Left—all lines begin at left margin.
2
Center—all lines are centered.
3
Align Text Right—all lines are aligned at the right margin.
4
Justify—all lines are aligned at both the left and right margins.
Right-aligned text Centered Text Left-aligned text is the most frequently used alignment. All lines begin at the left margin. The right margin is uneven when text is aligned at the left side. Justify aligns text at both the left and the right margins. All lines are even on both sides except that the last line of a paragraph may be shorter and will not end at the right margin. The system allocates additional space as needed to force the right margin to align evenly.
To apply alignment formats: Home/Paragraph/Align Text Left, Center, Align Text Right, or Justify 1. Click in a single paragraph or select multiple paragraphs to which a format is to be applied. 2. Click the format to be applied.
D RILL 1
ALIG NME NT
1. In a new document, move the mouse pointer over each command to view the Enhanced ScreenTips for the format paragraph commands. Click the drop-list arrow on those commands that have a drop-list arrow to view the options.
LESSON 28
PARAGRAPH FORMATS
2. Key the document shown above; do not format as you key. 3. Apply the alignment formats shown above. 4. Proofread and check; click Next to continue. (28-drill1)
MODULE 3
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
87
I N C R E AS E IND E NT AND D E CRE ASE IND E NT The Indent commands indent all lines in the paragraph to the same point. The Indent commands are used to indent text on the left side of the paragraph. Remember that the TAB key indents only the first line.
To indent text: Home/Paragraph/Increase Indent or Decrease Indent •
Click the Increase Indent command to increase the indent to 0.5".
•
Click the Decrease Indent command to decrease the indent 0.5".
IND E NT T EXT
D RI LL 2
1. In a new document, change the font to Times New Roman, 12 point, key your name on the first line, and right-align it. 2. Tap ENTER three times and key the title, EFFECTIVE FORMATTING. Center it and tap ENTER. 3. Click Justify and key all text shown below. Do not make any other format changes until all text has been keyed.
4. Apply 14-point font size and bold to the title. 5. Click in the second paragraph and click Increase Indent twice to indent it 1" on the left side. 6. With the Insertion point in the second paragraph, click Decrease Indent once to reduce the indent to 0.5" on the left side. 7. Proofread and check; click Next to continue. (28-drill2)
Good formatting produces a document with a professional image. However, appearance is only one of many reasons to format documents effectively. My instructor said: Effective formatting improves the readability of a document. It also adds structure and makes the document easier to understand. In Indent addition, the format can be used to indicate which ideas are more important than other ideas. My textbook makes the same points that my instructor made and emphasizes formatting documents appropriately.
© DAVID J. GREEN - LIFESTYLE THEMES / ALAMY
WORKPLACE SUCCESS W
LESSON 28
Social Networks Social networks are websites designed to foster social interaction among a group of people with common interests. Facebook and MySpace popularized the idea of social networks and initially appealed to teenagers and college students. Today, many other networks and social media tools have been created, and the profiles of those who use them have changed significantly. Many businesses as well as nonprofit organizations are using social media tools to promote their organizations and enhance their businesses. However, these organizations tend to move cautiously because they realize that the benefits of rapid and inexpensive communication are offset by the lack of control of information once it has been posted on a social network.
PARAGRAPH FORMATS
MODULE 3
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
88
S HO W / HID E Home/Paragraph/Show/Hide Paragraph formats apply to an entire paragraph. Each time you tap ENTER, Word inserts a paragraph mark and starts a new paragraph. Thus, a paragraph may consist of a partial line or of several lines. You must be able to see where paragraphs begin and end to format them. Turning on the Show/Hide button displays all nonprinting characters such as paragraph markers (¶) or spaces (..). The Show/Hide button appears highlighted when it is active. Nonprinting characters can be turned off by clicking the Show/Hide button again.
D RI LL 3
SHOW/ HI DE
1. In a new document, turn on Show/Hide. Tap ENTER three times.
4. Apply Cambria 14-point font and bold to the centered text.
2. Key the text shown below; then apply both the text formats and the alignment formats listed in the following steps.
5. Add italic to personal assistant in the last line. 6. Proofread and check; click Next to continue. (28-drill3)
3. Apply bold format to your name; right-align it.
Student’s Name Why Use Show/Hide? Using Show/Hide will help you format your documents correctly. It can also help you earn better scores on your work as it will display symbols to indicate spacing and other errors before the checker on Keyboarding Pro DELUXE finds them. Think of Show/Hide as a personal assistant when you key documents!
L I N E S PAC ING OPTIONS The default line spacing for Word 2010 is 1.15. Note the options that are displayed by clicking the drop-list arrow on the Line and Paragraph Spacing button. Earlier Word versions used 1.0 as single spacing (SS) and 2.0 as double spacing (DS). The 1.15 default is treated the same as single spacing; it just allows a little more space between lines of type. The default amount of space after each paragraph is 10 points.
To change line spacing: Home/Paragraph/Line and Paragraph Spacing 1. Position the insertion point in the paragraph whose spacing you wish to change. 2. Click the Line and Paragraph Spacing button and select the desired spacing.
LESSON 28
PARAGRAPH FORMATS
MODULE 3
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
89
Paragraph 1 is keyed using the Word 2010 default line spacing of 1.15. This line spacing provides slightly more space than traditional single spacing, but less than the amount of space for double spacing.
Default (1.15) spacing
Paragraph 2 is keyed with traditional single spacing (1.0). Note that the lines of type are closer together than they are in Paragraph 1.
Single (1.0) spacing
Paragraph 3 is keyed using double spacing (2.0). Note that when double spacing is used, paragraphs are indented. Use of double spacing is
Double (2.0) spacing
declining since the default spacing provides enough space to enhance reading.
Note the differences between 1.15 spacing, 1.0 spacing, and 2.0 spacing shown above. Also note the amount of space (10 points) between paragraphs.
LINE SPA CI NG
D RILL 4
Home/Paragraph/Line and Paragraph Spacing 1. In a new document, key the three paragraphs illustrated above; then apply the formatting shown in each paragraph.
Q U I C K AC C E SS TOOLB AR
TIP
1
The Quick Access Toolbar is available from all tabs on the Ribbon.
LESSON 28
2. Proofread and check; click Next to continue. (28-drill4)
2
3
The Quick Access Toolbar is located in the upper-left corner of the screen above the File and Home tabs. It contains icons for three frequently used commands: Save, Undo, and Redo. In the last lesson, you used the Save command, but you accessed it by clicking File tab. The Quick Access Toolbar provides a shortcut or one-click option for these frequently used commands.
1
Save preserves the current version of a document or displays the Save As dialog box to save a new document.
2
Undo reverses the most recent action you have taken (such as inserting or deleting text or removing formats). The drop-list arrow displays a list of the commands that you can undo. Selecting an item on the list will undo all items above it on the list.
3
Redo reverses the last undo; it can be used several times to redo the past several actions. Before you use Undo, this command has a different appearance and can be used to repeat actions.
PARAGRAPH FORMATS
MODULE 3
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
90
C U S T O MIZE QU ICK ACCE SS TOOLB AR
TIP Commands have to be added one at a time to the Quick Access Toolbar.
DISCOVER D The Repeat Re command can be used to repeat a format. For example, if you have applied bold to text, you can select other text and click the Repeat Bold command.
You can customize or add commands that you use frequently to the Quick Access Toolbar.
To customize the Quick Access Toolbar: 1. On the Quick Access Toolbar, click the Customize Quick Access Toolbar button to display the gallery. 2. Click the desired command that you wish to add to the Quick Access Toolbar. Note that the default commands Save, Undo, and Redo are already on the toolbar. 3. If you click Print Preview and Quick Print, the toolbar would appear as shown in the illustration at the right.
QU I CK A CCESS TOOLBAR
D RI LL 5
1. In a new document, key the first sentence below; then apply bold and underline to Undo/Redo.
7. Select You can and then click the Bold Repeat command to apply bold.
2. Undo the underline in sentence 1.
8. Key your name on the line below the last sentence and then right-align it.
3. Key sentences 2 and 3; then apply bold to Undo in sentence 2 and Redo in sentence 3. Then apply italic to both. 4. Remove italic in both sentences 2 and 3. 5. Key sentence 4 and apply bold to use. 6. Use Undo to remove the bold from use. Then use Redo to reapply bold to use.
9. Use Undo to remove the right-align; then use Redo to go back to right-align. 10. Add Quick Print and Print Preview to your Quick Access Toolbar. 11. Preview your document using Print Preview on the Quick Access Toolbar. 12. Proofread and check; click Next to continue. (28-drill5)
Keying and formatting changes can be reversed easily by using the Undo/Redo commands. If you make a change, one click of the Undo command can reverse the change. If you undo a change and decide that you want to keep the change as it was originally made, you can go back to the original change by clicking the Redo command. You can use the Redo command as a Repeat command.
LESSON 28
PARAGRAPH FORMATS
MODULE 3
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
91
Applications 28-d1 Format Title, Headings, and Paragraphs
1. In a new document, key all paragraphs below using default font, size, and spacing. Turn on Show/Hide. 2. Position the insertion point at the beginning of the title, Standard Operating Procedures, and tap ENTER three times; apply bold, 16-point Arial font to the title, and center it. 3. Apply bold and 14-point Arial font to the three side headings. 4. Key your name on the line below the last line of the document and right-align it. Key the document number, 28-d1, on the line below your name. 5. Proofread and check; click Next to continue. (28-d1)
Standard Operating Procedures Many companies develop standard operating procedures (SOPs) for virtually every phase of their business. When standard operating procedures are mentioned, most people think of a manufacturing or service business and are surprised to learn that standard operating procedures apply to management and office administration as well. Most companies have SOPs for producing documents in their offices for several reasons. Quality Control SOPs ensure that company image is consistent throughout the organization. Guides are presented for using and protecting the logo, standard colors may be specified, and document formats are standardized. Training Tools New and experienced employees both want to do a good job. SOPs provide an excellent training tool to ensure that all employees do their work accurately and meet company expectations consistently. Most employees do not like to be told repeatedly what to do. Having a set of guides to follow enables them to work independently and still meet quality standards. Productivity Enhancement and Cost Reduction Documents are very expensive to produce. SOPs are designed to be efficient, and efficiency translates to cost savings. 1. Open 28-d1; turn on Show/Hide; use the Mini toolbar to shrink the title to 14 point.
28-d2 Apply Font and Paragraph Format
2. Select the paragraph below the centered title and change the line spacing to double spacing. Also change the font to Times New Roman 11 point and TAB to indent the first line of the paragraph. 3. Select the paragraph below each side heading and change the line spacing to double spacing. Then change the font to Times New Roman 11 point and TAB to indent the first line of each paragraph. 4. Indent the paragraph below the heading, Quality Control, 0.5" from the left side. 5. Change the document number below your name to 28-d2. Change your name and the document number to Times New Roman font. 6. Turn off Show/Hide. 7. Check and close. (28-d2).
LESSON 28
PARAGRAPH FORMATS
MODULE 3
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
92
Lesson 29 New Commands
Navigate and Review Documents
• Scroll Bars • Views • AutoCorrect
• Spelling and Grammar • Thesaurus • Translate
• Help
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/29a Warmup
Skill Building 29b
Textbook Keying
Balanced-hand words, phrases, and sentences 1
if me to so he is us do go or sod fir for pen may big dig got fix
1. Key each line once, concentrating on using good keying techniques. Tap ENTER twice after each 2-line group.
2
dog jam sit men lap pay cut nap tug lake worn make torn turn dock
3
he is | it is | of it | is it | go to | to go | is he | he is it | for it | she can
4
did he | pay them | she may | is it torn | it is worn | he may go | the lake
2. Repeat the drill if time permits.
5
He may also go with them to the dock or down to the lake with us.
6
Did she go with Keith to the lake, or can she go to town with us?
New Commands
N A V I G ATE AND V IE W A D OCU ME NT
29c
The document window displays only a portion of a page at one time. The keyboard, mouse, and scroll bars can be used to move quickly through a document to view it.
KEYBO OARD DIN NG PRO O DELLUX XE 2 References/Word 2010 Commands/Lesson 29
Keyboard options—press CTRL + HOME to go to the beginning of a document and CTRL + END to move to the end of the document. The Page Up and Page Down keys can also be used to move through a document. Mouse and scroll bar—use the scroll bar located on the right side of the screen to move through the document. Scrolling does not change the position of the insertion point; it only changes your view of the document. You must click in the text to change the position of the insertion point. Slider—can be used to view document with enlarged or reduced displays of text. Zoom on the View menu provides another alternative to view portions of the document. Views—document views are available from both the status bar and the View menu. Note that in Module 6, you will learn to navigate documents with Heading Styles using the Navigation pane.
LESSON 29
NAVIGATE AND REVIEW DOCUMENTS
MODULE 3
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
93
S C R O L L B AR
TIP The scroll bar is the long bar on the right side of the screen behind the scroll box. The scroll box is the shaded part that is positioned in front of the scroll bar. The size of the box depends on the amount of text displayed on the screen.
The scroll bar on the right side of the screen provides four options for moving through a document. Scroll box
To move through a document: •
Click above or below the scroll box. -or-
•
Click the box and drag it to the desired position. -or-
•
Click the up and down arrows. -or-
•
Click the Previous Page or Next Page double arrows.
Down arrow
Previous Page Next Page
S L I DE R AND ZOOM
TIP Clicking the plus or minus sign on the Slider changes the settings in increments of 10 percent.
The Slider, located in the status bar at the lower-right of the Word window, is used to zoom in and out on a document. Note that the Slider is positioned in the center of the bar, which shows text at 100% of its actual size. Slider
To view smaller or larger versions of text:
1. To view a larger version of a segment of text, move the Slider toward the right or positive (+) side. The text will be larger, but you see a smaller segment of it. 2. To see more of the document at one time, move the Slider toward the left or the negative (−) side. If you move the Slider to about 50%, you can see two full pages.
To view documents using Zoom options: View/Zoom/Zoom or Page Options 1. To view smaller or larger portions of text, click Zoom and select percentage. 2. To view a full page, two pages, or page width, click the appropriate alternative.
D RI LL 1
NAVI GAT E AND VI EW
1. Open 28-d2 and move to the last line of the document; select the document name, and replace it with 29-drill1.
4. Move the Slider to the left to 50% and view the document; then move it to 200% and view the document.
2. Use the keyboard to move up and down through the document. Press CTRL + HOME to go to the beginning of the document; then press CTRL + END to move to the end of it.
5. Move the Slider back to the center at 100%.
3. Use the mouse, the scroll box, and the up and down arrows to move in the document.
LESSON 29
NAVIGATE AND REVIEW DOCUMENTS
6. Use the View tab to change the document view to Page Width. 7. Leave the document open. (29-drill1)
MODULE 3
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
94
VIEW Document views display a document in different formats. The view that is selected when you save and close a document will be the view that displays when that document is opened again. Document views can be accessed by clicking the view on the View tab or the status bar. With some views, the Close option must be clicked to exit the view.
To view documents using Document Views: View/Document Views/Print Layout or other options 1. Click the desired document view.
2. Click the view’s Close button if necessary.
Print Layout—shows the document as it will look when it is printed. Full Screen Reading—uses the full screen to display the document. To return to the Print Layout view, click Close at the upper-right corner of the screen. Web Layout—shows the document as it will appear on the Web. Outline—displays the document in outline format. Draft—displays the document without graphics and formatting.
To access document views from the status bar: 1. Click the desired document view. 2. Click the view’s Close button if necessary.
D RI LL 1
C ONT I NUED
NAVI GAT E AND VI EW
1. With 29-drill1 open, hover the mouse pointer over each document view on the status bar to display the ScreenTip.
3. Return to Print Layout view. 4. Proofread and check; click Next to continue. (29-drill1)
2. Click each of the document views on the View tab. Close the view as required.
LESSON 29
NAVIGATE AND REVIEW DOCUMENTS
MODULE 3
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
95
A UTO C O R R E CT AutoCorrect is the feature that corrects many errors while you are keying. You can add or change things that AutoCorrect will ill correct as you key. k
TIP You can also use AutoCorrect to have Word automatically correct keying or spelling errors you make frequently by keying the incorrect version in the Replace box and the correct version in the With box. Your instructor may ask that you remove these changes if you are using a classroom or laboratory computer. To remove the entry, select it and tap DELETE.
To change AutoCorrect options: File/Options/Proofing/AutoCorrect Options 1. Click AutoCorrect Options to display the AutoCorrect dialog box. 2. Key a shortcut for a longer phrase or a word you often misspell in the Replace box and the correct version of the word(s) in the With box. 3. Click Add and then OK.
AU TOCOR R ECT
D RI LL 2
1. In a new document, key and right-align your name; then return to left alignment.
3. Proofread and check; click Next to continue. (29-drill2)
2. Make the AutoCorrect entries shown at the right; then key the sentence shown below the entries. Check to see that the shortcuts are replaced.
Replace: ck With: College Keyboarding Replace: kpd With: Keyboarding Pro DELUXE I use ck with kpd.
S P E L L ING AND GRAMMAR Review/Proofing/Spelling & Grammar Three options are available for detecting errors in your documents. 1. Check spelling and grammar using the proofing tools on the Review tab.
TIP The Spelling & Grammar feature on the Review tab is generally used to check the entire document at once. Note that many errors you make keying are corrected automatically by AutoCorrect.
LESSON 29
a. Click Spelling & Grammar to display the Spelling and Grammar dialog box. b. Click Change to accept the suggested change. You can also ignore errors if you choose to do so. If the word marked as an error is actually correct, you can add it to the dictionary.
NAVIGATE AND REVIEW DOCUMENTS
MODULE 3
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
96
DISCOVER D To correct corr the errors identified by the color-coded lines, right-click the error and select the correct alternative.
2. Color-coded squiggly lines appear in your text as you key. Red indicates spelling or keying errors, green indicates grammar errors, and blue indicates contextual errors such as using to for two or too. You can correct these errors as you key. 3. The grammar and spelling status is shown in the status bar at the bottom of the screen. The (pencil) shows it is still checking. The 8 indicates the document has errors. The 9 indicates the document is error free.
P R O O FING TOOLS In addition to Spelling & Grammar, the other proofing tools are also helpful in reviewing documents. Hover the mouse pointer over Research, Thesaurus, and Word Count to view the tips describing each command. The Thesaurus is a tool that enables you to look up words and replace them with synonyms, antonyms, or related words. It is important to select the appropriate meaning before replacing a word.
TIP An alternate way to use the Thesaurus is to position the insertion point in a word and right-click the mouse. Select Synonyms and then the desired word or Thesaurus to display the Research pane.
To use the Thesaurus: Review/Proofing/Thesaurus 1. Position the insertion point in the word you wish to replace and click Thesaurus. 2. Scroll down to locate a replacement with the appropriate meaning, hover the mouse pointer over it to display a drop-list arrow, click the arrow, and then click Insert.
PROOFI NG TOOLS
D RI LL 3
1. In a new document, key your name on the first line and right-align it.
5. Proofread and check; click Next to continue. (29-drill3)
2. Key the first paragraph on the right exactly as it is shown. 3. Correct the three errors in the paragraph. 4. Key the words below the paragraph on separate lines; then use the Thesaurus to replace the words as follows. a. For cheap, use the first alternative meaning inexpensive. b. For smart, use the second alternative meaning elegant. c. For fact, use an antonym. d. For delightful, use the fifth alternative meaning pleasant.
LESSON 29
NAVIGATE AND REVIEW DOCUMENTS
Spelling errors are ofen corrected automatically. If an error are not detected by the software, you should proofread and correct it. To often writers skip the proofreading step. Cheap Smart Fact Delightful
MODULE 3
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
97
TR A N S L ATE
TIP The first time you use the Mini Translator, you must select the language pair you want to use.
T Translate command is a very useful, quick tool for checking the The ttranslation for a word, phrase, or sentence. p IIndividuals choose from a pair of languages available p such as English to Spanish or English to French. The Mini Translator brings up a bilingual dictionary. You can also use the Translate Selected Text option that displays in the Research pane.
To use the Bilingual Dictionary:
TIP
Review/Language/Translate
If you highlight a single word, the Bilingual Dictionary translates it. If you select a phrase or sentence, the WorldLingo feature translates the entire phrase or sentence. The translation may take a few seconds to display.
1. Follow the path and then click Mini Translator to turn it on. 2. Point at the word (such as noon) or select the phrase or sentence you wish to translate; then point at the Bilingual Dictionary to darken it. 3. Turn the Mini Translator off after you finish translating.
HE L P Help provides information on how to do most word processing functions. Help can be accessed in several ways.
To access Word Help: 1. Tap the F1 key. -Or2. Click the Help button at the upper-right side of the screen. 3. Click the See all link to browse Word Help and select a topic. -Or4. In the Word Help search box, key the topic on which you need help.
LESSON 29
NAVIGATE AND REVIEW DOCUMENTS
MODULE 3
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
98
APPLICATIONS
1. In a new document, key the ten sentences (tap ENTER after each sentence). Make the edits indicated by the proofreaders’ marks.
29-d1
2. Proofread and correct errors.
Edit and Proofread
3. Use Spelling and Grammar and Help as needed. 4. Proofread and check; click Next to continue. (29-d1)
TIP
Do you assess you writing skills as average, great, or mediocre?
Review proofreaders' marks in Lesson 23, page 55
You should also ask your instructor about your writing skills. Your instructor will know how to greatly improve your writing skills. Do you always edit and proofread carefully things that you write? few people who donot bother to edit there work are good writers. Learning to edit effective may be just as important as writing well.
DISCOVER D Insert/ Insert/Delete—To insert text, click in the document at the point you wish to insert text and key the text. To delete text, select the text and tap DELETE.
Another question to ask is: how important are writing skills? Good writing skills are needed to be successful in most careers. You can improve your writing skills by making it a priority. Judge your writing only if you have proofread and edited your work.
29-d2 Compose and Edit
1. In a new document, key the paragraph, filling in the information indicated. Use Undo and Redo as you compose and edit. Use Translate, Thesaurus, and Help as needed. 2. Use the Quick Access Toolbar to print the document; proofread it and mark any corrections needed using proofreaders’ marks. 3. Correct the document; recheck it using proofing tools. Check and close. (29-d2)
My name is (student’s name). The reason I enrolled in this course is (complete sentence). What I like most about this course is (complete sentence). What I like least about this course is (complete sentence).
LESSON 29
NAVIGATE AND REVIEW DOCUMENTS
MODULE 3
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
99
Lesson 30 New Commands
Clipboard Commands and Page Formats
• Clipboard • Cut, Copy, Paste
• Format Painter • Margins
• Orientation • Center Page
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/30a Warmup
Skill Building 30b
Textbook Keying
1. Key each line once, concentrating on using good keying techniques. Tap ENTER twice after each 3-line group. 2. Repeat the drill if time permits.
New Commands 30c KEYBO OARD DIN NG PRO O DELLUX XE 2 References/Word 2010 Commands/Lesson 30
Direct reach words, phrases, and sentences 1
hung deck jump cent slope decide hunt serve polo brave cedar pump
2
no way in tune many times jump in funny times gold plated in sync
3
June and Cecil browsed in craft shops and found many funny gifts. Adjacent reach words, phrases, and sentences
4
were pop safe sad quick column tree drew opinion excite guy point
5
we are boil over are we few rewards short trek where are we going
6
Bert said he tries to shop where we can buy gas, oil, and treats.
C L I P B O AR D GROU P The commands on the Clipboard group (located on the Home tab) are very useful editing tools. An overview of the four editing commands it contains is provided below. The Clipboard is used to store up to 24 items of text or graphics that have been cut or copied so they can be used in other locations. The Office Clipboard task pane is illustrated below on the right. It is accessed by clicking the small arrow (called the Dialog Box Launcher) located at the lower-right corner of the Clipboard group. Items can be pasted by using the Paste button or from the Clipboard. Note that you can paste items individually or all at one time. Cut—removes the selected text from its current location. Paste—positions the text that was cut in another location. Copy—makes an additional copy of the selected text. Format Painter—enables you to copy the format of one paragraph to another.
LESSON 30
CLIPBOARD COMMANDS AND PAGE FORMATS
MODULE 3
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
100
C U T, C O PY, AND PASTE To cut, paste, and copy text: Home/Clipboard/Cut, Paste, or Copy 1. To cut text, select the text; click the Cut command to remove the text from its current location and place it on the Clipboard.
TIP To use the following Clipboard shortcuts, select the text and then apply the shortcut: Cut:
CTRL + X
Copy:
CTRL + C
Paste:
CTRL + V
2. To paste the text, place the insertion point where the text is to be pasted and click either the Paste command or the drop-list arrow on the Paste command. a. If you click the drop-list arrow, the Paste Options buttons display. These buttons provide a live preview of what the text will look like when it is pasted in the copy. Position the mouse over each button to view the text as it will appear when it is pasted. Then select the desired option. 1 2 3 4 1
2
3
Keep Source Formatting Merge Formatting Use Destination Theme Keep Text Only
4
b. If you click the Paste command, the text will paste and at the end of the text the Paste Options button will display as shown at the right. Click the drop-list arrow and the Paste Options will display as shown below. Note that the Paste options are identical to the ones shown above. 3. To copy text, select the text to be copied and click the Copy button to leave the text in its current position and make a copy of it. 4. Position the insertion point where the text is to be pasted and click the Paste button. Use the appropriate Paste option.
D RI LL 1
CU T, COP Y, AND PASTE
1. In a new document, key only the first two sentences below. 2. Select carefully in the first sentence, cut it, and paste it after packing. Use the Merge Formatting option. 3. Select enclosed in the second sentence; cut and paste it before diagram. Use the Keep Text Only option.
4. Copy the second sentence. Paste it below the second sentence and then key the additional text shown in the third sentence below. Use the Keep Source Formatting option. 5. Use Show/Hide and delete paragraph symbols at the end of the document if any exist. 6. Proofread and check; click Next to continue. (30-drill1)
Please try to carefully remove the packing before taking the computer out of the box. The diagram enclosed provides step-by-step instructions for assembling the computer. The enclosed diagram provides step-by-step instructions for assembling the computer. A Help number to call for assistance is provided on the diagram.
LESSON 30
CLIPBOARD COMMANDS AND PAGE FORMATS
MODULE 3
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
101
FO R MAT PAINTE R T Format Painter can be used to copy a format from one The paragraph to another paragraph or to multiple paragraphs. p
To copy a paragraph format to a single paragraph: Home/Clipboard/Format Painter 1. Click in the paragraph that has the desired format. 2. Click the Format Painter. 3. Click in the paragraph to copy the desired format.
To copy a paragraph format to multiple paragraphs: 1. Click in the paragraph that has the desired format. 2. Double-click the Format Painter to keep it turned on. 3. Click in the paragraphs to copy the desired format to each paragraph. 4. Click Format Painter to turn it off or tap ESC.
F OR MAT PAI NTER
D RI LL 2 Home/Paragraph/Show/Hide
1. In a new document, turn on Show/Hide, tap ENTER three times, and key the document below. 2. Apply 14-point Arial font and bold to the title, HOW MUCH IS TOO MUCH?, and center it.
4. Format the paragraph below the subtitle using 12-point Times New Roman font, and justify. 5. Use the Format Painter to copy the same format to the last two paragraphs. 6. Proofread and check; click Next to continue. (30-drill2)
3. Use the Format Painter to copy the title format to the subtitle directly below the title.
HOW MUCH IS TOO MUCH? Executive Compensation—A Hot Topic!
TIP When you key two hyphens with no spaces before or after, Word automatically converts them to an em dash.
Many people question the huge salaries paid to top executives. Employees earning less than $50,000 a year do not understand how their company can pay one person millions of dollars each year. The gap between executive pay and employee pay creates problems. Shareholders clearly want to reward and retain executives who increase shareholder value, but they expect pay to be linked to performance. In many cases, executive compensation has increased at the same time that performance has decreased significantly. Media coverage about mega-bonuses has caused an outrage among investors. In response, the SEC now requires public companies to disclose the amount and source of all compensation paid to their top executives. This information is readily available to the public and to employees.
LESSON 30
CLIPBOARD COMMANDS AND PAGE FORMATS
MODULE 3
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
102
M A R GINS M Margins are the distance between the edge of the paper and the text of a docue ment. The default margins for Word m 2010 are 1" at the top, bottom, right, and 2 lleft. On the gallery of preset margin options, the default margins are called o Normal. The space between the left and right margins is called the line of writing. If you want to fit more information on a page, you might select Narrow margins. Or if you have a limited amount of information, you might select Wide margins. If you prefer a traditional style, you could select Office 2003 default. You can also set a custom style to format leftbound reports or other documents.
To change margin settings: Page Layout/Page Setup/Margins 1. Follow the path to display the gallery of margins options. 2. Click the desired margins option.
O R I E N TATIO N T size of standard paper is 8.5" × 11". Page Orientation provides another The way of positioning information on a page. Two options are available: w P Portrait—positions text so that the top edge of the paper is 8.5" wide. This iis the default or most frequently used position. Landscape—positions text so that the top edge of the paper is 11" wide. This position is often used to accommodate wide tables or graphics.
To change page orientation: Page Layout/Page Setup/Orientation 1. Follow the path and click the drop-list arrow on the Orientation command. 2. Select desired orientation (Portrait or Landscape).
D RI LL 3
CH A NGE OR I ENTATI ON AND MAR GI NS
1. Open 30-drill2 that you just completed.
4. Apply Landscape orientation and then apply Wide margins.
2. Key your name below the last line and right-align it.
5. Proofread and check; click Next to continue. (30-drill3)
3. Key 30-drill3 on the line below your name.
LESSON 30
CLIPBOARD COMMANDS AND PAGE FORMATS
MODULE 3
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
103
C E N T E R PAGE The Center Page command centers a document vertically on the page. Should extra hard returns (¶) appear at the beginning or end of a document, these blank lines are also considered to be part of the document. Therefore, it is important to turn on Show/Hide and delete extra hard returns at the beginning and end of the document before centering a page.
Di l Box B Launcher L h Dialog
Layout tab
To center a page vertically: Page Layout/Page Setup/Dialog Box Launcher 1. Position the insertion point on the page to be centered.
Vertical alignment
2. Turn on Show/Hide and remove any extra hard returns. 3. Follow the path to display the Page Setup dialog box. 4. Click the Layout tab. 5. Click the Vertical alignment drop-list arrow and select Center.
CENT E R PAGE
D RILL 4
1. Open 30-drill2 and remove the three hard returns at the top of the page.
4. Apply Wide margins and center the page. 5. Proofread and check; click Next to continue. (30-drill4)
2. After the last line, key your name and right-align it. 3. Key 30-drill4 below your name.
Communication
P R O O FR E AD ING
30d
1. The only way to proofread numbers effectively is too compare the keyed copy to the original source.
KEYBO OARD DIN NG PRO O DELLUX XE 2
2. Concentration is an important proofreading skill, especially it you proofread on screen.
References/Communication Skills/Proofreading
3. May people skip over the small words when they proofread; yet the small words often contain errors.
1. In a new document, key your name on the first line and right-align it.
4. They sole 15 baskets at $30 each for a total of $450. Always check the math when you proofread.
2. Proofread each sentence on the right and then key the sentence correcting the error in it. Do not key the number. 3. Proofread and check; click Next to continue. (30d)
LESSON 30
5. Names are often spelled in different ways; there fore, you must verify the spelling to ensure that you use the correct version. 6. Reading copy on a word-bye-word basis is necessary to locate all errors. 7. Checking for words that my have been left out is also important. 8. Of course, you should also check to make sure the content in correct.
CLIPBOARD COMMANDS AND PAGE FORMATS
MODULE 3
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
104
Applications 30-d1
1. In a new document, key the text shown below. Apply Lucida Calligraphy 14-point font. Center all lines except the last one, which should be left-aligned. Shrink the font on the last line to 11 point. Replace 201- with the current year. 2. Apply 3.0 line spacing.
Invitation
3. Center the page. 4. Proofread and check; click Next to continue. (30-d1)
You are cordially invited to attend a reception Honoring Dr. Fritz H. Schmohe Honorary Degree Recipient September 28, 201- at 7:30 in the evening Koger International Center Black Tie Optional RSVP by September 20, 803-555-0174
30-d2
1. In a new document, tap ENTER three times, and then key the document below.
Heading, Indent, Format Painter
2. Apply Verdana 16-point font and bold to the title, Weekly Report, and center it. 3. Use the Format Painter to copy the title format to the date shown below the title. 4. In the first sentence, cut with reporters and paste it after spoke. The sentence should read: The head football coach spoke with reporters at his weekly news conference. 5. Apply Verdana 12-point font to the first paragraph below the date. Justify the text. 6. Use Format Painter to copy the first paragraph’s format to the last two paragraphs. 7. Indent the second paragraph 0.5" from the left side. 8. Apply Landscape orientation and Wide margins. 9. Proofread and check; click Next to continue. (30-d2)
WEEKLY REPORT June 20, 201The head football coach spoke at his weekly news conference with reporters. He was asked about the summer workout program and seemed to be very frustrated with some of his student-athletes. The coach said: Summer workouts are voluntary programs, and it is against the rules to require student-athletes to participate. However, the workouts are a good way to judge the commitment level of your players. Some of our players are very committed and are very likely to get playing time. Others are lazy, and it is doubtful they will be ready to play when the season begins. In response to a reporter’s question, he indicated only about a dozen of the 85 scholarship players did not show up regularly. The goal of the program is to improve conditioning and lessen the likelihood of injuries. 1. Open 30-d2 and reformat using Portrait orientation and Normal margins.
30-d3
2. Check and close. (30-d3) Reformat Document
LESSON 30
CLIPBOARD COMMANDS AND PAGE FORMATS
MODULE 3
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
105
Lesson 31
Assessment
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/31a Warmup LA
ALL LE TTE RS
Skill S kill B Building ildi 31b
gwam
Click fraud is a recent concern for small businesses that want to
4 51
place an advertisement on a website and pay for it by the number of
9 56
hits on it. They often think they are getting the most for their money
14 61
because they only pay for those who read their ad.
The problem,
18 65
however, is that someone may be paid to click on the advertisement
22 69
many times just to increase the revenue from it.
26 73
Timed Writing
Key two 3' timed writings.
1' 3'
Applications 31c
3'
While a business is working hard to maximize its impact,
30 76
frequently it is losing money because some people are trying to scam
34 81
them. Many people try to do the right thing, but many others just
39 85
are not honest. Often it is difficult to determine if you are working
43 90
with an honest person or not when you use the Internet.
47 94
1
2 1
3
4
6
5 2
7
8
9 3
10
11
12 4
13
When you complete a document, proofread it, check the spelling, and preview for placement. When you are completely satisfied, click the Continue button to move to the next document. Click the Check button when you are ready to error-check the test. Review and/or print the document analysis results.
Assessment Continue Check
LESSON 31
ASSESSMENT
MODULE 3
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
106
31-d1
1. In a new document, tap ENTER three times; apply double-spacing; apply Wide margins.
Rough Draft
2. Key the title YOU ARE WHAT YOU EAT, and apply Arial 14-point bold font, and center-align. Use Times New Roman 12-point font and left alignment for the remainder of the document. 3. Key the document, making all edits indicated by the proofreaders’ marks. 4. Right-align your name on the line below the last line. 5. Proofread; use Spelling and Grammar; correct all errors. (31-d1). 6. Continue to the next document.
# A speaker said, “you are what you eat”. the speaker didnot mean to imply that fast
y
s
food make fast people, or that an hearty meal makes a person heart, or even that
k
good food manes a person
good? On the other hand, though, a healthfull diet
a
a
does indeed make person healthier; and good health effects many things including
stet
¶
performance, energy level, and attitude. Learning what to include in a healthful diet
sp
sp
is the 1st step. The 2nd step is developing the discipline to apply that knowledge.
lc
The results are wellworth the effort. IN fact, good health may be one of the most
e
often over looked treasures within human existance. 1. In a new document, apply Narrow margins and Landscape orientation.
31-d2 Font Formats and Landscape Orientation
2. Key the title centered; apply Cambria 72-point font, apply Gradient Fill – Black, Outline – White, Outer Shadow text effect. 3. Key the remainder of text. Apply Cambria 48-point font and bold. 4. Preview, proofread, and correct errors. (31-d2) 5. Check test and close. (31-d2)
Room Change Notice All classes and laboratories held in Room 250 of Westbrook Hall have been moved to Room 102 of Eastbrook Hall. This change will be in effect from October 10 until October 25.
BOOKMARK B www co www.collegekeyboarding.com Module 3 Practice Quiz
LESSON 31
ASSESSMENT
MODULE 3
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
107
MODULE
4
Memos and Letters LEARNING OUTCOMES Lesson Lesson Lesson Lesson Lesson Lesson
32 33 34 35 36 37
• • • • •
Memos Block Letter Format Block Letter with Envelope Modified Block Letter Format Correspondence Review Assessment
Lay out interoffice memorandum. Lay out block and modified block business letters. Create envelopes. Work with tabs. Improve keying speed and accuracy.
Lesson 32 New Commands
Memos
• Vertical Page Position WARMUP
KEY YBOARDING PRO O DELUXE 2
Lessons/32a Warmup LA
ALL LE TTE RS
Skill Building 32b
gwam
So now you are operating a keyboard and don’t you find it
4 38
amazing that your fingers, working with very little visual help,
8 43
move easily and quickly from one key to the next, helping you to
13 47
change words into ideas and sentences. You just decide what you
17 51
want to say and the format in which you want to say it, and your
21 56
keyboard will carry out your order exactly as you enter it.
One
26 60
operator said lately that she sometimes wonders just who is most
30 64
responsible for the completed product—the person or the machine.
34 69
Timed Writing
1. Key two 1' timed writings, working for speed. 2. Key one 3' timed writing, working for control.
1' 3'
LESSON 32
MEMOS
3'
1
2 1
3
4
6
5 2
7
8
9 3
10
11
12 4
13
MODULE 4
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
108
Communication Data file icon proofread
32c
KEYBO OARD DIN NG PRO O DELLUX XE 2 References/Communication Skills/Proofread
P R O O FR E AD AND FINALIZ E A D OCU ME NT Data files are extra documents you will need to complete an assignment. When a data file is required, an icon and filename are listed after the drill name. For example, you will use the file proofread to complete this activity. •
In Keyboarding Pro DELUXE 2, the data file opens automatically when you select the activity.
•
Non-Keyboarding Pro DELUXE 2 users: Download the data files from www.collegekeyboarding.com and save them to your hard drive or flash drive following the instructions on the website. The files are organized by module. For this drill, open proofread from the Module 4 folder to begin.
1. Read the text below that outlines the procedures for proofreading and finalizing a document. You will follow these procedures when completing all drills and applications in this book. 2. In the open document, apply steps 1–5 of the proofreading procedures. 3. Proofread and check; click Next to continue. (32c)
Before documents are complete, they must be proofread carefully for accuracy. Error-free documents send the message that you are detail oriented and capable. Apply these procedures when processing all documents: 1. Use Spelling and Grammar to check spelling when you have completed the document. 2. Proofread the document on screen to be sure that it makes sense. 3. Preview the document, and check the overall appearance. 4. Save the document, and then print it. 5. Compare the document to the source copy (textbook), and check that text has not been omitted or added. Revise, save, and print if necessary.
New Commands
P A GE PO SITION
32d
When formatting a document, the user must decide on the vertical page position. Remember the default top margin for Word 2010 is 1". To move lower on the page, simply tap ENTER. How do you determine the vertical page position?
KEYBO OARD DIN NG PRO O DELLUX XE 2
Vertical Ruler References/Word 2010 Commands/Lesson 32
TIP Remember to proofread and preview each document as standard operating procedure (SOP). You will not be reminded to do this.
LESSON 32
MEMOS
The Vertical Ruler is displayed at the far left of the screen. If your Ruler is not displayed, click the View Ruler button at the top of the scroll bars on the top right side of the screen. The blue area at the top of the Ruler is the 1" top margin. The white area (writing area) begins at 0" and extends 9". The blue area at the bottom of the Ruler is the 1" bottom margin. To begin a document at approximately 2", tap ENTER three times until the insertion point is positioned at about the 1" marker on the Vertical Ruler.
Status Line The vertical page position does not display by default in Word 2010. To display it, right-click on the status line located at the bottom of the screen and click Vertical Page Position. The vertical page position now displays at the bottom left on the status line.
MODULE 4
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
109
VER T I CA L PAGE POSI TI ON
D RILL 1
3. Key the current date.
1. In a new document, display the vertical page position on the status line. 2. Tap ENTER three times to position the insertion point at about 1" on the Vertical Ruler.
Document Design 32e KEYBO OARD DIN NG PRO O DELLUX XE 2 References/Document Formats/Memo
4. Print. Verify that the date prints approximately 2" from the top of the page. 5. Proofread and check; click Next to continue. (32-drill1)
I N TE R O FFIC E ME MORAND U MS Informal messages sent to employees within an organization are called memorandums (memos for short). Memos may be keyed on plain paper, on letterhead, in a memo template, or as an e-mail. A common practice is to attach a memo to an e-mail. The e-mail simply transmits the attached memo.
To format a memo: 1. Tap ENTER three times to position the first line of the heading at about 2". 2. Key the memo headings and format them in bold and uppercase. Tap TAB once or twice after each heading to align the information. Generally, courtesy titles (Mr., Ms., etc.) are not used; however, if the memo is formal, the receiver’s name may include a title. 3. Single-space (1.15 default spacing) the body of the memo. Tap ENTER once after each paragraph. 4. Add reference initials one blank line below the body if the memo is keyed by someone other than the sender. Do not include initials when keying your own memo. 5. Items clipped or stapled to the memo are noted as attachments; items included in an envelope are enclosures. Key these notations one blank line below the reference initials.
TO:
Caroline Blassingame
FROM:
Austin Mitchell, Manager
DATE:
November 24, 201-
SUBJECT:
Safety Training Required
1 1
1 1
New safety regulations will be presented at the Safety Practices and Accident Prevention Training Workshop scheduled for December 17, 201-, from 9:00 a.m. to 4:30 p.m. The training program will be held at the Kellogg Center at 3910 West Tenth Street, Suite B. Directions to the location are attached.
1
Your attendance is extremely important as certification is required under the new safety regulations. Licensed trainers in the area of safety and accident prevention will provide the most up-to-date information. At the conclusion of the training program, you will complete a certification exam. Visit the training website at www.safetytraining.com/workshop203.htm to retrieve the required readings prior to the workshop on December 17.
1
xx
1
Attachment
LESSON 32
MEMOS
MODULE 4
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
110
2" (Tap ENTER three times.)
1
TO:
Students
FROM:
Madison Pietrzak, Communication Consultant
DATE:
Current date
SUBJECT:
A Business Perspective on Memos
1
1 1
This memo was requested by your keyboarding instructor for the purpose of describing the changing role of memos and the importance of formatting memos effectively. Sterling uses its logo and company name on the top of its memos. First, you will learn to prepare memos on plain paper. Later you will learn to use templates for them. A template is a stored document format that would contain the company logo and name as well as the memo headings. 1 The format does not differ regardless of whether plain paper or a template is used. The headings are positioned about 2" from the top of the paper, and default side margins are used. Headings are keyed in uppercase and bold; tap the ENTER key once after each heading. The body is single-spaced with a blank line between each paragraph. Notations such as reference initials, enclosures, or copies are keyed one blank line below the body. Some companies adopt slightly different styles; however, this style is very commonly used. 1 Often a memo is sent electronically. It can either be in the form of an e-mail or as an attachment to an e-mail. Memos were designed to be documents that stayed within a company. However, e-mail is changing the role of memos. E-mails, even though they are formatted as memos, are frequently sent outside of companies. Some companies use e-mail to deliver a document but attach a letter or a memo to it. 1 xx
Student’s first and last initials
Memo Format
LESSON 32
MEMOS
MODULE 4
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
111
Applications 32-d1 Memo
D DISCOVER
1. Read the memo illustrated on page 111 carefully. Key this memo on plain paper in a new document; do not key the memo letterhead. Hint: Select TO: and then apply bold. Remember to turn off uppercase. Repeat for remaining heading items. 2. If the first letter of your reference initials is automatically capitalized, point to the initial until the AutoCorrect Options button appears. Click the button; then choose Undo Automatic Capitalization. 3. Proofread and check; click Next to continue. (32-d1)
1. In a new document, key the memo below.
32-d2
2. Proofread and check; click Next to continue. (32-d2) Memo
TO:
Caleb Kirkpatrick
FROM:
Chloe Wheatley, Chief Learning Officer
DATE:
January 5, 201-
SUBJECT:
Professional Development Seminars
Hollimon & Associates is pleased to announce a series of enrichment seminars to be offered for its employees in the year ahead. If you have suggestions for seminars that would be beneficial to your team, please let me know. Our first seminar offering, First Aid and CPR, is scheduled for February 10 and 11. The seminar will be offered from 1 p.m. to 5 p.m. in the Staff Lounge. Participants will be awarded CPR Certificates from the American Heart Association upon successful completion of this eight-hour course. If you are interested in taking this seminar, please call me at ext. 702 or send me an e-mail message by January 25. Please mark your calendar today for this important seminar. xx
32-d3
1. Key the memo below to your instructor from you. Key the appropriate information in the memo heading. Use Keyboarding Progress as the subject of the memo.
Memo
2. Key your name where indicated. 3. Check and close. (32-d3)
I have reviewed the timed writings completed during the past week. The progress data and my plan for increasing my skills are shown below: Name: Highest WPM on 3' Timed Writing:
Tap TAB so the contact information will be aligned.
Fewest Errors on 3' Timed Writing: Plan for Improvement:
LESSON 32
MEMOS
MODULE 4
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
112
Lesson 33 New Commands
Block Letter Format
• Date and Time • Automatic Current Date • Remove Space After Paragraph WARMUP
KEY YBOARDING PRO O DELUXE 2
Lessons/33a Warmup
New Commands
D A TE AND TIME
33b
M Most business documents are dated with a variety of formats from which to choose. Many businesses use the month/day/year format for w letters, and the numerical format (00/00/0000) for memos and documents with statistics.
KEYBO OARD DIN NG PRO O DELLUX XE 2 References/Word 2010 Commands/Lesson 33
To insert the date and/or time: Insert/Text/Date & Time 1. Click at the point the date is to be inserted. 2. Select the desired date format
1
(January 29, 2010) or time format
2
(9:52 AM).
1
2
3. Leave Update automatically blank unless you want it to update each time the document is opened. Click OK.
A UTO MATIC CU RRE NT D ATE To insert the current date: 1. Key the first four characters of the current month. The current month will display. 2. Tap ENTER to accept the date. 3. Tap Space Bar to display the remainder of the current date.
LESSON 33
BLOCK LETTER FORMAT
MODULE 4
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
113
DATE A ND TI ME
D RILL 1
1. In a new document, key your name and right-align it; then tap ENTER. 2. Key the first four characters of the current date, e.g., Octo for October. Tap ENTER and then the Space Bar. The current date displays. Tap ENTER to begin a new line.
3. Insert the date and time in the numerical format 3/15/2011 3:35 PM and tap ENTER. 4. Key the text shown below, inserting the current date and time as shown. Left-align the text. 5. Proofread and check; click Next to continue. (33-drill1)
The date inserted above illustrates common business format. The time format also illustrates common business format; however, some businesses prefer to use lowercase (p.m.) for time format. The 3/15/2011 3:35 PM (replace with current date and time) format is often used in tables or with statistical material.
R E M O V E S PACE AFTE R PARAG RAPH 1
Default Spacing
2
Extra Spacing Removed
By this point, you realize that Word 2010 automatically adds extra white space after ENTER is tapped. The white space between paragraphs is greater than the white spacing between the lines within the paragraph. The extra white space between paragraphs makes the text easier to read and saves the user time in only tapping ENTER once between paragraphs. However, on some occasions, it is necessary to remove the space added after a paragraph. Remember that your software defines a paragraph when ENTER is tapped. Study the two examples shown at the left.
To remove space after paragraph: Home/Paragraph/Line and Paragraph Spacing 1. Select the desired lines. Remember you are removing space after a paragraph (or when ENTER is tapped). 2. Click Line and Paragraph Spacing and then Remove Space After Paragraph. Hint: If necessary, select Add Space After Paragraph to add space back.
RE MOVE SPACE
D RILL 2 1. Key the following lines: Distribution: Christopher Randall Katherine Townsend Jessica Hilton Kuang-ping Sheng
LESSON 33
BLOCK LETTER FORMAT
2. Select the first four lines. 3. Apply the Line Spacing option to remove space after the paragraph. 4. Proofread and check; click Next to continue. (33-drill2)
MODULE 4
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
114
Document Design
B US I N E S S L E TTE RS Business letters are used to communicate with persons outside of the business. Business letters carry two messages: the first one is the tone and content; the second is the appearance of the document. Appearance is important because it creates the critical first impression. Stationery, use of standard letter parts, and placement should convey that the writer is intelligent, informed, and detail minded.
33c
Stationery Letters should be printed on high-quality (about 24-pound) letterhead stationery. Standard size for letterhead is 8½" × 11". Envelopes should match the letterhead in quality and color.
April 9, 2011
Ms. Pamela FoxMeyer Human Resources Director Letter Beams, Inc. 2112 Smythe Road, North Arlington, VA 22201-1201 Dear Ms. FoxMeyer Mr. Terry Beckett, an employee of Letter Beams, Inc., from 2010-2011, has applied for a position with our company as a computer analyst. He has given us your name and his permission to ask about his work history with Letter Beams, Inc. Therefore, will you please verify Terry’s employment with you and respond as you desire about his performance with your organization? Thank you, Ms. FoxMeyer. Sincerely
A. Alonzo Cruz Human Resources Director xx
JOSE LUIS PELAEZ, INC/BLEND IMAGES/JUPITER IMAGES
WORKPLACE SUCCESS W Organizational Skills Well-organized employees accomplish daily tasks in a timely manner, avoid stress, and impress their employers and coworkers. Following simple daily time management practices reaps benefits and often even a promotion. How would you rate yourself on the following time management practices? 1. Prioritize tasks to be done each day and the amount of time needed to complete each task. Assign tasks to a specific time on the calendar. 2. Set designated times to answer e-mail and return phone calls. 3. Place calendar/planner on desk in location for easy access to add notes and see priority items. 4. Record notes, phone numbers, addresses in calendar and not on post-it notes. 5. Place phone, notepad, and pen on desk for easy reach. 6. Keep reference books in a designated location—not on the desk. 7. File any materials for which you no longer need immediate access. 8. Prepare folders for pending items, projects, and reading, and file those materials away instead of keeping them piled on the desktop.
LESSON 33
BLOCK LETTER FORMAT
MODULE 4
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
115
L E TTE R PARTS AND B LOCK LE TTE R FORMAT KEYBO OARD DIN NG PRO O DELLUX XE 2 References/Document Formats/Block Letter
Businesspeople expect to see standard letter parts arranged in the proper sequence. Letters consist of three main parts: the opening lines to the receiver (letter address and salutation), the body or message, and the writer’s closing lines. Standard letter parts and the required spacing using the defaults of Word 2010 are explained below and illustrated on the following page. Block letter style is a typical business letter format in which all letter parts are keyed at the left margin. For most letters, use open punctuation, which requires no punctuation after the salutation or the complimentary closing. Letterhead: Preprinted stationery that includes the company name, logo, address, and other optional information such as telephone number and fax number. Dateline: Date the letter is prepared. Position at about 2" (tap ENTER three times). Be sure to begin at least 0.5" below the letterhead. Letter address: Complete address of the letter recipient. Begin two lines below the date (tap ENTER twice). Generally includes receiver’s name, company name, street address, city, state (one space after state), and ZIP Code. Include a personal title, e.g., Mr., Ms., Dr. Remove the added space between the lines of the letter address. Salutation (or greeting): Begin one line below the letter address (tap ENTER once). Include courtesy title with person’s name, e.g., Dear Mr. Smith. Body: Begin one line below the salutation.
2 Remove extra space
1 1
Use the 1.15 default line spacing; tap ENTER once between paragraphs. Use Ladies and Gentlemen when addressing a company. Complimentary closing: Begin one line below the body. Capitalize only the first letter of the closing.
1 Writer’s name and title: Begin two lines below the complimentary closing (tap ENTER twice). Include a personal title to designate gender only when the writer’s name is not gender specific, such as Pat or Chris, or when initials are used, such J. A. Moe.
1 1 1
2 Remove extra space
Key the name and title on either one or two lines, whichever gives better balance. Use a comma to separate name and title if on one line. If two lines are used, remove the added space between the two lines.
1 Reference initials: Begin one line below the writer’s name and title. Key reference initials, e.g., xx in lowercase. Replace xx with your initials.
LESSON 33
BLOCK LETTER FORMAT
MODULE 4
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
116
2"
2
Date line
Letter address Remove extra space
1 Salutation
1
Body
1
1
1
1 Complimentary closing
2
Writers name & title
Remove extra space
1 Reference initials
Block Letter with Open Punctuation
LESSON 33
BLOCK LETTER FORMAT
MODULE 4
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
117
Applications 33-d1 Block Letter
1. Key the model letter on page 117 in block format with open punctuation. Assume you are using letterhead stationery. 2. Tap ENTER to position the dateline at about 2". Insert the current date using the Automatic Date feature. 3. Include your reference initials. If the first letter of your initials is automatically capitalized, point to the initial until the AutoCorrect Option button appears, click the button, and then choose Undo Automatic Capitalization. 4. Follow the proofreading procedures outlined in Lesson 32. Use Print Preview to check the placement. Be sure to remove the added space in the letter address and between the writer’s name and title. 5. Use Show/Hide ¶ to view paragraph markers to confirm that you have correct spacing between letter parts. 6. Proofread and check; click Next to continue. (33-d1)
33-d2 Block Letter
1. Key the letter below in block format with open punctuation. Insert the current date. Add your reference initials in lowercase letters. Remove added space in the letter address and the writer’s name and title. 2. Proofread and check; click Next to continue. (33-d2)
Current date Ms. Ramona Vilella Wicker Hotel and Resort 89 Airport Road Omaha, NE 68105-0089 Dear Ms. Vilella Certainly having a web presence is essential, but have you updated your hotel’s website recently? Advances in technology and the increased sophistication of your clients are both good reasons for you to meet with our designers at Internet Solutions to discuss advanced hotel web design that will improve your marketing efforts. Our online reservation system is specifically designed for today’s clients; it is easy to navigate and provides many extras such as 360-degree panoramic picture of the hotel lobby, guest rooms, restaurants, spa, and pool as well as maps to your beautiful hotel. Two-way communication is also important today as clients are eager to provide review rating and valuable comments to others desiring a pleasant hotel experience. Our design offers seamless means of valuable dialog between you and your valued clients. Call today for a consultation with one of our designers and discuss our many innovative website marketing strategies. Give your clients the best when they are shopping for hotel reservations. Sincerely Daniel Jankoski Marketing Manager xx
LESSON 33
BLOCK LETTER FORMAT
MODULE 4
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
118
33-d3
1. Key the following letter in block style with open punctuation. Begin the date at about 2". Remember to remove the extra space in the letter address.
Block Letter
2. Remove the hyperlinks in the third and fourth paragraphs.
DISCOVER Remove Hyperlink
Insert/Links/Hyperlink Click the hyperlink and follow the path above. Then click Remove Link. Shortcut: Right-click and click Remove Hyperlink.
3. Check and close. (33-d3)
April 4, 201- | Mrs. Rose Shikamuru | 55 Lawrence Street | Topeka, KS 66607-6657 | Dear Mrs. Shikamuru Thank you for your recent letter asking about employment opportunities with our company. We are happy to inform you that Mr. Edward Ybarra, our recruiting representative, will be on your campus on April 23, 24, 25, and 26 to interview students who are interested in our company. We suggest that you talk soon with your student placement office, as all appointments with Mr. Ybarra will be made through that office. Please bring with you the application questionnaire the office provides. Within a few days, we will send you a company brochure with information about our salary, bonus, and retirement plans. You will want to visit our website at www.skylermotors.com to find facts about our company mission and accomplishments as well as learn about the beautiful community in which we are located. We believe a close study of this information will convince you, as it has many others, that our company builds futures as well as small motors. If there is any way we can help you, please e-mail me at mbragg@ skylermotors.com. Sincerely | Myrtle K. Bragg | Human Services Director | xx
LESSON 33
BLOCK LETTER FORMAT
MODULE 4
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
119
Lesson 34 New Commands
Block Letter with Envelope
• Envelopes WARMUP
KEY YBOARDING PRO O DELUXE 2
Lessons/34a Warmup LA
AL L LE TTE RS
Skill Building 34b
gwam
Many young people are quite surprised to learn that either lunch or dinner is included as part of a job interview. Most of them think of this part of the interview as a friendly gesture from the organization. The meal is not provided just to be nice to the person. The organization expects to use that function to observe the social skills of the person and to determine if he or she might be effective doing business in that type of setting. What does this mean to you if you are preparing for a job interview? The time spent reading about and learning to use good social skills pays off not only during the interview but also after you accept the job.
Timed Writing
1. Key a 1' timed writing on each paragraph, working for speed. 2. Key one 3' timed writing, working for control.
1' 3'
1
2 1
3
4
6
5
7
2
8
9
10
11
3
12 4
3' 4 48 8 52 13 56 15 58 18 62 22 66 27 71 30 73 33 77 38 81 42 86 44 87
13
Communication
S A L UTATIO NS AND COMPLIME NTARY CLOSING S
34c
1. In the open document, click in column 3 and key an appropriate salutation for the first letter address found in column 1. Use the comments in column 2 and the information provided below to guide you in the correct choice.
letter
2. Click in column 4 and compose an appropriate complimentary closing. 3. Repeat for the remaining letter addresses. 4. Proofread and check; click Next to continue. (34c) The salutation, or greeting, consists of the individual’s personal title (Mr., Ms., or Mrs.) or professional title (Dr., Professor, Senator, Honorable), and his or her last name. Do not use a first name unless you have a personal relationship. The salutation should agree in number with the addressee. If the letter is addressed to more than one person, the salutation is plural.
Receiver
Salutation
To individuals
Dr. Alexander Gray Dr. and Mrs. Thompson
Dear Dr. Gray Dear Dr. and Mrs. Thompson
To organizations
TMP Electronics, Inc.
Ladies and Gentlemen
Name unknown
Advertising Manager
Dear Advertising Manager
Choose a complimentary closing that reflects the relationship with the receiver. Use Sincerely to show a neutral relationship, Cordially for a friendly relationship, and Respectfully when requesting approval.
LESSON 34
BLOCK LETTER WITH ENVELOPE
MODULE 4
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
120
New Commands
E N V E L O PE S The Envelopes feature can insert the delivery address automatically if a letter is displayed; postage can even be added if special software is installed. The default is a size 10 envelope (41⁄8" by 9½"); other sizes are available by clicking the Options button on the Envelopes tab.
34d
Delivery address box
To generate an envelope: Mailings/Create/Envelopes 1. Select the letter address and then click Envelopes; the mailing address is automatically displayed in the Delivery address box. (To create an envelope without a letter, follow the same steps, but key the address in the Delivery address box.) 2. If you are using business envelopes with a preprinted return address (assume you are), click the Return address Omit box. To include a return address, do not check the Omit box; click in the Return address box and key the return address. 3. Click Print to print the envelope or click Add to Document to add the envelope to the top of the document containing the letter.
CRE AT E E NVELOPE
D RILL 1 1. Open 33-d1.
4. Proofread and check; click Next to continue. (34-drill1)
2. Select the letter address. Create an envelope. Omit the return address.
Note: Your instructor may have you print envelopes on plain paper.
3. Add the envelope to the document.
CRE AT E E NVELOPE
D RILL 2
1. Go to the Envelopes and Labels dialog box without keying a letter address.
3. Add the envelope to the document. 4. Proofread and check; click Next to continue. (34-drill2)
2. Key the following letter address in the Delivery address box. Mr. Andrew Callais 993 North Carpenter Lane Shreveport, LA 71106-0993
LESSON 34
BLOCK LETTER WITH ENVELOPE
MODULE 4
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
121
Document Design
A DD I TIO NAL LE TTE R PARTS
34e
In Lesson 33, you learned the standard letter parts. Listed below are optional letter parts. Study the full model illustration on page 126. Enclosure notation: If an item is included with a letter, key an enclosure notation one blank line below the reference initials. Tap TAB to align the enclosures at 1". Left tab at 1"
Enclosures:
Certificate of Completion Receipt
Enclosures:
2
Copy notation: A copy notation ( c ) indicates that a copy of the document has been sent to the person(s) listed. Key the copy notation one line below the reference initials or enclosure notation (if used). Tap TAB to align the names. If necessary, click Undo Automatic Capitalization after keying the copy notation to lowercase the letter c. Left tab at 0.5"
c
Francine Milam Janet Bevill
When two lines are keyed for either the enclosure notation or the copy notation, remove the extra space after the paragraph.
Applications 34-d1 Block Letter/Envelope
1. Key the letter below in block style with open punctuation. Begin the date at about 2". Remember to remove the extra space in the letter address, signature line, and enclosures. 2. Add an envelope to the letter. 3. Proofread and check; click Next to continue. (34-d1)
Current date | Mr. Trace L. Brecken | 4487 Ingram Street | Corpus Christi, TX 78409-8907 | Dear Mr. Brecken We have received the package you sent us in which you returned goods from a recent order you gave us. Your refund check, plus return postage, is enclosed. We are sorry, of course, that you did not find this merchandise personally satisfactory. It is our goal to please all of our customers, and we are always disappointed if we fail. Please give us an opportunity to try again. We stand behind our merchandise, and that is our guarantee of good service. Please use the enclosed 20% discount coupon on your next order. Sincerely | Margret Bredewig, Manager | Customer Service Department | xx | Enclosures: Refund check | Discount coupon
LESSON 34
BLOCK LETTER WITH ENVELOPE
MODULE 4
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
122
34-d2
1. Key the following letter in block letter style with open punctuation. Begin the date at about 2". Add an appropriate salutation and other missing letter parts.
Rough Draft Letter
2. Add a copy notation to Kristen Sumter and Jeremy Portas. 3. Create an envelope and add it to the letter. Proofread and check; click Next to continue. (34-d2) 4. Study the illustration in the Reference Guide on folding and inserting letters in an envelope. Fold the letter to insert in the envelope.
Mr.
Tan Nguyen 12 Gilbert Ave.
sp
Baltimore, MD 21218
4515
Thank you for asking about the Tech Training program at Bell college. Whether you are seeking your first job, refreshing your skills or hoping to move to an administrative position, our program will give you the technological skills you need for success.
including non-technical jobs, w
Many jobs also require technological skills. For example, almost every worker must know hot to use cell phones and telephones systems with several lines, call forwarding, and voice mail. Fax machines, company
f
intranets, the Internet, and e-mail are part on many jobs.
sp
s
All 5 occupations that the U.S. Department of Labor predict will grow teh fastest from 2011 to 2018 are computer-related. They are computer engineers, computer support specialists, computer system analysts, database administrators, and desktop publishing specialists. Our Tech Training program will prepare you for these high-growth positions. If you are seeking an administrative position in almost any fei ld, you will need additional technological skills in using accounting, billing, and
experienced
human resources software. Our instructors can help you gain these skills. The enclosed brochure describes the tech training program in full. If I can be of further help please write tome again. Janie Lopez | Program Coordinator
34-d3
1. Key a single envelope to the following address. Include your address as the return address.
Single Envelope
2. Check and close. (34-d3)
Mr. Jacob Gillespie 1783 West Rockhill Road Bartlett, TN 38133-1783
LESSON 34
BLOCK LETTER WITH ENVELOPE
MODULE 4
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
123
Lesson 35 New Commands
Modified Block Letter Format
• Tabs WARMUP
KEY YBOARDING PRO O DELUXE 2
Lessons/35a Warmup
Skill Building 35b
Textbook Keying
1. Key each drill, concentrating on using good keying techniques. Tap ENTER twice after each 2-line group. 2. Repeat the drill if time permits.
New Commands
adjacent 1 reach 2
The people were sad as the poor relish was opened and poured out.
direct 3 reach 4
Freddy stated that hurricanes are much greater in number in June.
balanced 5 hand 6
The eight ducks lay down at the end of right field for cozy naps.
Sophia moved west with her new silk dress and poor walking shoes.
Many juniors decide to work free to add experience to the resume.
Kala is to go to the formal town social with Henry and the girls.
TA B S Tabs are used to indent paragraphs and to align text vertically. The default tab stops are set at every half-inch position. Take a moment to look at the Horizontal Ruler to identify the small grey lines below each half-inch position. Hint: If the Ruler is not displayed, go to View/Show and select Ruler.
35c
Default tab stops
To set a tab: 1. Click the tab selector at the left end of the ruler until it displays the desired tab. 2. Click the Horizontal Ruler where you want to set the tab. When a new tab stop has been set, all default tabs to the left of the newly set tab are automatically cleared. Therefore, if other tabs are needed, simply choose the desired tab alignment and then click the Horizontal Ruler where the desired tab is to be set. Tab selector
D RILL 1
SE T TA BS
1. Set a left tab at 3.25". Insert the current date at 3.25" and tap ENTER twice. 2. Set a left tab at 1". Key the following lines and tap ENTER once. Remove the space between the items. Enclosures: Promissory Note Amortization Schedule
LESSON 35
Left tab at 3.25"
MODIFIED BLOCK LETTER FORMAT
3. Set a left tab at 0.5". Key the following lines. Remove the space between the lines. Undo automatic capitalization in the first line. c
Ashley Nobles Ethan Vilella
4. Proofread and check; click Next to continue. (35-drill1)
MODULE 4
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
124
Document Design
M O DIFIE D B LOCK LE TTE R
35d KEYBO OARD DIN NG PRO O DELLUX XE 2
In the modified block format, the dateline and the closing lines (complimentary close and writer’s name and title) begin at the center point of the page. All other guidelines for the block letter style are applied to the modified block letter. Remember to remove the extra spacing between the letter address and other short lines. Review the model modified block letter on the next page.
References/Document Formats/Modified Block Letter
Dateline:
E- Market Firm
•
Position at about 2".
•
Begin at least 0.5" below the letterhead.
•
Set a left tab at 3.25". Determine the position of the tab by subtracting the side margin from the center of the paper.
10 East Rivercenter Boulevard Covington, KY 41016-8765
Tab at 3.25"
4.25" Center of the paper –1.00" Margin
January 14, 2011
Ms. Kathryn Vanderford Professional Document Designs, Inc. P.O. Box 3891 Weatherford, TX 76086-3891
3.25" Tab setting Mixed punctuation
Dear Ms. Vanderford:
Your inquiry concerning a comparison of the modified block letter format and the block letter format is one often answered by our document designers. The modified block format differs from block format in that the date, complimentary close, and the writer s name and title are keyed at the center point.
Complimentary closing: Begin keying at 3.25". Writer’s name and title: Begin keying at 3.25".
Our designers recommend block paragraphs when using the modified block format. The Word 2010 default of the 10-point space after each paragraph makes the text quite open and readable. For production efficiency, we continue to recommend block paragraphs. Although modified block format is an accepted letter style, we do recommend the block letter style. The block letter style is more efficient for a standard letter style, requires no additional settings by the user, and is attractive. For additional formats, please refer to the enclosed report related to formatting with Word 2010 and the Model Documents Reference Guide. Our designers are available at 666-555-0197 to assist you with your design needs.
Mixed punctuation
Sincerely,
Tab at 3.25"
Jeremy Gillespie Communication Consultant
xx Enclosures:
c
Report Reference Guide
Robert J. Tomlinson Antonio Collier
M I X E D PU NCTU ATION Although most letters are formatted with open punctuation, some businesses prefer mixed punctuation. To format a letter using mixed punctuation, key a colon after the salutation and a comma after the complimentary close.
LESSON 35
MODIFIED BLOCK LETTER FORMAT
MODULE 4
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
125
About 2" (Tap ENTER 3 times.)
E- Market Firm 10 East Rivercenter Boulevard Covington, KY 41016-8765
Tab at 3.25"
Ms. Kathryn Vanderford Professional Document Designs, Inc. P.O. Box 3891 1 Weatherford, TX 76086-3891 Dear Ms. Vanderford:
1
January 14, 201-
2
Remove extra space
Mixed punctuation
Your inquiry concerning a comparison of the modified block letter format and the block letter format is one often answered by our document designers. The modified block format differs from block format in that the date, complimentary close, and the writer s name and title are keyed at the center point. 1 Our designers recommend block paragraphs when using the modified block format. The Word 2010 default of the 10-point space after each paragraph makes the text quite open and readable. For 1 production efficiency, we continue to recommend block paragraphs. Although modified block format is an accepted letter style, we do recommend the block letter style. The block letter style is more efficient for a standard letter style, requires no additional settings by the user, and is attractive. 1 For additional formats, please refer to the enclosed report related to formatting with Word 2010 and the Model Documents Reference Guide. Our designers are available at 666-555-0197 to assist you with your design needs. 1 Sincerely,
1
Remove extra space
1
Enclosures:
c
Mixed punctuation
Jeremy Gillespie Communication Consultant
Tab at 1"
xx
2
Report Reference Guide
Robert J. Tomlinson Antonio Collier
Tab at 0.5"
Modified Block Letter with Mixed Punctuation
LESSON 35
MODIFIED BLOCK LETTER FORMAT
MODULE 4
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
126
Applications
1. Set a left tab at 3.25".
35-d1
2. Key the model letter on the previous page in modified block letter format with mixed punctuation.
Modified Block Letter
3. Before keying the enclosure notation, set a left tab at 1". Before keying the copy notation, set a left tab at .5". 4. Add an envelope to the letter. Omit a return address. 5. Proofread and check; click Next to continue. (35-d1)
35-d2
1. Key the following letter in modified block letter format with mixed punctuation. Add all required letter parts. Remove the hyperlink in the last paragraph.
Modified Block Letter
2. List the two enclosures in the enclosure notation line. 3. Send a copy of this letter to Adam Vassel and Bethany Corbin. Alphabetize by last name. 4. Add an envelope to the letter. 5. Check and close. (35-d2)
January 14, 201Ms. Laura Whittington 35 North Tenth Street Vicksburg, MS 39183-0035 Please consider this personal invitation to join the National Association of Information Processing Professionals (NAIPP). Membership is offered to the top 25 percent of the graduating class. NAIPP is a nonprofit organization comprised of technical professionals who are striving to stay current in their field. Member benefits include the following: Career Development Opportunities—Resume preparation services, job search program, 120-day internships in many cities, and access to our online job bulletin board. Professional Benefits—Industry standard skill testing, discounts on continuing education courses at colleges and universities, recertification programs, publications, medical insurance, financial planning programs, and free international travel services. Sign on to our website at www.naipp.org to learn about many more benefits. A parking pass and discount coupons for the Multimedia Symposium on February 27 are enclosed. James Whelan, President NAIPP Board of Directors
LESSON 35
MODIFIED BLOCK LETTER FORMAT
MODULE 4
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
127
Lesson 36 New Commands
Correspondence Review
• Modifying Tabs Using the Horizontal Ruler • Modifying Tabs Using the Tabs Dialog Box WARMUP
KEY YBOARDING PRO O DELUXE 2
Lessons/36a Warmup
Communication
S P E L L ING
36b
1. Proofread the following signs that were actually posted for the public’s eye. Identify the error in each sign.
KEYBO OARD DIN NG PRO O DELLUX XE 2
2. Key the statements correctly.
References/Communication Skills/Spelling
3. Add at least two examples of incorrect signs you have noticed. If you do not recall any, write two that you think could be confused. 4. Proofread and check; click Next to continue. (36b) a. b. c. d. e.
New Commands 36c KEYBO OARD DIN NG PRO O DELLUX XE 2 References/Word 2010 Commands/Lesson 36
Store window sign Locker room sign Door at ballpark Store door Ice cream shop sign
Turkeyes’ are in the meat department. Gentlemens’ Locker Room Employees’ Only Personal Only Only cash/checkes excepted
M O DI F YING TAB S U SING THE HORIZONTAL RU L ER Tabs can be added or moved in existing documents. When adding tabs to an existing document, you must first select all portions of the document where the new tab(s) will be applied; then set the additional tab(s). Remember to click the tab selector to select the desired tab and then click on the Ruler to set the tab at the desired location. Tab selector
Click on Ruler to set tab
To move a tab: Select all of the text that will be affected and drag the tab to be moved to the new desired location. Note: If you do not select all of the text, only the tab that your cursor is on will be moved.
To clear a tab: Select all of the text that will be affected and drag the tab off the Horizontal Ruler bar.
LESSON 36
CORRESPONDENCE REVIEW
MODULE 4
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
128
ADDI NG/ MOVI NG TAB
D RILL 1 1. Open 33-d3.
2. Select the entire letter by pressing CTRL + A. Alternate method: Point to the left of any text until a right-pointing arrow displays; then triple-click.
5. Select all text again and drag the tab on the Ruler from 3" to 3.25". 6. Proofread and check; click Next to continue. (36-drill1)
3. Set a left tab at 3".
D RILL 2
4. Tab the appropriate lines to format this letter in modified block letter format.
M OVI NG/ CLEAR I NG TABS
1. In the open document, select the three reports—beginning with Treasurer’s Report. Move the tab set at 0.25 to 0.5. 2. Tap ENTER after the Announcements line. Drag the 5.25" and 6.5" tabs off the Horizontal Ruler line. Drag the 0.25" tab to 0.5".
agenda
3. Tab and key the following announcements: Garden Fair, Thursday, May 26, 2 p.m. at the Community Center Next meeting, June 20 at 2 p.m. 4. Proofread and check; click Next to continue. (36-drill2)
M O DI F YING TAB S U SING THE TAB S D IALOG B OX F setting more precise For positions not located on the p Horizontal Ruler, Ruler setting more specific tab types, types and clearing all tabs at once, you will need to access the Tabs dialog box.
To set a tab: Home/Paragraph Dialog Box Launcher/Tabs 1. Click the Tabs button. The Tabs dialog box displays.
1
2. In the Tab stop position box, key the desired tab (e.g., 2.15) 1 . 3. Select the alignment of the tab
2
.
4. Select the type of leader tab that is desired 3 .
2
5. Click Set. 3
To clear a single tab: 1. From the Tabs dialog box, select the desired tab to be cleared in the Tab stop position box. 2. Click Clear.
To clear all tabs: From the Tabs dialog box, click Clear All.
LESSON 36
CORRESPONDENCE REVIEW
MODULE 4
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
129
SE T T I NG TABS
D RILL 3
Home/Paragraph Dialog Box Launcher/Tabs 1. In the open document, select the body of this table of contents. 2. Set a right dot leader tab (#2) at 5.5"; set a right tab at 6.5". 3. Position the insertion point to the right of the phrase Letter of transmittal. Tap TAB twice to position the text at the tab settings.
tab 4. Repeat step 3 to position the th remaining lines in the table of contents. 5. Select the body of the table of contents again; move the dot leader tab to 6" to bring the leaders closer to the page number. 6. Proofread and check; click Next to continue. (36-drill3)
Applications
1. Open 33-d3, a block letter keyed in Lesson 33.
36-d1
2. Select the entire letter and set a tab at the center of the page. Change this letter to a modified block letter with mixed punctuation.
Edit Letter
3. Edit the first sentence of paragraph 3 as follows: A company brochure with information about our salary, bonus, and retirement plans is enclosed. 4. Add an enclosure notation. 5. Proofread and check; click Next to continue. (36-d1)
36-d2
1. Key the following memo in correct format.
Memo with Tab
2. After keying the second paragraph, tap ENTER once. From the Ruler, set a left tab at 2.5", and key the last several lines. 3. Proofread and check; click Next to continue. (36-d2)
TO:
All Sunwood Employees
FROM:
Julie Patel, Human Resources Director
DATE:
Current date
SUBJECT:
Eric Kershaw Hospitalized
We were notified by Eric Kershaw’s family that he was admitted into the hospital this past weekend. They expect that he will be hospitalized for another ten days. Visitations and phone calls are limited, but cards and notes are welcome. A plant is being sent to Eric from the Sunwood staff. Stop by our office before Wednesday if you wish to sign the card. If you would like to send your own “Get Well Wishes” to Eric, send them to: Eric Kershaw County General Hospital Room 401 P.O. Box 13947 Atlanta, GA 38209-4751
LESSON 36
CORRESPONDENCE REVIEW
MODULE 4
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
130
36-d3
1. Format the letter in the modified block format with mixed punctuation. Insert the current date. Remove extra spacing as necessary.
Modified Block Letter
2. Supply the correct salutation, a complimentary closing, and your reference initials. Add an enclosure notation and a copy notation to Laura Aimes, Sales Representative. Set a left tab at 0.5" for keying the copy notation. 3. Create an envelope and add it to the letter. 4. Proofread and check; click Next to continue. (36-d3)
Ms. Mukta Bhakta 9845 Buckingham Road Annapolis, MD 21403-0314 Thank you for your recent inquiry about our wireless pet fence. The Hilton Pet Fence was developed to assist many pet owners like you who desire the safety of their pets without the barrier of a traditional fence. Hilton Pet Fence also provides a customer support service to assist you in training your pet and a technical support team for providing technical assistance. For additional information, please call: Customer and Technical Support Telephone: 555-0112 9:00 a.m.-5:00 p.m., Monday-Friday, Eastern Time Please look over the enclosed brochure. I will call you within the next two weeks to discuss any additional questions you may have. Alexander Zampich | Marketing Manager
36-d4
1. Key the letter shown below in block letter style with open punctuation. Supply an appropriate salutation. Remove extra spacing as necessary. Use the current date.
Block Letter
2. Send a copy to Phillip Gilbert and Leigh Browning. Alphabetize by last name. 3. Proofread and check; click Next to continue. (36-d4)
AMASTA Company, Inc. | 902 Greenridge Drive | Reno, NV 89505-5552 We sell your digital recorders and have since you introduced them. Several of our customers now tell us they are unable to follow the directions on the coupon. They explain that there is no company logo on the box to return to you as you requested. What steps should we take? A copy of the coupon is enclosed, as is a digital recorder box. Please read the coupon, examine the box, and then let me know your plans for extricating us from this problem. Sincerely | John J. Long | Sales Manager | Enclosures
LESSON 36
CORRESPONDENCE REVIEW
MODULE 4
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
131
1. Key the agenda below. Begin the title at about 2".
36-d5 Document with Tabs
2. Key the two lines of the title in bold, 14 point; center-align. Tap ENTER one time. 3. From the Tabs dialog box, set the following tabs: 0.5
Left tab
5.25
Right tab, Leader #2 (dot)
6.5
Right tab
4. Key through the Announcements line that contains the leader line. 5. Tap ENTER after the Announcements line. Clear the 5.25" and 6.5" tabs; set a left tab at 2.5". 6. Key the remaining document. 7. Proofread and check; click Next to continue. (36-d5)
JENSEN BUSINESS CLUB AGENDA January 18, 201Set left tabs here: 0.5" left; 5.25" right dot leader; 6.5" right
Welcome . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Brad Tollison
Reports Secretary’s Report . . . . . . . . . . . . . . . . . . . . . . . .
Jennifer Douglas
Treasurer’s Report . . . . . . . . . . . . . . . . . . . . . . . .
Jeff Cartwright
Fundraising Committee . . . . . . . . . . . . . . . . . . . .
Wayne Le
Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Dr. Watson Phillips
Announcements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Brad Tollison
Clear 5.25" and 6.5" tabs; set left tab at 2.5"
Community Project Event
Thursday, January 22
Fundraising Envelopes Due
Friday, February 6
Adjournment
Compose a memo to your instructor using the subject line Module 4 Quiz. Key each question shown below and key your response to the question. Do not tap ENTER after the question; just space and key your answer. The first one is done for you. Check and close. (36-d6)
36-d6 Memo
1. What are the two letter styles learned in Module 4? Block and modified block letter styles 2. What is the tab setting for the modified block letter style? 3. Which letter parts are keyed at the tab you must set when keying a modified block letter? 4. Distinguish between open punctuation and mixed punctuation. 5. If a letter is addressed to a company, what is the appropriate salutation? 6. What four items are included in the heading of a memo?
LESSON 36
CORRESPONDENCE REVIEW
MODULE 4
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
132
Lesson 37
Assessment
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/37a Warmup LA
ALL LE TTE RS
Skill S kill B Building ildi 37b
gwam
1'
3'
Have simple things such as saying please, may I help you, and
12
4
thank you gone out of style? We begin to wonder when we observe
25
8
front-line workers interact with customers today.
Often their bad
39 13
attitudes shout that the customer is a bother and not important. But
52 17
we know there would be no business without the customer. So what
66 22
can be done to prove to customers that they really are king?
79 26
Timed Writing
Key two 3' timed writings.
First, require that all your staff train in good customer service.
Here they must come to realize that their jobs exist for
the customer.
Also, be sure workers feel that they can talk to
their bosses about any problem.
You do not want workers to talk
about lack of breaks or schedules in front of customers. 1' 3'
Applications 37c
12 30 25 35 38 39 51 43
Clients
64 48
must always feel that they are king and should never be ignored.
77 52
1
2 1
3
4
6
5 2
7
8
9 3
10
11
12 4
13
When you complete a document, proofread it, check the spelling, and preview for placement. When you are completely satisfied, click the Continue button to move to the next document. Click the Check button when you are ready to error-check the test. Review and/or print the document analysis results.
Assessment Continue Check
LESSON 37
ASSESSMENT
MODULE 4
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
133
37-d1
1. Key the memo to Sales Managers. The memo is from Miyoko Suno. The subject line is E-mail Addresses. Use the current date.
Memo
2. Set a left dot leader tab at 4.25" and a right tab at 6.5" to key the names and e-mail address in paragraph 2. Remove the space below the first two items. Remove the hyperlinks.
TIP Remember to proofread and preview each document for placement before you move to the next one.
3. Continue to the next document. (37-d1)
We have received new e-mail addresses from several customers. Please change these addresses in your printed directory. The changes have already been made in our database. 6.5" Right tab 4.25" Leader tab
Remove space
Jordan, Brenda................................. Maillet, Zachary ................................ Peterson, Lynn ..................................
[email protected] [email protected] [email protected]
New printed directories will be available in about 90 days.
37-d2
1. Key the letter below in the block letter style with open punctuation. Add an appropriate salutation. Send a copy of the letter to Olivia Cavenaugh.
Block Letter/Envelope
2. Add an envelope to the document. 3. Continue to the next document. (37-d2)
Current date | Mr. John J. Long, Sales Manager | The Record Store | 9822 Trevor Avenue | Anaheim, CA 92805-5885 With your letter came our turn to be perplexed, and we apologize. When we had our refund coupons printed, we had just completed a total redesign program for our product boxes. We had detachable logos put on the outside of the boxes, which could be peeled off and placed on a coupon. We had not anticipated that our distributors would use back inventories with our promotion. The digital recorders you sold were not packaged in our new boxes; therefore, there were no logos on them. I’m sorry you or your customers were inconvenienced. In the future, simply ask your customers to send us their sales slips, and we will honor them with refunds until your supply of older containers is depleted. Sincerely | Bruna Wertz | Sales and Promotions Department | xx
1. Key 37-d2 above in the modified block letter format with mixed punctuation.
37-d3 Modified Block Letter
2. Check the test and close. (37-d3)
BOOKMARK B www co www.collegekeyboarding.com Module 4 Practice Quiz
LESSON 37
ASSESSMENT
MODULE 4
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
134
MODULE
5
Tables LEARNING OUTCOMES Lesson Lesson Lesson Lesson Lesson
38 39 40 41 42
• • • • •
Create Tables Table Tools—Layout Table Tools—Design Tables within Documents Assessment
Create tables. Change table structure. Format tables. Incorporate tables within documents. Build keying speed and accuracy.
Lesson 38 New Commands
Create Tables
• Create Tables Using the Table Grid
• Create Tables Using the Insert Table Command
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/38a Warmup LA
ALL LE TTE RS
Skill Building 38b
Timed Writing
1. Key a 3' timed writing on each paragraph, working for speed. 2. Key a 3' timed writing, working for control.
gwam
The most important element of a business is its clientele. It is for this reason that most organizations adopt the slogan that the customer is always right. The saying is not to be taken literally, but in spirit. Patrons will continuously use your business if you provide a quality product and good customer service. The product you sell must be high quality and long lasting. The product must perform as you claim. The environment and surroundings must be safe and clean. Customers expect you to be well groomed and neatly dressed. They expect you to know your products and services and to be dependable. When you tell a customer you will do something, you must perform. Patrons expect you to help them willingly and quickly. Add a personal touch by greeting clientele by name, but be cautious about conducting business on a first-name basis. 3' |
LESSON 38
CREATE TABLES
1
|
2
|
3
|
4
4
61
9
65
13
70
14
71
18
75
23
79
27
84
32
88
36
92
40
96
44 101 49 105 54 110 56 113
|
MODULE 5
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
3'
135
New Commands 38c KEYBO OARD DIN NG PRO O DELLUX XE 2 References/Word 2010 Commands/Lesson 38
TA BL E FE ATU RE The Table feature makes it easy to present data and graphics in a Word document. Aligning text, numbers, and graphics in a Word document can be tedious if you use only tabs and spaces. A table will help you align columns and rows of text and numbers with ease. Table: Columns and rows of data—either alphabetic, numeric, or both. Column: Vertical list of information labeled alphabetically from left to right. Row: Horizontal list of information labeled numerically from top to bottom. Cell: An intersection of a column and a row. Each cell has its own address consisting of the column letter and the row number (cell A1). Use Show/Hide to display end-of-cell markers in each cell and end-of-row markers at the end of each row. End-of-cell and end-of-row markers are useful when editing tables. In Print Layout view, place the mouse pointer on the table to see the Table Move handle at the upper-left corner of the table. Drag the Table Move handle to move the table to a different location in the document. The Sizing handle at the lower-right corner of the table can be used to make the table larger or smaller.
Table Move handle Column
Cell
End-of-cell marker
Row
End-of-row marker Sizing handle
U S E THE TAB LE GRID Tables are inserted into existing documents or new documents. Begin creating a table by locating the Tables group on the Insert tab. The Table button contains options for creating various types of tables; you will use two of the options in this module. Click the Table button to display the Insert Table menu, which provides several methods for creating tables. The table grid 1 is often used to create tables with a few columns and rows. Larger tables can be created by using the Insert Table command 2 .
LESSON 38
CREATE TABLES
1
2
MODULE 5
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
136
To create a table using the table grid: Insert/Tables/Table 1. Click the insertion point at the position where the table is to be inserted. Follow the path to display the Insert Table menu. 2. Drag on the grid to select the number of columns and rows needed for the table. 3. Click the left mouse button to display the table in the document. 4. Click in the first cell (A1); key your text. The cell widens as you key to accommodate the length of your text. Tap TAB to move to the next cell, and then key the text. Continue to tap TAB and key until all text has been keyed.
M O V E WITHIN A TAB LE The insertion point displays in cell A1 when a table is created. Tap TAB to move to the next cell, or simply use the mouse to click in a cell. Refer to the table below as you learn to key text in a table.
Press or Tap
Movement
TAB
To move to the next cell. If the insertion point is in the last cell, tapping TAB will add a new row.
SHIFT + TAB
To move to the previous cell.
ENTER
To increase the height of the row. If you tap ENTER by mistake, tap BACKSPACE to delete the line.
S E L E C T PO RTIONS OF A TAB LE To apply a format such as bold or a text alignment option to the table text, you must first select the cells to which the format is to be applied. You have two options for selecting portions of a table. You can use the Select command on the Table Tools Layout tab to select parts of the table or the entire table. Or you can use the mouse pointer to make your selections.
To use the Select command to select portions of a table: Table Tools Layout/ Table/Select 1. Click the insertion point in a table cell; then follow the path to display the Select options. a. Choose Select Cell to select only the cell the insertion point is in. b. Choose Select Row or Select Column to highlight the entire row or column that contains the cell. c. Choose Select Table to highlight the entire table.
LESSON 38
CREATE TABLES
MODULE 5
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
137
You can also select an entire table, a row, or a column by moving the mouse pointer to different locations on or near the table.
To select
Move the insertion point:
Entire table
Over the table and click the Table Move handle at the upper-left corner of the table. To move the table, drag the Table Move handle to a new location.
Column
To the top of the column until a solid down arrow ( left mouse button.
Row
To the left area just outside the table until the pointer turns to an open diagonal arrow ( ); then click the left mouse button.
) appears; click the
Cells can also be selected by clicking in the cell, holding down the mouse button, and dragging across or down.
CRE AT E TA BLE USI NG THE TABLE GR I D
D RILL 1
5. Use the Select button to select column B.
1. Create a 3-column, 4-row table using the table grid.
Home/Paragraph/Show/Hide
6. Use the Select button to select row 3.
2. Turn on Show/Hide and notice the marker at the end of each cell and each row.
7. Use the Select button to select the entire table.
3. Position the mouse pointer on the table to display the Table Move handle and the Sizing handle.
9. Tap TAB to insert an additional row at the bottom of the table.
4. Drag the Table Move handle down the page. This moves the table. Drag the handle back to the original position.
8. Click in the last cell to position the insertion point.
10. Proofread and check; click Next to continue. (38-drill1)
U S E THE INSE RT TAB LE COMMAND The Insert Table dialog box lets you specify the number of columns and rows for the table. This option can be easier to use than dragging over the table grid if you need a large number of rows or columns.
To create a table using the Insert Table command: Insert/Tables/ Table
1
1. Click the insertion point where the table is to be inserted. 2. Follow the path to display the Insert Table menu. 3. Click Insert Table
1
to display the Insert Table dialog box.
4. Insert the number of columns by keying the number or using the spin arrows 2 .
2
5. Insert the number of rows by keying the number or using the spin arrows 3 .
3
Word automatically creates a table with fixed column widths. You can adjust the column widths in the Insert Table dialog box, or choose an AutoFit option to fit column widths to the longest line or to the current window size.
LESSON 38
CREATE TABLES
MODULE 5
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
138
CRE AT E A ND FOR MAT TABLE
D RILL 2
1. Center-align and key the main heading in uppercase, bold, 14-point font; tap ENTER.
5. Place the insertion point in the last cell and tap TAB to add a row at the bottom of the table.
2. Change the alignment to left, turn off bold, and change to 11-point font. Create a 2-column, 4-row table. Key the table below.
6. Key the following text in cell A5. Ms. Clara Lynn Ramirez
3. Select row 1; then bold the column headings.
7. Key the following text in cell B5. Vice Chairman and President
4. Turn on Show/Hide. Place the insertion point on the paragraph marker following the main heading. Tap ENTER. Add the following text as the secondary heading; change the font to 12 point. January – December, 201-
8. Proofread and check; click Next to continue. (38-drill2)
CALLENTONNI BOARD OF DIRECTORS
Document Design
Name
Position
Mr. Jason Thomas Carmichael
Chairman of the Board
Ms. Man Jin Callentonni
Chief Executive Officer
Mr. Alexander Paul Fairtlough
Chief Financial Officer
FO R MATTING TAB LE S Formatting can make a table more attractive and easier to read. Even a simple table such as the one you created in Drill 2 can benefit from formatting such as boldface for the table title and the header row (the row that contains the column heads). If your table has a main heading above it 1 , format the heading in a larger font size than that used for the body of the table. A popular option is to set this main heading in all capitals and to center it above the table.
1
2
3
If the table has a secondary heading 2 , the font size should be smaller than the main heading. Secondary headings are not keyed in all caps. Column heads 3 in the header row are used to label columns. They are often centered, boldfaced, and shaded.
4
Word 2010’s Table Styles feature provides formatting for the entire table. A table style 4 can emphasize header and total rows and the first or last column. You will use table styles in Lesson 40. Column widths are usually adjusted to fit the data in the cells; then recenter the table horizontally.
LESSON 38
CREATE TABLES
MODULE 5
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
139
Applications
1. Key the main heading in uppercase, bold, 14-point font, centered; tap ENTER.
38-d1
2. Key the secondary heading in bold, 12-point font, centered; capitalize the first letter of each word. Tap ENTER. 3. Create the table.
Create Table
4. Select row 1. Bold and center-align column heads. 5. Right-align cells C2–C6.
TIPS
6. Proofread and check; click Next to continue. (38-d1)
Remember to return to the default font size, font style, and alignment before creating the table.
MITSUIWA OFFICE PRODUCTS North American Division
Select cells before applying formatting commands.
Sales Agent
Territory
Amount of Sale
Stephanie Acosta
Northwest
$1,157,829
Mitzi Fujitsu
Central
Joanna B. Breckenridge
Southwest
$6,301,625
Jack M. Harrigan
Midwest
$4,245,073
Lorianna Gonzalez
East
$99,016
$83,479
38-d2
1. Center the main heading in uppercase, bold, and 14-point font at approximately 2".
Create Table
2. Key the table using wordwrap. Your columns will be wider, so your text will not wrap at the same position as shown. 3. Bold and center column heads.
TIP
4. Proofread and check; click Next to continue. (38-d2)
When you need to position a table heading at 2", tap ENTER three times to position the insertion point; then apply the formatting for the table heading.
STAGES OF LIFE SPAN DEVELOPMENT Stage
Biological Development
Infancy and Toddlerhood: The body doubles in height and quadruples Birth to 2 years in weight. Childhood: 2 to 12 years Brain attains 90% of its adult weight by age 5. Physical growth slows; slight height spurts occur between ages 6 and 9. Boys lag behind girls in physical maturation.
LESSON 38
CREATE TABLES
Adolescence: 13 to 19 years
Body continues to grow in height and weight. Girls’ motor performance peaks; boys’ improves.
Adulthood: 20 to 65+ years
Physical functioning peaks at about age 30. Gradual changes in appearance between 40 and 65. Brain becomes smaller and functions slower after 65.
MODULE 5
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
140
38-d3
1. At approximately 2", key the main heading in uppercase, bold, 14-point font, centered.
Create Table
2. Create a 2-column, 4-row table. Key the table text using wordwrap; your line endings will not be the same as in the table shown below. 3. Select the cells in column A and apply bold. 4. Check and close. (38-d3)
THE COMPUTER FORENSIC PROCESS The initial stage is when the examiner identifies the evidence, Stage 1: Collection or secures it, and documents the scene. Acquisition Stage 2: Analysis
The examiner uses a computer forensic software tool to perform a technical analysis.
Stage 3: Evaluation
Results of the analysis stage are given to the instructing party to determine whether further analysis is needed or whether to seek an alternate path to obtain more clarifying evidence.
Stage 4: Presentation
The examiner provides a formal written report containing the findings. Examiners may also be asked to testify in court.
WORKPLACE SUCCESS W
CREATAS IMAGES/JUPITER IMAGES
High-Tech Etiquette
LESSON 38
CREATE TABLES
In today’s day and age, high-tech manners can be just as crucial as dining etiquette in developing your professional image. Knowing the difference between Bluetooth and houndstooth is just as important as knowing how to host a business luncheon. Improper or ill-timed use of new high-tech devices can destroy your professional image rather than enhance it. Using a PDA (also known as a personal digital assistant or a handheld computer) may make you appear technically savvy; however, continually glancing at your device during a meeting is like checking your watch. It is considered rude and inappropriate behavior. Cell phone usage should be limited during work hours. Some companies require that employees keep their cell phones in their car. If your company allows you to bring your cell phone to your desk, set it on vibrate. Do not walk around the office building talking on a cell phone; this annoys others and is not professional. If you work in a cubicle environment, be mindful that others can hear your conversation and that what you say may not be appropriate for coworkers to hear.
MODULE 5
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
141
Lesson 39 New Commands
• Adjust Column Width • Center Table in Page
Table Tools—Layout • Change Cell Size • Text Alignment in Cells
• Insert and Delete Columns and Rows • Merge and Split Cells
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/39a Warmup
Skill Building 39b
Textbook Keying
1. Key each line, concentrating on good keying techniques. Tap ENTER twice after each 3-line group. 2. Repeat the drill if time permits.
New Commands 39c KEYBO OARD DIN NG PRO O DELLUX XE 2 References/Word 2010 Commands/Lesson 39
t
1
it cat pat to top thin at tilt jolt tuft mitt flat test tent felt
r
2
fur bur try roar soar ram trap rare ripe true rear tort corral
t/r
3
The track star was triumphant in both the third and fourth heats.
m
4
me mine memo mimic named clam month maximum mummy summer remember
n
5
no snow ton none nine ninety noun mini mind minnow kennel evening
m/n
6
Men and women in management roles maximize time during commuting.
L A Y O U T TAB When you click in a table, additional tabs are added to the Ribbon. The Table Tools tab displays with two tabs under it: the Design tab and the Layout tab. The Design tab contains features that allow you to make changes to the appearance of the table. The Layout tab contains features that allow you to alter the table structure.
A DJU S T C O LU MN W ID TH A new Word table extends from margin to margin when first created, with all columns the same width regardless of the width of the data in the columns. Some tables, however, would be more attractive and easier to read if the columns were narrower or adjusted to fit the data in the cells. Use the AutoFit option on the Layout tab to adjust the width of a column to fit the widest entry in each column.
To adjust column width using AutoFit: Table Tools Layout/Cell Size/AutoFit 1. Click in a table cell. 2. Follow the path to display the AutoFit options. 3. Select the desired option. Or you can change column widths manually using the mouse. Using the mouse enables you to adjust the widths as you like. Columns look best when approximately 0.5" of blank space is left between the longest line and the column border.
LESSON 39
TABLE TOOLS—LAYOUT
MODULE 5
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
142
To adjust column widths using the mouse: 1. Point to the column border that needs adjusting. 2. When the pointer changes to , hold down the left mouse button and drag the border to the left to make the column narrower or to the right to make it wider. 3. Adjust the column widths appropriately. Leave approximately 0.5" to 0.75" between the longest line and the border. Use the Horizontal Ruler as a guide. 4. The widths of the columns can be displayed by pointing to the column marker on the Ruler, holding down the ALT key, and clicking the left mouse button. Column width
Column marker
Point to the column border and hold down the left mouse button to display the dotted line
C E N T E R TAB LE HORIZONTALLY
TIP Another method of centering a table horizontally is to click the Table Move handle to select the table and then click the Center button on the Home tab.
Once column widths have been adjusted, a table will no longer be full-page width. A table that is not full-page width is usually centered horizontally in the page. Use the Table Properties dialog box to center a table horizontally.
To center table horizontally on page: Table Tools Layout/Table/Properties 1. Click in a table cell. 2. Follow the path to open the Table Properties dialog box. 3. On the Table tab, select Center.
C HA N G E C E LL SIZE The Cell Size group on the Layout tab allows you to set cell height and width to exact dimensions. The height of a row is often increased to provide some blank space above and below the text. This usually makes the contents in the cell easier to read.
LESSON 39
TABLE TOOLS—LAYOUT
MODULE 5
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
143
To change cell width or height: Table Tools Layout/Cell Size •
Click in the cell or column and then key the dimension in the Width box or use the spin arrows to set the width dimension.
•
Select the cell or row and then key the dimension in the Height box or use the spin arrows to set the height dimension.
C HA N G E TE XT ALIG NME NT IN CE LL Table Tools Layout/Alignment By default, text displays left-aligned at the top of the cell. After the cell height is increased, the text may need to be centered vertically in the cell to make the table more attractive. The Alignment option buttons allow text to be aligned at the top, middle, or bottom of the cell. You can also align text at the left, middle, or right of the cell. Select the button that provides the best combination of vertical and horizontal alignment. To change the alignment of the text in the cell, select the cell(s) and click the appropriate alignment button.
CH A NGE CELL SI ZE AND TEXT ALI GNMENT
D RILL 1
1. In the open document, click in the table.
Table Tools Layout/Cell Size/AutoFit 2. Click AutoFit Contents. Click AutoFit Window to restore the table to full size. 3. Use the mouse to adjust the column borders to leave approximately 0.5" of blank space between the longest line in the column and the right border.
cellsize
4. Select row 1. Change the row height to 0.3". 5. Click Align Center to center the text horizontally and vertically in the cells. 6. Center the table horizontally on the page. 7. Proofread and check; click Next to continue. (39-drill1)
I N S E R T AND D E LE TE COLU MNS AND ROWS Columns can be added to the left or right of existing columns. Rows can be added above or below existing rows.
TIP
To insert rows or columns in a table:
A row can also be added at the end of the table by positioning the insertion point in the last cell and tapping TAB.
Table Tools Layout/Rows & Columns 1. Position the insertion point where the new row or column is to be inserted. If several rows or columns are to be inserted, select the number you want to insert. 2. Follow the path to the Rows & Columns group. Click the appropriate command.
LESSON 39
TABLE TOOLS—LAYOUT
MODULE 5
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
144
To delete rows or columns in a table: Table Tools Layout/Rows & Columns/Delete 1. Position the insertion point in the row or column to be deleted. If more than one row or column is to be deleted, select them first. 2. Follow the path to display the Delete options. Select the appropriate item to be deleted.
INSER T R OWS AND COLUMNS
D RILL 2
1. In the open document, insert the following rows so that the items are in correct alphabetical order. Connors, Margaret Roberts, George Zales, Laura
South East West
$87,560 $97,850 $93,500
2. Delete the row containing Hoang, Thomas. 3. Insert a column between columns B and C and key the following entries in the column.
insert
Toledo Lake Forest Tampa Las Vegas Boston Chicago San Francisco 4. Left-align cells C2–C9. Click in column C and change the cell width to 1.3" so that San Francisco does not wrap. 5. Proofread and check; click Next to continue. (39-drill2)
Office Wilshire
M E R G E AND SPLIT CE LLS Merging is the process of combining two or more table cells located in the same row or column into a single cell. Cells can be joined horizontally or vertically. For example, you can merge several cells horizontally to create a table heading row that spans several columns. A cell or several selected cells can be divided into multiple cells and columns by using the Split Cells feature.
To merge cells: Table Tools Layout/Merge/Merge Cells 1. Select the cells that are to be merged. 2. Follow the path to merge the selected cells.
To split cells: Table Tools Layout/Merge/Split Cells 1. Click in the cell that is to be divided into multiple cells. If multiple cells are to be split, select them. 2. Follow the path to display the Split Cells dialog box. 3. Key the number of columns or rows that the selected cells are to be split into.
LESSON 39
TABLE TOOLS—LAYOUT
MODULE 5
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
145
M E R GE A ND SPLI T CELLS
D RILL 3
4. Select cells B3–B5; split these cells into two columns and three rows. Key Undergraduates in cell B3 and Graduates in cell C3. Key the rest of the table as shown.
1. Create a 2-column, 5-row table. 2. Merge the cells in row 1; key the main heading in uppercase 14-point bold font. Change the height of row 1 to 0.4".
5. Select cells A2 and A3; merge the cells. Align the headings vertically and horizontally. Bold all column heads.
3. Key Course Name in cell A2 and Enrollment Figures in cell B2.
6. Proofread and check; click Next to continue. (39-drill3)
FINAL SEAT COUNT Enrollment Figures Course Name Undergraduates Graduates English Reading and Composition
12,875
97
782
1,052
Medical Microbiology
Communication
A BB R EV IATIONS 1. Review the guidelines on abbreviations in the abbreviations data file.
39d KEYBO OARD DIN NG PRO O DELLUX XE 2 References/Communication Skills/Abbreviations
abbreviations
2. In the Corrected column, apply the abbreviation guidelines to key a corrected copy of the text in the Original column. 3. Add a row above row 1 of the Application table and merge the cells. Key the main heading, USING ABBREVIATIONS CORRECTLY, in 14-point bold font. Change the height of row 1 to 0.4". Center the main heading vertically and horizontally in the row. 4. Change the height of row 2 to 0.25" and boldface the headings. Center the text vertically and horizontally in the row. 5. Proofread and check; click Next to continue. (39d)
Applications
1. Key the table; adjust column width and center the table horizontally. 2. Proofread and check; click Next to continue. (39-d1)
39-d1
SAFETY AWARDS
Create Table
Award Winners
LESSON 39
TABLE TOOLS—LAYOUT
Department
Amount
Lorianna Mendez
Accounting
$2,000
William Mohammed
Marketing
Cynthia Khek
Engineering
$1,500
Charles Pham
Purchasing
$1,000
$800
MODULE 5
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
146
1. Open 39-d1. Insert the following column between columns B and C.
39-d2 Insert Column, Insert Row, and Merge
Division Commercial Space Shuttle Military Commercial 2. Insert a blank row above row 1. Merge the cells in the new row 1. 3. Cut the title SAFETY AWARDS and paste it in row 1. Change the row height to 0.4" and use Align Center to center the text in the cell. 4. Proofread and check; click Next to continue. (39-d2)
1. Open 39-d2. Insert a row after Lorianna Mendez and add the following information:
39-d3
Robert Ruiz | Research | Military | $2,250 Insert and Delete Rows
2. Insert a row at the end of the table and add the following information: Franklin Cousins | Security | Space Shuttle | $500 3. Delete the row for William Mohammed. 4. Proofread and check; click Next to continue. (39-d3)
39-d4
1. Key the first line of the table at approximately 2". Format the heading in bold, 14-point font, adjust row height to 0.4", and use Align Center alignment.
Table with Indented Lines
2. Key the table text, indenting lines as shown.
DISCOVER To indent lines, press CTRL + TAB. Use this key combination to move to a tab set within a table column.
3. Adjust column width so that each entry fits on one line. Center-align the table. 4. Bold and center the column heads in row 2. 5. Check and close. (39-d4)
EFFECTS OF NYMOXIFIN ON PATIENTS Body Systems
Nymoxifin + Aspirin
Placebo + Aspirin
Central nervous system Headache
867
402
Dizziness
1,084
839
317
130
Dyspepsia
62
1,017
Diarrhea
64
9
Gastrointestinal system disorders Abdominal pain
LESSON 39
TABLE TOOLS—LAYOUT
MODULE 5
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
147
Lesson 40 New Commands
• Apply Shading • Table Borders
Table Tools—Design • Line Style and Weight • Table Styles
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/40a Warmup LA
Skill Building 40b
Timed Writing
Key two 3' timed writings.
gwam
I have an interesting story or two that will transport you to faraway places, to meet people you have never known, to see things you have never seen, to experience things available only to a select few. I can help you master appropriate skills you desire and need; I can inspire you, excite you, instruct you, challenge you, and entertain you. I answer your questions. I work with you to realize a talent, to express a thought, and to determine just who and what you really are and want to be. I help you to understand words, to write, and to read. I help you to discover the mysteries of the past and the secrets of the future. I am your library. I hope I shall see you regularly. You are very likely to find me online. 3' |
New Commands 40c KEYBO OARD DIN NG PRO O DELLUX XE 2
ALL LE TTE RS
|
1
2
|
3
|
4
3' 4 53 8 57 13 61 17 66 22 70 26 75 31 79 35 84 40 88 44 93 49 97
|
D E S I GN TAB After a table is created, it needs to be formatted to make it more attractive and enhance its readability. Table design features can be accessed by clicking in the table and then clicking the Design tab. The Design tab is divided into three groups: Table Style Options, Table Styles, and Draw Borders.
References/Word 2010 Commands/Lesson 40
A P P L Y S HAD ING The Shading tool in the Table Styles group on the Design tab is used to add color or degrees of shading to portions of the table.
TIP
To apply shading to cell(s):
You can also apply shading to paragraphs, using the Shading command in the Paragraph group on the Home tab.
Table Tools Design/Table Styles/Shading 1. Select the cell or cells to be shaded. 2. Follow the path and click the drop-list arrow on the Shading command to display the Theme Colors palette. 3. Move the mouse pointer over each color to see its name and then click the color desired.
LESSON 40
TABLE TOOLS—DESIGN
MODULE 5
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
148
C HA NGE TAB LE B ORD E RS In a plain, unformatted table, each cell has a top, left, right, and bottom border. You can see the borders for a cell on the Borders drop list. Removing some borders can give the table a more “open” look. Many documents, including web pages, are created using a table structure; afterwards, the table borders are removed so that the document or web page does not appear to be “boxed in.”
To change table borders: Table Tools Design/Table Styles/Borders 1. Select the portion of the table where the borders will be changed, or click the Table Move handle to select the entire table. 2. Follow the path and click the Borders drop-list arrow. 3. Deselect an existing border option to remove that border. -orClick another border option to apply it. -orClick No Border to remove the cell or table borders.
APPLY SHA DI NG AND R EMOVE BOR DER S
D RILL 1
1. In the open document, turn on Show/Hide. Click the mouse pointer on the ¶ above the table. Tap ENTER two times to place the first row of the table at 2".
noborder
3. Select the entire table; then click the Borders drop-list arrow and choose No Border. 4. Proofread and check; click Next to continue. (40-drill1)
2. Select row 1 and apply White, Background 1, Darker 25% shading.
C HA NGE L INE STYLE AND WE IGHT The Line Style 1 and Line Weight 2 features used in combination with the Borders option can be used to enhance the appearance and readability of the table. The Draw Borders group contains a Line Style drop list and a Line Weight drop list.
1 2 3
To change the line style, simply click the Line Style drop-list arrow to display a variety of line styles. You can choose a line that is solid, dotted, wavy, single, double, triple, or other variations. Click the Line Weight drop-list arrow to select from a variety of line weights or thicknesses. The color of the line can be changed by clicking the Pen Color drop-list arrow 3 and selecting a color. Once the line style and line weight have been selected (and a different color, if desired), select the cells to be changed and then click the appropriate border option.
CH A NGE LI NE STYLE, WEI GHT, AND BOR DER
D RILL 2 1. Open 39-drill1.
4. Change the Line Style to a double line.
2. Select the table. Change the Line Style to a single line, if necessary. Change the Line Weight to ½ pt if necessary.
5. Select Outside Borders from the Borders drop list. A double-line border now displays around the outside of the table.
3. Deselect Inside Borders from the Borders drop list.
6. Proofread and check; click Next to continue. (40-drill2)
LESSON 40
TABLE TOOLS—DESIGN
MODULE 5
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
149
TA BL E S TYL E S Microsoft Word has preformatted table styles that you can use to make your tables more attractive. The styles contain a combination of font attributes, color, shading, and borders to enhance the appearance of the table. Table styles are located in the Table Styles group on the Design tab. As you move the mouse over each style, you will also see your table formatted in that style. A ToolTip also displays with the name of the style. Additional styles display when you click the More button. More button
Table styles can be modified by selecting and deselecting options in the Table Style Options group of the Table Tools Design tab. For example, if you choose a table style that places extra emphasis on the header row and you do not want the first row emphasized, you can deselect Header Row to remove the formatting.
To apply table styles: Table Tools Design/Table Styles 1. Click in the table to display the Table Tools tabs. 2. Follow the path to Table Styles. Click the More button to display the Table Styles gallery. 3. Move the mouse pointer over each table style until you find the desired one. Use the scroll bar, if needed, to view all available styles. 4. Click a style to apply it to the table
1
.
5. Adjust table style options, if necessary
2
.
6. Recenter the table horizontally after applying a style. 1 2
D RILL 3
TAB LE ST Y LES AND STYLE OPTI ONS
1. Click in the table and display the Table Styles gallery. 2. Apply Medium Shading 2 – Accent 4 style to the table. 3. Insert a row at the end of the table. Key Total in cell A8. Key $581,700 in cell C8.
styles
5. Remove the check mark from the First Column checkbox to change the look of the first column. 6. Center the table horizontally on the page. 7. Proofread and check; click Next to continue. (40-drill3)
4. Click the Total Row checkbox in the Table Styles Options group; additional formatting has been applied to the total row.
LESSON 40
TABLE TOOLS—DESIGN
MODULE 5
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
150
Applications 40-d1 Table with Table Style
1. Key the main heading using 14-point font, uppercase, and bold. Key the secondary heading in 12-point bold, capitalizing each word. Key the table, double-spacing between paragraphs as shown below. 2. Change the height of row 1 to 0.75"; change the height of row 2 to 0.3". 3. Apply Medium Shading 1 – Accent 1 table style. Adjust column widths to display information attractively. 4. Bold and center the text vertically and horizontally in rows 1 and 2. 5. Use the Quick Check on the next page to compare your table. 6. Proofread and check; click Next to continue. (40-d1)
REGENTS MEMORIAL MEDICAL CENTER February Seminars Seminar Title Surgical Weight Loss
Description Methods of losing weight, including healthy diet, exercise, and medication, will be discussed in detail. Surgical weight loss is an option for those who are motivated and willing to commit to lifestyle changes.
Life in Motion with Osteoarthritis
Osteoarthritis no longer means that you need to live with a painful disability. Modern medicine, diet, exercise, and surgery can help you enjoy life more fully.
Registration Classes will be held at the Outpatient Surgery Center 75 Pacific Crest Laguna Niguel, CA 92677-5773. Call 949-555-0111 to register. Register online at www.regents.org/ calendar. Materials fee $10.00.
Intricate surgical procedures including joint replacement and spinal fusion will be covered. Experts’ Cancer Updates
The cancer experts of Regents Medical Center will unveil the results of the latest cancer studies. They will discuss breakthrough treatments.
Call 949-555-0100 or register online at www.regents.org/ calendar.
They will explain what you should know about cancer screenings. They will also provide tips on preventing various types of cancers.
LESSON 40
TABLE TOOLS—DESIGN
MODULE 5
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
151
QUICK
Check your table against the illustration below.
40-d2 Table with Applied Borders and Shading
1. Key the main heading shown on the next page centered at 2" in bold, 14-point font. Then create a 3-column, 4-row table and key the text, double-spacing between paragraphs. 2. Select row 1 and apply Red, Accent 2 shading. Change the font color in row 1 to white, and bold and center headings. 3. Select cells A2–A4 and apply Red, Accent 2, Lighter 40% shading. Bold cells A2–A4.
REVIEW To change font color:
4. Select cells B2–B4 and apply Red, Accent 2, Lighter 80% shading.
Home/Font/Font Color
5. Select cells C2–C4 and apply Red, Accent 2, Lighter 60% shading.
Click the Font Color drop-list arrow and select the desired color from the color palette.
6. Select row 2. Change line style to a single, solid line (if necessary). Change line weight to 4½ pt. Change Pen Color to Red, Accent 2. Click the Borders drop-list arrow and select Bottom Border. 7. Select row 3; then click the Borders button to add the colored solid line to separate rows 3 and 4. 8. Adjust column widths as needed. Your columns will wrap differently than those in the table shown on the next page. 9. Preview, check, and close the document. (40-d2)
LESSON 40
TABLE TOOLS—DESIGN
MODULE 5
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
152
FORMS OF DIABETES Type
Characteristics
Type 1 Diabetes— Juvenile Diabetes
Usually develops before age 30
Diet
Patient cannot produce the hormone insulin
Exercise
Insulin-dependent diabetes mellitus (IDDM)
Type 2 Diabetes— Adult-onset Diabetes Noninsulindependent diabetes (NIDDM)
Treatment
Insulin injections
Patient is usually within the weight guidelines or is underweight Usually develops gradually after age 40 Insulin production may be decreased, increased, or normal, but the body is not able to utilize it
Diet Exercise Weight control Oral hypoglycemics
Patient is often overweight, has high blood pressure, or has a family history of diabetes Gestational Diabetes
Develops only during pregnancy Overweight women are more susceptible Older women may also be more susceptible
LESSON 40
TABLE TOOLS—DESIGN
Diet Insulin Usually disappears after pregnancy, but Type 1 or Type 2 diabetes may appear later in life
MODULE 5
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
153
Lesson 41 New Commands
Tables within Documents
• Use Table to Format Resume
• Memo with Table
• Letter with Table
WARMUP KEY YBOARDING PRO O DELUXE 2
Skill Building
Lessons/41a Warmup d
1
do did dad sad faded daddy madder diddle deduced hydrated dredged
Textbook Keying
k
2
keys sake kicked karat kayak karate knock knuckle knick kilometer
1. Key each line once, concentrating on using good keying techniques. Tap ENTER twice after each 3-line group.
d/k
3
The ten tired and dizzy kids thought the doorknob was the donkey.
w
4
we were who away whew snow windward waterway window webworm award
o
5
on to too onto solo oleo soil cook looked location emotion hollow
2. Repeat the drill if time permits.
w/o
6
Those who know their own power and are committed will follow through.
b
7
be bib sub bear book bribe fiber bombard blueberry babble baboons
v
8
vet vat van viva have over avoid vapor valve seven vanish vanilla
b/v
9
Bo gave a very big beverage and seven coins to everybody bowling.
r 10
or rear rare roar saturate reassure rather northern surge quarrel
u 11
yours undue unity useful unique unusual value wound youth succumb
r/u 12
The truth of the matter is that only Ruth can run a rummage sale.
41b
|
Application Review 41c
1
|
2
|
3
|
4
|
5
|
6
|
7
|
8
|
9
|
10
|
11
|
12
|
13
|
P O S I T IO N A TAB LE IN A D OCU ME NT In previous lessons, you have worked with stand-alone tables, or tables that are introduced by a simple heading and/or subheading. In the business world, however, tables are frequently inserted in documents to provide additional information about the document’s text. A table showing sales by quarter may be inserted in a memo on annual sales, for example, or a table showing items ordered may be included with a purchase confirmation. When inserting a table into a document, care must be taken to provide the same amount of space below the table as above the table. Word’s default Normal style inserts a 10-point space after a paragraph and uses 1.15 line spacing. However, Word defaults to single spacing in a table with no spacing after a paragraph. Therefore, when a table is keyed within a document, extra spacing needs to be inserted below the table to match the spacing above the table. The extra space can easily be inserted by clicking on the paragraph below the table, clicking the Line and Paragraph Spacing drop-list arrow, and choosing Add Space Before Paragraph. Tables in documents may be formatted with the same design and layout options as stand-alone tables. A table that is less than the full-page width should be centered horizontally.
LESSON 41
TABLES WITHIN DOCUMENTS
MODULE 5
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
154
Default paragraph formats with 1.15 line spacing and 10 points after ¶
Click in this paragraph and select Add Space Before Paragraph
The items you requested on Purchase Order 5122 are in stock and will be shipped from our warehouse today. Item Number
Description
Unit Price
329-8741
Base cabinet
265.00
336-1285
Hutch
465.00
387-6509
Shelf unit
195.00
Please call us if we can assist you any further. xx
U S E A TAB L E TO CRE ATE A RE SU ME Using a table to create a resume helps you keep the text neatly aligned; the table saves you from having to tab each line of the resume. The resume on the next page shows the name and address centered at the top of the page. A table was created below the name and address for the body of the resume. The left column contains the headings, and the right column contains the content. Each heading and its content are keyed in one row.
Applications
1. Key the resume on the next page. Center the name using 18-point, bold font; then tap ENTER.
41-d1
2. Center the address, telephone number, and e-mail address in 12-point bold font.
Resume
3. Tap ENTER. Insert a 2-column, 13-row table. 4. Key CAREER OBJECTIVE in cell A1 and adjust column width to 1.5". Tap TAB to key the text in the second column; text will wrap to the next line. 5. Leave a blank row; then key SUMMARY OF ACHIEVEMENTS. Continue keying the remainder of the resume in the same format. Leave a blank row between each section.
REVIEW To remove all borders: Table Tools Design/Table Styles/Borders/No Border
6. Special Skills row: Set a tab at 3" in column B. Key the skill (Environments:); then press CTRL + TAB to move to the 3" tab and key the skill name. Key the remainder of the skills using the same format. 7. Select the left column of the table and apply bold, caps, and 14-point font. 8. Remove all the borders from the table. 9. Proofread and check; click Next to continue. (41-d1)
LESSON 41
TABLES WITHIN DOCUMENTS
MODULE 5
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
155
LESSON 41
TABLES WITHIN DOCUMENTS
MODULE 5
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
156
41-d2
1. Key the memo below to Roberto Perez from Marcia Lewis. The subject is Purchase Order 5122. Insert the current date.
Memo with Table
2. Apply the Colorful List – Accent 1 table style. Center the data in columns A and C. Adjust column width to remove extra space in each column; center table horizontally.
REVIEW
3. Proofread and check; click Next to continue. (41-d2)
Don't forget to insert space before the paragraph that follows the table.
Home/Paragraph/Line and Paragraph Spacing/Add Space Before Paragraph
The items you requested on Purchase Order 5122 are in stock and will be shipped from our warehouse today. The shipment will be transported via Romulus Delivery System and is expected to arrive at your location in five days. Item Number
Description
Unit Price
329-8741
Lordusky locking cabinet
$265.00
336-1285
Anchorage heavy duty locking cabinet
$465.00
387-6509
Lordusky locking cabinet (unassembled)
$195.00
Please call us if we can assist you any further.
41-d3
1. Key the block letter below with open punctuation. The letter is from Veejah Patel, Collections Manager. Supply necessary letter parts.
Block Letter with Table
2. Center the data in column A; right-align the amounts in column D. Apply the table style Light Grid – Accent 2. 3. Adjust column width and center table horizontally on the page. 4. Check and close. (41-d3)
Ms. Beatrice Snow | Collections Manager | Precision Office Products | 2679 Orchard Lake Road | Farmington Hills, MI 48333-5534 Thank you for allowing International Financial Systems to assist you in managing your delinquent accounts. We provide you with the fastest interface to International Systems Collection Services. The activity report for last month is shown below. Client Number
Last Name
First Name
Current Balance
1487
Rodriguez
Delia
1679
Kim
Lisa
1822
Batavia
Kirsten
$1,034.21
1905
Vokavich
Kramer
$832.09
$1,576.00 $954.35
Please verify the accuracy of the names transmitted by your billing office. If you find any transmission errors, please contact Joseph Kerning at 888-555-0134 immediately.
LESSON 41
TABLES WITHIN DOCUMENTS
MODULE 5
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
157
Lesson 42
Assessment
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/42a Warmup LA
ALL LE TTE RS
Skill Building 42b
Timed Writing
3' 5'
42c
3'
5'
Whether any company can succeed depends on how well it fits
4
2
Success rests on certain key factors
8
5
that are put in line by a management team that has set goals for
13
8
the company and has enough good judgment to recognize how best to
17 10
reach these goals. Because of competition, only the best-organized
21 13
companies get to the top.
23 14
into the economic system.
Take two 5' timed writings.
Applications
gwam
A commercial enterprise is formed for a specific purpose:
27 16
that purpose is usually to equip others, or consumers, with
31 19
whatever they cannot equip themselves.
Unless there is only one
36 21
provider, a consumer will search for a company that returns the
40 24
most value in terms of price; and a relationship with such a
43 27
company, once set up, can endure for many years.
47 28
Thus our system assures that the businesses that manage to
51 31
survive are those that have been able to combine successfully an
56 33
excellent product with a low price and the best service—all in a
60 36
place that is convenient for the buyers.
With no intrusion from
64 39
outside forces, the buyer and the seller benefit both themselves
69 41
and each other.
70 42
1
4
3
2 1
2
3
When you complete a document, proofread it, check the spelling, and preview for placement. When you are completely satisfied, click the Continue button to move to the next document. Click the Check button when you are ready to error-check the test. Review and/or print the document analysis results.
Assessment Continue Check
LESSON 42
ASSESSMENT
MODULE 5
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
158
42-d1
1. Key the heading in 14-point bold font, centered. Key the table; adjust column width so that text does not wrap to a second line.
Create Table, Apply Table Style, Adjust Cell Sizes
2. Center columns B and D. Right-align the values in column C. 3. Apply Light Shading – Accent 5 style to the table. 4. Adjust Cell Size height to 0.25" for the entire table. Center the text vertically in the cells. Center the table horizontally. 5. Proofread and finalize the document. Continue to the next document. (42-d1)
OXFORD LEARNING SYSTEMS Book Title
Publication
Sales
Unit Price
Computer Crimes
2010
$478,769.00
$49.50
Digital Data Forensics
2010
$91,236.00
$63.75
Computer Criminology
2011
$89,412.50
$75.95
Law and Ethics in Computer Crimes
2010
$104,511.95
$85.99
Role of Operating Systems in Computer Forensics
2012
$194,137.50
$73.50
1. Open 42-d1.
42-d2 Insert and Delete Columns and Rows
2. Delete column D (Unit Price). Insert a new column between columns A and B. 3. Key the text below in the new column. Center the column head and align the remainder of the column with Align Center Left.
Publisher Bodwin American TWSS Bodwin TWSS 4. Insert a new row above Law and Ethics in Computer Crimes and add the following information:
Digital Data Analysis Tools | American | 2009 | $9,675.95 5. Insert a blank row above row 1; merge the cells in the row. Cut the main heading and paste it in the new row 1. Change the row height to 0.3" and center the text vertically in the cell. 6. Proofread and finalize the document. Continue to the next document. (42-d2)
LESSON 42
ASSESSMENT
MODULE 5
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
159
1. Create a 4-column, 12-row table. Key the table below.
42-d3
2. Change the height of row 1 to 0.6". Change the height of row 2 to 0.3". Table with Shading
3. Adjust column width so that the text does not wrap in columns B and C. 4. Merge the cells in column A for each day. Center the text in column A vertically and horizontally. Bold the text. 5. Shading will be used to separate each day. Apply shading as follows: a. Row 1 and cell A5: Olive Green, Accent 3 – Lighter 40%. b. Row 2 and cell A4: Orange, Accent 6 – Lighter 40%. c. Cell A3 (Monday): Aqua, Accent 5 – Lighter 40%. d. Shade the remainder of row 3 Aqua, Accent 5 – Lighter 80%. e. Shade the remainder of row 4 Orange, Accent 6 – Lighter 80%. f. Shade the remainder of row 5 Olive Green, Accent 3 – Lighter 80%. 6. Check test and close. (42-d3)
WEALTH PROTECTION STRATEGIES Day
Monday To Tax or Not to Tax the Estate
Tuesday Using Trust Accounts to Minimize Estate Taxes
BOOKMARK B
Wednesday
www co www.collegekeyboarding.com Module 5 Practice Quiz
Wealth Preservation
LESSON 42
ASSESSMENT
Time
Room
Breakout Session
9:30 a.m.
Harvard
Protect your estate for the family.
10:30 a.m.
Princeton
The why, what, and how of a Revocable Living Trust.
1:30 p.m.
Harvard
Resolve probate and conservatorship problems.
3:30 p.m.
Yale
Solutions to eliminate 37%–45% estate taxes.
9:30 a.m.
Princeton
Dynasty Trusts are used to protect family wealth, real estate, and business interests.
10:30 a.m.
Duke
Use Irrevocable Life Insurance Trusts to protect life insurance from estate taxes.
1:30 p.m.
Harvard
Wealth Accumulation Trusts and Income Savings Trusts can be used to minimize federal and state taxes.
3:30 p.m.
Yale
Qualified Personal Residence Trusts can be used to safely transfer your home.
9:30 a.m.
Duke
Protect your family, business, and assets from the risks of lawsuits.
10:30 a.m.
Yale
Use limited partnerships and limited liability companies to hold real estate and other investments.
MODULE 5
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
160
MODULE
6
Reports LEARNING OUTCOMES Lesson Lesson Lesson Lesson Lesson Lesson
43 44 45 46 47 48
• Format two-page reports with styles. • Insert cover page and number report pages with section breaks. • Format academic report with citations and reference page. • Insert and edit footnotes and endnotes. • Insert file.
Unbound Report with Cover Page Leftbound Report Multiple-Page Report Academic Report with Reference Page Report with Footnotes and Endnotes Assessment
Lesson 43 New Commands
Unbound Report with Cover Page
• Styles • Bullets and Numbering • Cover Page WARMUP
KEY YBOARDING PRO O DELUXE 2
Lessons/43a Warmup LA
ALL LE TTE RS
Skill Building 43b
Timed Writing
1. Key a 1' timed writing, working for speed. 2. Key a 3' timed writing, working for control.
gwam
The most important element of a business is its clientele. It is for this reason that most organizations adopt the slogan that the customer is always right. The saying is not to be taken literally, but in spirit. Patrons will continuously use your business if you provide a quality product and good customer service. The product you sell must be high quality and long lasting. The product must perform as you claim. The environment and surroundings must be safe and clean. Customers expect you to be well groomed and neatly dressed. They expect you to know your products and services and to be dependable. When you tell a customer you will do something, you must perform. Patrons expect you to help them willingly and quickly. Add a personal touch by greeting clientele by name, but be cautious about conducting business on a first-name basis. 3' |
LESSON 43
1
|
UNBOUND REPORT WITH COVER PAGE
2
|
3
|
4
4
61
9
65
13
70
14
71
18
75
23
79
27
84
32
88
36
92
40
96
44 101 49 105 54 110 56 113
|
MODULE 6
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
3'
161
New Commands 43c KEYBO OARD DIN NG PRO O DELLUX XE 2 References/Word 2010 Commands/Lesson 43
TIP Remember to proofread and preview each document SOP. You will not be reminded to do this.
S TY L ES The Styles feature enables you to apply a group of formats automatically to a document. A new Word document opens with approximately 18 styles attached to it. These styles include Normal, Heading 1, Heading 2, Heading 3, Heading 4, and Title. Normal is the default style of 11-point Calibri, left alignment, 1.15 spacing, and no indent. Text that you key is formatted in the Normal style unless you apply another style. Styles include both character and paragraph styles. The attributes listed in the Font group on the Home ribbon and in the Font dialog box make up the character styles. Character styles apply to a single character or characters that are selected. To apply character styles using the Font group, select the characters to be formatted and apply the desired font. Paragraph styles include both the character style and other formats that affect paragraph appearance such as line spacing, bullets, numbering, and tab stops.
To apply paragraph styles: Home/Styles
1
1. Select the text to which you want to apply a style. 2. Follow the path and choose a desired style from those displayed in the Quick Styles Gallery. 3. If the desired tab does not display, click the More button Styles Gallery. 4. Select the desired style from the expanded list of styles
1
2
to expand the Quick
.
2 2
D RILL 1
ST YLE S
schedule
1. In the open document, select the title on the first line. Apply Title style. Click the More button to select this style if it is not visible.
4. Repeat step 3 for remaining of the week and the heading i days d Extracurricular Activities.
2. Select the subtitle on the second line. Apply Subtitle style.
5. Proofread and check; click Next to continue. (43-drill1)
3. Select Monday; apply Heading 1 style. Hint: Click the scroll buttons to the right of the Styles buttons to move in the Styles list.
LESSON 43
UNBOUND REPORT WITH COVER PAGE
MODULE 6
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
162
B UL L E TS AND NU MB E RING Bullets are used for lists of unordered items, whereas numbering is used for items that are in a sequence. Bullets can be converted to numbers, and numbers can be converted to bullets. The drop-list arrow on bullets and numbering display a library of styles for each command. If you have recently used bullets or numbering, the style used will display at the top of the library. Bullets and numbering are easier to apply after text has been keyed.
To apply Bullets and Numbering: Home/Paragraph/Bullets or Numbering 1. Key the list. 2. Select the list and click either the Bullets or the Numbering command.
To select a different format for Bullets and Numbering: 1. Click the drop-list arrow on either the Bullets or the Numbering button to display the library of styles. 2. Select the desired style.
B U L LE T S AND NUMBER I NG
D RILL 2
bullets
1. In the open document, apply bullets to the first list below the heading, Procedures for Completing an Activity.
3. Convert the first list with b bullets to numbering using the number ll with right parentheses format.
2. Apply numbering to the second list below the heading, Things to Do This Weekend.
4. Convert the second list with numbering to square bullets. 5. Proofread and check; click Next to continue. (43-drill2)
WORKPLACE SUCCESS W
TETRA IMAGES/JUPITER IMAGES
Copyright Law With the ease of copying text, graphics, Web page codes, sound, and video files, technology users find it very tempting to “steal” another’s copyrighted materials. Consider these important points regarding copyright: ✓ Understand the copyright law. According to copyright law, copyright is in place when an original work is first placed in tangible form. Copyright law would include original documents saved to a hard drive; photographs, video, or sound files, e-mails, and other original works. Referencing the properties of each electronic file reveals quickly and accurately the date of creation of the work and the date of any modification. ✓ Key copyright notice on printed documents. Key the copyright notice on a printed document. Copyright © 2011 Austin Brantley ✓ Seek permission to use copyrighted materials. To use copyrighted materials lawfully, seek the permission of the originator and follow his or her specific instructions on how the materials can be used.
LESSON 43
UNBOUND REPORT WITH COVER PAGE
MODULE 6
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
163
C O V E R PAGE R Reports often include a cover or title page that identifies the rreport to the reader. As the name implies, the cover page is positioned on top of the report and provides an attractive cover p ffor the report. Traditionally a title page includes the title of the rreport, the name and title of the individual or the organization for which the report was prepared, the name and title of the writer, w and the date the report was completed.
ELECTRONIC MAIL GUIDELINES
Prepared for McIngvale Communications, Inc.
Prepared by Craig A. Oliver
For your information, the illustration at the left shows a title page created without the built-in cover pages. Each line is center-aligned, text is bold 14 point, and the page is center-aligned. Allow near equal space between parts of the page (tap ENTER about five times).
Information Technology Manager
Current date
Word offers the Cover Page feature, which inserts a fully formatted cover page. You may choose from a variety of attractively formatted covers. Study the illustration of a cover page created using the Cover Page feature below. Remember this only illustrates one specific style; you have many others from which to choose.
Traditional Title Page
To create a cover page: Forde Enterprises
Insert/Pages/Cover Page 1. Follow the path to display a gallery of cover pages. 2. Click the scroll arrows in the gallery to determine the desired style. 3. Select the desired style
Documenting References An Essential Step in Report Writing
1
. The cover page opens as a Word document.
4. Select [Type the document title] 2 and key the report title. Repeat for all other items located in the template. Note: A blank page follows the cover page for keying the report.
Audrey Gilbrech
08
Cover Page, Word 2007
1 2
LESSON 43
UNBOUND REPORT WITH COVER PAGE
MODULE 6
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
164
COVE R PA GE
D RILL 3 Insert/Pages/Cover Page
3. Key Word 2010 as the document subtitle.
1. Create a cover page using the Cover Page feature. Select the Alphabet style in the Built-In category.
4. Key Jun Yoshino as the author name.
2. Click [Type the document title] and key Updates for Document Processing.
Document Design 43d Report Format Guides
5. Click [Pick the date], select the drop-list arrow, and select the current date. 6. Proofread and check; click Next to continue. (43-drill3)
U N B O U ND R E PORT FORMAT Reports prepared without binders are called unbound reports. Unbound reports may be attached with a staple or paper clip in the upper-left corner. Study the illustration below to learn to format a one-page unbound report. A full-page model is shown on page 166.
KEYBO OARD DIN NG PRO O DELLUX XE 2
Margins: Use the preset default top, side, and bottom margins.
References/Document Formats/Reports
Font size: Use the 11-point default font size. Spacing: Use the default 1.15 line spacing for all reports. Title:
1
•
Position at about 2". (Tap ENTER three times.)
•
Capitalize the first letter of all main words.
•
Tap ENTER once after title.
•
Apply Title style; this style is 26-point Cambria font with a bottom border.
•
If the title is long, shrink the font so the title fits on one line.
1
2
Side heading: 3
2
•
Key side headings at the left margin.
•
Capitalize the first letter of all main words.
•
Apply Heading 1 style; this style is 14-point Cambria font.
•
Tap ENTER once after heading.
Enumerated or bulleted items:
LESSON 43
UNBOUND REPORT WITH COVER PAGE
3
•
Use the default 0.25" indention of bulleted and numbered items.
•
Tap ENTER once after each item.
MODULE 6
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
165
2" (Tap ENTER three times.)
Title
Title style
Side heading
Heading 1 style
1" 1"
Bulleted list
LESSON 43
UNBOUND REPORT WITH COVER PAGE
MODULE 6
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
166
Applications 43-d1 Unbound Report
1. Key the model report on the previous page. Tap ENTER three times to position the title at about 2". Use default side margins. 2. Capitalize the first letter of all main words in the title; tap ENTER once after the title. Then select the title and apply Title style. 3. Select each side heading and apply Heading 1 style. Tap ENTER once after each side heading. 4. Apply square bullets to the list. 5. Proofread and check; click Next to continue. (43-d1)
43-d2
1. Open 43-d1. Create a cover page using the Cover Page feature. From the Built-In category, select the Alphabet cover page.
Cover Page
2. Key the following information: Document title: Report title from 43-d1 Document subtitle: For All Division Staff Date: Select the current date. Author: Dana Olmstead, Division Manager 3. Proofread and check; click Next to continue. (43-d2) 1. In the open document, position the title at approximately 2". Apply Title style.
43-d3
2. Correct the capitalization of the side headings; apply Heading 1 style. Edit Unbound Report brochure
3. Make other edits shown in the report. Refer to proofreaders’ marks on page 55. 4. Proofread and check; click Next to continue. (43-d3)
Who Can Design a Better Brochure? Producing a brochure with a professional appearance requires careful creativity and planning.
Not every one is
an accomplished paste-up artist who is capable of creating a complex piece of printed art, but most skilled computer users can create an attractive layout for a basic brochure. Working with blocks
s
Work with copy and illustration in blocks.
Key
Type body
or text copy, leaving plenty of space for illustrations and headlines.
n
The blocks should then be arranged in a orderly
and eye-appealing manner. (continued)
LESSON 43
UNBOUND REPORT WITH COVER PAGE
MODULE 6
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
167
(or font)
43-d3
Using a small a small size type is not recommended.
continued
In most cases, use a font that is 11 point or larger to
s
make the document easy to read.
Copy that is arranged in
also
more than one column is more attractive. copy across the full width of a page.
Try not to key
Preferably break the
photos or page into smaller columns of copy and intersperse with illustrations. Choosing a typeface Typeface refers to the style of printing on the page. Matching the style or feeling of the type with the purpose of the finished product is very important.
a layout
include
For example,
of
you would not want to use a gothic or “old style” typeface
-
to promote a modern, high tech product. Consider the bold-
, and
ness or lightness of the style, the readability factor, and the decorativeness or simplicity. ¶ Mixing more than three different typefaces on a page should also be avoided.
Vary
. the type sizes to give the effect of different type styles.,
ital.
Bold and italics can also be added for emphasis and variety, especially when only one type style is being
used.
1. Open 43-d3. Create a cover page using the Tiles cover page. Use the information that follows:
43-d4 Cover Page
Company name: Bartlett Communications, Inc. Document title: Report title from 43-d3 Document subtitle: Basic Design Rules Author: Student’s Name Date: Select the current year. Address: 2119 Earhart Boulevard, New Orleans, LA 70112-2119 2. Check and close. (43-d4)
LESSON 43
UNBOUND REPORT WITH COVER PAGE
MODULE 6
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
168
Lesson 44 New Commands
• Custom Margins • Go To
Leftbound Report • Find and Replace • Document Themes
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/44a Warmup
Skill Building 44b
Textbook Keying
1. Key each drill, concentrating on using good keying techniques. Tap ENTER twice after each 3-line group. 2. Repeat the drill if time permits.
first row 1 2 3
Take the Paz exit; make a right turn; then the street veers left. Stop by and see the amateur videos of Zoe at six o’clock tonight. I made an excellent pizza with leftover bread, cheese, and beef. home row
4 5 6
Dallas shall ask Sal to sell fake flash fads; Sal sells all fads. A small fast salad is all Kallas had; Dallas adds a dash of salt. Dallas saw all flasks fall; alas Dad adds a fast fake hall flask. third row
7 8 9
New Commands
We used thirty pails of yellow powder; Wesley threw the rest out. I should go to the store with Paul to get eggs for the apple pie. Did you see the request for Sy to take the test with your sister?
C U S TO M MARG INS A this point you have used the Normal margin setting or have selected from At tthe built-in gallery of margin settings (Narrow, Moderate, Wide, or Mirrored). To set specific margin settings, use the Custom Margins command. The last T custom setting will then display at the top of the built-in margins gallery. c
44c KEYBO OARD DIN NG PRO O DELLUX XE 2 References/Word 2010 Commands/Lesson 44
1 2
}
{
To set custom margins not listed in the gallery: Page Layout/Page Setup/Margins/Custom Margins 1. Follow the path to display the Page Setup dialog box. 2. From the Margins tab 1 , click the up or down arrows to increase or decrease the default settings 2 . 3. Apply margins to the Whole document unless directed otherwise. Click OK.
LESSON 44
LEFTBOUND REPORT
3 3
MODULE 6
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
169
CU ST OM MAR GI NS
D RI LL 1
custom margins 2. Proofread and check; clickk N Nextt tto continue. (44-drill1)
Page Layout/Page Setup/Margins/Custom Margins 1. In the open document, change the left, right, and top margins to 1.5". Apply margin settings to the whole document.
FI N D AND R E PLACE L Locating text, headings, footnotes, graphics, page breaks, comments, fformatting, and other items within a document quickly is an essential skill when working with long documents such as reports. w
1
To find text: Home/Editing/Find 1. Follow the path to display the Navigation pane on the left side of the screen.
2
2. Key the text you wish to locate in the search box 1 . The matches display below the search box. Click each match 2 to go to the location in the document.
To display other find options:
TIP If the Magnifying Glass does not appear, clear the search box.
Click the Magnifying Glass button 3 . Click Options. The Find Options dialog box displays. Review the various find options to determine its usefulness in a search. 3
4
To browse for headings in a document: 1. Click Browse the headings in your document button 4 . 2. Click the desired heading document.
LESSON 44
LEFTBOUND REPORT
5
to go that heading in the 5
MODULE 6
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
170
To browse for pages in a document:
1
1. Click Browse the pages in your document button 2. Click the desired page document.
2
1
.
to go to that page in the
Note: For other searches, click the Magnifying Glass button to search for Graphics, Tables, Equations, Footnotes/Endnotes, or Reviewers.
To replace text: 2
Home/Editing/Replace 1. Follow the path to display the Find and Replace dialog box. 2. Key the text you wish to locate in the Find what box. 3. Key the replacement text in the Replace with box. 4. Click Find Next to find the next occurrence of the text. Click Replace to replace one occurrence or Replace All to replace all occurences of the text.
To find text and apply a format such as highlight: Home/Editing/Replace 1. Follow the path to display the Find and Replace dialog box. 2. Key the text you wish to locate in the Find what box. 3. Click More to display additional options. 4. Click in Replace with and then click Format 3 and select Highlight. Note the search options available when you click More, such as Match case or Find whole words only. Finding whole words only prevents you from finding letters within a word.
LESSON 44
LEFTBOUND REPORT
Toggle between More and Less 3
MODULE 6
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
171
NAVI GAT I ON
D RILL 2
speeches 6. Click to browse all pages off th the d document.
Home/Editing/Find 1. In the open document, click the Find button to display the Navigation pane.
7. Click to browse all report headings. Click on the second heading and then the third heading to move in the report.
2. Display all occurrences of the word speeches and replace with presentations.
8. Click the Magnifying Glass button and click Footnotes/Endnotes to display the footnote on page 1. Click the x to end the search; the Magnifying Glass button displays.
3. Display all occurrences of the word objective. Click on the last occurrence and replace with goal. 4. Display all occurrences of the word confident. Click Options and select Find whole words only. Replace the one occurrence with assured.
9. Click the Magnifying Glass button and click Tables to go to the table in the report. 10. Proofread and check; click Next to continue. (44-drill2)
5. Find audience and highlight each occurrence in yellow. Hint: Be sure to set the Highlight button to yellow.
G O TO T Go To command can also be used to navigate a document. The A variety of document segments can be located with the Go To command, such as pages, footnotes, tables, or headings. c
To use the Go To command: Home/Editing/Find
SHORTCUT CTRL + G
1. Click the drop-list arrow on the Find command; then click Go To. 2. Click on the item you wish to find, such as Page or Heading. Then key the number in the text box. Note: You may also click the Magnifying Glass button and click Go To.
GO T O
D RILL 3
1. Open 44-drill2. Use the Go To command to go to page 2.
4. Go to Heading 2.
2. Go to page 1.
5. Go to Table 1.
3. Go to footnote 1.
6. Proofread and check; click Next to continue. (44-drill3)
LESSON 44
LEFTBOUND REPORT
MODULE 6
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
172
DO C U ME NT THE ME S Built-In document themes incorporate colors, fonts, effects, and styles that can be applied to a Word document or to documents in other Microsoft Office applications. The default theme is Office. In addition to the Built-In themes, users can customize themes to meet specific needs.
To apply a document theme: Page Layout/Themes/Themes 1. Follow the path to display the gallery of Built-In themes. 2. Click the document theme you wish to use.
DOC UME NT THEMES
D RILL 4
1. Review the open document; note the information about the headings and Live Preview.
document themes
3. Apply Aspect document th theme. 4. Proofread and check; click Next to continue (44-drill4)
2. Display the Document Theme gallery and use Live Preview to view at least six of the theme options. Note changes in color and font styles.
Document Design 44d KEYBO OARD DIN NG PRO O DELLUX XE 2 References/Document Formats/Reports
L E FTB O U ND RE PORT Reports prepared with binders are called leftbound reports. The binding takes 0.5" of space. Study the illustration below and the full model on page 174 and note the 1.5" left margin required for leftbound reports. Review the other report formats that are the same for unbound and leftbound reports.
2" 1
1.5"
2
1"
Left margin: 1.5" Right margin: 1" Bottom margin: Approximately 1"; last page may be deeper Font: 11 point for body of report Title:
1
•
Position at about 2".
•
Capitalize the first letter of all main words and apply Title style.
Side headings: •
LESSON 44
LEFTBOUND REPORT
1"
2
Capitalize the first letter of all main words and apply Heading 1 style.
MODULE 6
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
173
2" (Tap ENTER three times.)
Title
Side heading
Title style
Heading 1 style
1"
1.5"
LESSON 44
LEFTBOUND REPORT
MODULE 6
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
174
Applications 44-d1 Leftbound Report
1. Key the model report on the previous page. Tap ENTER three times to position the title at about 2". Change the left margin to 1.5". 2. Apply the Flow document theme. Apply appropriate styles to the title and side headings. 3. Format the bulleted list with square bullets. 4. Proofread and check; click Next to continue. (44-d1) 1. Open 44-d1. Insert a cover page using the Sideline cover page.
44-d2 Cover Page
2. Key the following information: Company name: Swartsfager, Inc. Document title: Key the report title. Subtitle: For John E. Swartsfager, Marketing Director Author: Key your name. Date: Select the current date. 3. Proofread and check; click Next to continue. (44-d2) 1. Open 43-d3 and format the document as a leftbound report.
44-d3 Edit Report
2. Apply the Elemental document theme. 3. Add the last paragraph shown below. Apply Heading 1 style to the side heading. 4. Search for the word photos and replace with photographs. 5. Search for all occurrences of italic formatting and replace all occurrences with no italic. 6. Search for all occurrences of bold formatting and replace all occurrences with no bold except the side headings. Hint: Click No Formatting before you begin the new search. Click Find Next and review each replacement. 7. Use the Navigation pane to find the Summary heading. Proofread carefully. 8. Use the Go To command to locate page 2. Then use the Navigation pane to locate page 2. 9. Preview, check, and close the document. (44-d3)
Summary Apply Heading 1 style Remember to plan your page layout with the three basic elements of effective page design. Always include sufficient white space to give an uncluttered appearance. Learn to add bold when emphasis is needed, and do consider your audience when choosing typestyles. Finally, use typestyles to add variety to your layout, but remember, no more than two typestyles in a document.
LESSON 44
LEFTBOUND REPORT
MODULE 6
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
175
Lesson 45 New Commands
Multiple-Page Report
• Page Numbers • Line and Page Breaks • Insert File WARMUP
KEY YBOARDING PRO O DELUXE 2
Lessons/45a Warmup
New Commands
P A G E NU MB E RS M Multiple-page documents such as reports require page numbers. The Page Number command automatically inserts the correct page number on each N page. Page numbers may be positioned automatically in the header position p ((0.5" at top of page) or in the footer position (0.5" from bottom of the page). To prevent the number from printing on the first page, you will modify the T page layout on the first page. p
45b KEYBO OARD DIN NG PRO O DELLUX XE 2 References/Word 2010 Commands/Lesson 45
To insert page numbers: Insert/Header & Footer/Page Number 1. Follow the path to display a list of page number positions and formatting options. 2. Click an option such as Top of Page
1
to display a gallery of page number styles.
3. Click the down scroll arrow to browse the various styles numbers, click Remove Page Numbers 3 .
2
. Note: To remove page 1
2
3
Double-click in the body of the document to close the header. Double-click in the header or footer area to open the header/footer.
To remove the page number from the first page: Header & Footer Tools Design/Options/Different First Page
4
When the page number is inserted, the Header and Footer Design Tools contextual tab displays. On the Design tab from the Options group, click Different First Page 4 . The page number does not display on the first page. Note: You may also select Different First Page from the Layout tab of the Page Setup dialog box (Page Layout/Page Setup/Dialog Box Launcher).
LESSON 45
MULTIPLE-PAGE REPORT
MODULE 6
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
176
L I N E AND PAG E B RE AK S Pagination or breaking pages at the appropriate location can easily be controlled using two features: Widow/Orphan control and Keep with next. Widow/Orphan control prevents a single line of a paragraph from printing at the bottom or top of a page. A check mark displays in this option box indicating that Widow/Orphan control is “on” (the default). Keep with next prevents a page break from occurring between two paragraphs. Use this feature to keep a side heading from being left alone at the bottom of a page.
Keep with next
To use Keep with next: Home/Paragraph/Dialog Box Launcher 1. Select the side heading and at least two lines of the paragraph that follows it. 2. Follow the path to display the Paragraph dialog box. 3. From the Line and Page Breaks tab, select Keep with next.
D RILL 1
PAGE NUMBER S
keep with next
1. In the open document, add page numbers positioned at the top of page at the right. Do not print a page number on the first page.
4. Preview to verify that the page number appears on page 2 only and that the side heading appears on page 2.
2. Select the side heading at the bottom of the page along with the entire address and the first line with a time note.
5. Proofread and check; click Next to continue. (45-drill1)
3. Apply the Keep with next command so the side heading moves to page 2.
QUICK
LESSON 45
Check to see if a page number appears on page 2 and that the side heading appears at the top of page 2. A page number should not appear on page 1.
MULTIPLE-PAGE REPORT
MODULE 6
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
177
Document Design 45c KEYBO OARD DIN NG PRO O DELLUX XE 2
M UL TIPL E - PAG E RE PORT Because reports are often longer than one page, page numbers are required for ease in reading the report. Can you picture an executive reading a business report without page numbers? Always remember when formatting any multiple-page document, insert page numbers on all pages except the first page. Traditionally, page numbers are positioned at the top right of the page. However, in lengthy and more formal documents such as annual reports or manuals, attractive headers and footers are designed. The applications that follow will include the Simple gallery of page number designs. Advanced headers and footers will be presented in Book 2 of this series.
References/Document Formats/ Multiple-Page Report
Study the illustration below, noting specifically the position of page numbers. Review the callouts to reinforce your understanding of report formats.
To format a multiple-page report with page numbers at the top right: 1. Insert page numbers at the upper-right corner in the header position (0.5"). 2. Suppress the page number on the first page. 3. Protect side headings that may be separated from the related paragraph with the Keep with next command. Note: When styles are applied to side headings, the Keep with next command is automatically applied and side headings will not display alone at the bottom of a page.
Page 1 P
LESSON 45
MULTIPLE-PAGE REPORT
P Page 2
MODULE 6
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
178
Applications
1. Key the leftbound two-page report on pages 180–181. Use the Office document theme and apply the appropriate styles for the title and side headings.
45-d1
2. Use the Page Number command to number the pages at the top right. Select the Accent Bar 2 page number style. Click Different First Page to suppress the page number on the first page.
Multiple-Page Report
3. Format the bulleted list using the check mark . 4. Preview the document to verify page numbers and that side headings are not left alone at the bottom of the page. 5. Proofread and check; click Next to continue. (45-d1)
45-d2
1. Open 45-d1 and change the leftbound report to an unbound report. Apply the Executive document theme.
Revise Report
2. Insert the data file writing below the first paragraph. Note: Be sure to position the insertion point where you want the text to appear before inserting the file. Format the side headings appropriately.
writing
3. Position the insertion point on page 2 of the report. Change the page number style to Rounded Rectangle 3.
DISCOVER D
4. Check and close. (45-d2)
Insert a File—To insert a file, click the insertion point where the new file is to be inserted. On the Insert tab, in the Text group, click the drop-list arrow on the Object button. Then choose Text from File. Select the file to be inserted and click Insert.
ANDERSEN ROSS/BRAND X PICTURES/JUPITER IMAGES
WORKPLACE SUCCESS W Integrity Integrity is synonymous with the word honesty and is confronted by employees in the workplace daily. Think about these rather common situations where integrity is clearly a choice: •
Arriving at work ten minutes late and then drinking coffee and chatting with coworkers for ten more minutes
•
Talking with relatives and friends throughout the day
•
Leaving work early regularly for personal reasons
•
Presenting a report to the supervisor as original work without crediting the proper individuals for thoughts and ideas in the report
•
Presenting a report that was completed at the last minute and that includes facts and figures that have not been verified as accurate
In all situations, ask the question, “Am I being honest?”
LESSON 45
MULTIPLE-PAGE REPORT
MODULE 6
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
179
2"
Title
Heading 1
1.5"
LESSON 45
1"
MULTIPLE-PAGE REPORT
MODULE 6
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
180
Top right 0.5"
1"
1.5"
LESSON 45
MULTIPLE-PAGE REPORT
MODULE 6
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
181
Lesson 46 New Commands
Academic Report with Reference Page
• Hanging Indent • Page Breaks • Change Paragraph Spacing WARMUP
KEY YBOARDING PRO O DELUXE 2
Lessons/46a Warmup
Skill Building 46b
1
Textbook Keying
caps 1. Key each line, concentrating on using good keying techniques. Tap ENTER twice after each 3-line group. double letters
2
2. Repeat the drill if time permits.
6
3 4 5
7 balanced hand
8 9
James Carswell plans to visit Austin and New Orleans in December. Will Peter and Betsy go with Mark when he goes to Alaska in June? John Kenny wrote the book Innovation and Timing—Keys to Success. Jeanne arranges meeting room space in Massey Hall for committees. Russell will attend to the bookkeeping issues tomorrow afternoon. Todd offered a free book with all assessment tools Lynette sells. Jane, a neighbor and a proficient auditor, may amend their audit. Blanche and a neighbor may make an ornament for an antique chair. Claudia may visit the big island when they go to Orlando with us.
New Commands
HA N GING IND E NT
46c
Hanging indent places the first line of a paragraph at the left margin and indents all other lines to the first tab. It is commonly used to format bibliography entries, glossaries, and lists. Hanging indent can be applied before or after text is keyed.
KEYBO OARD DIN NG PRO O DELLUX XE 2 References/Word 2010 Commands/Lesson 46
2
1
SHORTCUT CTRL + T; then key the paragraph; or select the paragraphs to be formatted as hanging indents and press CTRL + T.
D RILL 1
To create a hanging indent: 1. From the Horizontal Ruler, click on the Hanging Indent marker 2. Drag the Hanging Indent marker
.
to the position where the indent is to begin.
3. Key the paragraph. The second and subsequent lines are indented beginning at the marker.
H ANGI NG I NDENT
1. In the open document, select all the glossary entries and format them with a hanging indent. Hint: Use the shortcut CTRL + T.
LESSON 46
2
1
glossary 2. Proofread and check; clickk N Nextt tto continue. (46-drill1)
ACADEMIC REPORT WITH REFERENCE PAGE
MODULE 6
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
182
H ANGI NG I NDENT
D RILL 2
1. Drag the Hanging Indent marker to 0.5" to the right; then key the references below.
2. Tap ENTER after keying the last entry. Turn Hanging Indent off by dragging the Hanging indent marker back to the left margin. 3. Proofread and check; click Next to continue. (46-drill2)
Godo, Eiko and Krystol McCurdy. The Style Manual. 6th ed. Boston: Blackwell and Johnson Publishers, 2010. Osaji, Allison. “Know the Credibility of Electronic Citations.” Graduate Education Journal. November 2011, 93–97. Walters, Daniel S.
[email protected] “Final Report Available on Intranet.” August 11, 2010, e-mail to Stephen P. Cobb (accessed September 14, 2010).
I N S E R T AND D E LE TE PAG E B RE AK S When a page is filled with copy, the software automatically inserts a soft page break. To begin a new page before it is full, insert a manual page break.
To insert a manual page break: Insert/Pages/Page Break
SHORTCUT CTRL + ENTER
1. Follow the path to insert the page break. 2. The insertion point moves to the next page; the status line at the bottom of the screen indicates this change. A manual page break will not move as text is inserted or deleted. To remove a manual page break, position the insertion point at the beginning of the page and tap BACKSPACE.
D RILL 3
PAGE BR E AK S
1. In the open document, place the Insertion point at the beginning of Goal 2.
goals 2. Insert a manual page break. k 3. Proofread and check; click Next to continue. (46-drill3)
C HA NGE S PACING AFTE R THE PARAGRAPH Occasionally, it is necessary to change the default 10 point after the paragraph.
To change spacing after the paragraph: Page Layout/Paragraph/Spacing Before or After 1. Follow the path. 2. Click the Spacing After down arrow until 0 pt displays.
LESSON 46
ACADEMIC REPORT WITH REFERENCE PAGE
MODULE 6
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
183
PAR A GR A P H SPACI NG
D RILL 4
1. Change the line spacing to double spacing. 2. Change the spacing after the paragraph to 0 pt.
3. Key the heading and the three paragraphs related to internal citations shown on the next page. Bold the heading. 4. Proofread and check; click Next to continue. (46-drill4)
Document Design
A C A D E MIC RE PORTS Academic reports are reports prepared in an academic setting, such as a term paper required for an English class or a manuscript prepared for publication. Specific requirements are established for each. Study the guidelines shown below for a typical academic report and refer to the full-page model on pages 186–187.
46d
•
DS paragraphs and indent 0.5".
•
Key the report title at approximately 2" in upper- and lowercase letters, center, and bold. Bold all side headings.
•
Number pages at the top right of every page. Include the writer’s last name and the page number (Last Name 2). Check specific style manual for other requirements in the header.
•
Include footnotes, endnotes, or internal citations to document published material that is quoted or closely paraphrased by the writer.
•
Include a complete alphabetical listing of all references cited in the report.
Page numbers with Last Name
Page numbers with Last Name
Title
LESSON 46
ACADEMIC REPORT WITH REFERENCE PAGE
MODULE 6
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
184
I N TE R NAL C ITATIONS The last name of the author(s), the publication date, and the page number(s) of the cited material are shown in parentheses within the body of the report (Crawford, 2011, 134). When the author’s name is used in the text to introduce the quotation, only the year of publication and the page numbers appear in parentheses: Crawford (2011, 134) said, “Faculty are uploading podcasts lectures to their distance website.” If a portion of the text that is referenced is omitted, use an ellipsis (. . .) to show the omission. An ellipsis is three periods, each preceded and followed by a space. If an ellipsis occurs at the end of a sentence, include the period or other punctuation. Short, direct quotations of three lines or fewer are enclosed within quotation marks. Long quotations of four lines or more are indented 0.5" from the left margin and DS. The first line is indented an additional 0.5" if the quotation is the beginning of a paragraph. Tap ENTER once before and after the long quotation.
SHORT QUOTATION
LONG QUOTATION
R E FE R E NC E PAG E References cited in the report are listed at the end of the report in alphabetical order by authors’ last names. Study the guidelines and the model shown below. •
Begin the references on a new page (insert manual page break at the end of the report).
•
Key the title in upper- and lowercase letters at approximately 2" from the top of the page (same as the first page of the report); center and bold.
•
Format references in hanging indent format.
•
SS references; DS between each reference.
•
Number the reference page at the top right of the page using same format as the report.
About 2"
LESSON 46
ACADEMIC REPORT WITH REFERENCE PAGE
MODULE 6
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
185
Last Name + 5 spaces and Page Number command
2"
Title 11 point
Bold side headings
Long quotation indented 0.5"
LESSON 46
ACADEMIC REPORT WITH REFERENCE PAGE
MODULE 6
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
186
Last Name + 5 spaces and Page Number command
LESSON 46
ACADEMIC REPORT WITH REFERENCE PAGE
MODULE 6
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
187
Applications 46-d1 Academic Report
1. Key the academic report on pages 186–187. Change line spacing to double spacing and change spacing after paragraph to 0. 2. Tap ENTER to position the main heading at about 2". Key the title in upper- and lowercase letters and bold, and then center it. Bold all side headings. 3. Insert the Plain Number 3 page number at the top right of the page. Click to the left of the page number and key your last name followed by five spaces. 4. Indent the two long quotations 0.5" from the left margin. 5. Check that side headings are not alone at the bottom of the page. Use the Keep with next command if needed. 6. Proofread and check; click Next to continue. (46-d1)
46-d2
1. Open 46-d1.
Reference Page
2. Position the insertion point at the end of the report. Press CTRL + ENTER to begin a new page. Key References approximately 2" from the top of the page. Tap ENTER once and change to single spacing. 3. Key the references in hanging indent style. Try the shortcut, CTRL + T. 4. Remove the hyperlink in the second reference. 5. Proofread and check; click Next to continue. (46-d2)
Millsaps, John Thomas. Report Writing Handbook: An Essential Guide. Columbus, OH: Wellington Books, 2011. Quattlebaum, Sarah. “Apply Reference Styles Correctly.” The Reference Journal. November 10, 2011. www.reportmanuscript.com/applystyles.htm (accessed December 15, 2011).
46-d3
1. Open 46-d2. Convert the unbound report to a leftbound report.
Edit Report
2. Key the table shown below the first paragraph in the section Well-Cited References. Select the table and change to single spacing. Use the Table Grid style. Adjust spacing after the table as learned in Module 5.
TIP The manuscript style used in this academic report shows the table number and title at the left margin.
3. Key the following sentence as sentence that precedes the table: When sharing this literature in the body of the report, the report writer understands the basic principles of report documentation listed in the table below. 4. Check and close. (46-d3)
Table 1 Basic Principles of Report Documentation
LESSON 46
✓
Cite all ideas of others so that credit is given appropriately. Follow specific guidelines for citing each type of reference.
✓
Apply correct formatting rules to direct quotations and to paraphrased ideas. If a long quotation, format as a block quote and indent from the left margin.
✓
Provide a thorough list of references so that the reader will be able to locate the material if needed.
ACADEMIC REPORT WITH REFERENCE PAGE
MODULE 6
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
188
Lesson 47 New Commands
Report with Footnotes and Endnotes
• Footnotes • Endnotes
• Section Breaks • Show/Hide White Space
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/47a Warmup
New Commands 47b KEYBO OARD DIN NG PRO O DELLUX XE 2 References/Word 2010 Commands/Lesson 47
FO O TNO TE S R References cited in a report are often indicated within the text by a ssuperscript number (. . . story.1) and a corresponding footnote with full iinformation at the bottom of the same page where the reference was cited. Additionally, content or explanatory footnotes supplement the information A iincluded in the body of the report. Word numbers footnotes sequentially with Arabic numerals (1, 2, 3), W d automatically t positions them at the left margin, and applies 10-point type. A footnote is positioned the same as the paragraph of the report. In a single-spaced or 1.15 line spacing report, the paragraphs and the footnotes are not indented. However, if the report is doublespaced and paragraphs indented, tap the TAB key to indent the footnote 0.5" from the left margin.
To insert and edit footnotes: References/Footnotes/Insert Footnote 1. Switch to Print Layout View if not in it. 2. Position the insertion point in the document where the footnote reference is to be inserted. 3. Follow the path to insert the footnote. The reference number and the insertion point appear at the bottom of the page. Key the footnote 1 . A footnote divider line 2 is automatically added above the first footnote on each page. Tap ENTER once to add one blank line between footnotes. 4. Click anywhere above the footnote divider line to return to the document.
2 1
To edit a footnote, click in the footnote at the bottom of the page and make the revision. To delete a footnote, select the reference number in the text and tap DELETE.
LESSON 47
REPORT WITH FOOTNOTES AND ENDNOTES
MODULE 6
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
189
F OOT NOT E S
D RILL 1
1. Key the paragraph in Drill 2. Insert the three footnotes. Tap ENTER once between each footnote.
3. Remove the hyperlinks in the footnotes and references. 4. Proofread and check; click Next to continue. (47-drill1)
2. Key all three sources on a separate reference page in hanging indent format. Position the title References at 2" and apply Title style.
DELE T E FOOTNOTES
D RILL 2
1. Open 47-drill1, the document you just saved and closed.
3. Proofread and check; click Next to continue. (47-drill2)
2. Delete the second footnote.
Payton Devaul set the school record for points in a game—50.1 He holds six statewide records. This makes him one of the top ten athletes in the school’s history.2 He expects to receive a basketball scholarship at an outstanding university.3 Footnotes Book
1
Marshall Baker, High School Athletic Records (Seattle: Sports Press, 2011),
p. 41. 2
Lori Guo-Patterson, “Top Ten Athletes,” Sports Journal, Spring 2011,
Online Journal
www.tsj.edu/athletes/topten.htm (accessed June 25, 2011). 3
Payton Devaul,
[email protected] “Basketball Scholarship,” January 9, 2011,
E-mail
e-mail to Kirk Stennis (accessed April 15, 2011). References Baker, Marshall. High School Athletic Records. Seattle: Sports Press, 2011. Devaul, Payton.
[email protected] “Basketball Scholarship.” January 9, 2011, e-mail to Kirk Stennis (accessed April 15, 2011). Guo-Patterson, Lori. “Top Ten Athletes.” Sports Journal. Spring 2011. www.tsj.edu/athletes/topten.htm (accessed June 25, 2011). Footnote reference
2" Title Style Hanging indent
LESSON 47
REPORT WITH FOOTNOTES AND ENDNOTES
MODULE 6
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
190
E N DNO TE S An endnote consists of two linked parts—the endnote reference in the text and the corresponding endnote with full information at the end of the last page of the report. Word automatically numbers endnotes with small Roman numerals (i, ii, iii), positions them at the end of the document, and applies 10-point style. You will be directed to change the number format to Arabic numerals (1, 2, 3) and to add one blank line between endnotes.
TIP The reason the reference page must start immediately below the endnotes and not on a new page is because a manual page break cannot be inserted after the endnotes. To key the reference page on a new page would necessitate it being keyed in a new file and inserting a page number that starts on the appropriate number—the number after the last page of the report.
Word includes the endnote divider line to separate the report from the endnotes. Begin the reference page below the last endnote.
To insert and edit endnotes: References/Footnotes/Insert Endnote 1. Switch to Print Layout View if you are working in a different view. Position the insertion point where the endnote reference is to be inserted. 2. Follow the path above and the reference number and the insertion point appear at the end of the last page of the document. Key the endnote.
To change the number format of the endnote: References/Footnotes/Dialog Box Launcher 1. Follow the path above to display the Footnote and Endnote dialog box. 2. In the Number format box, click the down list arrow and select the Arabic numeral format (1, 2, 3). 3. Click Apply. To edit an endnote, click in the endnote and revise. To delete an endnote, select the reference number in the text and tap DELETE. To move between endnotes, click the down list arrow next to the Next Footnote button. Select Next Endnote to move forward and Previous Endnote to move back. To key the reference page, tap ENTER four times at the end of the last endnote. Key References as the title and apply Title style. Format the references using the hanging indent format.
D RILL 3
ENDNOT E S
1. In the open document insert the three footnotes shown in Drill 2 as endnotes. 2. Change the number format to Arabic numerals (1, 2, 3).
endnotes 4. Key References as the titl title; apply Title style. 5. Key the references in the hanging indent style. 6. Proofread and check; click Next to continue. (47-drill3)
3. Position the insertion point at the end of the last endnote. Tap ENTER four times to leave three blank lines. Turn on Show/Hide to see the paragraph markers.
LESSON 47
REPORT WITH FOOTNOTES AND ENDNOTES
MODULE 6
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
191
S E C TIO N B R E AK S T title page of the report is considered as one of the preliminary The pages of a report. Preliminary report pages may include the title p page, letter of transmittal, and table of contents. These pages are p numbered at the bottom center with lowercase Roman numerals. n Often a page number is not printed at the bottom of the title page. O Remember the pages in the body of a report are numbered in the upper right with Arabic numerals. Refer to the illustration below. Problem: The preliminary and the report pages do not have the same page numbering format. Only one page numbering format is allowed per section. Solution: Break the report into two sections. Section 1—preliminary pages with lowercase Roman numerals at bottom Section 2—report page with Arabic numerals at upper right Section 1
Title Page
Letter of Transmittal
Table of Contents
ii
iii
Section 2 (Break link before changing page format)
2 Body of Report First Page
Body of Report Second Page
3 Body of Report Third Page
Important to Remember: Break the link or connection between the sections. Mastering section breaks is very important as you advance to more complex documents. In this lesson, you will begin with a simple application of section breaks. You will insert a section break after the cover page and then number the pages of the report, beginning the report on page 1. In Book 2 you will add additional preliminary pages and number them as well as the report pages.
LESSON 47
REPORT WITH FOOTNOTES AND ENDNOTES
MODULE 6
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
192
To enter a section break: Page Layout/Page Setup/Breaks 1. Follow the path to insert the section break. 1
2. From the Section Breaks category, click the desired section break 1 , and then click OK. Next Page: Begins a new page at the point the section break is entered. Continuous: Begins a new section on the same page. Even Page: Begins a new section on the next even-numbered page. Odd Page: Begins a new section on the next odd-numbered page.
In Draft View, section breaks appear as a dotted line with the type of break indicated. Word displays the current section number on the status bar.
Refer to the status bar to determine the section in which your insertion point is located. If you do not see the section number, place the insertion point on the status bar and right-click. Click Section.
To delete a section: 1. In Draft View, select the section break to be deleted. 2. Tap DELETE.
INSER T SE CTI ON BR EAK
D RILL 4
1. In the open document, in Draft View, position the insertion point at the beginning of page 2, which is page 1 of the report. Hint: Click Show/Hide and click on the first paragraph marker at 1" (page 1 of the report).
sections
4. Change to Print Layout Vi View and d check for Sections 1, 2, and 3. 5. In Draft View, delete the last section break for Section 3. 6. Proofread and check; click Next to continue. (47-drill4)
2. Insert a Continuous section break. 3. Go to page 4 and position the insertion point at the 1" marker before Appendix A. Insert a Continuous section break.
LESSON 47
REPORT WITH FOOTNOTES AND ENDNOTES
MODULE 6
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
193
B R E A K L INK B E TW E E N SE CTIONS AND INSE RT PA GE NUMBER S Numbering the pages of a report when the cover page is the first page requires a few extra steps but is well worth the effort to have the cover page and report in the same document. To be successful on the first attempt every time, follow the directions below in the exact order. However, should the first attempt not work, follow the troubleshooting tips on the next page.
Step 1: To break the links in Section 2: 1. Move the insertion point to the top ½" of the page 1 and double-click to position the insertion point in what is called the header section. Note the Header — Section 2 label displays at the left of the header and the Same as Previous label at the right.
1
Header & Footer Tools Design/Navigation 2
2. Follow the path above and click the Link to Previous button 2 to break the link for the header. Note the Go to Header button is dimmed, meaning the insertion point is in the header. 3. In the Navigation group, click Go to Footer to move to the footer of Section 2. Click the Link to Previous button 3 to break the link for the footer.
3
Note: The Link to Previous button will display in gold until the link is successfully broken.
Step 2: To insert page numbers in Section 2: 4. Click Go to Header to return to the header section where the page number is to be inserted (Header & Footer Tools Design/Navigation/Go to Header). 5. In the Header & Footer group, click Page Number. Click Top Right and select a page number style that displays numbers at the top right. 6. From the Options group, click Different First Page 4 to select the option to suppress page numbers on the first page.
LESSON 47
REPORT WITH FOOTNOTES AND ENDNOTES
4
MODULE 6
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
194
Step 3: To start number at page 1 Insert/Header & Footer/Page Number/Format Page Numbers 7. Follow the path above and click the Start at up arrow until 1 displays 5 . 8. Check the numbers in Section 2. No number should appear on page 1, and remaining pages should be numbered at the top right.
5
Troubleshooting Tips Were your pages numbered correctly? If not, try these suggestions. 1. Remove all page numbers in header and footer. 2. Be sure the Different First Page command is not selected when you begin. 3. Check the Break the Link buttons in the header and footer to be sure the link is broken. Remember the Link to Previous button will display in gold until the link is successfully broken. The Same as Previous label will also display when there is a link between sections.
NU MBE R PAGES
D RILL 5
1. In the open document, position the insertion point at the beginning of page 2, which is page 1 of the report. Hint: Click Show/Hide and click on the first paragraph marker at 1". 2. Insert a Continuous section break.
report
Insert/Header & Footer/Page Number 6. Click Page Number and Top of Page and select the Accent Bar 2 page number style.
3. Double-click in the header on page 1 of the report. Deselect Different First Page if it is selected.
7. Click Different First Page. You should now have a check mark in that option. This suppresses the page number on the first page of the report.
4. Click Link to Previous to break the links between the headers in both sections. Note: This button should not display in gold if the link is correctly broken.
8. Click Page Number and Format Page Numbers. Change the page number format to begin with page 1. 9. Proofread and check; click Next to continue. (47-drill5)
5. Click Go to Footer and click Link to Previous to break the links between the footers in both sections.
LESSON 47
REPORT WITH FOOTNOTES AND ENDNOTES
MODULE 6
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
195
S HO W / HID E W HITE SPACE When in Print Layout View, the white space at the top and bottom of each page and the white space between pages can be hidden using the Show/Hide White Space feature. This saves screen space as you are viewing a document. To hide white space, move the insertion point to the top or bottom of the page until the pointer becomes a double-pointed arrow and then double-click. To show the white space again, point to the top or bottom of the page until the double-pointed arrow appears and double-click.
Hide White Space button
Show White Space button
White space on pages 1 and 2 and blue space between pages are hidden.
D RILL 6
SHOW/ HI DE WHI TE SPACE
1. Open 47-drill5, move the insertion point to the bottom of the first page, and hide the white space. The white space at the bottom of page 1 and the top of page 2 and the blue space are now hidden.
LESSON 47
2. Move the insertion point to the same position and double-click to show the white space. 3. Proofread and check; click Next to continue. (47-drill6)
REPORT WITH FOOTNOTES AND ENDNOTES
MODULE 6
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
196
Communication
N UM BE R E X PRE SSION
47d
1. Address the letter to 1 Elm Street and postmark by April 15.
KEYBO OARD DIN NG PRO O DELLUX XE 2
2. The retirement reception will be held on the 1st of May in Room Twelve at 5 o’clock.
References/Communication Skills/Number Expression
3. Program participants included fifteen supervisors, five managers, and two vice presidents.
1. Complete the Number Expression pretest, rules, and posttest in Keyboarding Pro DELUXE 2 before completing this exercise.
4. 12 boxes arrived damaged and about 2/3 of the contents were crushed.
2. Key your name on the first line and right-align it. 3. Proofread each sentence on the right for errors in number expression. Then key each sentence, correcting error(s).
5. The manager reported that 85% of the project was complete with 9 days remaining until the March 15th due date. 6. The presiding officer called the meeting to order at two p.m. and requested that the 2 50-page reports be distributed. 7. Nearly 10 million people visited the virtual museum this year. 8. Jim lives at nine 21st Street and works on 6th Avenue.
4. Proofread and check; click Next to continue. (47d)
Applications
1. Key the leftbound report on the next page. Correct the errors in number expression as you key. Choose the open circle bullet for the bulleted list.
47-d1
2. Apply the Flow document theme and format the title and side headings.
Leftbound Report
3. Insert the two explanatory footnotes as marked in the report. 4. Insert the table shown below and apply the Medium Grid 3 – Accent 2. Merge the cells as shown. Insert a right tab at the approximate center of columns B–E to align the numbers in the approximate center of the column. 5. Insert an Austere cover page style. Key the following information: Date: Select the current year. Company: Donovan National Bank Author: Tara Field, Human Resources Director Document title: Preliminary Report of Dress Code Study Abstract: Copy the last paragraph of the report beginning with the word the. 6. Insert a Continuous section break at the top of the first page of the report. 7. Position the insertion point in the header of Section 2. Deselect Different First Page if it is selected. Break the links between the headers for both sections. Go to the footer of Section 2. Break the link between the footers for both sections. 8. Go to the header of Section 2 and number the pages of the report at the top right using the Rounded Rectangle 3 page number style. Change the page number format to begin with page 1. Click Different First Page to suppress the page numbers on the first page of the report. 9. Proofread and check; click Next to continue. (47-d1)
LESSON 47
REPORT WITH FOOTNOTES AND ENDNOTES
MODULE 6
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
197
47-d1
Preliminary Report of Dress Code Study The Donovan National Bank Dress Code1 outlines our company’s philosophy to allow employees to work comfortably and to project a professional image to our publics within and outside the workplace. Although business casual is a term used by companies when describing business dress that is comfortable and professional, our employees still have difficulty in interpreting the dress code as intended by the current dress code policy. This report outlines the current findings of our employees’ adherence to the dress code and recommendations for improvement.
continued
Findings According to company policy, a study of current practices related to the company dress code was authorized on February 15st, 2011. The study began on Monday, March 1st, and concluded on Friday, March 26st, which covered 4 full weeks. Observations were gathered from one hundred employees. General findings showed that approximately 89% of all employees do follow the dress code as intended by the Executive Council. Males adhered to the policy 85% of the time while females adhered 75% of the time, indicating perhaps a need for more details in the female section of the dress code. Printed copies of the final report will be distributed on April 15th and findings presented at a meeting of the Executive Council. Table one shows a cross tabulation of men and women who adhered to the policy and who did not follow the policy and their corresponding percentage of any instances of absenteeism and tardiness during that period.
Table 1
Merge cells
Comparison of Adherence of Dress Code Policy and Absenteeism and Tardiness Merge cells
Adhered to policy Did not adhere to policy
Absenteeism Male Female 2% 2% 25% 30%
Tardiness Male Female 1% 0% 12% 10%
The findings clearly verify our review of the business literature that employees who dress more professionally are absent fewer days and are on time for work more often. Recommendations Although complete adherence to the dress code was not found, the findings of the study do show that the compliance to our policy (89%) is much better than companies included in the NABASW Study.2 However, because the findings in our company show a correlation between absenteeism and tardiness, this subcommittee respectfully submits the following recommendations. ⚪
Consider employing an image consultant to teach employees what is appropriate business casual and to plan the best business attire to project the image of our company. (continued)
LESSON 47
REPORT WITH FOOTNOTES AND ENDNOTES
MODULE 6
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
198
47-d1
⚪
continued
Prepare online materials that more clearly explain the areas of the dress code that appeared in the study as violations.
In summary, the current dress code is fulfilling the company philosophy to provide a comfortable work environment and to project a positive corporate image. Professional development is recommended in selected areas. Footnote text: 1
Policy #105-12 Dress Code, Adopted October 15, 2000, Revised January 1, 2010.
2
Study of five hundred companies revealed that 80% of the companies reported a 60% level of compliance by employees to established company dress policies.
1. Reformat 47-d1 as an unbound report.
47-d2
2. Change the bulleted list to a numbered list.
Edit report
3. Delete the second footnote. Scroll down to the bottom of page 2 and verify that the footnote is deleted. 4. Proofread and check; click Next to continue. (47-d2)
1. In the open document, insert the following explanatory endnotes to this administration checklist. Be sure to add a blank line between endnotes.
47-d3 Document with Endnotes
a. 18 computers1 1
checklist
All computers are installed with the Windows 7 operating system and Office 2010.
b. Door prize—Joey’s Steak House Gift Certificate2 2
Instructors must pick up the gift certificate from Mary Katherine Morgan, Office 208.
2. Check and close. (47-d3)
LESSON 47
REPORT WITH FOOTNOTES AND ENDNOTES
MODULE 6
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
199
Lesson 48
Assessment
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/48a Warmup LA
ALL LE TTE RS
Skill Building 48b
Timed Writing
3' 5'
48c
3'
5'
Whether any company can succeed depends on how well it fits
4
2
Success rests on certain key factors
8
5
that are put in line by a management team that has set goals for
13
8
the company and has enough good judgment to recognize how best to
17 10
reach these goals. Because of competition, only the best-organized
21 13
companies get to the top.
23 14
into the economic system.
Take two 5' timed writings.
Applications
gwam
A commercial enterprise is formed for a specific purpose:
27 16
that purpose is usually to equip others, or consumers, with
31 19
whatever they cannot equip themselves.
Unless there is only one
36 21
provider, a consumer will search for a company that returns the
40 24
most value in terms of price; and a relationship with such a
43 27
company, once set up, can endure for many years.
47 28
Thus our system assures that the businesses that manage to
51 31
survive are those that have been able to combine successfully an
56 33
excellent product with a low price and the best service—all in a
60 36
place that is convenient for the buyers.
With no intrusion from
64 39
outside forces, the buyer and the seller benefit both themselves
69 41
and each other.
70 42
1 1
4
3
2 2
3
When you complete a document, proofread it, check the spelling, and preview for placement. When you are completely satisfied, click the Continue button to move to the next document. Click the Check button when you are ready to error-check the test. Review and/or print the document analysis results.
Assessment Continue Check
LESSON 48
ASSESSMENT
MODULE 6
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
200
1. Key the leftbound report shown below. Apply the Equity document theme.
48-d1
2. Indent the long quotation appropriately. Remove the hyperlink to the website. Leftbound Report
3. Create a cover page using the Pinstripes cover page style. Key the following: Document Title: Key main heading.
TIP
Document subtitle: Orientation Session for New Employees
Remember to proofread and preview each document for placement before you move to the next one.
Date: Select the current date. Company Name: Okhuysen Design Company Author Name: Carole Okhuysen, President 4. Insert a Continuous section break at the top of the first page of the report. 5. Position the insertion point in the header of Section 2. Deselect Different First Page if it is selected. Break the links between the headers for both sections. Go to the footer of Section 2. Break the link between the footers for both sections. 6. Go to the header of Section 2 and number the pages of the report at the top right using the Plain Number 3 page number style. Change the page number format to begin with page 1. Click Different First Page to suppress the page numbers on the first page of the report. 7. Continue to the next document. (48-d1)
Copyright Directives Welcome to Okhuysen Design Company and to our fine group of design specialists. Orientation to a design company requires a review of copyright law and directives related to copyright issues you will encounter. Please read carefully the information provided in this report. Understand Technology Infringements As technology advances more rapidly than ever before, designers are faced with new challenges related to copyright compliance. History shows us that copyright infringements occur at the introduction of each new invention or emerging technology. Examples include the phonograph and tape recorder and mimeograph and copy machines. Today, the ease of copying Web materials and distributing electronic files provides even greater challenges. Authors who publish content on the Web, photographers who post their pictures on Web pages, and recording artists whose music is downloaded from the Web are only a few examples of copyright challenges resulting from this technology and the ease in which it can be done. Compounding the issue is that many designers may not be aware they are violating copyright law. The following list shows actions taken daily that are considered copyright infringements: •
Copying content from a Web page and pasting it into documents.
•
Distributing handouts that contain cartoon characters or other graphics copied from a Web page.
•
Presenting originally designed electronic presentations that contain (continued)
LESSON 48
ASSESSMENT
MODULE 6
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
201
graphics, sound and video clips, and/or photographs copied from a Web page.
48-d1 continued
•
Duplicating and distributing copies of music downloaded from the Web.
Know the Copyright Laws To avoid copyright infringement, the designer must be knowledgeable about copyright law. Two important laws include The Copyright Law of 1976 and the Digital Millennium Copyright Act of 1998, which was enacted to update the copyright law for the digital age. The Copyright Law of 1976: Original works are protected by copyright at the moment they are first originated—printed, drawn, captured, or saved to a digital storage area. The copyright protection is automatic when the original work is first established in the real medium of expression.1 With an understanding of the copyright laws, users/designers now realize that materials placed on a website may be copyrighted and are not available for downloading or copying and pasting into other documents. Sound advice is always to seek permission from the original copyright owner before using the material. Purchasing royalty-free content is another excellent way to avoid any question of copyright infringement. Protocol for Copyright Decisions Employment at Okhuysen Design Company requires your full understanding of the challenges designers face related to copyright infringement and knowledge of all copyright laws. Should you have questions about an action in which you are unclear, practice the following protocol: 1. Refer to the copyright section of our company handbook (www.okhuysen.com/copyright). 2. Contact Carole Okhuysen for company approval. Best of luck as you join our group of outstanding designers. Footnote 1
For full discussion, see ODC Employee Handbook, Section 12, page 59.
48-d2
1. Open 48-d1 and format as an unbound report.
Edit Report
2. Find all occurrences of the word challenges and replace the second occurrence with the word opportunities. 3. Delete the footnote.
BOOKMARK B
4. Check the test and close. (48-d2)
www co www.collegekeyboarding.com Module 6 Practice Quiz
LESSON 48
ASSESSMENT
MODULE 6
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
202
MODULE
7
Graphics LEARNING OUTCOMES Lesson Lesson Lesson Lesson Lesson
49 50 51 52 53
• • • •
Basic Graphics Pictures and SmartArt Format Text Graphically Documents with Columns Assessment
Lesson 49 New Commands
• Insert Shapes • Format Shapes
Learn to create and format graphics. Enhance documents with graphics. Create documents with columns and graphics. Build keyboarding skills.
Basic Graphics
• Insert Clip Art • Format Clip Art
WARMUP KEY YBOARDING PRO O DEL LUXE 2
Lessons/49a Warmup
Skill Building 49b
adjacent keys 1
were pool fast join tree guy trait cruise walk fare port trio buy
2
mere try career trade polka excite joint report revere riot quiet
3
Polly and Guy were trying to prepare a joint report very quickly.
Textbook Keying
1. Key each line, concentrating on using good keying techniques. Tap ENTER after each 3-line group. 2. Repeat the drill if time permits.
long, direct reaches 4
braced munch decide jumped many brave curve numb young hunt brunt
5
jungle nut glum bun precede muck break junk must plum nerve bunch
6
Cecilia munched on junk food while she hunted for her cat, Brent. 1
LESSON 49
BASIC GRAPHICS
2
3
4
5
6
7
8
9
10
11
12
13
MODULE 7
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
203
A
49c
ALL LE TTE RS
gwam
Timed Writing
1. Key a 1' writing on each paragraph; work to increase speed. Use wordwrap. 2. Key a 3' timing on all paragraphs.
12
4
79
two-thirds of all people are able to achieve that dream. Many young
26
9
84
people who are single do not think of buying a home; they live in rental
40 13
89
units. The reasons for their choice vary widely. Many recognize that
54 18
93
owning a home comes with major responsibilities. Others just have
67 22
98
never thought about the idea.
73 25 100
Why do families tend to focus more on owning their homes than
12 29 104
single people? Most seem to think that owning a home requires a
25 33 108
commitment to stay in the same location for a long period of time.
39 37 113
Single people are often not ready to make that commitment. They want
52 42 117
to be free to move on when opportunity knocks. Another reason is that
66 47 122
apartments provide more social outlets for singles.
77 50 126
down payment is required when you buy a home.
New Commands 49d KEYBO OARD DIN NG PRO O DELLUX XE 2 References/Word 2010 Commands/Lesson 49
3'
Homeownership is the dream of most Americans. Yet only about
A home can be a very good financial investment. Typically, a
1' 3'
1'
12 54 130
Significant tax
25 58 134
benefits accrue from owning a home. The mortgage payment consists
38 63 138
of both the interest on the loan and principal repayment. The interest
52 68 143
is tax deductible. The down payment and the portion of the payment
65 72 147
that goes to the principal are the owner’s equity.
76 75 151
1
2 1
3
4
6
5
7
2
8
9 3
10
11
12 4
13
L E A R NING AB OU T GRAPHICS Many different types of graphics can be used to enhance documents. Typically, graphics are used in documents such as announcements, invitations, flyers, brochures, reports, and newsletters. However, they can be used in virtually any type of document to enhance the document and to clarify or simplify concepts. For example, a picture may convey a concept that would take many words to describe adequately. It is important to use graphics strategically and not to overuse them. The overuse of graphics can be distracting to the reader. In this lesson, you will insert and format shapes and clip art. Shapes are actually drawing tools. They can be combined to create complex drawings. Office 2010’s clip art files include illustrations (created by hand or computer software), photographs, and audio and video clips.
LESSON 49
BASIC GRAPHICS
MODULE 7
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
204
S HA P E S Individual shapes can be added to a document, or a number of shapes can be combined to create a more complex drawing. Review the illustration at the right to view the different groups of preformatted shapes that are built into the software. Note that once you have used a shape, it is added to the group of Recently Used Shapes. It is also retained in the group in which it is normally located. You can add text to most shapes by clicking in the shape and keying the text.
To add a shape to a document: Insert/Illustrations/Shapes
TIP
1. Click Shapes to display the gallery of Shapes available.
To create a perfect circle or square (or to constrain the dimensions of other shapes), press and hold SHIFT while you drag.
2. Click the shape desired; then click in the document where you want to position the shape and drag diagonally to draw the shape the desired size. 3. To add text to the shape, click on it and key the text.
FO R MAT S HAPE S The size and layout of a shape can be changed with the mouse. The appearance of shapes can be changed by using a variety of drawing tools.
To change shape size or location with the mouse: Select the shape to display the sizing handles located in the corners and center of the borders.
TIP Dragging the sizing handles at the corners will retain the proportion of the shape; dragging the sizing handles at the center will distort the proportion of the shape.
•
To increase or decrease the shape size, hold the insertion point over a sizing handle; when the pointer turns to a double-headed arrow, drag to the size desired.
•
To move a shape, hold the insertion point over one of the borders; when the pointer turns to a four-headed arrow, drag to the position desired.
•
To rotate the shape, turn the rotation handle to the desired position.
•
To adjust the image’s appearance, drag the adjustment handle.
Adjustment handle
Rotation handle
Sizing handles Move arrow
LESSON 49
BASIC GRAPHICS
MODULE 7
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
205
Drawing tools can be used to apply a Shape Style; to change the shape fill, outline, or effects; to size the shape to specific dimensions; to position it; and to group multiple shapes. Position the mouse over each of the commands on the Drawing Tools Format tab to preview the description and other information about the commands. On the commands with drop-list arrows, click the arrow to view the gallery of options available. Some of the commands are shown below.
More button
To format a shape using the Drawing Tools commands: Drawing Tools Format/Shape Styles/Shape Fill, Shape Outline, Shape Effects, Shape Styles 1. Select the shape and then click the Shape Styles More button to display the Shape Styles gallery. 2. Click the desired style to apply it. -or3. Click the drop-list arrow on Shape Fill, Shape Outline, or Shape Effects and choose a fill color, outline color and weight, or a shape effect. Grouping shapes enables you to move all of the shapes in the group as one object. Groups can be ungrouped to make changes in an individual shape. Then they can be regrouped.
To group shapes: Drawing Tools Format/Arrange/Group 1. Press and hold the SHIFT key as you click each object that is to be a part of the group. 2. Click Group and then select Group. 3. To make changes to a shape in the group, click Group and then Ungroup. 4. After the changes have been made, select the shapes and group them.
SH A P E S
D RILL 1
1. Key your name and right-align it. Tap ENTER and return to left-align. 2. From the gallery of shapes, insert a Diamond, a Striped Right Arrow, a Rounded Rectangle, a Striped Right Arrow, and an Oval. Use the mouse to size the shapes about 1" high and the arrows 0.25" high. 3. Apply the Light 1 Outline, Colored Fill – Olive Green, Accent 3 Shape Style to the shapes that are not arrows.
LESSON 49
BASIC GRAPHICS
4. Add the text Plan, Execute, and Evaluate as shown below; apply bold to the text. 5. Apply Shape Fill – Olive Green, Accent 3, Lighter 80% and Shape Outline – Olive Green, Accent 3, Darker 50% to both arrows. 6. Group the shapes, and then move the group down so the top of the group is at about 2" on the Vertical Ruler. 7. Proofread and check; click Next to continue. (49-drill1)
MODULE 7
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
206
C L I P AR T Clip art is a media file that may be an illustration, photograph, video, or audio file. A large collection of clips is provided with Office software, and additional clips are available online. Clip art can be located by using keywords that describe the type of clip you are trying to find.
To add a clip to a document: Insert/Illustrations/Clip Art
TIP Check Include Office.com content in the Clip Art task pane to obtain clips from the Microsoft online gallery. If you do not locate the clip illustrated, substitute a similar one. Use other keywords if necessary to locate an appropriate clip.
1. Click Clip Art to display the Clip Art task pane. Key a word or phrase in the Search for box to locate the desired type of clip art. Accept the defaults and click Go. 2. Scroll to locate the desired clip and click it to insert it in the document. Note: If you do not find an appropriate clip, position the pointer over one or more clips, click the drop-list arrow 1 at the right of it, and then click Preview/Properties 2 . Note that other keywords are suggested that may help you locate a clip that meets your needs.
1
2
A new clip is inserted in a blank paragraph, like text. To move it easily, you must change the text wrapping option.
To change text wrapping and move a clip: Picture Tools Format/Arrange/Wrap Text 1. Click the clip in the document, and then click Wrap Text and select a style such as Square. 2. Drag the clip to the desired position.
LESSON 49
BASIC GRAPHICS
MODULE 7
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
207
To size a clip: Picture Tools Format/Size/Height or Width •
Click the clip in the document and use the Height or Width arrows in the Size group to adjust the clip to the desired size. -or-
•
Click the clip and position the pointer over the handles and drag to increase or decrease the size as you did with shapes.
CLIP A R T
D RILL 2
1. Key your name, right-align it, tap ENTER twice, and change to left-alignment. 2. Click Clip Art to display the task pane and search for a laptop computer clip. 3. Select a clip and click it to insert it in the document.
4. Apply Square text wrapping to the clip. 5. Size it to 4" by 4". 6. Drag the clip to the approximate horizontal center of the page. 7. Proofread and check; click Next to continue. (49-drill2)
WORKPLACE SUCCESS W
JGI/JAMIE GRILL/BLEND IMAGES/JUPITER IMAGES
Positive Attitude
LESSON 49
BASIC GRAPHICS
What makes a successful employee? Many employers respond to that question with a list of characteristics that are often referred to as “soft skills.” Having the skills and knowledge necessary to do your job is always expected, and most employers can determine if a potential employee has the necessary technical skills before hiring that person. Trying to determine whether a potential employee has the necessary soft skills is much more difficult. Most employers list a positive attitude as one of the top five characteristics that they seek in a potential employee. They believe that a positive attitude enhances performance. Although people with positive attitudes tend to smile more and be more optimistic, the primary reason employers seek people with a positive attitude is that they tend to be problem solvers. They look at problems as challenges that also come with opportunities and try to find ways to solve them. Self-confidence is also linked to a positive attitude. If you think you can do something, you are quite likely to do it. If you do not think you can do something and have doubts about your ability, you are not likely to do things you are capable of doing very well. Workers with a poor self-image are more likely to look for faults than strengths. Another very important reason for developing a positive attitude is that other employees prefer to work with individuals who have a positive attitude. Most companies require employees to work on teams; thus, having a positive attitude enhances teamwork and contributes to the success of the team.
MODULE 7
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
208
Applications
1. Tap ENTER three times to position the title at 2". 2. Key the report shown below and then apply the formats listed after the report.
49-d1 Document with Graphics
Trend Analysis Report Market Trends The population in the metropolitan area is growing both in the college’s service area and in the demographic segments that represent the greatest market enrollment. The metropolitan area continues to add employment opportunities at a growth rate of 22 percent, but the area economy suffers from some of the same insecurities about the future as do other areas. Information technology is creating more customer potential and new demands for the delivery of coursework as well as generating new opportunities for competitors to enter this educational market. The pace of change is forcing people at all levels of the economy to learn new skills at the same time they are being asked to work harder—and sometimes hold more than one job. The new school improvement plan has not taken shape as quickly as anticipated, but a move toward mastering skills and testing for proficiencies— not rote knowledge—is gaining momentum. 3. Apply the Essential theme to the document. 4. Apply Title style to the title and Subtitle style to the subtitle. 5. Use a checkbox symbol ( ) from the Wingdings font and apply bullets to the five paragraphs. 6. Tap ENTER 11 times following the last paragraph and key: Understanding our community to prepare for our future! Apply 18-point Brush Script MT font and center the paragraph. 7. Search for a clip using the keyword Trends. Select and insert the clip that shows a computer keyboard with a key named Trends. 8. Apply Square text wrapping and size the clip 2.5" high; position it below the bulleted text about 1.5" from the left edge of the paper. 9. Insert a Cloud Callout shape and size it 2" high; position it below the bulleted text about 1.5" from the right edge of the paper. Use the adjustment handle to connect the cloud to the Trends key in the clip art. 10. Add text to the callout: Market Trends Affecting Academia 11. Use the Quick Check on the next page to compare your document. 12. Proofread and check; click Next to continue. (49-d1)
LESSON 49
BASIC GRAPHICS
MODULE 7
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
209
QUICK
Check your documents against the illustrations below.
49-d1
49-d2
49-d2
1. In the open document, key the memo shown below.
Document with Graphics
2. Use plaque as the keyword to search and insert a clip of a plaque similar to the one shown above before the last paragraph of the memo. Size it 2.5" high; apply Square text wrapping.
rct inn
3. Draw a Bevel shape and size it 1.5" high by 3" wide. Key Jane P. Smith in the shape; increase the font size to 24 point. Click below the plaque and key the last paragraph. 4. Compare your document to the Quick Check above. 5. Preview, proofread, print, check, and close. (49-d2)
Mason M. White | Maria C. Tighe | Current date | Employee of the Month Plaque Effective next month, we plan to name an RCT Inn Employee of the Month. The plaque will be placed behind the registration desk for the entire month. Then it will be given to the employee. Please have a plaque designed and get quotes for the cost. We plan to use the plaque for a number of years. Therefore, please request that the quote be based on a three-year supply. A sample design shown below on the left illustrates the style we would like. Our name, logo, and Employee of the Month need to be incorporated in the design of the plaque. Then the name of the employee would be engraved and attached to the plaque as shown below on the right side. (Tap ENTER 10 times to leave space for illustrations)
Please bring a sketch of the plaque to our meeting next week for the management team to review. xx
LESSON 49
BASIC GRAPHICS
MODULE 7
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
210
Lesson 50 New Commands
• Insert Pictures • Size Pictures
Pictures and SmartArt • Adjust Pictures • Arrange Pictures
• Create SmartArt • Modify SmartArt
• Format SmartArt
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/50a Warmup
Skill Building
1
Max, Zam, and a local man saw an amazing cave on a long bus ride.
2
Janna came back home six times to visit the bat caves at the zoo.
3
We wrote Terry to try to get a quote; Perry tried to get a quote.
4
Perry peeped at Terry’s quote; were you there with Perry or Pete?
5
Kala was glad Alyssa sold a glass flask at a gala sale in Dallas.
6
Jack Hall’s dad was in Dallas at a glass sale; a sad lad saw him.
7
Jimmy saw him carve a great pumpkin; John deserved better awards.
8
Nikki saved a million as a minimum reserve on debt; Jimmy agreed.
9
Jamale Rodney, a neighbor, and Sydney may go to the lake by auto.
10
Bud got the tub of big worms to go to the dock to fish with them.
1st row
50b
Textbook Keying
1. Key each line once, concentrating on using good keying techniques. Tap ENTER twice after each 2-line group. 2. Repeat the drill if time permits.
3rd row
home row
one hand
balanced hand
New Commands 50c KEYBO OARD DIN NG PRO O DELLUX XE 2 References/Word 2010 Commands/Lesson 50
P I C TU R E S Pictures are photographs or other images created in software other than Word. The format and design tools for pictures are very similar to those you have used in the previous lesson. The same principle applies: To format the picture, click in it and apply the appropriate design or format from the tools that display. Pictures frequently need to be cropped to remove unwanted portions and to be compressed to reduce the file size. As with all graphics, pictures can be sized and moved. Picture styles can be applied, and a number of adjustments can be made.
To insert and format pictures: Insert/Illustrations/Picture 1. Click at the position you wish to insert a picture, and then click Picture to browse your files and select the picture to be inserted. 2. Click the picture and use the tools on the Picture Tools Format tab to apply a picture style, arrange the picture, or size it.
LESSON 50
PICTURES AND SMARTART
MODULE 7
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
211
To crop pictures: Picture Tools Format/Size/Crop 1. To crop one side of a picture, click Crop and drag the cropping handle on the side inward.
TIP You can drag the square handle on the side of a picture or other graphic to size the image, but you will distort its size. Always drag a corner handle to maintain the clip’s proportion.
2. To crop the same amount on two sides, press CTRL while you drag the handle. The cropping line will illustrate what is being cut off. 3. To finish, click off the picture.
Picture being cropped about ½" from both sides
TIP To move or “nudge” a picture or other graphic in very small increments, hold down CTRL while you press the Up arrow, Down arrow, Right arrow, or Left arrow key.
Picture being cropped about ¾" from the bottom
To compress pictures: Picture Tools Format/Adjust/Compress Pictures 1. Select the picture and click Compress Pictures. 2. You can change the defaults, but it usually is not necessary to do so. Click OK to compress the picture and reduce file size. Note that if you have cropped the picture, compressing it will remove the cropped areas. Until you compress, you can use the Crop tool to restore parts of the picture that were originally cropped.
D RILL 1
PICT UR E S
hippo with baby
1. Insert the hippo with baby picture from your data files.
Picture Tools Format/Picture S Styles/Picture t l Styles
2. Crop the picture about 0.5" from both sides and 0.75" from the bottom.
4. Apply the first picture style, Simple Frame, White.
3. Size the picture about 3" high; use Square text wrapping, and move it to the top center of the page.
LESSON 50
PICTURES AND SMARTART
5. Compress the picture, accepting the defaults. 6. Proofread and check; click Next to continue. (50-drill1)
MODULE 7
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
212
In previous drills, you have moved pictures with the mouse. You can also move pictures to specific places on the page by using the Position command options.
To position pictures on the page: Picture Tools Format/Arrange/Position 1. Follow the path to display the options for positioning pictures on the page. 2. Preview and select the desired option.
Besides using the Rotate handle on a picture to rotate it, you can use the Rotate options on the Picture Tools Format tab. Pictures can be rotated to the left or right or can be flipped vertically or horizontally.
To rotate pictures: Picture Tools Format/Arrange/Rotate 1. Follow the path to display the rotate options. 2. Preview and select the desired option. 3. To change the degrees of left or right rotation, click More Rotation Options.
D RILL 2
ARRA NGE PI CTUR ES
1. Insert the rhino picture from your data files. 2. Size it 4" high. 3. Hover the mouse pointer over the various positions for a live preview and then position it in Middle Center with Square text wrapping.
rhino
5. Hover the mouse pointer over the th rotate options for a live preview and then select Flip Horizontal. 6. Add a Bevel Rectangle picture style. 7. Preview the document. 8. Proofread and check; click Next to continue. (50-drill2)
4. Compress the picture, accepting the defaults.
LESSON 50
PICTURES AND SMARTART
MODULE 7
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
213
S M A R TAR T SmartArt consists of predesigned diagrams that help to simplify complex concepts. SmartArt layouts are grouped into nine categories: List, Process, Cycle, Hierarchy, Relationship, Matrix, Pyramid, Picture, and layouts from Office.com. You can elect to view all of the layouts or the layouts in one of the categories.
To insert and add text to SmartArt: Insert/Illustrations/SmartArt 1. Position the insertion point where you want to add the graphic, and click SmartArt to open the Choose a SmartArt Graphic dialog box shown below. Categories of SmartArt are listed at the left, the layouts for each category display in the center, and the preview and description of the appropriate use appear in the right pane.
2. Click the SmartArt layout you wish to insert. 3. Click in each shape and key the desired text. -orKey text in the Text Pane (shown at right) that displays along with the diagram.
TIP If desired, apply a document theme so that the SmartArt layout will use the appropriate colors of the theme.
Each SmartArt diagram offers a few shapes by default. If you need more shapes than the diagram offers, you can add shapes to the diagram. If you are keying text in the Text Pane, tapping ENTER after your last entry adds a new shape. Or you can add a shape at a specific location in the diagram using the SmartArt Tools Design tab.
To add shapes to SmartArt: SmartArt Tools Design/Create Graphic/Add Shape 1. Click in the shape before or after which you want to add another shape.
TIP The options available on the Add Shape list depend on the type of diagram you are working with.
LESSON 50
2. Follow the path to add a shape, or click the drop-list arrow and select an option from the Add Shape options. 3. Repeat the process until you have as many shapes as you need in the layout.
PICTURES AND SMARTART
MODULE 7
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
214
SM A R T A R T
D RILL 3 Insert/Illustrations/SmartArt
Effective Decision Making
1. Apply the Hardcover theme.
Identify Decision to Be Made
2. Insert the Converging Radial SmartArt layout. 3. Click in the shape at the right side and then click Add Shape three times to add three more shapes. 4. Click the Text Pane and key the text shown at the right. 5. Proofread and check; click Next to continue. (50-drill3)
Determine Options Analyze Options Select Best Option Implement Option Evaluate Decision Made
Applications
1. In the open document, note that Farbe uses the Black Tie document theme.
50-d1
2. Key the memo shown below, inserting the Name and Title Organization Chart where noted.
Document with Graphics farbe memo credenza
3. Click in the top shape and add another Assistant shape. Use the Text Pane to key the names in the organization chart. Click in the Title boxes to key the titles. In the second Assistant shape, use New as the name. 4. Use In Line with Text wrapping and size the organization chart 3.8" high by 6.5" wide. 5. Tap ENTER after the reference initials and insert the credenza picture from the data files. Size it 5" high and position at Top Center with Square Text Wrapping. Compress the picture, accepting the defaults. 6. Proofread and check; click Next to continue. (50-d1)
Marketing Employees | Mark Redman | Current date | Feedback from Executive Management Retreat The Executive Team approved the reorganization of the Marketing Department. The new organization chart is shown below. You will be pleased to note that our three area managers have been promoted to directors. (Insert Name and Title Organization Chart here. Key the names and titles shown below in the chart.) Mark Redman Vice President | Trista Blackmon Executive Assistant | New Executive Assistant | Andrea Kelly Director | Daniel Wexford Director | Jodye Bristow Director The Communications, Advertising, and Public Relations Teams will report to Andrea, the Marketing and Strategic Planning Teams will report to Daniel, and the Inside Sales and the Field Sales Teams will report to Jodye. A new assistant will be hired to support the three directors. The Executive Team also approved the purchase of credenzas that we requested for all of the Marketing Department offices. Of the three styles proposed, the team selected the style that is in Pat’s office in the Finance Department. See the picture on the next page.
xx
LESSON 50
PICTURES AND SMARTART
MODULE 7
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
215
50-d2
1. In the open document, apply Black Tie document theme.
Document with Graphics
2. Position the title on the first line so that the document will fit on one page. Apply Title style to the title and Subtitle style to the subtitle.
training notes
3. After the first paragraph, insert six blank paragraphs and center the graphics described in the next step vertically. 4. Insert Rounded Rectangle and Oval shapes as shown in the Quick Check below. Apply Shape Style Light 1 Outline, Colored Fill – Black, Dark 1 to both shapes. Size the shapes 9" high by 1.7" wide. Insert the text as shown; increase font size to 16 point and apply bold. 5. Insert Arrow shapes as shown below and apply Intense Line – Dark 1 Shape Style to both arrows. Size .7" wide. 6. Search Clip Art using the keywords global communication and insert a clip similar to the one shown below. Size it 1.5" high and apply Square text wrapping. 7. After the last paragraph, insert the Alternating Flow SmartArt from the Process category and size it 6.5" wide. Apply Light 1 Outline, Colored Fill – Black, Dark 1 Shape Style to the three main shapes. Size the shapes for bulleted text to about 2" wide. Apply Black Shape Outline to the under and over arrows in the SmartArt. Then key the text provided in the data file in the shapes. 8. Use the Quick Check below to compare your document. 9. Preview, check, and close. (50-d2)
QUICK
LESSON 50
Check your document against the illustration below.
PICTURES AND SMARTART
MODULE 7
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
216
Lesson 51 New Commands
• Insert WordArt • Create Drop Cap • Borders and Shading
Format Text Graphically • Character Spacing • Symbols and Special Characters
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/51a Warmup
Skill Building 1st finger
51b
1 2
Textbook Keying
1. Key each line once, concentrating on using good keying techniques. Tap ENTER twice after each 2-line group. 2. Repeat the drill if time permits.
New Commands
2nd finger
3 4
double letters
5 6
Freddie just gave a friend that nice ring for her fifth birthday. Ginger and Gretchen recently found three cute bunnies in my yard. Quinn will fix an old radio so Paul can play popular jazz loudly. Alexa was at the zoo with six polo players who quit playing polo. Jarrett cheerfully killed millions of bugs near the pool at noon. All planning committees have four dinner meetings with key staff.
W O R DAR T WordArt consists of decorative text that can be added to documents. WordArt is often used in announcements, flyers, casual letterhead, and newsletters to make the documents more interesting. A variety of styles and visual effects can be added to WordArt.
51c
To insert WordArt: Insert/Text/WordArt 1. Follow the path to display the WordArt gallery. 2. Preview and select the desired option. 3. Select the text in the text box that displays and replace it with your text. 4. Size and position the WordArt as desired.
LESSON 51
FORMAT TEXT GRAPHICALLY
MODULE 7
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
217
WordArt can be formatted by using the tools on the Drawing Tools Format tab. •
Styles—can be changed to any style in the gallery.
•
Text Fill—used to add color or change the color of the interior of the letters.
•
Text Outline—used to change the color, style, or weight of the lines of the exterior border of the letters.
•
Text Effects—add depth or emphasis to text, such as Shadow, Glow, Bevel, 3-D Rotation, or Transform.
To apply WordArt formats: Drawing Tools Format/WordArt Styles/Text Fill, Text Outline, Text Effects, or WordArt Styles 1. To change to a new WordArt style, preview and click the desired style. 2. To change Text Fill, Text Outline, or Text Effects, select the text, click the appropriate drop-list arrow, and select the desired color, line, or effect.
D RILL 1
WOR DA R T
1. Select the Fill – White, Warm Matte Bevel WordArt style; select the text; and key Happy Birthday to You!
3. Click the Text Effects drop-list arrow to display the Text Effect options and select Transform; then click Triangle Up to apply it.
2. Position at Top Center with Square Text Wrapping. Select the text and apply Red, Accent 2, Darker 50% Text Outline. Then apply Red, Accent 2, Lighter 60% Text Fill.
4. Proofread and check; click Next to continue. (51-drill1)
D R O P C AP A drop cap is a large capital letter at the beginning of a text block that is used to draw the reader’s attention. The dropped cap usually extends down three or four lines. The text of the paragraph can wrap around the dropped cap or extend to the right of it. Use the Drop Cap Options to change the font style or number of lines to drop.
To create a dropped cap: Insert/Text/Drop Cap 1. Click in the paragraph that you want to begin with a drop cap. 2. Click Drop Cap and select Dropped or In margin.
D RILL 2
DROP CA P
portfolio structure
1. In the open file, select the first letter of the first paragraph, and apply an In margin cap.
3. Select the first letter of eachh paragraph and change the In margin cap to a Dropped cap.
2. Repeat step 1 for the first letter of the second paragraph.
4. Proofread and check; click Next to continue. (51-drill2)
LESSON 51
FORMAT TEXT GRAPHICALLY
MODULE 7
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
218
P A G E B O R D E RS In Module 5, you applied borders and shading to tables. In this module, you will apply borders to pages and borders and shading to paragraphs. Page borders can be formatted using a variety of line styles, weights, and colors.
To apply a page border: Page Layout/Page Background/Page Borders 1. Click Page Borders to display the Borders and Shading dialog box. 2. Make sure the Page Border tab is active.
TIP
3. Choose the desired setting, line style, color, and width.
Note that the line color displayed is determined by the theme colors.
4. In the Apply to box
1
, choose the desired option.
1
PAG E BOR DER S
D RILL 3
1. Open 50-d2 and apply a Box page border.
3. Choose Gray, 80%, Text 2 color.
2. Choose a thick-and-thin line style, 2¼ pt width shown in the illustration above.
4. Apply to Whole document.
KEYBO OARD DIN NG PRO O DELLUX XE 2 References/Word 2010 Commands/Lesson 51
LESSON 51
5. Proofread and check; click Next to continue. (51-drill3)
P A R AG R APH B ORD E RS AND SHAD ING Borders and shading may be applied to paragraphs or to selected text as shown in the illustration below.
FORMAT TEXT GRAPHICALLY
MODULE 7
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
219
To apply a paragraph border and shading: Page Layout/Page Background/Page Borders 1. Click in the paragraph or select the text to be formatted with a border. 2. On the Borders tab, select the style, color, and setting. Apply to paragraph or text. 3. On the Shading tab, select the desired color in the Fill box and apply to paragraph or text.
PARA GR A P H BOR DER S
D RILL 4 1. Key the paragraph shown on the right.
2. Apply a thin-and-thick box border, with Red color from the Standard Colors and 3-point line width. 3. Apply Dark Blue, Text 2, Lighter 60% shading to the paragraph.
This paragraph is formatted with a 3-point red, thin-and-thick box border, and Dark Blue, Text 2, Lighter 60% shading.
4. Proofread and check; click Next to continue. (51-drill4)
C HA R AC TE R SPACING Character spacing is used to expand or condense text. It is useful in spreading out a heading or compacting text when space is limited.
To apply character spacing: Home/Font/Font Dialog Box Launcher
TIP Note that text effects can be applied to text and to WordArt. In Drill 5, the effect is applied to text and should be selected from the Font group.
D RILL 5
1. Select the text and click the Advanced tab on the Font dialog box. 2. Click Spacing; select Expanded or Condensed and use the spin arrows to specify the points.
CH A R A CT E R SPACI NG
1. Key the text shown at the right; apply Cambria 16-point font. Center and tap ENTER twice after each line. 2. Expand the first line by 2 points and the second line by 1 point; condense the third line by 1 point. 3. Apply Gradient Fill – Purple, Accent 4, Reflection Text Effect to the second line.
Expanding Character Spacing with Heading Font Expanding Character Spacing with Text Effects Condensing Character Spacing with Heading Font
4. Proofread and check; click Next to continue. (51-drill5)
LESSON 51
FORMAT TEXT GRAPHICALLY
MODULE 7
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
220
S Y M B O L S AND SPE CIAL CHARACTE RS Symbols and special characters that are not on your keyboard can be inserted using the Symbol command. Different types of symbols can be inserted depending on the font selected. Some symbols are scientific or mathematical and are generally located on the Symbols font. Other symbols are decorative and are generally located on the Wingdings fonts.
To insert symbols: Insert/Symbols/Symbol 1. Click in the document where the symbol is to be inserted. 2. Follow the path to display the gallery of symbols. The Gallery generally contains the symbols that have been recently used on that computer. If the symbol you want to insert is not among the options, click More Symbols to display the Symbol dialog box. 3. Make sure the Symbols tab is selected, and then check the Font box for the appropriate font. If Symbol (or the font you want to use) is not displayed, click the drop-list arrow and scroll to the desired font and select it. 4. Scroll down to locate the desired symbol and select it. 5. Click Insert and Close.
Special characters not located on the keyboard are located on the Special Characters tab. Examples of some of the special characters include Em Dash, Nonbreaking Hyphen, Registered, Trademark, and Paragraph.
To insert special characters: Insert/Symbols/Symbol/More Symbols 1. Position the insertion point where you want to insert the special character. 2. Click the Special Characters tab in the Symbol dialog box. 3. Select the special character desired; click Insert and Close.
SY MBOLS AND SPECI AL CHAR ACTER S
D RILL 6 1. Apply Verdana 16-point font.
2. Insert the following symbols; tap ENTER after each symbol. a. Plus or minus symbol (±) from the Symbol font b. Smiley face (☺) from the Wingdings font c. Check box ( ) from the Wingdings 2 font
3. Key text when indicated and insert the following special characters; tap ENTER after each character. a. Key: Farbe Microfiber™ (Trademark) b. Section (§) c. Paragraph (¶) 4. Proofread and check; click Next to continue. (51-drill6)
LESSON 51
FORMAT TEXT GRAPHICALLY
MODULE 7
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
221
Applications
1. Apply custom margins of 0.75" top, bottom, and sides; apply landscape orientation.
51-d1
2. Tap ENTER 11 times and key the announcement text using 26-point font; justify text, and apply a drop cap to the first letter. Select the drop cap and apply Dark Blue, Text 2 font color.
Announcement with WordArt and Drop Cap
3. Select the clip art shown in the left margin. Crop the black border from all sides; then resize the clip art to 2" high. Position in Top Center with Square Text Wrapping. 4. Use Fill – White, Outline – Accent 1 WordArt for the title; apply Red from Standard Colors Text Fill, and 1½ point weight Text Outline; then click Transform Text Effects and apply Triangle Up. Size the WordArt 1.25" high and 9" wide and center it. 5. Apply a Dark Blue, Text 2, double-line, 1½-point page border. 6. Proofread and check; click Next to continue. (51-d1)
Fourth of July Celebration Pack your lawn chairs or blankets and bring the entire family to join your friends and neighbors for the annual Fourth of July celebration at City Park. Music and festivities begin at 7:30 and end with a spectacular fireworks display at 10:30.
51-d2
1. Tap ENTER three times and key the text shown below, inserting the symbols or special characters shown.
Character Spacing, Symbols, and Special Characters
2. Apply 16-point, bold font to the title and use character spacing to expand it by 2 points. 3. Apply 16-point, bold, Red text to the Wingdings 2 and Wingdings symbols in the first sentence and the special character in the second sentence. Space twice before and after each symbol or special character. 4. Select all of the text and add a 3-D paragraph border; use Red Standard Color and a 3-point thick-and-thin line. Then add Red, Accent 2, Lighter 80% shading to the text. 5. Check and close. (51-d2).
Symbols and Special Characters My instructor put the symbols
±
and
on my paper.
Then she wrote, “What does this special character placed on the title of an article?”
LESSON 51
FORMAT TEXT GRAPHICALLY
©
mean when it is
MODULE 7
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
222
Lesson 52 New Commands
Documents with Columns
• Equal-Width Columns • Balance Columns • Revise Column Structure
• Format Banner • Wrap Text Around Graphics
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/52a Warmup
New Commands 52b KEYBO OARD DIN NG PRO O DELLUX XE 2 References/Word 2010 Commands/Lesson 52
C O L U MNS O F E QU AL W ID TH Text may be formatted in multiple columns on a page to make it easier to read. The text flows down one column and then to the top of the next column. Often the heading on documents with columns spans multiple columns. The heading is called a banner or masthead. Programs, newsletters, flyers, and brochures are typically formatted in columns. Columns may be of equal width or of varying widths. In this lesson, you will work with equal-width columns. Columns may be formatted before or after keying text. Generally, it is easier to format text in columns after it has been keyed. Columns are often balanced or forced to end at approximately the same point on the page.
To format equal-width columns: Page Layout/Page Setup/Columns 1. Select the text you want to format in columns; click Columns, and select the desired number of columns. 2. To balance columns on a page, click at the end of the columns and insert a Continuous section break.
D RILL 1
COLUMNS
1. In the open document, select the title and apply Gradient Fill – Orange, Accent 6, Inner Shadow Text Effect from the Font group on the Home tab. 2. Select the text, click Columns, and select Three.
productivity
Page Layout/Page Setup/Breaks B k 4. Add a Continuous section break at the end of the columns to balance them. 5. Proofread and check; click Next to continue. (52-drill1)
3. Preview the document and then revise the column structure; select the text again and click Two columns.
LESSON 52
DOCUMENTS WITH COLUMNS
MODULE 7
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
223
W R A P TE X T AROU ND G RAPHICS When graphic elements are used in documents formatted in columns, the text usually wraps around the graphic. A graphic can be positioned in one column or may overlap multiple columns. You can position the graphic with the mouse or Position command.
To wrap text around graphics and position graphics: Picture Tools Format/Arrange/Wrap Text or Position 1. Select the graphic, choose Wrap Text, and select the desired wrapping style. 2. Use the mouse to drag the graphic to the position in a column. -orClick Position and select the desired position. You can also add lines between columns to separate the text in the columns.
To add a line between columns: Page Layout/Page Setup/Columns 1. Display the options and choose More Columns to display the Columns dialog box. 2. Click Line between. To remove the line, remove the check from the box.
D RI LL 2
LINE BE T WEEN COLUMNS
1. Open 52-drill1; search for clip art using the keywords business men computers; select a clip like the one shown below.
3. Size the picture to 1.6" high and 2.4" wide; add a line between the columns.
2. Apply Position in Middle Left with Square Text Wrapping; then drag the clip to the horizontal center of the column.
4. Proofread and check; click Next to continue. (52-drill2)
D RI LL 3
GRAP HI CS
1. Open 52-drill2 and remove the line between columns.
3. Use Rotate to flip the clip horizontally.
2. Position the graphic in Middle Center with Square Text Wrapping.
4. Preview, check, and close. (52-drill3)
QUICK
Check your documents against those shown below.
52-drill2
LESSON 52
DOCUMENTS WITH COLUMNS
52-drill3
MODULE 7
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
224
Communication 52c1 KEYBO OARD DIN NG PRO O DELLUX XE 2 References/Communication Skills/Capitalization
1. Review the capitalization rules and examples in Keyboarding Pro DELUXE 2. 2. Key the sentences, correcting all capitalization errors. Use the Numbering command to number the sentences. 3. Proofread and check; click Next to continue. (52c1)
52c2 1. Key the sentences, correcting all capitalization errors. Use the Numbering command to number the sentences. 2. Proofread and check; click Next to continue. (52c2)
LESSON 52
C A P I T AL IZATION 1. according to one study, the largest ethnic minority group online is hispanics. 2. the american author mark twain said, “always do right; this will gratify some people and astonish the rest.” 3. the grand canyon was formed by the colorado river cutting into the high-plateau region of northwestern arizona. 4. the president of russia is elected by popular vote. 5. the hubble space telescope is a cooperative project of the european space agency and the national aeronautics and space administration. 6. the train left north station at 6:45 this morning. 7. the trademark cyberprivacy prevention act would make it illegal for individuals to purchase domains solely for resale and profit. 8. consumers spent $7 billion online between november 1 and december 31, 201-, compared to $3.1 billion for the same period in 2010. 9. new students should attend an orientation session on wednesday, august 15, at 8 a.m. in room 252 of the perry building. 10. the summer book list includes where the red fern grows and the mystery of the missing baseball.
1. buckminster fuller has been called a renaissance man and has been compared to ben franklin. 2. the first paperback books, introduced in 1935, included works by agatha christie and ernest hemingway. 3. the great scientist albert einstein said, “anyone who has never made a mistake has never tried anything new.” 4. margaret thatcher was the first woman to be elected prime minister of great britain. 5. the marketing department closes its search for new employees on friday, march 15. 6. aunt jane and my mother are flying to paris for thanksgiving. 7. several sites to see in washington, d.c. include the smithsonian institute, the jefferson memorial, and the washington monument. 8. the movie, the pelican brief, was set in a large city in the south. 9. the attorney quoted from section 2 of the code. 10. the twin cities futbol club and the north dallas baseball association are combining efforts to raise money for the american red cross.
DOCUMENTS WITH COLUMNS
MODULE 7
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
225
Applications
1. Apply the Grid theme and Narrow margins.
52-d1
2. Tap ENTER four times and key the newsletter as it is shown. Do not format as you key.
Newsletter
3. Select the text and format it into two equal-width columns. Note that a Continuous section break is positioned above the columns. 4. Apply a Tan, Accent 1, Darker 50%, 1½-point double-line page border. 5. Insert Gradient Fill – Brown, Accent 4, Reflection WordArt, and key the title Arena Update. Apply Square text wrapping and position the WordArt between the top border and the Continuous section break. Size the WordArt 1" high and 4" wide. Center the WordArt horizontally. 6. Click in the first heading and apply Heading 1 style. Click Remove Space Before Paragraph and then Add Space After Paragraph. Repeat these steps for the second and third headings. 7. Insert the clip art indicated below; use Square text wrapping and position each clip as shown on the next page. a. Use keyword shovel for the first clip; size the clip 1.5" high. b. Use keywords building blocks for the second clip; size the clip 2.3" high. c. Use keywords stadium seats for the third clip; size the clip 2.5" high. 8. Check and close. (52-d1)
Arena Update Get Your Shovels Ready! The architects have put the final touches on the arena plans, and the groundbreaking has been scheduled for March 18. Put the date on your calendar and plan to be a part of this exciting time. The Groundbreaking Ceremony will begin at 5:00 at the new arena site. After the ceremony, you will join the architects in the practice facility for refreshments and an exciting visual presentation of the new arena. The party ends when we all join the Western Cougars as they take on the Central Lions for the final conference game. Cornerstone Club Named Robbie Holiday of the Cougars Club submitted the winning name for the new premium seating and club area of the new arena. Thanks to all of you who submitted suggestions for naming the new club. For his suggestion, which was selected from over 300 names submitted, Robbie has won season tickets for next year and the opportunity to make his seat selection first. The Cornerstone Club name was selected because members of our premium club play a crucial role in making our new arena a reality. Without the financial support of this group, we could not lay the first cornerstone of the arena. Cornerstone Club members have first priority in selecting their seats for both basketball and hockey in a specially designated section of the new arena. This section provides outstanding seats for both basketball games and hockey matches. Club members also have access to the Cornerstone Club before the game, during halftime, and after the game. They also receive a parking pass
LESSON 52
DOCUMENTS WITH COLUMNS
MODULE 7
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
226
for the lot immediately adjacent to the arena. If you would like more information about the Cornerstone Club and how you can become a charter member, call the Cougars Club office during regular business hours. What View Would You Like? Most of us would like to sit in our seats and try them out before we select them rather than look at a diagram of the seating in the new arena. Former Cougar players make it easy for you to select the perfect angle to watch the ball go in the basket. Mark McKay and Jeff Dunlap, using their patented Real View visualization software, make it possible for you to experience the exact view you will have from the seats you select. In fact, they encourage you to try several different views. Most of the early testers of the new seat selection software reported that they came in with their minds completely made up about the best seats in the house. However, after experiencing several different views with the Real View software, they changed their original seat location request.
QUICK
LESSON 52
Check your document against the one shown below.
DOCUMENTS WITH COLUMNS
MODULE 7
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
227
Lesson 53
Assessment
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/53a Warmup A
ALL LE TTE RS
Skill Building 53b
gwam
Most people today realize that they cannot count on their employer or on the government to provide for their retirement. They must plan for their own future. Young people who are healthy and are not concerned about retirement often do not consider the value of benefits when they compare job offers they have. They tend to focus more on the salary they will earn. Most companies provide some type of health benefits. The portion that the employee has to pay tends to vary widely, however. Therefore, it is wise to analyze the quality, the type of coverage provided, and the cost of the benefits to the employee. A lower salary with benefits paid by the company may produce more net income than a higher salary with high benefit costs to the employee. To recruit bright, young people who are likely to change jobs many times, companies set up portable savings plans that defer taxes on income. The company matches a certain percentage of the savings to provide incentives for the employee to contribute to the plan. Usually the plan vests in less than five years, and employees can take the entire amount with them when they leave.
Timed Writing
Key two 3' timed writings.
1' 3'
Applications 53c
1
2 1
3
4
6
5 2
7
8
9 3
10
11
12 4
1'
3'
12
4 79
25
8 84
39 13 89 52 17 93 66 22 97 73 24 100 13 29 104 27 33 109 42 38 114 56 43 119 69 47 123 77 50 126 12 54 130 26 59 134 40 63 139 54 68 144 69 73 149 76 76 151
13
When you complete a document, proofread it, check the spelling, and preview for placement. When you are completely satisfied, click the Continue button to move to the next document. Click the Check button when you are ready to error-check the test. Review and/or print the document analysis results.
Assessment Continue Check
LESSON 53
ASSESSMENT
MODULE 7
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
228
1. Prepare the newsletter using the information that follows:
53-d1
a. Set custom margins at 0.75" for all margins; tap ENTER three times, enter a Continuous section break, and key the text. Apply Heading 2 style to all headings.
Newsletter central portfolio
DISCOVER Insert/Text/Object 1. Position insertion point where you wish to insert the diagram.
b. Format the text using two equal-width columns. Balance the columns. c. Use Fill – Red, Accent 2, Matte Bevel WordArt to create the banner heading, Central Foundation Update; position in Top Center with Square Text Wrapping and size the WordArt 0.8" high. d. Insert the Word data file central portfolio below the columns and center the diagram. Make sure that the columns remain balanced and the newsletter fits on one page. See the Quick Check on the next page. 2. Proofread; check Spelling and Grammar; correct all errors. (53-d1). 3. Continue to the next document.
2. Select Text from File.
Central Foundation Update Central University Foundation committees met this past week, and this newsletter is designed to update all Board Members of the actions taken by the Investment Committee. At its last meeting, the Foundation Board charged the Investment Committee to work with its consultants to diversify the Foundation’s investment portfolio and present the proposed portfolio structure to the full Board for its approval at its next meeting.
TIP Use Show/Hide. When you insert the diagram, only one paragraph marker (¶) should appear below the Continuous section break. Delete any other paragraph markers that display. You may have to move the diagram over until the columns are balanced again and then position it at the center.
Asset Allocation The Investment Committee agreed on an aggressive asset allocation of 75% equity and 25% fixed income securities. The Foundation endows its assets in perpetuity and spends only 5% of the income earned on these assets each year. Therefore, the extremely long time horizon of the investment portfolio justifies the aggressive investment in equities. Asset Classes The Committee considered eight classes of assets: large cap core, large cap value, large cap growth, small cap value, small cap growth, international equities, fixed income, and alternative assets. The Committee included all classes of assets except alternative investments in its recommendation. Alternative investments are so named because these assets have not traditionally been included in the portfolios of foundations. Alternative investments include assets such as hedge funds, venture capital funds, real estate funds, and direct investment in startup ventures. The Committee recommends that investments in alternative investments be deferred for at least a year. Asset Weightings Obviously, some of the equity classes deserve higher weightings than other classes. Small cap stocks and international stocks play a less predominant role in traditional foundation portfolios than large cap stocks. The portfolio structure diagram shown below contains the Investment Committee’s recommendations for the various asset classes. Weighting is dependent on the economy.
LESSON 53
ASSESSMENT
MODULE 7
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
229
53-d2
1. In the open document, key the memo from the information below.
Memo with Picture and Shapes
Management Team | Sherry Frazier | Current date | Patio Plans The picture shown below illustrates the patio style that we plan to use for our new patio. Our fountain lends to this type of design.
rct inn patio plan
We can choose other options for laying the blocks if we wish to do so. One example would be a diamond pattern rather than the square pattern. Other samples will be presented at our next meeting. 2. After the first paragraph, tap ENTER eight times before keying the second paragraph. Then tap ENTER seven times and key the reference initials.
TIP Insert the first Diamond shape and format it; then press CTRL and drag to copy the shape. You can also use Copy and Paste.
3. In the space below the first paragraph, insert the patio plan picture. Crop the left side of the picture to the rounded edge of the patio; crop the top of the picture to the top of the brick column. Size the picture 2.5" high and compress it. Center the picture horizontally. 4. Insert four Diamond shapes below the second paragraph; size them 1" by 1" and apply Colored Outline – Green, Accent 4 Shape Style. 5. Position the second Diamond shape directly below the first with the points touching; position the third Diamond shape to the right of the first shape with the points touching; position the fourth Diamond shape directly below the third shape with the points touching. Group the shapes and center horizontally. See the Quick Check below. 6. Preview, print, and check. (53-d2) 7. Check test and close.
QUICK
Check your documents against the ones shown below.
BOOKMARK B
53-d1
53-d2
www co www.collegekeyboarding.com Module 7 Practice Quiz
LESSON 53
ASSESSMENT
MODULE 7
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
230
MODULE
Document Review
8
LEARNING OUTCOMES Lesson 54 Lesson 55
Review Memos and Letters Review Reports
Lesson 54
• Review and edit memos and letters. • Review, edit, and format reports with tables and graphics. • Build keying and editing skills.
Review Memos and Letters
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/54a Warmup
Skill Building Applications
1. Revise the open document to make it a memo to Richard M. Taylor from Dianne C. Gibson.
54-d1
a. Use November 1, 201- as the date.
Memo
b. The subject of the memo is Trail Design Meeting. c. Send a copy of the memo to Bruce R. Diamond, NatureLink, Inc. edit memo
2. Proofread and check; click Next to continue. (54-d1)
1. Key the memo shown below; supply all necessary parts.
54-d2
2. Check your memo against the Quick Check on the next page.
Memo
3. Proofread and check; click Next to continue. (54-d2)
KEYBO OARD DIN NG PRO O DELLUX XE 2 References/Document Formats/Memo
Planning Commission | Community Park Site Committee | Current date | Community Park Site Assessment | Attachment: Community Park Site Assessment Report | Copy to Mayor Charles Morgan The Community Park Site Committee has completed its assessment of the potential sites for the new park. Our report is attached. The Committee unanimously recommends that the Westlake site be used for the new park. The Woodcreek site was considered acceptable, but it is not as desirable as the Westlake site. The Southside site was the least desirable of the three sites. Please contact us if you have any questions.
LESSON 54
REVIEW MEMOS AND LETTERS
MODULE 8
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
231
1. Prepare a letter using block letter style and open punctuation to:
54-d3
Mr. Kazuki Wang | 2170 Bryant Street | San Francisco, CA 94110-2128 Block Letter KEYBO OARD DIN NG PRO O DELLUX XE 2
2. Date the letter October 11, 201-, use an appropriate salutation and complimentary close, and use your name as the signature. 3. Search for section each time it appears and replace it with phase.
References/Document Formats/Block Letter
4. Use the Thesaurus to find a synonym for prolific. Select the first option. 5. Proofread and check; click Next to continue. (54-d3)
Our team completed its preliminary review of your proposal today. Overall, we are very pleased with the approach you have taken. Please plan to provide the following information at our October 18 meeting: 1. Please provide a more detailed pricing plan. We would like to have each section of the project priced separately specifying hourly rate and expenses rather than the one total sum quoted. 2. How many hours do you estimate will be necessary to complete each section of the project? When would your firm be able to begin the project? We look forward to a very prolific meeting on October 18.
QUICK
Check your documents against the illustrations below.
54-d2 54 d2
LESSON 54
REVIEW MEMOS AND LETTERS
54-d3 54 d3
MODULE 8
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
232
1. Key the letter shown below in modified block style and mixed punctuation to:
54-d4
Ms. Anne R. Marshall | 3088 Myrtle Street | Evansville, IN 47710-3060 Modified Block Letter KEYBO OARD DIN NG PRO O DELLUX XE 2 References/Document Formats/ Modified Block Letter
2. Supply all necessary letter parts. The letter is from Lynn P. Timmons. 3. Find all occurrences of quotation and replace with proposal. 4. Check and close. (54-d4)
giving
the opportunity to
submitted in response
Thank you for letting us analyze the three proposals you wanted us to
to your Request for Quotation review and to give you our recommendations. Two of the three proposals were
and
written by consultants who are experienced who have reasonably good
in the specific area of work to be performed
reputations.
The Bradford quotation misses the target. Even though it matched your
s
as specified in your Request for Quotation
RFP and focused on productivity and cost reduction, the approach is a standard industrial engineering approach with emphasis on efficiency. This type of
is more effective for factory and clerical work than it is for work done by professionals.
approach does not work well for your type of employees.
The Eastman quotation uses an approach that is better suited to your
meet your expectations. employees and should accomplish what you expect it to. However, we have
first
concerns about the price quoted. The 1st phase of the program costs $20,000
,
second
first
first
and the 2nd phase cost depends on the results of the 1st phase. The 1st phase is
second
too high, and you need more specifics on the 2nd phase costs. The McAlexander quotation was submitted by a group that specializes in
would prefer to recommend a group with more employee benefits. We question their expertise in productivity and cost reduction. We recommend that you negotiate the price on the Eastman quotation.
and will be happy to assist you with that process
LESSON 54
REVIEW MEMOS AND LETTERS
MODULE 8
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
233
Lesson 55
Review Reports
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/55a Warmup A
ALL LE TTE RS
Skill S kill B Building ildi 55b
Timed Writing
Key two 3' timed writings. Strive for control.
3' 5'
Applications
gwam
3'
5'
Voting is a very important part of being a good citizen. However, many young people who are eligible to vote choose not to do so. When asked to explain or justify their decision, many simply shrug their shoulders and reply that they have no particular reason for not voting. The explanation others frequently give is that they just did not get around to going to the voting polls. A good question to consider concerns ways that we can motivate young people to be good citizens and to go to the polls and to vote. Some people approach this topic by trying to determine how satisfied people are who do not vote with the performance of their elected officials. Unfortunately, those who choose not to vote are just as satisfied with their elected officials as are those who voted. One interesting phenomenon concerning voting relates to the job market. When the job market is strong, fewer young people vote than when the job market is very bad. They also tend to be less satisfied with their elected officials. Self-interest seems to be a powerful motivator. Unfortunately, those who do not choose to vote miss the point that it is in their best interest to be a good citizen.
4
2
8
5
12
7
1
2
21 13 25 15 29 18 34 21 39 23 43 26 48 29 52 31 56 34 61 36 65 39 69 41 74 44 78 47 79 47
4
3
2 1
16 10
3
1. Key the report on the next page. 2. Key the main heading Foundation Property at 2" and apply Title style.
55-d1
3. Apply Heading 1 style to the side headings.
Report with Table
4. Edit and format the table: a. Make the edits shown in the table.
KEYBO OARD DIN NG PRO O DELLUX XE 2
b. Apply 14-point font to the main heading in the table. Change the height of row 1 to 0.35". Center the heading vertically and horizontally.
References/Document Formats/Report
c. Add a row at the bottom of the table. Key in the three columns: Total | $34,815,000 | 100% d. Adjust column widths to remove extra space and center the table horizontally. 5. Proofread and check; click Next to continue. (55-d1)
LESSON 55
REVIEW REPORTS
MODULE 8
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
234
Insert side heading: Out-of-State Property
Insert side heading: South Carolina Property
The Foundation owns both out-of-state and in-state property. However, the bulk of the property is located within South Carolina. Properties are acquired either by gift or purchase. Virtually all of the out-of-state property is acquired by gift. Occasionally, a parcel of undeveloped or developed land will be offered to the Foundation at a bargain price. The Foundation then sells the property as soon as it is feasible to do so and retains the profit. The total value of the out-of-state property is $2,145,000. Some of the in-state property is purchased by the Foundation for future use. Other property is donated to the Foundation. Donated property may be retained for future use or sold. In-state property is divided into three regions—Coastal, Midlands, and Other. The following table shows the distribution of the property by region:
Bold Property Location and Value South Carolina Regions Value of Property in Region Coastal Region $18,325,000 Midlands Region 12,650,000 Other Regions—In-State 3,840,000
Bold and Center headings
Right align
Percentage of Total Property 53% 36% 11%
Center align
The total value of the in-state property is $34,815,000. More than half of the property is located in the Coastal region. The next largest concentration is in the Midlands region. The property values are based on the appraisal price at the time of the acquisition. Most real estate professionals estimate that the current value is more than double the value shown in the table.
55-d2
1. In the open document, format the report as a leftbound report.
Report with Table
2. Position the headings on the first and last pages at 2" from the top of the page and apply Title style to both headings.
leppard
3. Use Heading 1 format for all side headings. Capitalize main words in all side headings. 4. Insert the table shown below under the table caption on the first page.
Capacity Number of beds
REVIEW REPORTS
Leppard
184
385
Hospital utilization average daily census
94
326
Medicare utilization average daily census
53
104
364
1,682
Full-time equivalent
LESSON 55
Babcock
MODULE 8
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
235
5. Format the caption of Table 1 using Heading 2 style and center it. Add space before the paragraph that follows the table. 6. Use the Light List – Accent 1 table style. Center column headings. 7. Insert a column to the left of Babcock; key the column head Juk, and insert the following data in the column, from top to bottom: 165 136 60 615 8. Adjust column widths so all information is on one line. Remove any extra space in the columns and center the table horizontally. 9. Replace each of the citations (for example: Miguel, 2010, 6) in the report with the following footnotes. Insert a blank line between footnotes 1 and 2.
TIP The Miguel and Glenn Studies are not published studies; therefore no publisher is listed in the footnotes.
Isabella Miguel, Hospital Growth Analysis (Atlanta, 2010), p. 6. Andrew Glenn, Metro Analysis Feasibility Study—Leppard Outpatient Center (Atlanta, 2010), p. 8. Mark Gibson, “Outpatient Costs in the Southeast,” Health Care News, January 2010, p. 36.
REVIEW Insert Cover Page Insert/Pages/Cover Page
10. Insert the Sideline cover page. Key the title Expansion of Leppard Outpatient Center, and replace the author name near the bottom of the page with your name. Insert the current date in the date field, and delete the other fields you do not need. 11. Insert a Continuous section break at the top of the first page of the report.
DISCOVER D To delete dele e a field on the title page, click in the field to display the field name, click the field name, and tap DELETE.
12. Position the insertion point in the header of Section 2. Deselect Different First Page if it is selected. Break the links between the headers for both sections. Go to the footer of Section 2. Break the link between the footers for both sections. 13. Go to the header of Section 2 and number the pages of the report at the top right using the Accent Bar 2 page number style. Change the page number format to begin with page 1. Click Different First Page to suppress the page numbers on the first page of the report. 14. Use Spelling & Grammar to check the document; proofread using Full Screen Reading view. 15. Click Next to continue. (55-d2)
LESSON 55
REVIEW REPORTS
MODULE 8
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
236
QUICK
Check your document against the illustrations below.
Cover page and Page 1
Pages 2–3
LESSON 55
REVIEW REPORTS
MODULE 8
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
237
Page 4
55-d3
1. Key the report on the next page, making all edits noted; then follow the remaining directions.
Report with Graphics
2. Position the title at 2" and apply Title style. Apply Heading 1 style to side headings. 3. Insert page numbers at the top right; do not show on first page. 4. Use Find and Replace to locate all occurrences of theme and replace it with community each time it occurs. 5. Apply the Foundry theme to the document. 6. Key the table and adjust column widths to remove extra space. Format the table as follows: a. Apply Medium Grid 3 – Accent 2 to the table. Bold the headings in cells B2–D2. b. Change the height of row 1 to 0.4". Change the main heading to uppercase, 16-point font, and center it vertically and horizontally in the row. c. Change the height of rows 2–5 to 0.3". Center the copy vertically in the cells. d. Center the table horizontally on the page. 7. Insert a clip art photograph using pond as a keyword. a. Choose a clip that is taller than it is wide, and reduce the height to 3.3". b. Apply Tight text wrapping and the Center Shadow Rectangle picture style. Position the clip to the right of the first two paragraphs of the report, under the title. c. Compress the picture. 8. Below the last paragraph of the report, insert a Vertical Block List SmartArt diagram. Key the following information in the shapes: Westlake
Woodcreek Southside
Accessible Relatively flat and wooded Pond Accessible Attractive creek Not as accessible Difficult terrain
9. Reduce the height of the diagram to 2.8" so it fits on page 2 of the report. 10. Check and close. (55-d3)
LESSON 55
REVIEW REPORTS
MODULE 8
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
238
Community Park Report of the Site Assessment During the past six months, the planning commission reviewed tax maps to determine sites that might be considered for the location of a new theme park.
twenty
More than 20 sites met the broad criteria for consideration. After considerable review, the Planning Commission narrowed the list to three potential sites and
-
asked the Theme Park Site Committee to visit the sites and do an in depth
The Planning Commission also asked the Committee to
analysis of each. recommend the most desirable location for the park.
potential
All members of the Committee visited the three sites selected—the Westlake site, the Southside site, and the Woodcreek site to determine if the sites were
both
feasible and desirable for the location of the new theme park. The Committee
comprehensive
used the criteria developed by the Planning Commission for the review of each
summary
site. A copy of the comprehensive criteria is attached. A description of each site follows.
; the complete document is posted on the commission s website, www.planningcommission.gov.
Westlake Site
four
The Westlake site is located approximately 4 miles west of the center of the city. The site consists of 120 acres of relatively flat, wooded land with a 12-
(±)
acre pond near the center of the property. It is easily accessible from all parts of the city by using either of the Interstate highways. Both Interstates have exits within a mile of the site. The property owner has indicated a willingness to sell the property for $6,000 per acre. Southside Site
six
The Southside site is located 6 miles south of the center of the city. The site consists of 90 acres of very hilly land and about 50 acres of lowlands. The site has been heavily timbered. It is accessible by Highway 14, which is a two-lane road. The owner has indicated a willingness to sell the property for
an acre
$4,500.
Woodcreek Site
six
The Woodcreek site is located approximately 6 miles northeast of the center of the city. The site consists of 130 acres of selectively timbered land with a creek running through the property. It is accessible by the Interstate and by
two
Highway 27, a two-lane road. The closest Interstate exit is approximately 2 miles away. The owner has indicated a willingness to sell the property for $5,200 an acre.
LESSON 55
REVIEW REPORTS
MODULE 8
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
239
All three sites met the size criteria and are within the cost projections of the table shown below details Planning Commission. The chart on the next page shows the comparative costs of the sites when both land and the estimated cost of the infrastructure are infrastructure cost estimates for all sites were prepared by is considered. The J. M. Moore Engineering. Site Costs Cost Category Land
left-align 1st column
Infrastructure Total
center Westlake center
Southside center Woodcreek center
$270,000
$630,000
175,000
210,000
180,000
$805,000
$840000
$856,000
,
9 Other Factors
$676,000
Right-align columns with numbers
In addition to the quantitative analysis of the three sites for the theme park, the Committee also did a qualitative analysis of the sites. The Committee unanimously agreed that the Southside site was the least desirable from both an access and an aesthetic perspective. Both Westlake and Woodcreek were accessible and desirable. Westlake was given the advantage because of the pond situated on the property. Therefore, the Committee unanimously recommends that the new park be located on the Westlake site.
QUICK
Check your document against the illustrations below.
55-d4
LESSON 55
REVIEW REPORTS
MODULE 8
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
240
PROJECT
1
TruAcc, Inc. LEARNING OUTCOMES
• Apply keying, formatting, and word processing skills. • Work independently with few specific instructions.
TruAcc, Inc. (Truthful and Accurate Communications) is a public relations company. You have just been promoted to the position of executive assistant. As an executive assistant, you will prepare documents for TruAcc and two of its clients, applying the formatting and word processing skills you learned in Lessons 26–55. These documents will be used as a Style Guide for all TruAcc employees. Your predecessor, Sarah Vaughn, took an emergency leave, so you will be completing some of the documents that she was not able to finish. Special instructions for non-Keyboarding Pro DELUXE 2 users: Set up a folder named TruAcc, Inc. Style Guide. Save each document in this folder as project1-+document number (project1-d1, project1-d2, project1-d3, etc.).
TIP Read the standard operating procedures for the project carefully. You will not be reminded to do these steps. Refer to them as needed during the project.
TRUACC, INC.
Standard operating procedures for the project: •
TruAcc has selected Module as the document theme for all communications. Module uses Corbel heading and body fonts as well as the selected colors for this document theme. Key each document using this theme.
•
Unless otherwise instructed, all documents are from Mark C. Hartman, President. Position the title on two lines; do not use a title on internal communications.
•
Use data files when they are indicated below the document name.
•
Use block letter format with open punctuation and the TruAcc, Inc. letterhead from the data files. Use appropriate opening and closing lines. Key the date at approximately 2.5".
•
The data files also contain a TruAcc, Inc. memo form. Use appropriate subject lines if a subject line is not provided.
•
TruAcc uses an unbound report format, Module theme title and headings, and bullets 114 (❒) on the Wingdings font (row 6 column 3). It also uses the Mod cover page with the Module document theme.
•
Use the date command to add the current date to each document requiring a date.
•
Add your reference initials, enclosure notations, and copy notations as appropriate.
•
Proofread and check; when you are satisfied with the document, click Next to continue.
PROJECT 1
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
241
Document 1 Letter
1. Print the data file miguel enterprises; this contains the copy and directions for keying the letter. 2. Key the letter beginning at 2.5". Supply all necessary letter parts.
miguel enterprises
3. Proofread and check; click Next to continue. (project1-d1)
truacc letterhead
Document 2
1. Prepare the following memo:
Memo truacc memo
•
Use the information provided below to complete the heading on the memo.
•
Use Find and Replace to locate all instances of contract and replace it with agreement.
2. Proofread and check; click Next to continue. (project1-d2)
To: Senior Executives—Distribution Below | Subject: Miguel Contract Miguel Enterprises accepted the TruAcc, Inc. proposal to manage the grand opening and marketing of the new Miguel Emporium. Elena Miguel called me today to indicate that she had signed the contract without any modifications whatsoever, and she was having it hand delivered to us today. Ms. Miguel also requested that our senior staff, as well as the Miguel Enterprises senior account manager, meet with her next Tuesday at 10:30 a.m. in our offices. Please plan to attend this important session, which will take place in the Board Room. Marlene Delhomme, who is no longer with us, was the account manager responsible for the last two Miguel events. Karl Metze has been assigned as the senior account manager for the Miguel account. Please work with Karl on the proposed plan that we will present at the meeting. c
Karl Metze
Distribution: Haley Edwards Jackson Moore Lance Davis Cristina Kulchar
TRUACC, INC.
PROJECT 1
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
242
Document 3 Draft Invitation miguel logo invitation
Sarah created a draft invitation and saved it as invitation in the data files. Format the invitation as follows: 1. Center-align each line except the rsvp, which should be left-aligned. 2. Use a decorative font such as Lucida Calligraphy or Harlow Solid Italic; apply 16-point dark red color; use 2.5 line spacing. 3. Apply the Remove Space After Paragraph command on each line and change orientation to landscape. 4. Use the Insert Picture command to insert the company logo, miguel logo, at the top of the invitation. Change the size of the logo to 1" and center it horizontally. Center the invitation vertically on the page. 5. Proofread and check; click Next to continue. (project1-d3)
Document 4
1. Key the table below. Center-align colum B and right-align column C.
Table
2. Add a column between columns B and C and key the following data: Unit Cost, $24.50, 65.75, 250.00, 4.25, and 65.75. Center the column head and right-align the numbers.
TIP Center the table horizontally by clicking the Table Move handle to select the table, and then click the Center button.
3. Insert a row above the column heads. Merge all cells in the row. Set the row height at 0.5". Key the table title Pre-Grand Opening Celebration Budget in 16-point font and bold. Center-align the text vertically and horizontally. 4. Apply Medium Grid 3 – Accent 1 design (same color as document theme). Reapply bold to first row if necessary. 5. Change the row height of rows 2–8 to 0.3". Center the text vertically in the cells. 6. Adjust column widths and center the table horizontally on the page. 7. Proofread and check; click Next to continue. (project1-d4)
Description Food and beverage
120
Estimated Cost $2,940.00
Floral arrangements
4
263.00
Decorations
1
250.00
Party favors
125
531.25
Invitations/mailing Total Cost
TRUACC, INC.
Quantity/Number
1
65.75 $4,050.00
PROJECT 1
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
243
Document 5 Report with SmartArt Diagram
1. Note that the report does not conform to the standard operating procedures of TruAcc, Inc.; revise it so that it does. 2. Shrink the title font to fit on one line; apply Heading 2 to second-level headings.
annual report analysis
3. Add the initials mbp to AutoCorrect and replace with Midlands Business Partnership to simplify your work with this client. 4. Find all occurrences of text formatted in italic and replace it with regular text. 5. Insert the footer Mod Odd Page. Suppress the footer on the first page. 6. Revise the sections of the report shown below.
Data Information Collected for Report Analysis of the organization
Several methods of data collection were used. Leaders were
interviewed to determine the objectives they sought to achieve. Public
employed by TruAcc, Inc.
relations and communication professionals analyzed the last annual report in
two
TruAcc, Inc.
depth. Consultants conducted three focus groups: one with stakeholders and
s
one with business community representatives to get their impression of the last report and ideas of what they would like to see in future reports.
Desired Objectives of the Midlands Business Partnership
The clear consensus of the leaders about the objectives was that the
two
report was designed for three purposes:
1. • To provide stakeholders with information about the accomplishments as well as accurate financial data.
write out 2. • To serve as a PR tool with stakeholders, the business community, and the public in general. Add the following paragraph at the end of the report:
Implementing these recommendations would retain the strengths of the previous report and would improve the areas that were not as effective as they could be. These changes would enhance the public relations aspect of the report significantly.
TRUACC, INC.
PROJECT 1
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
244
7. Below the last paragraph of the report, insert a Process Arrows SmartArt diagram. 8. Delete the third arrow; you will only use two arrows in this diagram. 9. Key the following information in the shapes:
Last Report
• Wrien using a passive wordy style • Pictures not effecve • Too much detailed financial informaon • Presentaon of financial data needs improvement
This Year's Report
• Use concise, aconoriented style • Include people in pictures • Limit financial data to key highlights • Use graphics and charts to present financial data
10. Insert the Mod cover page. Key the report title from Document 5 and Midlands Business Parternership as the subtitle. Replace the author name near the bottom of the page with Mark C. Hartman. Insert the current date in the date field. 11. Key the following abstract: This report summarizes the objectives, methodology, analysis, conclusions, and recommendations for strengthening the Annual Report of the Midlands Business Partnership. 12. Insert a Continuous section break at the top of the first page of the report. 13. Click in the Header and deselect Different First Page if it is selected. Break the links between the headers for both sections. Go to the footer of Section 2. Break the link between the footers for both sections. 14. Change the page number format to begin with page 1 by going to the footer of Page 1 and clicking Page Number, then Format Page Numbers. Change Starting at to 1. Click Different First Page to suppress the page numbers on the first page of the report. Close the header and footer. 15. Proofread and check; click Next to continue. (project1-d5)
TRUACC, INC.
PROJECT 1
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
245
Document 6 Letter truacc letterhead
1. Key the following transmittal letter for the report to Ms. Sakakibara, beginning at approximately 2.5". Supply all necessary letter parts. She provided TruAcc with her business card for contact information at the Midlands Business Partnership. 2. Copy Mr. Esteban Pinango, Chair of the Board. 3. Proofread and check; click Next to continue. (project1-d6)
The attached report contains our analysis of the Midlands Business Partnership’s last annual report and our recommendations for preparing the report for this year. We noted the many strengths of the last report and ways to build on those strengths in this year’s report. A complete summary of the data we collected and our detailed analysis of that data are stored electronically, and we will e-mail the files to you. We think you will be especially pleased to see the comments made in the focus groups. If you have any questions after you review the report and the backup data, please let us know. Ms. Sakakibara, we thoroughly enjoyed working on this project with you. We would be very happy to prepare a proposal to assist you in preparing next year’s annual report if you would like us to do so.
Document 7 Style Guide
1. Review each of the documents you have prepared. Ensure that you have used Module document theme and followed all of the standard operating procedures listed at the beginning of Project 1. Preview and proofread each. Print a copy of the documents listed in step 4 below. 2. Prepare a cover sheet using the Mod style and use the title Style Guide and the subtitle Model Documents. 3. Use your name and the current date. 4. For the abstract, key the following: This Style Guide includes the following documents: Letters, Memo, Invitation, Table, and Report with Cover Page. 5. Assemble the documents behind the cover page. 6. Check and close. (project1-d7)
TRUACC, INC.
PROJECT 1
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
246
Level
3 DOCUMENT DESIGN MASTERY
© iSTOCK: BACKGROUND, PAWEL GAUL; IMAGE, NATHAN MAXFIELD; © THUMB, SHUTTERSTOCK
Learning Outcomes Document Design Skills
Word Processing Skills
+ To design and prepare attractive documents. + To organize content effectively with tables and
+ To review and apply basic Word 2010 commands. + To learn and apply Word 2010 commands to
graphics.
+ To enhance report formats with design elements that add structure, provide a consistent image, and increase readability.
+ To create merged documents with envelopes and labels.
create and format effective documents.
Communication Skills
+ To review and improve basic communication skills. + To produce error-free documents and apply language arts skills.
Keyboarding
+ To improve keyboarding speed and accuracy. Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
KEY YBOARDING PRO O DELUXE 2
DINODIA PHOTOS/JUPITER IMAGES
Skill Builder
4 Technique Builder
Skill Building
3rd row
D RILL 1 5 1
Keystroking Patterns
2
Key each line once for fluency; DS between groups.
3 4
it we or us opo pop you rut rip wit pea lea wet pit were quiet pew tie toe per rep hope pour quip rope your pout tore rip quirk Home row ha has kid lad led last wash lash gaff jade fads half sash haggle as dad had add leg jug lads hall lass fast deal fall leafs dashes 1st row
5 6
KEY YBOARDING PRO O DELUXE 2
ax ban man zinc clan bank calm lamb vain amaze bronze back buzzer ax sax can bam zag cab mad fax vans buzz caves knack waxen banana
Timed Writings A
1. Take a 1' writing on each paragraph. 2. Take one 3' or one 5' writing on both paragraphs. Optional: Practice as a guided writing.
ALL LE TTE RS
Standard Plan for Guided Writing Procedures 1. 2. 3. 4.
Take a 1' writing on paragraph 1. Note your gwam. Add four words to your 1' gwam to determine your goal rate. Set the timer for 1' and the Timer option to beep every 15". From the table at the left, select from Column 4 the speed nearest your goal rate. Note the 1⁄4' point at the left of that speed. Place a check mark at each 1⁄4' goal. 5. Take two 1' guided writings on paragraphs 1 and 2 striving to meet your 1⁄4' goal.
1/4'
1/2'
3/4'
gwam 1'
Writing 28
8 9 10 11 12 13 14 15 16 17 18
16 18 20 22 24 26 28 30 32 34 36
24 27 30 33 36 39 41 45 48 51 54
32 36 40 44 48 52 56 60 64 68 72
12
gwam
3'
5'
The word can be defined in many
4
2 32
ways. Some may think of a professional as someone who is in an
8
5 35
12
7 37
•
4
•
Who is a professional? •
16
•
8
•
28
20
•
32
exempt job category in an organization. 40
•
•
•
•
24
•
36
To others the word can
44
•
48
•
denote something quite different; being a professional denotes an
17 10 40
attitude that requires thinking of your position as a career, not
21 13 43
just a job.
25 15 45
52
•
56
•
64
•
68
60
•
72
•
•
76
A professional exerts influence over her or his job
•
80
•
84
and takes pride in the work accomplished. •
4
•
8
•
12
Many individuals who remain in the same positions for a long •
16
•
20
•
28
•
32
•
36 22 52
36
Others who remain in positions for a long time consider them-
40 24 54
selves to be in a profession.
45 27 57
•
40
•
•
52
•
44
64
•
48
A profession is a career to which
56
you are willing to devote a lifetime. •
•
60
•
How you view your pro-
fession is up to you. 3' | 5' |
SKILL BUILDER 4
32 19 49
24
time characterize themselves as being in dead-end positions. •
28 17 47
50 30 60
|
1 1
49 29 59
2
|
| 2
|
3
|
4 3
| |
MODULE 9
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
248
KEY YBOARDING PRO O DELUXE 2
Technique Builder
Skill Building
D RILL 1 6
1st
Zam and six lazy men visited Cecil and Bunn at a bank convention. Zane, much to the concern of Bev and six men, visited their zone.
1 2
Keyboarding Technique Key each line once for fluency; DS between groups.
2nd
3rd
4th
KEY YBOARDING PRO O DELUXE 2
Jill said she wished that she had fed Dale’s dog a lot less food. Jake Hall sold the glass flask at a Dallas “half-off ” glass sale.
3 4
Did either Peter or Trey quip that reporters were out to get you? Either Trey or Peter tried to work with a top-quality pewter toy.
5 6
18465 97354 12093 87541 09378 34579 74629 45834 28174 11221 27211 02574 29765 39821 07623 17659 20495 39481 10374 32765 77545 22213
7 8
Timed Writings A
1. Take three 1' writings on each paragraph.
Writing 29
2. Take one 5' writing or two 3' writings. Proofread; circle errors; determine gwam.
12
Option: Practice as a guided writing.
gwam •
4
1/2'
3/4'
gwam 1'
8 9 10 11 12 13 14 15 16 17 18
16 18 20 22 24 26 28 30 32 34 36
24 27 30 33 36 39 41 45 48 51 54
32 36 40 44 48 52 56 60 64 68 72
•
8
•
16
•
pay for college expenses. •
20
•
•
32
•
40
•
44
Many of
•
52
•
•
56
•
•
68
•
72
books, living costs, and other necessities. 76
•
80
•
84
•
skills or to build their vitas. 100
•
104
21 12 62 25 15 64 29 17 67
•
These students are aware that 108
•
33 20 69
112
many organizations prefer to hire a person who has had some type •
116
•
38 23 72
120
of work experience than one who has had none. •
4
•
41 24 74 8
•
Students often ask if the work experience has to be in 12
•
exactly the same field. •
16
•
experience, the better it is. •
40
•
•
32
44 27 76
24
•
44
•
48
Regardless of the types of jobs students
•
49 29 78
36
However, the old adage, anything
•
beats nothing, applies. 52
20
Obviously, the more closely related the
28
56
•
60
53 32 81 •
•
68
•
72
•
80
•
84
•
92
•
96
•
All of these factors are very critical to employers. 104
•
108
•
100
•
120
•
The bottom
112
SKILL BUILDER 4
|
1 1
2
|
| 2
75 45 94
•
79 47 97
124
as a predictor of what you will do in the future. 3' | 5' |
70 42 91
•
line is that employers like to use what you have done in the past 116
66 40 89
88
and can manage time effectively, and they produce good results. •
62 37 86
76
time, they have good human relations skills, they are organized •
57 34 84
•
have, they can demonstrate that they get to work regularly and on 64
7 57
•
96
•
12
•
Some work so that
•
92
5 54
17 10 59
they can own cars or buy luxury items; others seek jobs to gain 88
8
60
Earnings from jobs go to pay for tuition,
64
2 52
48
them are employed because their financial situation requires that •
4
36
employed while they are in college than ever before. •
5'
24
Today, more students are gainfully
28
3'
•
Students, for decades, have secured part-time jobs to help
they earn money. 1/4'
ALL LE TTE RS
82 49 99
|
3
|
4 3
| |
MODULE 9
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
249
KEY YBOARDING PRO O DELUXE 2
Technique Builder
Skill Building
D RILL 1 7
1 2
Number reaches
3
Key each line once at a comfortable rate; practice difficult lines.
4 5 6 7 8 9 10
My staff of 11 worked 11 hours a day from May 11 to June 11. Her flight, PW 222, lands at 2:22 p.m. on Thursday, June 22. We 3, part of the 333rd Corps, marched 33 miles on August 3. Car 444 took Route 4 east to Route 44, then 4 miles to Aden. The 55 wagons traveled 555 miles in ’55; only 5 had trouble. Put 6 beside 6; result 66. Then, add one more 6 to get 666. She sold 7,777 copies of Record 77, Schubert’s 7th Symphony. In ’88, it took 8 men and 8 women 8 days to travel 88 miles. The 9 teams, 9 girls and 9 boys, depart on Bus 999 at 9 a.m. Million has six zeros; as, 000,000. Ten has but one; as, 0. |
KEY YBOARDING PRO O DELUXE 2
|
1
|
2
|
3
4
|
5
|
6
|
7
|
8
|
9
|
|
10
11
|
|
12
|
Timed Writings A
ALL LE TTE RS
Writing 30
gwam
3'
Planning, organizing, and controlling are three of the 4 functions that are familiar to all sorts of firms. Because these 8 functions are basic to the managerial practices of a business, 12 they form the very core of its daily operations. Good managerial 17 procedures, of course, do not just occur by accident. They must 21 be set into motion by people. Thus, a person who plans to enter 25 the job market, especially in an office position, should study 30 all of the elements of good management in order to apply those 34 36 principles to her or his work. Leadership is another very important skill for a person 40 to develop. Leaders are needed at all levels in a business to 44 plan, organize, and control the operations of a firm. A person 48 who is in a key position of leadership usually is expected to ini- 52 tiate ideas as well as to carry out the goals of a business. 57 Office workers who have developed the qualities of leadership are 61 more apt to be promoted than those without such skills. While 65 leadership may come naturally for some people, it can be learned 70 as well as be improved with practice. 72 Attitude is an extremely important personality trait that 76 is a big contributor to success in one’s day-to-day activities. 80 Usually a person with a good attitude is open-minded to the ideas 85 of others and is able to relate with others because he or she has 89 an interest in people. Thus, one’s attitude on the job often 93 makes a great difference in whether work gets done and done 97 right. Because teamwork is a part of many jobs, developing a 101 good attitude toward work, people, and life seems logical. 105 3' | 5' |
SKILL BUILDER 4
13
|
1 1
2
|
| 2
|
3
|
4 3
65
5
68
7
71
10
73
13
76
15
78
18
81
20
83
22
85
24
87
26
89
29
92
31
95
34
97
37 100 39 102 42 105 43 106 46 109 48 111 51 114 53 117 56 119 58 122 61 124 63 126
| |
MODULE 9
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
5' 2
250
KEY YBOARDING PRO O DELUXE 2
Technique Builder
Skill Building
D RILL 1 8
direct reaches: reaches with the same finger; keep hands quiet
Improve response patterns
2
Key each line once; DS between 4-line groups; work at a controlled rate; repeat drill.
3
brand much cent numb cease bright music brief jump special carved create mumps zany mystic curve mummy any checks brag brunch after Bradley broke his left thumb after lunch on a great hunting trip.
4
After having mumps, Cecil once saw June excel in a funny musical.
1
adjacent reaches: keep fingers curved and upright
7
were junior sad yuletide trees polo very join safe property tweed tree trio trickle tripod quit excess was free easy million option Gwen and Sumio are going to be quite popular at the Western Club.
8
Fred said we were going to join the guys for polo this afternoon.
5 6
double letters: strike keys rapidly
11
dill seem pool attic miss carry dragged kidded layoff lapped buzz commend accuse inner rubber cheer commission football jazz popper Tammy called to see if she can borrow my accounting book at noon.
12
Lynnette will meet with the bookseller soon to discuss the issue.
9 10
KEY YBOARDING PRO O DELUXE 2
Timed Writing A
ALL LE TTE RS
Writing 31
gwam
3'
Working at home is not exactly a new phenomenon, but the con- 12 cept is growing quite rapidly. For many years, people have worked 26 at home. In most instances, they were self-employed and operated 39 a business from their homes. Today, the people who work at home 52 fit into a variety of categories. Some own their own businesses; 65 others bring extra work home after the workday ends. A key change 79 is the large group of people who are employed by huge organizations 92 but who work out of home offices. These employees are in jobs that 106 include sales, creative, technical, and a host of other categories. 120 The real change that has occurred is not so much the numbers 12 of people who are working at home and the variety of jobs, but the 26 complex tools that are now available for doing the job. Technology 39 has truly made the difference. In many cases, clients and customers 53 are not even aware that they are dealing with individuals working 66 at home. Computers, printers, fax machines, telephone systems, 79 and other office equipment enable the worker in the home to function 93 104 in the same way as workers in a typical business office. 1' 5'
SKILL BUILDER 4
| |
1
|
2
|
3 1
|
4
|
5
|
|
6
|
7 2
|
8
|
9
|
|
10
|
11 3
|
12
|
13
2 47 5 50 8 52 10 55 13 58 16 60 18 63 21 66 24 69 26 71 29 74 32 76 35 79 37 82 40 84 42 87 45 89
| |
MODULE 9
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
5'
251
KEY YBOARDING PRO O DELUXE 2
Timed Writing A
ALL LE TTE RS
Writing 32
Many
gwam
small
many
4
people are still willing to take a chance on starting one of
8
their own.
businesses
fail.
Surprisingly,
though,
A person who is willing to take the risks necessary
12
to manage a business in order to receive the potential rewards is
17
called an entrepreneur.
In a sense, such individuals are pio-
21
neers who enjoy each step on the way to achieving objectives that
25
they have determined to be important.
This type of person has
29
had a profound impact on shaping our economy and our quality of
34
life.
34
What does it take to start a business venture, and what kinds of people make it work?
38
Obviously, the desire to make
42
money and to be one’s own boss are two basic incentives, but
40
these alone are not enough to guarantee success.
Two qualifica-
50
tions common to most successful entrepreneurs, whatever field
54
they are in, are an attentiveness to detail and a knack for
58
solving day-to-day problems without losing sight of long-range
62
goals.
63
While there is a high risk in organizing any new business,
67
the entrepreneur who is successful is seldom someone who could be
71
considered a gambler.
Most gamblers expect to have the odds
75
against them. On the other hand, a clever businessperson sees to
80
it that the odds are as good as possible by getting all of the
84
facts and planning carefully before going ahead.
Luck helps, to
88
be sure, but a new business enterprise depends far more on good
92
ideas and detailed plans.
94
3' | 5' |
SKILL BUILDER 4
3'
1 1
|
2
|
|
2
3
|
|
4 3
| |
MODULE 9
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
252
KEY YBOARDING PRO O DELUXE 2
Technique Builder
Skill Building
D RILL 1 9
1 y/t
Opposite hand reaches
2 3
Key at a controlled rate; concentrate on the reaches.
4 b/n
5 6 7
g/h
8 9 10
r/u 11 12
yj my say may yes rye yarn eye lye yap any relay young berry tf at it let the vat tap item town toast right little attire Yesterday a young youth typed a cat story on the typewriter. bf but job fibs orb bow able bear habit boast rabbit brother nj not and one now fun next pony month notice runner quicken A number of neighbors banked on bunking in the brown cabins. gag go gee god rig gun log gong cog gig agog gage going gang huh oh hen the hex ash her hash ah hush shah hutch hand ache Hush; Greg hears rough sounds. Has Hugh laughed or coughed? row or rid air rap par rye rear ark jar rip nor are right or cut us auk out tutu sun husk but fun cub gun nut mud tug hug Ryan is sure you should pour your food from an urn or cruet. |
KEY YBOARDING PRO O DELUXE 2
1
|
|
2
|
3
4
|
|
5
6
|
|
7
|
8
9
|
A
ALL LE TTE RS
10
|
11
|
12
Timed Writing Writing 33
gwam 3' 5'
Most people think traveling is fun because they associate travel with exciting vacations.
People who have to travel as
part of their jobs have a very different view of travel.
They
4
2
8
5
12
7
are more prone to view business travel as a hassle than a plea-
16 10
sure.
21 12
Business travelers often have to work under less than
ideal circumstances.
While they are away from the office, regu-
25 15
lar work tends to pile up; and they often return to find stacks
29 17
of work waiting for them.
33 20
Many business travelers learn to uti-
lize wisely the waiting time that is a part of most travel.
37 22
A successful business trip requires careful planning.
The
41 25
typical business traveler tends to think of a trip as a success
45 27
if two conditions are met.
50 30
The business goals must be achieved,
and the trip must be totally free of headaches.
The person mak-
54 32
ing the trip has to worry about achieving the business goals, but
58 35
a good travel agent can relieve the traveler of many of the wor-
63 38
ries of making travel arrangements. A good checklist can help to
67 40
ensure that all the personal items as well as business items
71 43
needed for the trip will be handy when they are needed.
75 45
3' | 5' |
SKILL BUILDER 4
|
|
1 1
2
|
| 2
|
3
|
4 3
| |
MODULE 9
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
253
MODULE
9
Word 2010 Review LEARNING OUTCOMES Lesson 56 Lesson 57 Lesson 58
• Review and apply Word 2010 commands. • Build keyboarding skills.
Home Tab Commands Insert Tab Commands Page Layout Tab Commands
Lesson 56 Review Commands
• Font Group • File Menu
Home Tab Commands • Mini and Quick Access Toolbars
• Paragraph Group • Clipboard Group
• Styles Group • Editing Group
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/56a Warmup A
ALL LE TTE RS
Skill Building 56b
gwam 1' 3'
Good plans typically are required to execute most tasks successfully. If a task is worth doing, it is worth investing the time that is necessary to plan it effectively. Many people are anxious to get started on a task and just begin before they have thought about the best way to organize it. In the long run, they frequently end up wasting time that could be spent more profitably on important projects that they might prefer to tackle. A task plan may or may not include organizational steps. The better a plan is organized, the more likely the execution of the plan will be successful. The way you plan and organize a task generally will depend on how frequently it has to be done. For tasks that are done occasionally, determine the quickest and the easiest way to complete the job. For repetitive tasks, try to automate them to save future time. The importance of the job is another factor that should be considered.
Timed Writing
1. Key a 1' writing on each paragraph; work to increase speed. Use wordwrap. 2. Key a 3' timing on both paragraphs.
1' 3'
LESSON 56
1
2 1
HOME TAB COMMANDS
3
4
6
5 2
7
8
9 3
10
11
12 4
11
4
24
8
37 12 50 17 63 21 75 25 89 30 13 34 28 39 42 44 56 48 70 53 85 58 99 63
13
MODULE 9
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
254
Review Commands 56c KEYBO OARD DIN NG PRO O DELLUX XE 2 References/Word 2010 Commands/Lessons 26–30
TIP
HO M E TAB COMMAND S This module reviews Word 2010 commands. Keyboarding Pro DELUXE 2 has video presentations for instruction on the commonly used Word commands as well. The references for these commands are shown in each lesson. You can search for a specific command in the References. If you used Keyboarding and Word Processing Essentials, Lessons 1–55, you are already familiar with these procedures. Keyboarding Pro DELUXE 2 will launch or open Microsoft Word automatically when you choose the first activity to be done in Word. The software manages files automatically; it opens data files and checks, saves, and closes documents for you. Non-Keyboarding Pro DELUXE 2 users: Download the data files from www.collegekeyboarding.com and save them to your hard drive or flash drive following the instructions on the website. See the Reference Guide for instructions on how to unzip these files.
S TA N D AR D OPE RATING PROCE D U RE S
Standard operating procedures (SOPs) are tasks you do without being told. It is your responsibility to follow the SOPs on each document you prepare. If you are not using Keyboarding Pro DELUXE 2, you will need to save your documents in a folder for each module (Module 9 for this module) and use the filename shown in the last step of each drill or application.
1. Use the current date on documents requiring a date unless a specific date is provided. Replace 201- with the current year when you see it in a date. 2. Replace xx with your initials at the bottom of letters or memos. 3. Tap ENTER three times to place the date at 2" on letters or for the title of a report. 4. Use attachment or enclosure notations when the content of a document indicates something is attached or enclosed. 5. When you have completed a document, preview it, use Spelling & Grammar and other proofing tools to check the document, and proofread it carefully. 6. Print the document unless your instructor directs you otherwise. 7. Check and close the document.
P A TH Home/Font/Command The Ribbon contains three basic components: 1
3
2
LESSON 56
1
Tabs—located at the top of the Ribbon. Home, the first tab, is shown above. When you click a different tab, the Ribbon displays commands that relate to that tab.
2
Groups—contain a number of related items. The names are positioned at the bottom of the Ribbon below each group. The group indicated above is the Font group, which you will use to format text in this lesson.
3
Commands—the buttons, the boxes for entering information, and the menus that provide a choice of options. The command indicated above is the Text Color command. Clicking the drop-list arrow next to a command will display additional options.
HOME TAB COMMANDS
MODULE 9
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
255
P A TH, C O NTINU E D Home/Font/Command Note that the path shown above (Home/Font/Command) guides you in the location of commands. To follow the path: Click the tab (Home); then look for the group label (Font) at the bottom of the Ribbon, and finally select the desired command (such as Font Size or Bold). The path will be provided for most commands throughout this textbook to assist you in locating commands quickly and easily. 10
1
2
3
1
Bold
7
Text Effects
8
12
Grow Font
Shrink Font
2
Italic
11
13
3
Underline
4
4
5
6
Strikethrough
Text Highlight Color 14
12
9
13
14
7
8
5
15
9
Subscript
Font Color
Change Case
10
Font
6
Superscript
11
Font Size
Clear Formatting
F OR MAT T EXT
D RILL 1
15
text formats
1. Open the data file text formats.
3. Review all commands applied. li d
2. Read each sentence carefully and apply the command as directed.
4. Proofread and check; click Next to continue. (56-drill1)
© IMAGE COPYRIGHT MONKEY BUSINESS IMAGES, 2009. USED UNDER LICENSE FROM SHUTTERSTOCK.COM
WORKPLACE SUCCESS W
LESSON 56
Self-Management Self-management is telling yourself what to do rather than waiting to be told what to do by someone else. Self-managed people make many of the daily decisions that affect their lives. To be effective in the workplace, employees must develop self-management skills. Self-management is a concept that has worked well in the medical world with patients who have chronic diseases. Patients learn how to deal with pain; use medication appropriately; and manage factors such as exercise, nutrition, and new treatment evaluation. They learn to rely on themselves rather than on medical professionals to manage the disease. Today, self-management is being applied to business and education. It is especially important in career management. Self-managed employees are typically low-maintenance and high performers.
HOME TAB COMMANDS
MODULE 9
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
256
FI L E M E NU File/Command
TIP Remember that Keyboarding Pro DELUXE 2 does most of these file management tasks for you. However, if you are using Word to prepare personal business documents or papers for other classes, you will need to manage your own files.
The File tab located in the upper-left corner of the Ribbon provides you with T all of the commands that you need to work with files. When you click the File a tab b with i h only a blank document open, a menu drops down with the commands shown on the left and the most recently opened documents on the right. Note: The path for the File tab (File/Command) is used for working with files on the File menu because the File menu is available for all tabs on the Ribbon. Note the pin is engaged on the first file shown below. Pinned files remain on the Recent Documents list; other files rotate off as new files are added. You can pin a document by clicking the pin.
TIP Remember when you are managing your own files to click the File tab any time you want to use a command to work with files—New, Open, Close, Save, Save As, or Print.
Review the descriptions of the following commands on the File menu. Save—saves the document with the same name. Save As—saves the document with a new name or to a new location. Open—opens an existing document. Close—closes a document and leaves Word open. Recent—lists up to 20 documents you recently worked with that can be opened by clicking the desired document. New—provides a list of document types that you can choose to create. Print—displays the printing options on the left side of the screen and a preview of the document on the right side.
D RILL 2
F ILE COMMANDS
1. Open 56-drill1 and preview the document, noting the formats applied in each sentence.
3. Print a copy of the document. 4. Proofread and check; click Next to continue. (56-drill2)
2. Key your name on the line below the last sentence; clear the formatting on this line.
C R E ATE A NE W FOLD E R The first time you save a document, clicking either Save or Save As will display the Save As dialog box. The Save As dialog box also gives you an opportunity to create a new folder in which to save the document.
LESSON 56
HOME TAB COMMANDS
MODULE 9
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
257
To save a document in a new folder: File/Save or Save As 1. With the document open, click Save or Save As to display the Save As dialog box. 2. Click the New folder button to create a new folder in which to store the document. The new folder displays in blue. 3. Click in the name box and key the name of the folder, such as Module 9. 4. Click Open or double-click the new folder (Module 9) to open it. 5. Key the filename in the File name box and click Save.
New folder
Name box
S A V E TO U S B ME MORY D E V ICE (FLASH D RIV E) To save a document in a new folder on another drive: File/Save As/Computer/Removable Disk 1. With the document open, click Save As to display the Save As dialog box. 2. Insert your USB memory device (flash drive) into a USB port. 3. Click Computer, find the Removable Disk (flash drive) on your computer, and double-click it to open it. It displays in the location box. Note that you can create a new folder on the flash drive by clicking New folder. 4. Select or key the filename. 5. Click Save. Computer
Removable Disk
LESSON 56
HOME TAB COMMANDS
MODULE 9
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
258
M I N I TO O L B AR The Mini toolbar provides a shortcut to apply frequently used formatting commands. When you select text, the Mini toolbar appears in a very light or faded view. You may have noticed the toolbar when you selected text to format in Drill 1. To darken the Mini toolbar, move the mouse pointer toward it. You can click a button from this toolbar to apply a format. This toolbar simplifies editing text by positioning frequently used commands at the point at which they are needed.
To use the Mini toolbar: 1. Select text to which you want to apply a commonly used format. 2. Move the mouse pointer toward the Mini toolbar when it appears in a faded view. 3. Click the command(s) that you want to apply when the Mini toolbar darkens.
Q UI C K AC C E SS TOOLB AR
TIP
1
2
3
The Quick Access Toolbar is available from all tabs on the Ribbon.
The Quick Access Toolbar is located in the upper-left corner of the screen above the File and Home tabs. The Quick Access Toolbar provides a shortcut or one-click option for the following frequently used commands. Additional commands can be added to the Quick Access Toolbar.
1
Save—preserves the current version of a document or displays the Save As dialog box to save a new document.
2
Undo—reverses the most recent action you have taken (such as inserting or deleting text or removing formats). The drop-list arrow displays a list of the commands that you can undo. Selecting an item on the list will undo all items above it on the list.
3
Redo—reverses the last undo; it can be used several times to redo the past several actions. This command can also be used to repeat actions.
To customize the Quick Access Toolbar: 1. On the Quick Access Toolbar, click the Customize Quick Access Toolbar button to display the commands. 2. Click the desired command that you wish to add to the Quick Access Toolbar. Note that the default commands Save, Undo, and Redo are already on the toolbar.
D RILL 3
QU ICK A CCESS TOOLBAR
1. Add the following commands to the Quick Access Toolbar: Quick Print and Print Preview. 2. Key the two sentences below and apply italic format to Undo and bold to Redo in Sentence 1. 3. Undo the bold to Redo and apply italic to it in sentence 1.
5. Undo the italic in sentence 2. 6. Redo the italic in sentence 2. 7. Use the Quick Access Toolbar to preview and print this document. 8. Proofread and check; click Next to continue. (56-drill3)
4. Apply underline and italic to Quick Access Toolbar in sentence 2.
1. Undo and Redo are useful editing tools. 2. Customize the Quick Access Toolbar to add frequently used commands.
LESSON 56
HOME TAB COMMANDS
MODULE 9
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
259
P A R A G R APH G ROU P Home/Paragraph/Command 5
1
6
2
7
3
8
4
Some paragraph commands are positioned together in subgroups separated from one another by divider bars. The following overview presents the commands by the subgroups. Some paragraph commands will be applied in this lesson; others will be taught in later lessons. 1
Alignment commands—Align Text Left, Center, Align Text Right, and Justify— specify how text lines up.
2
Line and Paragraph Spacing—determines the amount of space between lines of text and before and after paragraphs.
3
Shading—applies color as a background for text and paragraphs.
4
Border—applies and removes inside and outside borders and horizontal lines.
5
Bullets, Numbering, and Multilevel List—apply formats to lists of information. Bullets and Numbering present information on one level whereas Multilevel List presents information in a hierarchy.
6
Decrease and Increase Indent—move all lines of a paragraph to the right or left.
7
Sort—alphabetizes selected text or arranges numerical data in ascending or descending order.
8
Show/Hide—displays paragraph markings and other nonprinting characters.
To apply paragraph formats: Home/Paragraph/Command 1. Click in a single paragraph or select multiple paragraphs to which a format is to be applied. 2. Click the command to be applied.
PARA GR A P H FOR MATS
D RI LL 4
paragraph formats
1. Open the data file paragraph formats.
3. Preview the document to ensure that t all commands were applied.
2. Read the directions shown in blue carefully, and apply each command as directed.
4. Proofread and check; click Next to continue. (56-drill4)
LESSON 56
HOME TAB COMMANDS
MODULE 9
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
260
C L I P BO AR D G ROU P An overview of the four editing commands the Clipboard group contains is provided below. The Clipboard is used to store up to 24 items of text or graphics that have been cut or copied so they can be used in other locations. The Office Clipboard task pane is illustrated below on the right. It is accessed by clicking the small arrow (called the Dialog Box Launcher) located at the lower-right corner of the Clipboard group. Items can be pasted by using the Paste button or from the Clipboard. Note that you can paste items individually or all at one time. Cut—removes the selected text from its current location. Paste—positions the text that was cut in another location. Copy—makes an additional copy of the selected text. Format Painter—enables you to copy the format of one paragraph to another. The Paste Option buttons shown below provide a live preview of what text will look like when it is pasted.
1
2
3
4
1
Keep Source Formatting
3
Use Destination Theme
2
4
Merge Formatting Keep Text Only
To cut, copy, or paste text:
TIP
Home/Clipboard/Cut, Copy, or Paste
To use the following Clipboard shortcuts, select the text and then apply the shortcut: Cut: CTRL + X
1. To cut or copy text, select the text and click the command to place it on the Clipboard.
Copy: CTRL + C
To copy a paragraph format to a single paragraph:
Paste: CTRL + V
Home/Clipboard/Format Painter
2. To paste the text, place the insertion point where the text is to be pasted. Then click either the Paste command or the drop-list arrow on the Paste command and select the desired Paste option.
1. Click in the paragraph that has the desired format and then click the F Formatt P Painter. i t 2. Drag the Format Painter across a paragraph to copy the desired format to it.
To copy a paragraph format to multiple paragraphs: 1. Click in the paragraph that has the desired format and then double-click the Format Painter to keep it turned on. 2. Drag the Format Painter across each paragraph to copy the desired format to it. 3. Click Format Painter to turn it off or tap ESC.
LESSON 56
HOME TAB COMMANDS
MODULE 9
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
261
D RI LL 5
E DI T I NG COMMANDS
1. In the open document, turn on Show/Hide. 2. Read the directions shown in blue carefully, and apply the command as directed.
editing commands
3. Delete the directions in blue bl below b l the title and any extra paragraph markers. 4. Proofread and check; click Next to continue. (56-drill5)
S TY L E S GR OU P Preformatted styles such as title and heading styles can easily be applied to text. The size and resolution of your screen determines how many styles display in the Styles gallery.
More button
To apply styles: Home/Styles/Styles 1. Click in the text to which you want to apply the style, and then click the desired style in the Styles gallery. 2. To view additional styles, click the More button to expand the gallery.
D RI LL 6
ST YLE S
1. In the open document, click in the first line and apply Title style. 2. Apply Subtitle style to Use the Quick Styles Gallery.
styles 3. Apply Heading 1 style to Heading H di 1 and Heading 2 style to Heading 2. 4. Proofread and check; click Next to continue. (56-drill6)
E DI TI NG GR OU P The Find command is used to locate text or objects. It includes the Go To command—an excellent navigation tool. Replace is used to substitute new text or formatting for that which was found.
To find and replace text: Home/Editing/Find or Replace 1. Click Find to display the Navigation pane -or- Replace to display the Find and Replace dialog box.
LESSON 56
HOME TAB COMMANDS
MODULE 9
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
262
2. Key the text to locate in the search box of the Navigation pane -or- in the Find what box in the Find and Replace dialog box. The text that contains the search text will display in the Navigation pane, and the words will be highlighted in the document. 3. Key replacement text in the Replace with box on the Find and Replace dialog box. 4. Click Find Next and then click Replace -or- Replace All.
To navigate using Go To: Home/Editing/Find/Go To 1. Follow the path to display the Go To tab on the Find and Replace dialog box. 2. Select the desired option such as Page or Footnote. 3. In the Enter box, key the desired item, such as the page number or footnote number.
F IND A ND R EPLACE
D RI LL 7
1. In the open document, find captain one time and replace it with leader. 2. Find objectives and replace with goals each time the word occurs in the document.
find and replace 4. Use the Go To command d tto go tto footnote 1. Add Effective to the title of the seminar so that it reads Effective Team Leadership. Check the formatting of the title to make sure it is consistent. 5. Proofread and check; click Next to continue. (56-drill7)
3. Find synergy and read the next sentence, which explains what synergy means.
Communication
S E N TENC E TYPE S AND TE RMINAL PU NCTU ATI ON 1. Four types of sentences are listed below:
56d
a. Simple sentence b. Complex sentence activity 56d
c. Compound sentence d. Compound complex sentence
KEYBO OARD DIN NG PRO O DELLUX XE 2 References/Communication Skills/Sentence Types and Terminal Punctuation
2. If necessary, review the rules in Keyboarding Pro DELUXE 2 defining the sentence types and for terminal punctuation; then read the six sentences below. 3. In the data file activity 56d, key the letter (a, b, c, or d) identifying the type of each sentence.
Sentence Types 1. Although the trip to the Great Wall was long, the view was worth the time and cost. 2. Who went with you on the trip? 3. If you would like to join us, please call me, and if you would like to bring a guest, please do so. 4. Jeff drove a burgundy car, and Jane drove a blue one. 5. We had never met, but she welcomed us warmly. 6. Thank you for sending me the book review.
Terminal Punctuation 1. In the Terminal Punctuation section, add the appropriate punctuation at the end of each sentence. 2. Proofread and check; click Next to continue. (56d)
LESSON 56
HOME TAB COMMANDS
MODULE 9
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
263
Applications 56-d1 Format Text and Paragraphs
1. In a new document, tap ENTER three times and key your name; right-align it; and then key the document left-aligned using Calibri 11-point font. Apply commands from the Mini toolbar when possible. 2. Apply Cambria 14-point bold font to the title and center it. Convert the title to uppercase. 3. Justify the first paragraph below the title. 4. Use the Format Painter to justify the paragraph below the heading Topic Sentences. 5. Convert the title to capitalize each word; apply Title style and shrink the font so that it fits on one line. 6. Apply Heading 1 style to the three side headings. 7. Find oneness and replace it with unity each time it occurs; find insure and replace it with ensure one time. 8. Use the Go To command to move to the second heading, Topic Sentences; select the heading and then highlight it in Turquoise. 9. In the second bulleted item, move logically after linked. 10. Check and close. (56-d1)
Paragraphs—Building Blocks For Effective Writing Good writers pay attention to one of the key building blocks for effective writing—paragraphs. The length of paragraphs affects readability. Good paragraph length averages 4 to 8 lines. Paragraph Structure Three concepts are used in structuring paragraphs effectively: • Oneness—all sentences in the paragraph relate to one topic. • Coherence—ideas within the paragraph are linked to each other logically. Using carefully selected transitional words to link ideas also builds coherence. • Emphasis—important ideas are stressed and less important ideas are de-emphasized. Topic Sentences Topic sentences are not required; however, most good paragraphs do have topic sentences. Typically, a topic sentence is used to begin or end a paragraph because it is given more emphasis in these positions. Writing Strategy 1. Outline the ideas before writing—check to see that all ideas are related. 2. Draft the paragraph. 3. Edit the paragraph carefully to insure that it has oneness, coherence, and that important ideas are emphasized. 4. Proofread and finalize the paragraph.
LESSON 56
HOME TAB COMMANDS
MODULE 9
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
264
Lesson 57 Review Commands
• Tables Group • Illustrations Group
Insert Tab Commands • Text Group • Pages Group
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/57a Warmup
Skill Building 57b
Textbook Keying
1. Key each line, concentrating on using good keying techniques. Tap ENTER twice after each 4-line group. 2. Repeat the drill if time permits.
Review Commands
1
Sand castles are fun to build but are poor shelter in a downpour.
adjacent 2 reaches 3
The Hoosiers scored three points in the fourth to avoid an upset.
4
Fewer people attend West Point to play polo than to join a choir.
5
A dazed beggar scattered after a red car swerved on a wet street.
one 6 hand 7
Mimi feasts on milky eggs at noon after I feed Kipp plum dessert.
8
You debate Phil after I defeat John; rest up, you brave braggart!
9
Handiwork is busy work, but it’s also a memento of a rich entity.
10 balanced hand 11
The hairy ape bit the fish, but the apricot and corn lay dormant.
12
An Irish auditor quit work at the city and ambled to the fields.
Her articles are going to be reported in an edition of the paper.
Mo started ragweed tests in a vacated garage after greeting Dave.
Henry may dismantle an authentic antique auto for Zoe’s sorority.
I N S E R T TAB The Insert tab contains seven groups of commands—Pages, Tables, Illustrations, Links, Header & Footer, Text, and Symbols. Some of the groups and commands within those groups were not taught in Lessons 1–55 or will be reviewed in depth in future lessons and will not be included in this lesson. This lesson is designed to provide a quick review of some of the key commands.
57c
KEYBO OARD DIN NG PRO O DELLUX XE 2 References/Word 2010 Commands/Lessons 38–40
LESSON 57
TA BL E S G R OU P T Tables group is used to insert tables. Tables can be created by using The tthe grid or the Insert Table command on the Insert Table menu. Tables can be designed and formatted using the Table Tools tabs. Tabs like Table c Tools Design and Layout are sometimes called contextual tabs because they T display in the context of working with a particular iitem such as a table, picture, shape, SmartArt, or clip art. tabs are accessed by clicking in the table or on t Contextual C t the graphic.
INSERT TAB COMMANDS
MODULE 9
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
265
To create a table using the Table grid: Insert/Tables/Table 1. Position the insertion point where the table is to be inserted and follow the path to display the Insert Table menu. 2. Drag on the grid to select the number of columns and rows needed for the table. Note that Insert Table changes to indicate the number of columns and rows, such as 3 × 4 Table.
1
3. Click the left mouse button to display the table in the document. 4. Click the first cell to key text. Use the TAB key to move to the next cell.
To create a table using the Insert Table command: Insert/Tables/Table/Insert Table 1. Repeat step 1 above. 2. Click Insert Table dialog box.
1
to display the Insert Table
3. Use the spin arrows to select the number of columns and rows or key the number in the box. 4. Click the first cell to key text. Use the TAB key to move to the next cell.
D RILL 1
CREAT E TABLE
1. In a new document, tap ENTER three times and create a 2-column, 3-row table.
Anderson East
5,000
Anderson West
2,500
River View
9,000
2. Key the data shown in the table on the right. 3. Proofread and check; click Next to continue. (57-drill1)
TA BL E L AYO U T The tools on the Table Tools Layout tab are used to format and change the structure of tables. The Table Tools Layout tab contains six groups of commands—Table, Rows & Columns, Merge, Cell Size, Alignment, and Data. In this lesson, you will work with the following commands in these groups:
LESSON 57
•
Commands in the Rows & Columns group to insert and delete rows and columns.
•
Commands in the Merge group to merge or split cells.
INSERT TAB COMMANDS
MODULE 9
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
266
TA B L E L AYO U T, CONTINU E D •
Commands in the Cell Size group to change the height of rows, change the width of columns, and AutoFit the contents of the table.
•
Commands in the Alignment group to position text in cells.
•
Commands in the Table group to select or center the table.
To change a table layout: Table Tools Layout/Rows & Columns, Merge, Cell Size, Alignment, or Table •
To insert rows or columns, click where the new column or row is to be inserted; click Insert Above, Insert Below, Insert Left, or Insert Right in the Rows & Columns group.
•
To delete a column or row, position the insertion point in that row or column; click Delete in the Rows & Columns group and select the desired Delete option.
•
To merge cells, select the cells; click Merge Cells in the Merge group.
•
To split a cell, click in it; click Split Cells in the Merge group and choose the number of rows and columns.
•
To change the height of a row or width of a column, click in it; use the Width and Height spin arrows in the Cell Size group to change the size as desired.
•
To apply AutoFit, click in the table; click AutoFit in the Cell Size group and select AutoFit Contents or AutoFit Window.
•
To align text in a cell, click in the cell; click the desired position in the Alignment group.
•
To center a table horizontally, click in it; click Properties in the Table group; in the Alignment group, select Center.
TABLE LAY OUT
D RILL 2
1. Open 57-drill1 and insert a column to the right of column B. Key the following data in the column: $200,000 – 325,000 $300,000 – 395,000 $125,000 – 175,000 2. Insert a row above row 1; key the following headings in the three cells: Development | Number of Units | Price Range
LESSON 57
INSERT TAB COMMANDS
3. Add another row above the top row and merge the cells; increase the height of the row to 0.3". 4. Key the title New Developments; increase the font size to 16 point; and apply Align Center. 5. Apply AutoFit to Contents. 6. Center the table horizontally. 7. Proofread and check; click Next to continue. (57-drill2)
MODULE 9
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
267
TA BL E D E S IGN
TIP The document theme determines the palette of colors available on the Table Styles gallery. In this lesson, all documents use the default Office theme.
The tools on the Table Tools Design tab can be used to make a table more attractive and enhance its readability. In this lesson, you will work with Table Styles.
To apply table styles: Table Tools Design/Table Styles 1. Click in the table to display the Table Tools tabs and follow the path to Table Styles. Click the More button to display the Table Styles gallery. 2. Move the mouse pointer over each table style until you find the desired one. Use the scroll bar, if needed, to view all available styles. 3. Click a style to apply it to the table.
TAB LE DE SI GN
D RILL 3
1. Open 57-drill2 and apply Medium Grid 3 – Accent 1 Style.
3. Center the table horizontally.
2. In columns B and C, select the column headings and the data in the three cells below each column head and apply Align Center.
4. Proofread and check; click Next to continue. (57-drill3)
I L L US TR ATIONS G ROU P Graphics can be used to enhance documents and to clarify or simplify concepts. In this lesson, you will review the Picture, Clip Art, Shapes, and SmartArt commands.
KEYBO OARD DIN NG PRO O DELLUX XE 2 References/Word 2010 Commands/Lessons 49–50
P I C TU R E AND CLIP ART Pictures are photographs or other images created in software other than Word; they are accessed by browsing your files. Clip art is a media file that can be accessed by using keywords to search for the appropriate clip provided in Office software or online.
To insert a picture or clip art: Insert/Illustrations/Picture or Clip Art
LESSON 57
•
Click at the position you wish to insert a picture, follow the path, and click Picture to browse your files and select the picture to be inserted.
•
Follow the path and click Clip Art to display the Clip Art task pane. Key a word or phrase in the Search for box to locate the desired type of clip art. Accept the defaults and click Go. Scroll to locate the desired clip and click it to insert it.
INSERT TAB COMMANDS
MODULE 9
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
268
Click the picture or clip art and use the tools on the Picture Tools Format tab to apply a Picture Style, arrange the picture, adjust it, or size it.
TIP
To format pictures or clip art:
To use a Picture Tools Format command, you must always click the picture or clip art first.
Picture Tools Format/Arrange, Size, Adjust, or Picture Styles •
To move a picture or clip, click Wrap Text in the Arrange group; select a style such as Square and drag the clip or picture to the desired position.
•
To position a picture or clip, click Position in the Arrange group; select the desired position with text wrapping.
•
To change the size of a picture or clip, use the Height and Width spin arrows in the Size group.
•
To cut off unwanted portions of a picture on one side, click Crop in the Size group; drag the cropping handle inward. To crop the same amount on two sides, press CTRL while you drag the handle. The cropping line will illustrate what is being cut off. To finish, click off the picture.
•
To reduce the file size of a picture or clip, click Compress Pictures in the Adjust group; click OK to accept the defaults and compress the picture.
•
To apply a style to a picture or clip, use the Picture Styles More button to display all styles in the Picture Styles gallery; click the desired style to apply it.
TIP You can also size a picture or clip by clicking it and dragging the corner sizing handles to increase or decrease its size.
TIP You can change the defaults to compress a picture, but it is usually not necessary to do so.
D RILL 4
PICTUR E
1. In a new document, insert castle from the data files and position in Top Center with Square Text Wrapping. 2. Crop approximately 0.75" from the top and bottom of the picture. 3. Compress the picture; accept the defaults.
LESSON 57
INSERT TAB COMMANDS
castle 4. Size the picture 2.5" high. h 5. Apply Bevel Rectangle picture style. 6. Preview the picture. 7. Proofread and check; click Next to continue. (57-drill4)
MODULE 9
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
269
CLIP A R T
D RILL 5
1. Search Clip Art using the keyword castle. 2. Select and insert a landscape-oriented clip of a castle. 3. Crop the picture as desired and size it 3" high.
4. Apply Square text wrapping and use the mouse to drag to the approximate horizontal center. 5. Apply Bevel Rectangle picture style and preview. 6. Proofread and check; click Next to continue. (57-drill5)
S HA P E S Individual shapes can be added to a document, or a number of shapes can be combined to create a more complex drawing. Tools on the Drawing Tools Format tab can be used to apply a shape style; to change the shape fill, outline, or effects; to size the shape to specific dimensions; to position it; and to group multiple shapes.
To add a shape to a document:
TIP
Insert/Illustrations/Shapes
To create a perfect circle or square (or to constrain the dimensions of other shapes), press and hold SHIFT while you drag.
1. Follow the path to display the gallery of shapes; click the desired shape; then click in the document where you want to position the shape and drag to draw the shape the desired size. 2. To add text to the shape, click on it and key the text.
To format a shape using the Drawing Tools commands:
TIP
Drawing Tools Format/Shape Styles/Shape Fill, Shape Outline, Shape Effects, Shape Styles
Shapes can be sized or moved with the mouse. Dragging the sizing handles at the corners will retain the proportion of the shape.
D RILL 6
•
Select the shape and then click the Shape Styles More button to display the Shape Styles gallery; click the desired style to apply it.
•
Click the drop-list arrow on Shape Fill, Shape Outline, or Shape Effects and choose a fill color, outline color and weight, or a shape effect.
SHA P E S
1. Draw a Sun shape from the Basic Shapes category; size the shape 5" high and 5" wide. 2. Apply Light 1 Outline, Colored Fill – Blue, Accent 1 shape style; change the fill to Yellow from the Standard Colors.
4. Center the text, apply bold, and increase the font size to 24 point. 5. Position the shape in Middle Center with Square Text Wrapping. 6. Proofread and check; click Next to continue. (57-drill6)
3. Insert the text Sunshine makes me smile! in the shape.
S M A R TAR T SmartArt consists of predesigned diagrams that help to simplify complex concepts. SmartArt layouts are grouped into nine categories: List, Process, Cycle, Hierarchy, Relationship, Matrix, Pyramid, Picture, and layouts from Office.com. You can elect to view all of the layouts or the layouts in one of the categories.
LESSON 57
INSERT TAB COMMANDS
MODULE 9
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
270
To insert and add text to SmartArt:
TIP
Insert/Illustrations/SmartArt
The document theme determines the palette of colors available on the SmartArt Styles gallery.
1. Position the insertion point where you want to add the graphic, and follow the path to open the Choose a SmartArt Graphic dialog box. 2. Click the SmartArt layout you wish to insert. 3. Click in each shape and key the desired text. -or- Click Text Pane on the SmartArt Tools Design tab that displays with the diagram and key the text in the Text Pane.
To add shapes to SmartArt:
TIP
SmartArt Tools Design/Create Graphic/Add Shape
The options available on the Add Shape list depend on the type of diagram you are working with.
1. Click the shape before or after which you want to add another shape, and follow the path to add a shape. 2. Repeat the process until you have as many shapes as you need in the layout.
SM AR TA R T
D RILL 7
1. Insert the Basic Chevron Process SmartArt layout; click in the shape at the right side and then click Add Shape.
• Plan
2. Key the text shown at the right in the Text Pane.
• Prepare
3. Position in the Top Center with Square Text Wrapping.
• Practice
4. Proofread and check; click Next to continue. (57-drill7)
• Deliver
DISCOVER D
TE X T FR O M FILE Text from File is an option on the Object command in the Text group that is used to insert entire document files. In earlier drills, you created graphics and inserted them in Word documents. These documents can be inserted in other documents using the Text from File command.
IInsert/Text/Date t/T & Time
1. Display the Date and Time dialog box. 2. Select the desired format.
To insert a document file: Insert/Text/Object/Text from File 1. Position the insertion point where you wish to insert a file; click the drop-list arrow on Object and select Text from File. 2. Select the file you wish to insert and click Insert.
LESSON 57
INSERT TAB COMMANDS
MODULE 9
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
271
P A G ES GR O U P The Pages group contains commands to insert a cover page from built-in styles, a blank page, or a page break.
To insert a cover page: Insert/Pages/Cover Page 1. Position the insertion point where you wish to insert a cover page and display the gallery of Built-In cover page styles; click the desired style to insert it. 2. Click in each placeholder and key the appropriate text or insert the date.
To insert a blank page or page break:
TIP Page break shortcut: Press CTRL + ENTER.
D RILL 8
Insert/Pages/Blank Page or Page Break •
Position the insertion point where you wish to insert a blank page and click Blank Page.
•
Position the insertion point where you wish to insert a page break and click Page Break.
PAGE S A ND TEXT GR OUPS
1. In a new document, insert the Pinstripes cover page. Key or insert the information below in the placeholders to complete the cover page. Note that a blank page is inserted after the cover page. 2. Insert the data file developments on the blank page; click in the second blank paragraph below the table if necessary and then click Blank Page to insert a blank page. 3. Use the keywords Atlantic ocean to search clip art and insert a clip showing ocean and shore. Size the clip art 4" high. Center the paragraph in which the clip is inserted. Apply Beveled Matte, White picture style.
developments, cape, smartart
4. Click in the paragraph in which hi h the th clip is inserted and tap ENTER; then click Page Break to move to the next page. Insert the data file cape. Size the picture 4" high. Apply Beveled Matte, White picture style. Compress the picture. 5. Click in the paragraph in which the picture is inserted and tap ENTER. Use the shortcut (CTRL + ENTER) to insert a blank page. Insert the data file smartart on the blank page. 6. Proofread and check; click Next to continue. (57-drill8)
Title: Sample Graphics Subtitle: For Demonstration Purposes Date: Insert today’s date. Company name: Key your school’s name. Author’s name: Key your name.
LESSON 57
INSERT TAB COMMANDS
MODULE 9
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
272
Applications 57-d1 Report with Table and Graphics career perspectives
1. Insert an Austere cover page in a new document. Use the information below to complete the cover page. 2. Key the title, subtitle, and first paragraph of the report shown below. Tap ENTER three times to position the title at 2". Apply Title style to the title and Subtitle style to the subtitle. 3. Insert the data file career perspectives after the first paragraph. Note the data file contains three errors. Proofread and correct these errors. Apply Heading 1 style to the three headings. 4. Insert the table shown below following the third paragraph below the subtitle. Apply the following formats: a. Add a column to the right of the first column shown below; key Age in the first cell and move the numbers from the first column to the new column. b. Add a row above row 1; merge the cells and increase the height to 0.4". Key the title Chief Executive Officers Under Forty, and apply 14-point Cambria font. c. Select the other rows and increase the height to 0.3". d. Apply Colorful List – Accent 1 table style to the table. e. Apply Align Center to the table title and to column B; apply Align Center Left to columns A and C. 5. Apply bullets to the four skills and experience requirements.
Cover Page Information: Date: Today
Company: Meetze University
Author: Lynn C. King
Title: Career Perspectives Abstract: This document provides information to assist organizations in evaluating students as potential employees. It also provides students with useful information in preparing for their careers. Title: Career Perspectives Subtitle: A Dual Perspective Organizations and students tend to view careers from very different perspectives. Organizations tend to focus on finding employees who match their qualification requirements and culture very closely and who are mature and can begin contributing immediately. Most of the positions available for new employees are entry or mid-level positions. Successful, relevant experience often provides the basis for evaluating potential employees.
REVIEW Insert Space Before Paragraph Home/Paragraph/Line and Paragraph Spacing/Add Space Before Paragraph To add space after the table, turn Show/Hide on, click the paragraph, and add space before the paragraph.
LESSON 57
Table: Chief Executive Officer
Type of Company
Cameron R. McMillan
38
Financial services
Zachary L. Hartman
34
Electronic publishing
Olivia J. Rosenbloom
37
Real estate development
Jonathan C. McKenzie
32
Technology
Jeremiah B. Newton
35
Medical devices
INSERT TAB COMMANDS
MODULE 9
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
273
6. Insert a Segmented Pyramid SmartArt before the heading Packaging Skills Effectively and insert the text shown below. On the SmartArt Tools Design tab, change colors to Colorful – Accent Colors style. Apply White Outline SmartArt style; size the SmartArt 4" high and 6.5" wide.
57-d1 Continued
DISCOVER
7. Insert clip art depicting a business meal after the last paragraph of the report. Use the keywords business lunch and search for an appropriate clip. Apply the following formats: a. Size the clip art 4" high and 6" wide.
Change the SmartArt Color Scheme SmartArt Tools Design/ SmartArt Styles/Change Colors
b. Apply Metal Rounded Rectangle picture style and center the clip art. 8. Note that the pages of this report have not been numbered. You will review numbering pages in a document with sections in Module 12. 9. Preview, proofread, check, and close. (57-d1)
Segmented Pyramid Text: • Technical Skills • Soft Skills • Experience • Conceptual Skills
QUICK
LESSON 57
Check your document against the illustration below.
INSERT TAB COMMANDS
MODULE 9
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
274
Lesson 58 Review Commands
Page Layout Tab Commands
• Themes Group • Page Setup Group
• Page Background Group • Paragraph Group
• Indent and Tabs on Ruler
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/58a Warmup A
ALL LE TTE RS
Skill Building 58b
Timed Writing
gwam
3'
5'
You may be familiar with the expression that we live in an
4
2
8
5
13
8
information age now.
1. Key a 3' timed writing, working for speed.
People interpret this expression in a host of
diverse ways, but most people agree on two key things.
2. Key a 3' timed writing, working for control.
The first
thing is that a huge amount of information exists today; some even
17 10
think we suffer from information overload. The second thing is that
22 13
technology has changed the way we access that huge pool of data.
26 16
Some people are quick to point out that a big difference exists between the quantity and the quality of information.
It is very
35 21
critical to recognize that anyone who has access can simply post
39 23
information on the Internet.
No test exists to screen for junk
43 26
Some of the data may be helpful and
48 29
However, much of it must be analyzed quite carefully to
52 31
before something is posted. valid.
judge if it is valid.
3' 5'
30 18
53 32
Just how do you judge if the data you have accessed is valid?
58 35
Some of the same techniques that can be used with print media can be
62 37
applied with electronic media. A good way to assess material is to
67 40
examine its source carefully. What do you know about the people who
71 42
provided this information?
Is the provider ethical and qualified
75 45
to post that information? If you cannot unearth the answer to this
80 48
question, you should be wary of trusting it.
83 50
1
4
3
2 1
2
3
Review Commands
P A G E L AYO U T TAB
58c
The Page Layout tab contains five groups: Themes, Page Setup, Page Background, Paragraph, and Arrange. Many of the commands in these groups will be reviewed or taught in later modules. This lesson provides a review of some of the key commands.
KEYBO OARD DIN NG PRO O DELLUX XE 2 References/Word 2010 Commands/Lessons 26–30 and 44
LESSON 58
PAGE LAYOUT TAB COMMANDS
MODULE 9
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
275
THE ME S G R OU P
TIP You have used the default theme (Office) for all documents in this module up to this point. You will use other themes in this lesson and will customize themes in Module 14.
A theme consists of a set of colors, heading and body fonts, and effects that are applied to all parts of a document. A theme can be applied from a gallery of built-in themes or from a custom theme that the user develops.
To apply a document theme: Page Layout/Themes/Themes 1. Follow the path and click the drop-list arrow to display the gallery of Built-In themes. 2. Click the document theme you wish to use.
T H E ME S
D RILL 1
1. Open 57-d1 and display the gallery of Built-In themes. Hold the mouse over six of the themes to preview them. Note the color and font differences. 2. Click Clarity to apply the theme.
3. Click the drop-list arrows for Colors, Fonts, and Effects and note the options for the Clarity theme. 4. Preview the document; note the changes in the cover page, title, headings, table, and SmartArt. 5. Proofread and check; click Next to continue. (58-drill1)
P A G E S E TU P GROU P The Page Setup group commands are used to change the way text is displayed on the page.
DISCOVER D Custom C t Margins 1. Display the gallery of preset margin options and click Custom Margins. 2. Use the spin arrows to specify the size of the top, bottom, right, or left margins.
M A R GINS Margins are the distance between the edge of the paper and the text of a document. The default margins for Word 2010 are 1" at the top, bottom, right, and left. On the gallery of preset margins options, the default margins are called Normal. The space between the left and right margins is called the line of writing. Custom margins can also be set.
To change margin settings: Page Layout/Page Setup/Margins 1. Follow the path to display the gallery of margins options. 2. Click the desired margins option.
LESSON 58
PAGE LAYOUT TAB COMMANDS
MODULE 9
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
276
P A G E O R IE NTATION The size of standard paper is 8.5" × 11". Orientation provides another way of positioning information on a page. The default option, Portrait, positions text so that the top edge of the paper is 8.5" wide. Landscape positions text so that the top edge of the paper is 11" wide.
To change page orientation: Page Layout/Page Setup/Orientation 1. Follow the path and click the drop-list arrow on the Orientation command. 2. Select desired orientation (either Portrait or Landscape).
M ARGI NS AND PAGE OR I ENTATI ON
D RILL 2
building blocks
1. In the open document, apply Narrow margins to the document.
3. Change the document theme tto V Verve.
2. Change the page orientation to Landscape.
4. Proofread and check; click Next to continue. (58-drill2)
P A G E B AC K GROU ND GROU P The Page Borders command is used to place a border around a whole document, a section, or the first page.
To apply a page border:
TIP
Page Layout/Page Background/Page Borders
The color palette displayed to select page border colors is determined by the theme applied.
D RILL 3
1. Follow the path to display the Borders and Shading dialog box. 2. Select the Setting, Style, Color, Width, and the portion of the document to which the border is to be applied.
PAG E BOR DER
1. Open 58-drill2, change the page orientation to Portrait, and the margins to Moderate.
3. Proofread and check; click Next to continue. (58-drill3)
2. Apply a Pink, Accent 1, 3-point Shadow, solid-line border to the whole document.
LESSON 58
PAGE LAYOUT TAB COMMANDS
MODULE 9
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
277
P A R AG R APH G ROU P The Indent command in the Paragraph group specifies the amount of space the lines of a paragraph are indented on the left and right sides.
To indent text: Page Layout/Paragraph/Indent •
Use the spin arrows to increase or decrease the indent on the left or right.
INDE NT
D RILL 4 1. Key the text shown below.
3. Proofread and check; click Next to continue. (58-drill4)
2. Indent the quote below 0.5" on both the left and right sides.
President and Chief Executive Officer Daniel J. Suggs welcomed the members of the Compensation Committee and said to them: The Compensation Committee has a critical role in ensuring the future of the company. The key issue is to develop a compensation plan that is fair to shareholders and that can be used to attract and retain the top-level talent needed to lead the company over the next five years.
I N D E N T AND TAB S ON RU LE R D Display the Ruler if it is not already displayed. To display the Ruler, click the View Ruler button above the scroll bar on the right side of the screen. V The Left Indent marker 1 and the Right Indent marker 2 are located on the ends of the Ruler. The tab selector on the left side indicates the type of tab.
Indent Markers Note the three markers at the left end of the Ruler 1 . The downward-pointing triangle is the First Line Indent marker. The upward-pointing triangle is the Hanging Indent marker. The square marker below the triangles is the Left Indent marker. At the right end of the ruler, the Right Indent marker is an upward-pointing triangle. 1
2
To set indents using the ruler:
LESSON 58
•
To set a left indent, click the square Left Indent marker and drag it to the desired position.
•
To set a right indent, click the Right Indent marker and drag it to the desired position.
PAGE LAYOUT TAB COMMANDS
MODULE 9
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
278
3
Tabs
4
5
6
7
8
3 The tab selector located on the left side of the Ruler indicates the type of tabs that are set on the ruler. Depending on the size of your screen, the tab selector may not be adjoining the Ruler.
D RILL 5
4
Bar tab
Inserts a vertical bar at the tab position.
5
Left tab
Aligns text at the left.
6
Center tab
Centers text at this position as it is keyed.
7
Decimal tab
Aligns numbers at the decimal point.
8
Right tab
Aligns text at the right.
To set a tab:
Click the tab selector, select desired type, and click the Ruler where you want to set the tab.
To clear a tab:
Click the tab marker on the Ruler and drag it down off the Ruler.
To move a tab:
Click the tab marker on the Ruler and drag it to the new location.
IND E NT A ND TABS ON R ULER
1. Set the following tabs: 0.5" bar tab, 1" left tab, 3.25" center tab, 5" decimal tab, and 6.25" right tab.
4. Select the four lines of tabulated data; drag the center tab to 3" and the decimal tab to 4.5".
2. Key the four lines of tabulated data in the drill below, tap ENTER, and then clear the bar tab from the Ruler.
5. Proofread and check; click Next to continue. (58-drill5)
3. Key the introductory sentence; then tap ENTER, drag the indent markers in 0.5" on the left and the right, and key the quote.
LESSON 58
PAGE LAYOUT TAB COMMANDS
MODULE 9
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
279
Applications 58-d1 Page Layout Commands
1. In a new document, apply Moderate margins and Equity theme. Tap ENTER three times and key the title Tailgating, and then key the subtitle An Entrepreneurial Perspective. Apply Title style to the title and Subtitle style to the subtitle. Then key the document shown below; make the corrections in the two paragraphs with the proofreaders’ marks. 2. Insert the data file tailgating after the last paragraph.
tailgating
3. Indent the five-sentence quote in the first paragraph 0.5" from both the right and left sides. 4. Apply Heading 1 style to the first three headings and Heading 2 style to the last three headings. 5. Use square bullets and Sentence case (capitalize the first word) for the two sets of bulleted items. 6. Preview, proofread, check, and close. (58-d1)
Most people view tailgating as a social event that occurs in parking lots prior to and after sporting events. Thomas Blackmon, a well-known sports historian, said: Tailgating began at college football games when people had to arrive early in order to get a parking space. They brought food and beverages to consume while waiting for the football game to begin. The popularity of tailgating skyrocketed and expanded to numerous other sporting events at the college, professional, and high school levels. In addition, the amount of time spent tailgating extended significantly. Tailgating also became popular at concerts and other outdoor events. Early Entrepreneurial Ventures College students were some of the early entrepreneurs who saw an opportunity to make a significant amount of money assisting fans with the preparation
out-of-town
and set up of extensive tailgates. They realized that fans who flew in for
all of
games wanted these experiences, but it was difficult for them to make the
for a tailgate
arrangements. These entrepreneurial students arranged for rental items and
: place on separate lines; delete commas; apply bullets.
provided services including tents, tables, chairs, food, beverages, setup
services and cleanup services. In the process, they made a substantial profit. Affluent local fans soon found these services to be attractive, and the businesses grew. Supply and Services Ventures As tailgating became more sophisticated, the demand for supplies increased significantly and numerous businesses cropped up. Typical supplies available
:
Apply bullets
include flags, pennants, tents, chairs with logos, paper products, food service items, tubs, coolers, umbrellas, portable grills, and novelty items. The best selling items are those with officially licensed logos of the team. The second
best selling items are those in team colors.
LESSON 58
PAGE LAYOUT TAB COMMANDS
MODULE 9
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
280
MODULE
10
Memos and Letters LEARNING OUTCOMES Lesson Lesson Lesson Lesson Lesson Lesson
59 60 61 62 63 64
Memos Block Letters Modified Block Letters Multiple-Page Letters Correspondence Review and Editing Assessment
• Format memorandum. • Format block and modified block business letters with special features. • Format two-page memos and letters. • Create envelopes with special notations. • Improve keying speed and accuracy.
Lesson 59 New Commands
• Save as template
Memos
• Header
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/59a Warmup A
ALL LE TTE RS
Skill Building 59b
Timed Writing
1. Key a 1' timed writing on each paragraph. Work to increase speed. 2. Key a 3' timed writing on both paragraphs.
3' 5'
LESSON 59
MEMOS
gwam
3'
5'
If you wish to advance in your career, you must learn how to make good decisions. You can develop decision-making skills by learning to follow six basic steps. The first three steps help you to see the problem. They are identifying the problem, analyzing the problem to find causes and consequences, and making sure you define the goals that your solution must meet. Now you are ready to solve the problem using the last three steps. They include finding alternative so lu tions to the problem, analyzing each of the al ter na tives carefully to locate the best solution, and putting the best solution into action. Once you have implemented a plan of action, check to make sure that it meets all of your objectives. If it does not, then determine if the problem is with the solution or with the way it is being implemented. Always keep all options open.
4
2 37
8
5 39
13
8 42
1
2
21 13 47 25 15 49 29 17 52 33 20 54 37 22 57 41 25 59 46 27 62 50 30 64 54 33 67 57 34 69
4
3
2 1
17 10 44
3
MODULE 10
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
281
New Commands 59c KEYBO OARD DIN NG PRO O DELLUX XE 2 References/Word 2010 Commands/Lesson 59
S A V E AS TE MPLATE A template is a set of predefined styles for a particular type of document. The purpose of a template is to reuse it when needed. Templates are available for formatting numerous types of documents, and others can be downloaded on the Microsoft website. However, when existing documents are unique, it is useful to save them as a template. By default, templates are saved to the Templates folder within the program. In a classroom environment, you will want to save templates you create to a USB memory device (flash drive) or another location.
To save a document as a template: File/Save As 1. Click the File tab and then Save As. The Save As dialog box displays. 2. Save to a USB memory device (flash drive): Select My Computer and browse to the flash drive. -orSave to a hard drive: By default the software will save to the Templates folder. 3. In the File name box, key an appropriate template name such as memo. 4. In the Save as type box, click the down arrow and select Word Template. Click Save. The extension .dotx is assigned automatically.
To use the template: File/New Saved to a flash drive: Click the File tab and select New. From the Available Templates pane, browse to locate the desired template. Click OK. -orSaved to a hard drive: Click the File tab and select New. From the Available Templates pane, choose My templates; browse to locate the desired template. Click OK.
SAVE A S T EMPLATE
D RILL 1
1. Position the insertion point at 2". Key the memo heading TO:, FROM:, DATE:, and SUBJECT:. Turn off bold after each heading, and tab to the 1" tab mark. 2. In the DATE line of the heading, insert the Date command and check to update automatically.
LESSON 59
MEMOS
3. Tap ENTER after you key all headings and then save as a template. Your instructor will tell you where to save it. Keyboarding Pro DELUXE 2: Your document will be saved as a Word file and not as a template. 4. Proofread and check; click Next to continue. (59-drill1 memo template)
MODULE 10
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
282
U SE ME MO TEMPLATE
D RILL 2
1. Open 59-drill1 memo template, the memo template created in Drill 1. 2. Key the memo to Corey Zinn from Mallorie McBride. The subject is Travel Reimbursement Forms.
3. Non-Keyboarding Pro DELUXE 2 users: Click the File tab and Save As. In the Save as type box, select Word Document. In the File name box, key 59-drill2. You do not want to save over the template. 4. Proofread and check; click Next to continue. (59-drill2).
The itinerary for my business trip to Chicago next week is attached. I am driving to Chicago and need detailed maps to each of the locations listed on the itinerary. I will return to the office Monday morning and would like to review the information at that time. Thank you very much.
HE A DE R A header contains text or copy that is keyed in the top margin of the page. Generally, the header is suppressed on the first page. In this module you will prepare a header for a two-page memo and letter.
To insert a header for a memo: Insert/Header & Footer/Header 1. Follow the path to display the Built-In gallery of Header styles. Click the Blank style. 2. Key the name of the recipient and tap ENTER. 3. Key Page followed by a space. 4. From the Header & Footer group, click the Page Number drop-list arrow and choose Current Position. Choose the Plain Number style. Tap ENTER. 5. In the Insert group, click Date & Time. Select the month, day, and year format (October 10, 201-). Tap ENTER to leave a blank space between the header and the first line of the text. 6. In the Options group, select Different First Page 1 to suppress the header on the first page of the memo.
Tap ENTER once after date to leave blank line.
LESSON 59
MEMOS
MODULE 10
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
283
E D I T H E AD E R Insert/Header & Footer/Header To edit a header, follow the path and click Edit Header. An alternate method is to double-click in the header section of the document. To move to the text of the memo, double-click in the memo—not the header. To remove a header, follow the path and click Remove Header.
CRE AT E HEADER
D RILL 3
1. In the open document, create a header for the second page of the memo. Include the recipient’s name, page number, and date. Tap ENTER once after keying the date. Do not print the header on the first page.
Communication 59d
Commas
1. Key your name on the first line and at the left margin. 2. For each group of sentences, select the sentence that has applied the use of commas correctly. Key the sentence number and then key the letter that corresponds to the correct sentence, e.g., (1a). 3. Proofread and check; click Next to continue. (59d) KEYBO OARD DIN NG PRO O DELLUX XE 2 References/Communication Skills/Commas
collinsmemo 2. Add an enclosure notation and d a copy notation to Susan Wyman. 3. Proofread and check; click Next to continue. (59-drill3)
1a. The legislators voted on Policy #2083 on May 23, 2010, at 5 p.m. 1b. The legislators voted on Policy #2,083 on May 23, 2010 at 5 p.m. 2a. To view Michelle’s entire social networking site I need her permission. 2b. To view Michelle’s entire social networking site, I need her permission. 3a. The parents volunteered to bring coffee, juice, milk, and pastries. 3b. The parents volunteered to bring coffee juice milk and pastries. 4a. Several club members designed an attractive logo, and the fundraising committee created an online store for selling merchandise displaying the logo. 4b. Several club members designed an attractive logo and the fundraising committee created an online store for selling merchandise displaying the logo. 5a. Mr. Rankin explained “Upload your essay to the class blog by Monday at 9 a.m.” 5b. Mr. Rankin explained, “Upload your essay to the class blog by Monday at 9 a.m.” 6a. The independent film festival will be held in Baton Rouge, Louisiana, on May 11–15. 6b. The independent film festival will be held in Baton Rouge, Louisiana on May 11–15. 7a. Chef Nate I appreciate your answering my questions about organic gardening on your blog. 7b. Chef Nate, I appreciate your answering my questions about organic gardening on your blog.
LESSON 59
MEMOS
MODULE 10
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
284
Document Design 59e KEYBO OARD DIN NG PRO O DELLUX XE 2 References/Document Formats/Memo
M E M O R AND U MS Memos, which are less formal than letters, are used for correspondence within an organization. E-mail has reduced the number of memos significantly; however, many companies require that e-mail messages only contain information that will not be needed in the future. Memos are keyed, saved as a document, and stored and maintained as a part of the company’s records management system. Memos may be printed on plain paper and sent in plain or interoffice envelopes, but they are more often transmitted as an attachment to an e-mail. Study the formatting guidelines below and refer to the full model on the next page. Heading: •
Begin the memo about 2" from the top of the page.
•
Format the memo heading in bold and uppercase.
•
Tap TAB once or twice after each heading to align the text that follows each item. You may also set a left tab at 1" and tap TAB once.
•
Tap the ENTER key once after each line of the heading.
Body: •
Use the 1.15 default line spacing. Tap ENTER once after each paragraph.
Notations: •
Tap ENTER once after the body and key reference initials.
•
Key the enclosure or attachment notation one line below the reference initials.
•
Key the copy notation one line below the enclosure notation or one line below the reference initials if no enclosure notation is needed.
Distribution Lists: When memos are sent to more than one person, key the names after the word TO: and separate them with commas, or key them in a list. Generally, names should be in alphabetical order by last name or listed in order of rank.
TO: Maxine Cagiano, Heather Lewis, Benjamin Morgan or TO: Maxine Cagiano Heather Lewis Benjamin Morgan
LESSON 59
MEMOS
MODULE 10
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
285
Tap ENTER 3 times; at 2"
1 1 1 1
1 Typist’s first and last initials
1
Memo
LESSON 59
MEMOS
MODULE 10
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
286
TW O -PAGE ME MORAND U MS 1. Begin the text on the second and succeeding pages at 1". 2. Create a header 1 that includes the recipient’s name, page number, and date on separate lines, and suppress the header on the first page. 3. In a two-page memo, at least two lines of the last paragraph are on the page with the header.
1
Applications
1. Key the memo on page 286. 2. Proofread and check; click Next to continue. (59-d1)
59-d1 Memo
1. Open 59-drill1 memo template, the memo template created in Drill 1.
59-d2
2. Key the two-page memo below. Apply the Adjacency document theme. Two-Page Memo
TO: Publication Staff; FROM: Dustin Parikh, Technology Coordinator; SUBJECT: External Review Accolades and Suggestions
REVIEW Document Theme Page Layout/Themes/Themes
3. Autofit the contents of the table and apply the Colorful Shading – Accent 2 table style. Drag the decimal tab in the second and third columns to center the numbers horizontally in the cells. Center the table horizontally on the page. 4. Add an appropriate second-page header. 5. Check and close. (59-d2)
Recently an external study of our training manuals and supplementary materials was conducted at the request of Tom Pearson, Vice President of Training. Reviewers applauded our thoroughness in instructions and our clarity in explaining complex tasks. Additionally, we received high marks on accuracy of directions and grammatical correctness. I am very pleased to report these accolades to you. Your commitment to training materials that are both accurate and thorough is commendable, and that commitment makes our training programs very popular with our public. The professional appearance of our documents continues to set us apart from our competition. Two areas were noted by our reviewers that will further enhance our documents. Please read the following descriptions and software directions. If time permits and if practice is needed, please complete the short exercises. (continued)
LESSON 59
MEMOS
MODULE 10
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
287
59-d2
Decimal Align in Tables
continued
When preparing professional tables, use the decimal align tab to align decimals. Set the tab so that the numbers appear centered in the table. Using right alignment will align the decimals; however, the numbers will display at the right of the column. Use the following directions to align the tabs in the table below. 1. Select the cells where the decimal tab is needed. 2. From the Ruler, click the Tab alignment button until the decimal tab displays. 3. Point to the Ruler and click to set the decimal tab in the desired location. 4. Drag the tab as needed to center the numbers in the column. PICC RATE INCREASES After the table style is applied, set a decimal tab to center numbers in the second and third columns.
Federal PICC Recovery
First Line
Additional Line
Primary Residence
$0.53
$1.50
Single-Line Business
$0.53
$2.75
Multi-Line Business
$2.75
$2.75
$15.00
$13.50
ISDN
Align Numbered List at the Decimal The automatic numbering of the software does not allow a numbered list to be aligned at the decimal if digits are larger than a single digit. One simple way to align the numbers at the decimal is to deselect automatic numbering as follows: 1. Click File and then Options. 2. Click Proofing in the left pane. 3. Click AutoCorrect Options and then click the AutoFormat As You Type tab. 4. Under Apply as you type, deselect the Automatic numbered lists option. Click OK. After you have turned off the automatic numbering option, set a decimal tab at the desired location. Tap the Tab key to move to the decimal tab and key the numbered items. Because the automatic numbering is not selected, you must key the number and the period. To align two-line items, drag the hanging indent marker on the Ruler to the beginning of the text. To practice this concept, open the file practice1 on the shared drive, Forde folder. Follow the directions in this file. If you have any additional suggestions for the publishing of our training materials, please e-mail them to me by next Friday. Again, thank you for your professionalism and commitment.
LESSON 59
MEMOS
MODULE 10
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
288
Lesson 60 New Commands
• Create and save Quick Parts
Block Letters • Modify Quick Parts
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/60a Warmup
New Commands 60b KEYBO OARD DIN NG PRO O DELLUX XE 2
B UI L DING B LOCK S OV E RV IE W Documents can be segmented into parts called building blocks that can be saved and reused in other documents. Building blocks also include built-in formats from galleries such as Cover Page and Header & Footer. Building blocks consist of formatted text, images, or other objects, such as closing lines of letters or letterhead with memo heading.
References/Word 2010 Commands/Lesson 60
C R E ATE Q U ICK PARTS The Quick Parts Gallery is one of the galleries of building blocks. A Quick Part is created by selecting a segment of formatted text or an image and saving it in the Quick Parts Gallery for reuse in other documents. You may save the closing lines of a letter or the memo heading. The text and format can be used in new letters or memos without rekeying them. When you create the building block, save the following information about the new building block. Name
Key a unique name that suggests the content of the building block.
Gallery
Click the down arrow to view all the galleries.
Category
General is a broad category to use or create your own category name.
Description
Key a brief description of the building block.
Save in
Name of an open template. Typically, you will use Building Blocks.
Options
The options include: Insert content only, Insert content in its own paragraph, or Insert content in its own page.
1
To create a content building block that can be used in other documents: Insert/Text/Quick Parts
TIP The paragraph mark (¶) must be selected to include formatting in the text you save as a building block. Use Show/ Hide to make sure that the paragraph mark is selected.
1. Select the text you want to save as a building block. Make sure the text is formatted in the way you plan to use it. 2. Follow the path and click Save Selection to Quick Part Gallery to display the Create New Building Block dialog box. Note the options in the Create New Building Blocks dialog box 1 that are described above. 3. Key the name of the building block (if you want to change the default name that displays) and the description. For now, use the other options that are filled in— Quick Parts Gallery, General Category, Save in Building Blocks, and Insert content only. Click OK.
LESSON 60
BLOCK LETTERS
MODULE 10
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
289
SHORTCUT Key the name or part of the name of the Quick Part and tap F3 to enter the Quick Part.
To add Quick Parts to a document: Insert/Text/Quick Parts 1. Position the insertion point where you wish to insert the Quick Part in the document. 2. Follow the path and view the list of Quick Parts you have added. 3. Click the Quick Part you wish to insert. Repeat these steps for each Quick Part you want to add to the document.
CRE AT E QUI CK PAR T
D RILL 1 1. Open 59-drill1 memo template.
3. Save the selection as a Quick Part.
2. Select the entire document (CTRL + A).
4. Key the name and description memo heading; then click OK.
U SE QUI CK PAR T
D RILL 2
1. Insert the building block memo heading.
3. Proofread and check; click Next to continue. (60-drill2)
2. Complete the memo heading with you as the sender and your instructor as the recipient of the memo. The subject is Memo Heading Inserted as Building Block.
To modify and save building blocks with the same name: Insert/Text/Quick Parts/Save Selection to Quick Part Gallery 1. In a new blank document, insert the building block that you want to change.
TIP Your Quick Parts may not save to your lab computer upon exit. If possible, complete the drills and applications in this lesson before you exit Word.
2. Make the changes to the text; then select it and save the selection to the Quick Parts Gallery using the same name and description. 3. Respond Yes to the query Do you want to redefine the building block entry? to save the building block with the same name.
M ODI FY A BUI LDI NG BLOCK
D RILL 3
mfletterhead
1. In the open document, insert the building block memo heading below the letterhead. Position the heading to begin at 2".
3. Save the building block in the th Quick Q i Parts Gallery as memo heading with letterhead and description (my memo heading with letterhead).
2. In the FROM part of the heading, key your name.
4. Proofread and check; click Next to continue. (60-drill3)
LESSON 60
BLOCK LETTERS
MODULE 10
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
290
Document Design 60c KEYBO OARD DIN NG PRO O DELLUX XE 2 References/Document Formats/Block Letter
B US I N E S S L E TTE R RE V IE W The block letter style is a typical business letter format in which all letter parts are keyed at the left margin. The standard letter parts and the required spacing are reviewed below and illustrated on the following page. This letter also illustrates open punctuation style—no punctuation after the salutation and the complimentary closing.
L E TTE R PAR TS Letterhead: Preprinted stationery that includes the company name, logo, address, and other optional information, such as a telephone number, e-mail address, or Web address. Dateline: Date the letter is prepared. Position at about 2". Begin at least 0.5" below the letterhead. Letter address: Complete address of letter recipient. Tap ENTER two times after the date. Generally includes receiver’s name, company name, street address, city, state (one space after the state), and ZIP Code. Include personal title (Mr., Ms., Dr.). Capitalize the first letter of each word. Remove the added space between the lines of the letter address.
Hill University Cultural Center
Letterhead Dateline
Salutation (or greeting): Tap ENTER one time after the letter address. Include a courtesy title with the name, e.g., Dear Mr. Nibert. Use Ladies and Gentlemen when addressing a company.
Letter address Salutation Body
Body: Message of the letter. Tap ENTER one time after the salutation. Use the 1.15 default line spacing; tap ENTER once between paragraphs. Complimentary closing: Formal good-bye. Tap ENTER one time after the body. Capitalize only the first letter of the first word of the closing.
Complimentary closing Writer's name and title Reference initials Enclosure notation Copy notation
Writer’s name and title: Tap ENTER two times after the complimentary closing. Include a personal title (Mr., Ms.) only if it is not apparent to the reader if the person is male or female (Jan, Pat, Chris). Key the name and title on either one or two lines, whichever gives better balance. Use a comma to separate name and title if on one line. If two lines are used, remove the added space between the two lines. Reference initials: Tap ENTER one time after the writer’s name and title. Replace xx with your initials. Include no spaces or periods.
Enclosure notation: Tap ENTER one time after the reference initials. If multiple enclosures are listed, set a tab at 1" and remove added space between lines. Copy notation: Tap ENTER one time after the reference initials or enclosure notation if an enclosure notation is included. If multiple copies are listed, set a tab at 0.5" to align and remove added space between lines.
LESSON 60
BLOCK LETTERS
MODULE 10
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
291
Tap ENTER 3 times; 2"
2
Remove Space After Paragraph
1 1
2
Remove Space After Paragraph
1
Align enclosures at 1" Remove Space After Paragraph
Remove Space After Paragraph
Align copy notations at 0.5"
Block Letter with Open Punctuation
LESSON 60
BLOCK LETTERS
MODULE 10
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
292
KEYBO OARD DIN NG PRO O DELLUX XE 2 References/Document Formats/Letter with Special Parts
S P E C I AL L E TTE R PARTS You have reviewed the standard letter parts that are present in business letters. Other special features may be included, depending on the needs of the document. When special parts are added to a letter, they cause it to move down farther on the page. Always preview letters to determine if starting at 2" results in the most attractive appearance. If necessary, adjust the date higher on the page allowing adequate space between the letterhead and the date. Be sure the date begins 0.5" below the letterhead. An attention line is used to direct Attention Accounting Department a letter to a position or department Chou and Chou Furniture Company within an organization. It is keyed First Street and First Avenue as the first line of the letter address. Olympia, WA 99504-6480 Whenever an attention line is used to direct a letter to a department, Ladies and Gentlemen: division, or company, the correct salutation is Ladies and Gentlemen. If it is used for a specific position title, then the salutation would be Dear (position title), such as Dear Office Manager. See illustration of an attention line on pages 291 and 298. A copy notation (c) indicates that a copy of the document has been sent to the person(s) listed. Key the copy notation one line below the reference initials or enclosure notation (if used). Tap TAB to align the names. If necessary, click the Undo Automatic Capitalization button after keying the copy notation to lowercase the letter c. A blind copy notation (bc) indicates that others are receiving a copy of the letter without the addressee’s knowledge. Tap ENTER one time after the reference initials, enclosure notation, or copy notation (if any). The blind copy notation appears on copies but not on the original. Align multiple recipients at the 0.5" tab. Note: E-mail messages containing attached letters may be addressed with blind copy recipients.
Align at 0.5"
Appears on copies, but not on the original
Applications
1. Key the block letter on page 292 with open punctuation. Begin the date at about 2". 2. Align the enclosure notations at a tab set at 1".
60-d1
3. Send a copy to Joseph Burns and Ellis Wiseman; align the names at a 0.5" tab.
Block Letter
4. Remove the added space between the letter address, writer’s name and title, enclosures, and individuals receiving copies of this letter. 5. Select the letter address and create an envelope; add it to the document. 6. Proofread and check; click Next to continue. (60-d1)
LESSON 60
BLOCK LETTERS
MODULE 10
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
293
60-d2
1. In the open document, select the closing lines of the letter (complimentary closing through reference initials) and create a Quick Part named Bland Closing Lines.
Create Quick Part
2. Key the description Bland Closing Lines. 3. Click Next to continue. You will use the Quick Part in the next document.
bland
60-d3
1. In the open document, format the letter in block letter style and open punctuation. Apply correct spacing and position the dateline appropriately.
Block Letter
2. Position the date May 25 at 2". Send the letter to Attention Order Department Redmon Publishers 5280 Circle Point Long Beach, CA 90840-0792.
redmon
3. Provide an appropriate salutation when an attention line is used. 4. Insert the building block Bland Closing Lines, created in 60-d2 above.
REVIEW
5. Review the letter to determine if an enclosure notation is needed.
Envelopes
6. Send a blind copy to John Connor and Angela Ward.
Mailings/Create/Envelopes
7. Create an envelope and add to the letter. 8. Proofread and check; click Next to continue. (60-d3)
60-d4 Block Letter
1. Format the block letter with open punctuation. Begin at 2". Insert the Date command and check to update automatically. Remove the added space between the letter address and writer’s name and title. 2. Review the letter to determine if an enclosure notation is needed. 3. Create an envelope and add to the letter. 4. Check and close. (60-d4)
Ms. Sarah Atkinson | 1234 Elm Lane | Bronx, NY 10466-1234 Good news! Our newest litter of smooth-coated collies is now four weeks old. The enclosed photograph shows these adorable quadruplets with their purebred mother. Because of your interest in a collie for a family pet, we are writing to you before the public announcement of this litter is released. As you know, our smooth-coated collies are always placed weeks before they are old enough to leave our kennel. Please call our office at 718-555-0198 Monday through Saturday to arrange a time for you and your family to visit our kennel and see these exquisite puppies for yourselves. You will not want to miss this special opportunity to take one of these puppies home with you. Sincerely | Andrew Rogers | Kennel Manager
LESSON 60
BLOCK LETTERS
MODULE 10
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
294
Lesson 61 New Commands
Modified Block Letters
• Use Building Blocks Organizer • Create New Building Block Category WARMUP
KEY YBOARDING PRO O DELUXE 2
Lessons/61a Warmup
New Commands
B UI L DING B LOCK S ORG ANIZE R Both the built-in building blocks provided when Word was installed and any building blocks you created are listed in the Building Blocks Organizer. Note that the Quick Part memo heading, which you created in Lesson 60, is shown in the illustration below. It is saved in the Quick Parts Gallery in the General category. When you click one of the building blocks, a preview is shown at the right. Note that you can insert building blocks from the Building Blocks Organizer into a document or you can delete the building block itself. Building blocks can be sorted by Name, Gallery, Category, Template, Behavior, or Description.
61b
To work with building blocks in the Building Blocks Organizer: Insert/Text/Quick Parts/Building Blocks Organizer 1. Follow the path to display the Building Blocks Organizer. 2. To sort a column in the Building Blocks Organizer, click the heading of the Name column. If you know the name of the building block, click Name to sort by the name. If you want to look for it by Gallery or Category, click that heading to sort the building blocks. 3. To insert a building block in a document, click where you want the building block to be placed; then click the desired building block in the Building Blocks Organizer list, and click Insert. 4. To delete a building block from the Building Blocks Organizer, select the building block, click Delete, and then click Yes.
D RILL 1
U SE OR GA NI ZER
1. Key your name, select it, and save it as a building block. Key My Name as the name of the building block and as the description. Click OK. 2. Delete your name that you keyed (not the building block); leave the document open.
4. Locate the building block you created for your name (My Name) and insert it in the document. 5. Select the building block My Name, and delete it from the Building Blocks Organizer. Close the drill, but do not save it.
3. Display the Building Blocks Organizer. Click the Name column to sort it.
LESSON 61
MODIFIED BLOCK LETTERS
MODULE 10
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
295
C R E ATE A NE W CATE GORY Only one category, General, is provided for saving Quick Parts. However, you can create a new category so that you will not have an excessive number of building blocks in one category. A new category can be created when you are saving a new building block, or you can create a new category by editing the properties of a current building block.
To save a building block to a new category: Insert/Text/Quick Parts/Save Selection to Quick Part Gallery 1. Select the text or image you wish to save. 2. Follow the path to display the Create New Building Block dialog box. 3. Click the down arrow on Category and select Create New Category
1
.
4. Key the name you wish to use and click OK.
1
To create a new category by modifying the building block properties: Insert/Text/Quick Parts/Building Blocks Organizer 1. Follow the path to display the Building Blocks Organizer. 2. In the Building Blocks Organizer, select the building block that you wish to modify, and click Edit Properties to display the Modify Building Block dialog box. 1
3. Click the drop-list arrow on Category and select Create New Category 1 . 4. Key the name you wish to use and click OK twice. 5. Click Yes to redefine the entry; then click Close.
CRE AT E NEW CATEGORY
D RILL 2 1. Key your name and right-align it.
4. Sort the Building Blocks Organizer by Category and find your name.
2. Select your name and save it as a building block as follows: Name: Your Name; Description: Your Name; Category: Create a new category named Personal. Click OK and click OK again.
5. Sort the Building Blocks Organizer by gallery; note that your name is saved in the Quick Parts Gallery.
3. Delete your name; leave the document open.
LESSON 61
MODIFIED BLOCK LETTERS
6. Insert it in the document. 7. Proofread and check; click Next to continue. (61-drill2)
MODULE 10
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
296
M ODI FY OR GANI ZER
D RILL 3 1. Display the Building Blocks Organizer.
2. Sort the entries by clicking the Name column. 3. Select memo heading with letterhead and click Edit Properties. 4. Click the down arrow on the Category box and select Create New Category. Key the category name CK Building Blocks. Click OK.
Document Design 61c KEYBO OARD DIN NG PRO O DELLUX XE 2 References/Document Formats/Modified Block Letter
5. Change the name and description of the building block to memo heading + letterhead. 6. Click OK and then click Yes to redefine the building block. 7. Sort by category and then insert the memo heading + letterhead building block into the document. 8. Proofread and check; click Next to continue. (61-drill3)
M O DIFIE D B LOCK LE TTE R The only difference between the block and modified block style letters is the placement of the dateline, complimentary close, and the writer’s name and title. These lines begin at the horizontal center of the page. Study the illustration of a modified block letter on the next page. Begin the letter by setting a tab at the center of the page. To determine the position of the tab, subtract the side margins from the center of the paper (4.25" − 1.0" = 3.25").
Monica A. Carter Communication Consultant 100 Main Street Clinton, MS 39056-0503
Tab 3.25"
Tap TAB before keying the dateline, complimentary close, and the writer’s name and title. Remember to remove the extra spacing between the letter address and other short lines. Review the model modified block letter on the next page. Note: If the letter has already been keyed and you are changing it to modified block format, select the entire document and then set the tab at 3.25". If default tabs are being used for multiple enclosures or multiple copy notations, select the letter from the date line through the sender’s name and title; then set the tab at 3.25".
MIXE D PU NCTU ATION
Tab 3.25"
LESSON 61
MODIFIED BLOCK LETTERS
Although most letters are formatted with open punctuation, some businesses prefer mixed punctuation. To format a letter using mixed punctuation, key a colon after the salutation and a comma after the complimentary close.
MODULE 10
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
297
Monica A. Carter Communication Consultant 100 Main Street Clinton, MS 39056-0503
Tap ENTER 3 times; 2"
Tab 3.25"
Attention line
Mixed punctuation Subject line
Mixed punctuation Tab 3.25"
Not printed on the addressee’s copy
Tab 0.5"
Modified Block Letter With Mixed Punctuation
LESSON 61
MODIFIED BLOCK LETTERS
MODULE 10
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
298
KEYBO OARD DIN NG PRO O DELLUX XE 2 References/Document Formats/ Letter with Special Parts
S P E C I AL L E TTE R PARTS Two additional letter parts are introduced in this lesson. Adding special letter parts may cause the letter to move farther down the page, so always preview the letter for attractive placement. If necessary, move the date higher on the page, but Ms. Allison Raymond be sure the date begins 0.5" below the P.O. Box 3100 letterhead. Natchez, MS 39120-2030 A reference line is used to direct the reader to source documents or to files. Tap ENTER one time after the letter address. A subject line provides the reader with a short description of the purpose of the letter. Tap ENTER one time after the salutation. Key the subject line using initial caps or UPPERCASE. It may be preceded by the word Subject, but often it is not. A subject line and reference line are rarely both used in one letter.
Re: Order No. R1084 Dear Ms. Raymond:
Dear Mr. Jones: Projected Sales Figures The sales figures for the first quarter have been released.
© IMAGE COPYRIGHT STOCKLITE, 2009. USED UNDER LICENSE FROM SHUTTERSTOCK.COM
WORKPLACE SUCCESS W
LESSON 61
Letters Letters should be carefully planned. List all the points that need to be covered and make sure they relate to the main purpose of the letter. Letters need to be accurate and written in a timely manner. Business letters often have financial implications, so check to make sure that all stated facts are accurate. Letters are a more formal means of communicating than are e-mails, text messages, or memos. Letters should be formal and factual, and at the same time be reader friendly. If the letter is part of a package, limit the cover letter to one page and relegate technical details to enclosed documents. Avoid language that is specific to gender, race, or religion in all business correspondence. For example, use words such as workforce rather than manpower and chairperson rather than chairman.
MODIFIED BLOCK LETTERS
MODULE 10
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
299
Applications 61-d1 Modified Block Letter
1. Key the model modified block letter on page 298 with mixed punctuation. Set a left tab at 3.25" for keying the date, complimentary close, writer’s name, and title. Note that it includes an attention line, subject line, and blind copy notation. 2. Before keying the blind copy notation, set a left tab at 0.5". 3. Add an envelope to the letter. 4. Proofread and check; click Next to continue. (61-d1) 1. Open 61-d1, select the closing lines of the letter (complimentary closing through reference initials, including the tab before Sincerely), and create a Quick Part named Carter closing lines. Hint: Begin selecting at the left margin so you will select the tab before Sincerely. Save it in a new category you create named Carter Building Blocks. Key the description Carter closing lines modified block with mixed punctuation.
61-d2 Building Blocks
TIP Allow time to complete these applications before exiting Word.
2. Click Next to continue. You will use this building block in the next document.
61-d3
1. In the open document, format the document as a modified block letter with mixed punctuation. Position the dateline at the appropriate position.
Modified Block Letter
2. Read the letter and compose an appropriate subject line. Omit the word Subject. 3. After the last paragraph, insert the Carter closing lines building block you created in 61-d2.
global
4. Proofread and check; click Next to continue. (61-d3)
61-d4
1. Format the modified block letter and use mixed punctuation. Supply necessary letter parts.
Modified Block Letter
2. Add the reference line Re: Order No. S3835. 3. Send a copy to Eric Leiu. Set a tab at 0.5" to key the notation. 4. Add an envelope to the letter. 5. Proofread and check; click Next to continue. (61-d4)
Current Date
Dr. Jeneve Dostorian, Instructor
319 North Jackson Street
Merritt College
Jacksonville, FL 32256-0319
Your TIME+ personal manager software was shipped to you this morning by next-day air service. We realize that your time is valuable, and installing incorrect software is not a good use of your time. However, we are glad to learn that your students benefited from your demonstration of the software. Easy-to-follow instructions for installing the new software over the current software are enclosed. You will also note on your copy of the invoice that you were billed originally for the TIME software. The TIME+ software is $99 more; however, we are pleased to provide it at no extra cost to you. An additional bonus for choosing TIME+ is the monthly newsletter, Managing Time with TIME+. You should receive your first copy by the first of the month. Sincerely,
LESSON 61
MODIFIED BLOCK LETTERS
Veronica Scrivner
Customer Service Manager
MODULE 10
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
300
61-d5
1. Key your personal title with first and last name, address, city, state, and ZIP Code on three lines. See sample shown in 61-d6 below.
Building Blocks
2. Select the three lines and save as a Quick Part named My Return Address. Save it in the category Personal that you created in 61-drill2. If the category is not on your computer, create the category now. 3. Edit your return address that is still on the screen by adding your middle initial. Select it and save the building block with the same name (My Return Address) and category (Personal). 4. Go to the Building Blocks Organizer, sort by Category, and locate the Personal building block you have created. Click on My Return Address and change the title to My Address. 5. Proofread and check; click Next to continue. You will use this building block in the next document.
61-d6 Single Envelope
1. Key a single envelope to the following address. Include your address as the return address using the Quick Part created in 61-d5. Hint: Click in the return address box and key the name of the Quick Part or part of the name and tap F3. 2. Check and close. (61-d6)
Mr. David Rieder 1832 Nottingham Drive Bloomington, IL 61704-1832
LESSON 61
MODIFIED BLOCK LETTERS
MODULE 10
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
301
Lesson 62
Multiple-Page Letters
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/62a Warmup
Skill Building az
1 2
62b
Zen and Ozzie zealously played the anthem in the Aztec Jazz band. Batz went to Phoenix, Arizona, to take a math quiz he had missed.
Textbook Keying
Key each line once; concentrating on using good keying techniques. Tap ENTER twice after each 2-line group.
by
3 4
cx
5 6
dw
7 8
figures
9 10
Boyd drove by the Blue Bayou to bypass the roadblocks at the Bay. By daybreak, Mary will stop by to bake a birthday cake for Jayne. Please carry the X-ray from exit C to exit X for Cece and Xavier. Carol can meet Xian at the exit doors following the movie Exodus. Don walked the dog at dawn when he dwelled in his downtown condo. Did Dwight drive Wendy to the new drive-in or the new drive-thru? The 12 teams spent $3,489.00 on groceries for the 567 boy scouts. Judy’s 13 puzzles had 60,789 pieces, but 524 pieces were missing. |
Document Design 62c KEYBO OARD DIN NG PRO O DELLUX XE 2 References/Document Formats/ Letter with Special Parts
1
|
2
|
3
|
4
|
5
|
6
|
7
|
8
|
9
|
10
|
11
|
12
|
13
|
TW O -PAGE L E TTE RS Letters that are more than one page in length require special layout considerations. Use letterhead paper for the first page only. For additional pages, use plain paper that matches the letterhead in quality and color. Be sure that there are at least two lines of text from the final paragraph of the body on the last page with the closing lines. Study the full-page model on pages 304–305.
To format multi-page letters: 1. Position the date on the first page approximately 2" from the top of the page. Be sure the date begins 0.5" below the letterhead. 2. Begin the text on the second and succeeding pages at 1". 3. Create a header 1 that includes the recipient’s name, page number, and date on separate lines, and suppress the header on the first page. 1
LESSON 62
MULTIPLE-PAGE LETTERS
MODULE 10
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
302
KEYBO OARD DIN NG PRO O DELLUX XE 2 References/Document Formats/ Letter with Special Parts
S P E C I AL L E TTE R PARTS Two additional letter parts are introduced in this lesson. Adding special letter parts may cause the letter to move farther down the page, so always preview the letter for attractive placement. If necessary, move the date higher on the page. Be sure the date begins 0.5" below the letterhead. A postscript, often used to emphasize information or to gain attention as in a sales letter, is keyed one blank line below the last notation. Do not begin with PS.
John Mastrangelo, President xx Enclosure
Use modified block for whenever A mailing notation such as FACSIMILE, OVERNIGHT, CERTIFIED, SPECIAL DELIVERY, or REGISTERED provides a record of how the letter was sent. Other notations such as CONFIDENTIAL or PERSONAL indicate how the recipient should treat the letter. Key special notations in UPPERCASE at the left margin one line below the date. On the envelope, notations that affect postage right-aligned below the stamp (about line 1.3"). Key envelope on-arrival notations, such as Confidential or Personal, below the return address (about line 1").
To add notations to an envelope: 1. Click the Add to Document button. 2. Position the insertion point one line space below the return address or about 1". Key the recipient’s notation—e.g., CONFIDENTIAL—at the left margin. 3. Position the insertion point on about 1.3". Click the Align Text Right button. Key the mailing notation, e.g., CERTIFIED.
1" Mailing notation
LESSON 62
MULTIPLE-PAGE LETTERS
1.3"
MODULE 10
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
303
Mailing notation in UPPERCASE
Reference line
LESSON 62
MULTIPLE-PAGE LETTERS
MODULE 10
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
304
Header
Postscript
LESSON 62
MULTIPLE-PAGE LETTERS
MODULE 10
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
305
ENVE LOP E WI TH NOTATI ONS
D RILL 1
barrington
1. In the open document, key the mailing notation CERTIFIED one line below the date.
3. Position the insertion pointt att about b 1.3" on the envelope and click the Align Text Right button. Key the mailing notation CERTIFIED.
2. Create an envelope and add to the document.
4. Proofread and check; click Next to continue. (62-drill1)
ENVE LOP E WI TH NOTATI ONS
D RILL 2
barrington
1. In the open document, key the mailing notation CONFIDENTIAL one line below the date.
3. Position the insertion pointt att about b 1" on the envelope and key the mailing notation CONFIDENTIAL at the left margin.
2. Create an envelope and add to the document.
4. Proofread and check; click Next to continue. (62-drill2)
Applications 62-d1 Two-Page Letter
1. Key the two-page letter as shown on pages 304–305. Note the illustration of many of the special letter parts learned in this module. 2. Create a header to include the three required items of a multiple-page header. Tap ENTER once after the date to leave one blank line between the header and the letter. Suppress the header on the first page. 3. Create an envelope and add the mailing notation CERTIFIED. 4. Proofread and check; click Next to continue. (62-d1) 1. Format the letter as a modified block letter with mixed punctuation.
62-d2
2. Position the dateline appropriately. Edit Letter franz
3. Add the following special letter parts: Subject line: Automated Test Development and Generation System Copy notation: Susan Wyman (Hint: Set left tab appropriately.) Blind copy notation: Crystal Hager Postscript: Move the last sentence of the letter to the appropriate location for a postscript. 4. Add an appropriate header for the second page and suppress it on the first page. 5. Create an envelope and add to the document. 6. Proofread and check; click Next to continue. (62-d2)
62-d3
1. Create an envelope for Crystal Hager, the recipient of a blind copy in 62-d2. The address is Ms. Crystal Hager, 209 Sweet Acre Drive, Decatur, AL 35601-4892.
Envelope
2. Add the envelope to the document. Add the mailing notation CONFIDENTIAL. 3. Check and close. (62-d3)
LESSON 62
MULTIPLE-PAGE LETTERS
MODULE 10
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
306
Lesson 63
Correspondence Review and Editing
WARMUP KEY YBOARDING PRO O DELUXE 2
63b
Lessons/63a Warmup
Textbook Keying
Key each line once; concentrating on using good keying techniques. Tap ENTER twice after each 4-line group.
1 left hand
2 3 4 5
right hand
6 7 8
crazed bass averages dessert cedar badger affect braggart detects beware greatest feet effects gag faster bazaar assess drawers ads grease estate carafe awarded exerted get careers agrees beads ear In my opinion, today anyone can play pool or monopoly with Jimmy. honk million kimono pumpkin yolk poplin oil lumpy homily hoop lip pill nylon million puppy uphill yoyo ninny opinion lion polio mum Jimmy minimum pupil holly imply kinky monopoly pool union you ohm Their neighbor’s mangy dog and lame duck slept by a box of rocks.
A
Skill Building 63c
Timed Writing
1. Key one 3' timing on the entire writing. 2. Key one 5' timing on the entire writing.
3' 5'
LESSON 63
ALL LE TTE RS
gwam
3'
5'
Surrogate grandparents and pet therapy might not be the types of terms that you expect to find in a medical journal, but they are concepts that are quite popular with senior citizens. Two of the most common problems experienced by senior citizens who do not live with or near a family member are loneliness and the craving to feel needed and loved. Senior citizens who are healthy and who are stable mentally often can have a high-quality relationship with deprived children who do not have grandparents of their own. They often have time to spare and the desire to give these needy children extra attention and help with their school work and other needs. At first, it may seem that children gain the most from being with seniors. However, it soon becomes evident that the surrogate grandparents tend to benefit as much or even more than the children. Both assisted-living and total-care residential facilities are using pets to keep senior citizens from feeling alone. In those cases in which a single person lives in one of the housing units, the pet can help to reduce the feeling of being alone and lonely. Even patients in the total-care units who do not communicate very much become animated and will talk to a very gentle pet brought in on a regular basis to play with the patients.
4
2
9
5
13
8
1
CORRESPONDENCE REVIEW AND EDITING
2
22 13 23 14 27 16 32 19 36 22 41 24 45 27 49 30 54 32 57 34 61 36 66 39 71 42 76 45 80 47 85 50 87 51
4
3
2 1
18 11
3
MODULE 10
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
307
Applications
1. Insert the Quick Part memo heading titled memo heading + letterhead. If the Quick Part is not available, key the memo heading.
63-d1
2. Key the memo below to Ann Melnick, Zackery Minga, and Naketa Patel from you. Key each name on a separate line. Remove extra space between lines.
Edit Memo
3. The subject is Revised Schedule for Kenneth Phelps. 4. Key the meal functions at the left margin and tap TAB before keying each name. Then center the lines.
TIP Refer to page REF4 to review proofreaders’ marks.
5. Key Attachment for the enclosure notation. 6. Proofread and check; click Next to continue. (63-d1)
A copy of the final interview The newly revised schedule for Kenneth Phelps is attached. To involve more of
one additional person
your in the interview process with Kenneth Phelps ,we have added the
functions
following individuals to the various meal events. Please refer to the list shown
below.
Monday, 11:30 a.m. Lunch
Zackery Minga
Monday, 6:30 p.m. Dinner
Naketa Patel
Tuesday, 7:30 a.m. Breakfast
Ann Melnick
Please take time to get to know Kenneth and to evaluate his credentials .
63-d2
1. Format the letter in block style with open punctuation.
Block Letter
2. Add mailing notation CERTIFIED and subject line Annual Craft Fair Booth. 3. Create an envelope with the notation CERTIFIED positioned appropriately. 4. Proofread and check; click Next to continue. (63-d2)
January 10, 201- Ms. Denise McWhorter HandPrints, Inc.
11
92 E. Cresswell Road Selden, NY 11784 Dear Ms. McWhorter
24
sp
-0293
s
Booth 24 your first choice, had been reserved for you
,
r
for the annual craft fair on May 15-17. You booth was ex-
46
treme popular last year and we are very please to have you
59
ly
d
fair
,
participate in the fare again this year.
67
e
Our standard agreement from is inclosed. Please sign the form and return it to us by April 15 . Your booths will have a large table and a minimum of two chair.s If you need any thing else for the booth please let us know prior to the opening ofthe fair.
#
Sincerely Jennifer A. Reed
LESSON 63
35
CORRESPONDENCE REVIEW AND EDITING
President
xx Enclosure
78 90 102 114 119 129
MODULE 10
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
308
63-d3
1. Format the modified block letter with mixed punctuation. Position the date appropriately. Make the revisions marked on the letter. Add the correct salutation.
Modified Block Letter
2. Add the reference notation Internship #100-22. 3. Send a blind copy to the intern mentioned in the letter. 4. Add the following postscript one line below the last notation. Remove the hyperlink. Please take a few minutes to review Paul’s work at www.merrittcollege.edu/librarytour.htm. 5. Create an envelope with the notation CONFIDENTIAL positioned appropriately. 6. Proofread and check; click Next to continue. (63-d3)
Current date |CONFIDENTIAL |Ms. Louise Brown, Director |Merritt College | 750 East Wolfe Road |Vienna, WV 25105-0750 Thank you for the opportunity to participate as an employer
one of your technology majors,
in your internship program.
Paul Zieger worked 90 hours this
addition
,
summer, and was an excellent edition to our department.
His
n
final project was a interactive tutorial of the Merritt College library.
This tutorial provides an electronic tour of the
its holdings,
library, including the layout of the library and specific
,
directions on locating certain materials. ¶ Paul has agreed to work for us part -time during the fall semester.
are
Our initial plans is
ing
for him to work with faculty in setting up and conduct private demonstrations for classes.
In addition, he will write a
secondtutorial for the graduate library.
¶ Please send another excellent intern next summer. Sincerely |Daniel E. Romano, Director |Library Services |xx
63-d4
1. Open 63-d2. Delete Ms. Denise McWhorter as the recipient of the letter. Add the attention line Attention Marketing Manager.
Edit Letter
2. Change the salutation to Dear Marketing Manager. 3. Create an appropriate envelope and add to the document. Click Change Document to override the current envelope. Add the mailing notation CERTIFIED on the envelope. 4. Check and close. (63-d4)
LESSON 63
CORRESPONDENCE REVIEW AND EDITING
MODULE 10
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
309
Lesson 64
Assessment
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/64a Warmup A
ALL LE TTE RS
Skill Building 64b
Timed Writing
Key two 3' timed writings.
3' 5'
Applications 64c
gwam
3'
5'
What is a college education worth today? If you asked that question to a random sample of people, you would get a wide range of responses. Many would respond that you cannot quantify the worth of a bachelor’s degree. They quickly stress that many factors other than wages enhance the quality of life. They tend to focus on the benefits of sciences and liberal arts and the appreciation they develop for things that they would never have been exposed to if they had not attended college. Data show, though, that you can place a value on a college education—at least in respect to wages earned. Less than twenty years ago, a high school graduate earned only about fifty percent of what a college graduate earned. Today, that number is quite different. The gap between the wages of a college graduate and the wages of a high school graduate has more than doubled in the last twenty years. The key factor in economic success is education. The new jobs that pay high wages require more skills and a college degree. Fortunately, many high school students do recognize the value of getting a degree. Far more high school graduates are going to college than ever before. They know that the best jobs are jobs for knowledge workers and those jobs require a high level of skill.
4
2
9
5
13
8
1 1
2
22 13 26 16 31 18 33 20 37 22 41 25 45 27 50 30 54 32 58 35 59 36 63 38 68 41 72 43 76 46 81 48 85 51
4
3
2
18 11
3
When you complete a document, proofread it, check the spelling, and preview for placement. When you are completely satisfied, click the Continue button to move to the next document. Click the Check button when you are ready to error-check the test. Review and/or print the document analysis results.
Assessment Continue Check
LESSON 64
ASSESSMENT
MODULE 10
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
310
64-d1
1. Key the memo to Marvell Hodges, from Christina Hagberg, Coordinator. Use July 27, 201- as the date and August 8–9 Workshop as the subject.
Memo
2. Continue to the next document. (64-d1)
Over seventy-five teachers have preregistered to participate in the Integrating Technology Workshop scheduled for August 8–9 at Ferguson Community College. We are very pleased with the overwhelming response to this offering. The workshop will begin at 8 a.m. and conclude by 5 p.m. each day. Please come to Room T38 of the Continuing Education Building. You may make your housing reservation today by calling 601-555-0142. I look forward to your participating in this outstanding learning experience.
64-d2
1. Key the following letter in block style with open punctuation. Position the date appropriately. Add all necessary letter parts. Mark the letter as CONFIDENTIAL.
Two-Page Block Letter
2. Add the subject line Plant Expansion to Mexico. (Omit Subject.) 3. Send a copy to the three members of the management team listed in the letter. 4. Insert a header for the second page. Do not print the header on the first page. 5. Create an envelope and add to the letter. Add the appropriate notation. 6. Continue to the next document. (64-d2)
December 1, 201Kimbrough Street
Ms. Candace Brennan Brennan and Associates Suite A Chesterfield, MO 63017-0420
2202
Final approval for plant expansion out of the country has been received. The purchase of an already existing plant was decided to be cost effective. The sites being considered are Japan, Mexico, and France. Visits will be scheduled for each of the three proposed sites. The first visit will be on January 10–12 to Voz del Cielo in Juarez, Mexico. An itinerary is enclosed for your planning purposes. Your responsibilities have been highlighted. The small cellular phone production plant is located in Juarez, Mexico, about ten miles south of El Paso, Texas. The physical plant covers approximately 20,000 square feet and houses approximately one hundred employees. The following management team will be meeting with us: Armando Cruz, president; Tito Gonzales, vice president of production; and Reuben Puente, vice president of marketing. (continued)
LESSON 64
ASSESSMENT
MODULE 10
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
311
64-d2
Three factors we must consider when preparing for this meeting are:
continued
•
Our counterparts have a different culture and customs.
•
The meeting is in Mexico—not in the United States.
•
We only have about three months to prepare for the meeting.
Your preparation for this visit is essential. Please begin your preparation by completing the following items: 1.
Study the culture and customs of Mexico. Use the enclosed report prepared by Carlos Petrillo as a point of departure.
2.
Study the book An Easy Guide to Conversant Spanish. Being familiar with the language will assist us in our negotiations.
3.
Secure a passport. This official record will be required when we enter Mexico.
I look forward to working with you on this project. Sincerely
Tony Wiest, President
64-d3
1. Key the modified block letter with mixed punctuation. Use the current date. Supply necessary letter parts.
Modified Block Letter
2. Check the test and close it. (64-d3)
Ms. Audra Meaux
268 Marsalis Lane
Hot Springs, AR 71913-1004
Our professional staff finalized the Technology Task Force report requesting approval of four major technology enhancements for K-14. A draft copy is enclosed for your review. Please make any corrections and return the draft to us within one week so that the final report can be prepared. The report will be sent special delivery to each school board member no later than Monday. This deadline must be followed if the item is to appear on the November 15 agenda. If we do not hear from you within one week, we will assume that you accept the draft as submitted. Audra, thank you for your willingness to serve on the Technology Task Force. Ryan Messamore
NTA President
BOOKMARK B www co www.collegekeyboarding.com Module 10 Practice Quiz
LESSON 64
ASSESSMENT
MODULE 10
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
312
MODULE
11
Tables LEARNING OUTCOMES Lesson Lesson Lesson Lesson Lesson Lesson
65 66 67 68 69 70
Table Layout Commands Format and Sort Tables Calculations in Tables Convert Text and Tables Create Documents with Tables Assessment
Lesson 65 New Commands
• • • • • •
Create and format tables. Sort tables. Perform calculations in tables. Convert text and tables. Create documents with tables. Build keying speed and accuracy.
Table Layout Commands
• Set Decimal Tabs
• Change Text Direction
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/65a Warmup A
ALL LE TTE RS
Skill Building 65b
gwam
First-year college students are very eager about beginning the next step in the journey after high school. Going away to college offers many opportunities and challenges to these young students. Choosing what time to attend classes, when to go to bed, when to get up, what to eat each day, and how to spend their money seems fantastic at an initial glance. But, wait, are these students adequately prepared for the hard choices that come with these freedoms? One major area in which students need help is in making good food selections. Pizza, pasta, and macaroni and cheese do not make a wise choice even if these foods are easy to make and affordable. Be sure to have five fruits and vegetables each day and add some physical activity in the schedule. Remember nutritious meals and exercise are important to success in college. Another problem area for students is money management. Having a monthly budget will make it easier when deciding whether to go with friends for an expensive meal, to go out for ice cream, to pay only the minimum balance on the credit cards, or to spend student loans on items that are not college expenses. Making wise decisions in these important areas will be a big step toward success in college.
Timed Writing
Key two 3' timed writings.
3'
LESSON 65
1
TABLE LAYOUT COMMANDS
2
3
3' 5 9 13 18 23 27 31 36 41 45 50 54 56 61 66 70 75 79 84
4
MODULE 11
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
313
Review Commands 65c
In this module, you will be using your knowledge of creating and editing tables to work with advanced table features such as inserting formulas, performing sorts, inserting graphics, and converting text to tables. In this lesson, you begin with a review of table layout options.
KEYBO OARD DIN NG PRO O DELLUX XE 2 References/Word 2010 Commands/Lessons 38–40
C HA N G E TAB LE LAYOU T You will recall that once the table has been created, two additional tabs display at the top of the Ribbon; they are the Table Tools Design tab and the Table Tools Layout tab. The Table Tools Layout tab contains features that allow you to change the structure or layout of the table in the following ways.
Insert and Delete Rows and Columns Table Tools Layout/Rows & Columns Click the insertion point where the new row or column is to be inserted. If several rows or columns are to be inserted, select the number you want to insert. Then choose the desired Insert option. Click the insertion point in the row or column to be deleted. If more than one row or column is to be deleted, select them first. Click the Delete drop-list arrow and select the appropriate item to be deleted in the drop-down menu that displays.
Merge and Split Cells Table Tools Layout/Merge/Merge Cells or Split Cells The Merge Cells and Split Cells features make it possible to create complex table designs. Merge can join cells horizontally or vertically. A common use for the merge feature is to combine the cells in the first row of a table so the table heading can be positioned there. Merge cells by selecting the cells to merge and clicking the Merge Cells command. Cells in rows or columns can be split to create new columns or rows. A common use for this feature is to create multiple columns below a single cell. This allows for a heading that spans multiple columns as well as individual column headings below that heading. Split cells by clicking in the cell to be divided, or by selecting multiple cells to divide, and then clicking the Split Cells command. Enter the number of columns or rows into which the selected cell(s) will be divided.
LESSON 65
TABLE LAYOUT COMMANDS
MODULE 11
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
314
Adjust Column Widths and Row Height
TIP
Table Tools Layout/Cell Size/Width or Height
When you click in a single cell and increase column width or row height, all cells in that column increase in width or height.
Column widths can be adjusted by dragging column borders. Leave approximately 0.5" to 0.75" between the longest line and the border. Another way to adjust a column width to a precise value is to position the insertion point over a column border, press ALT, and click on the border. The column width displays in the Ruler; drag to adjust width.
Column widths display in Ruler Click on cell border to display two-headed arrow.
Row height can also be adjusted by dragging the row border until the row is the desired height. Adjusting row height can make table text easier to read. For more precision, use the commands in the Cell Size group to specify column width or row height. Click in a cell, or select multiple cells, and then use the spin arrows in the Cell Size group to increase or decrease column width or row height.
Change Text Alignment Table Tools Layout/Alignment The options in the Alignment group offer combinations of vertical and horizontal alignment that allow you to position text at the top, middle, or bottom of a table cell, as well as at the left, center, or right side of the cell.
Change Table Alignment Table Tools Layout/Table/Properties If a table does not run the full width of the page, it is usually centered. Use the Center Alignment feature in the Table Properties dialog box to center the table horizontally on the page. The Table Properties dialog box can also be used to set a width for the table. Place a check mark in the Preferred width checkbox and then key the desired table width in the Preferred width box, or use the spin arrows to set the width.
LESSON 65
TABLE LAYOUT COMMANDS
MODULE 11
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
315
New Commands
D E C I MAL TAB S D Decimal tabs can be used to align numbers containing decimals in a column as sshown in column A in the table below. A decimal tab can also be used to right-align numbers in a column. You have used the Align Text Right button to right-align the numbers in the column. Using the Align Text Right button produces the result shown in column B. Column C shows the numbers right-aligned using a decimal tab. Setting a decimal tab allows you to keep the numbers right-aligned and make them appear centered in the column.
65d
If the tab for the column needs to be moved, you must first select all the numbers in the column before moving the tab. Otherwise the change will only take place in the cell where the insertion point is positioned.
Numbers with Decimals
Use Align Text Right Button
Use Decimal Tab
2.1
56
56
10.75
100
100
2,050
2,050
325.333
To set decimal tab: 1. Key the table with the numbers left-aligned in the column. Select the column or the cells in the column where the decimal tab will be used. 2. Click the tab selector at the left edge of the Ruler until the decimal tab displays. 3. Click the Horizontal Ruler where you want to set the tab. The numbers immediately align to the decimal tab. 4. If you need to move the decimal tab, first select the column or the necessary cells before moving the tab marker on the Ruler.
D RILL 1
DECI MA L TAB AND COLUMN WI DTH
1. Create the table shown above (Numbers with Decimals, etc.). Bold and center the column headings. 2. Select cells A2–A4 and set a decimal tab at 1" on the Horizontal Ruler. The numbers automatically align with the decimal tab. 3. Select cells B2–B4 and click the Align Text Right button. 4. Select cells C2–C4 and set a decimal tab at 5.5".
6. Move the mouse over the border between columns A and B. When the mouse changes to a double-headed arrow, hold down the ALT key and click the column border to display the column width. Drag the border until the Ruler displays a width of 1.95" for column A. Do the same with column B. Adjust the width of column C to 1.7". 7. Center the table horizontally. 8. Proofread and check; click Next to continue. (65-drill1)
5. Select cells C2–C4; move the decimal tab on the Ruler to 5.25".
LESSON 65
TABLE LAYOUT COMMANDS
MODULE 11
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
316
C HA N G E TE XT D IRE CTION Text is traditionally displayed horizontally in a table cell. At times, it is preferable to display the text vertically in a cell. Typically, text is displayed vertically when a number of narrow columns are included in a table. The Text Direction button rotates text in a cell 90 degrees each time you click the Rotated text will be easier to read if it is centered in the table cell. h button. b
To change text direction: Table Tools Layout/Alignment/Text Direction 1. Click in the cell where the text will be rotated. 2. Click the Text Direction button to rotate the text. Continue clicking Text Direction until the text displays in the desired direction. 3. Use Align Center to center the text in the cell.
D I S TR IB U TE ROWS OR COLU MNS When a table has many columns or rows, it may be a tedious task to set each column width or height to make the columns the same dimensions. The Distribute Rows and Distribute Columns commands will distribute the columns and rows evenly.
To distribute rows or columns: Table Tools Layout/Cell Size/Distribute Rows or Columns 1. Select the rows or columns that are to be distributed evenly. 2. Click Distribute Rows or Distribute Columns.
G UI DE L INE S FOR K E YING TAB LE S 1. When main and secondary headings are used in a document, make the main heading larger than the secondary heading. Column headings may be centered and boldfaced. If styles are applied to main and secondary headings, adjust spacing as needed. 2. Adjust column width attractively, and center the table horizontally. 3. When a table is within a document, the same amount of blank space should display before and after the table as between paragraphs.
T E X T DI R E CTI ON AND DI STR I BUTE
D RILL 2
1. In the open document, click the Text Direction button two times in each cell for cells B1–H1. The text will read from bottom to top. 2. Select all the cells in row 1. 3. Click Align Center to center all the text in the cells horizontally and vertically. 4. Select rows 2–4. Change the row height to 0.3".
text direction
6. Bold the column heads in row 1 1. 7. Select columns B–H and use Distribute Columns to make the columns equal width. 8. Click in row 4 and change row height to 0.6". 9. Select rows 2–4; then click the Distribute Rows button. 10. Proofread and check; click Next to continue. (65-drill2)
5. Use Align Center Left to center the text vertically in the cells.
LESSON 65
TABLE LAYOUT COMMANDS
MODULE 11
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
317
Applications
1. Center the main heading using all caps, 14-point font, and bold. 2. Create the table. Bold and center the column headings.
65-d1
3. Adjust column widths, and center the table horizontally. 4. Center column B; align columns C and D with a decimal tab.
Table with Decimal Tab
5. Proofread and check; click Next to continue. (65-d1)
LAUREL CANYON ENTERPRISES
TIP Remember to change to left alignment and 11-point font, and turn off bold before inserting the table.
Employee
I.D.
Hardware
Software
Alexander, J.
R492
$105,134,384
$1,868,553
Courtenay, W.
R856
79,364,091
1,384,219
Holsonback, E.
C845
27,386,427
1,098,237
Rajeh, C.
M451
82,665,900
1,052,564
1. Open 65-d1.
65-d2 Insert and Delete Columns and Rows
2. Insert a column between columns B and C. Insert the following information in the new column. Remove the decimal tab in the new column. Department | Public Relations | Maintenance | Accounting | Engineering 3. Delete the row containing Holsonback. 4. Insert two additional rows and key the names and accompanying information below in correct alphabetical order. Adjust column widths as necessary. Baxter, L.
K511
Accounting
44,296,101
971,360
Talbert, S.
P053
CFO
82,091,433
985,201
5. Proofread and check; click Next to continue. (65-d2)
65-d3
1. Center the main heading, NBA EASTERN CONFERENCE, in all caps and 14-point, bold font.
Merge Cells and Rotate Text
2. Create a 3-column, 6-row table. Select the entire table and change the row height to 0.25". 3. Merge the cells in column A. Key Southeast Division; rotate the text so that it reads from bottom to top. Center the text and apply bold.
TIP After keying the text in column C, tap TAB twice to return to column B.
4. Key columns B and C of the table. Bold column heads. Align Center Left columns B and C. 5. Adjust the width of column A to 0.5". Adjust widths of columns B and C to 1.9". 6. Center the table horizontally on the page.
Southeast Division
7. Proofread and check; click Next to continue. (65-d3)
LESSON 65
TABLE LAYOUT COMMANDS
Team
City
Atlanta Hawks
Atlanta, Georgia
Charlotte Bobcats
Charlotte, N. Carolina
Miami Heat
Miami, Florida
Orlando Magic
Orlando, Florida
Washington Wizards
Washington, D. C.
MODULE 11
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
318
1. Open 65-d3.
65-d4
2. Insert a column to the right of the table. Key the following information in column D. Insert Column
Arena Philips Arena Charlotte Bobcats Arena American Airlines Arena Amway Arena Verizon Center 3. Change the alignment of the text in column D to Align Center Left to match the rest of the table. 4. Proofread and check; click Next to continue. (65-d4) 1. Create a 3-column, 7-row table.
65-d5
2. Merge the cells in the first row. Change the row height to 0.6". Merge and Split Cells
TIP Key the numbers in columns D and E using left alignment. Then select the numbers and set the decimal tab. Numbers will automatically align at the decimal point.
3. Key the main heading in 14-point uppercase font, and the secondary heading in 12-point title case font. Apply bold to both headings. 4. Select cells B3–B7 and split the cells into 2 columns and 5 rows; do the same with cells C3–C7. 5. Merge cells A2–A3. Center the column head, Description, using Align Center. 6. Key the table shown below. Adjust column widths and center the table horizontally. Bold and center all headings vertically and horizontally. 7. Center the numbers in cells B4–B7 and cells C4–C7. Use a decimal tab to align the numbers in columns D and E. 8. Click in the last row in the table. Change the row height to 0.5". Select rows 4–7 and distribute row heights. Center the copy vertically in the cells. 9. Check and close. (65-d5)
OUTPATIENT PROSPECTIVE PAYMENT SYSTEM Unadjusted National Medicare Reimbursement Description
LESSON 65
Code
Insurance
CPT
APC
Medicare
Immobilization
77341
0303
91.08
69.28
Basic Dosimetry
77300
0304
388.52
498.26
Daily IMRT Treatment
60174
0302
7,625.19
8,662.14
Physical Therapy
77336
0311
270.48
253.26
TABLE LAYOUT COMMANDS
Coinsurance
MODULE 11
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
319
Lesson 66 New Command
Format and Sort Tables
• Sort Data in Tables WARMUP
KEY YBOARDING PRO O DELUXE 2
Lessons/66a Warmup A
ALL LE TTE RS
Skill Building 66b
Timed Writing
Key one 2' timed writing at your control rate.
gwam
Little things do contribute to success in keying. Take our work attitude, for example.
66c KEYBO OARD DIN NG PRO O DELLUX XE 2 References/Word 2010 Commands/Lessons 38–40
6 53
It’s a little thing; yet
12 59
Demonstrating patience
18 66
with a job or a problem, rather than pressing much too hard for a
25 72
desired payoff, often brings better results than we expected.
31 79
Other “little things,” such as wrist and finger position, how we
38 85
sit, size and location of copy, and lights, have meaning for
44 91
any person who wants to key well.
47 94
it can make quite a lot of difference.
1
Review Commands
2'
2
3
4
6
5
E N HA NC E TAB LE APPE ARANCE Once you have created a table, a variety of tools are available on the Table Tools Design tab that can enhance the appearance of the table. The Design tab is divided into three groups: Table Style Options, Table and T bl Styles, St l d Draw Borders. Review the following design options.
Shade Cells, Columns, or Rows Table Tools Design/Table Styles/Shading S Shading adds emphasis to cells. Frequently, header rows or rows containing totals are shaded. Select the cell(s), column, or row to c be shaded. shaded Click Clic Shading to display the color palette. Click the desired color. To remove the shading, select the cell(s), column, or row, and click No Color.
Change Border Appearance Table Tools Design/Table Styles/Borders T Borders command allows you to choose various border options. For The example, you can choose to have borders on the outside of the table or e only l on the h top or bottom of certain cells. You can also choose to remove the borders. Select the cell(s) or table in which the border will be altered. Click the Borders drop-list arrow to display the border options. Click the desired borders or click No Border.
Change Line Style, Weight, and Color Table Tools Design/Draw Borders/Line Style, Line Weight, or Pen Color The Line Style, Line Weight, and Pen Color features are often used in combination with the Borders options. Use these options to apply dashed or double lines, make borders heavier or lighter, and change border color.
LESSON 66
FORMAT AND SORT TABLES
MODULE 11
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
320
To change the line style, line weight, or pen color: 1. Click the Line Style drop-list arrow and choose a line style. 2. Click the Line Weight drop-list arrow and select from a variety of line weights or thicknesses. 3. Click the Pen Color drop-list arrow and select the desired color from the color palette. 4. Select the cells to be changed and then click the appropriate borders option.
D RILL 1
APP LY SHADI NG AND BOR DER
1. In the open document, add a row below the table by clicking in the last cell and tapping TAB. 2. Key Total in cell A6. Key 482,271,983 in cell C6. 3. Select the cells in the row containing the total. Apply Red, Accent 2, Lighter 80% shading to the row.
shading
4. Change the line style to a d double bl line. 5. Change the line weight to ¾ pt. Select the entire table. 6. Click the Borders drop-list arrow and choose Outside Borders. 7. Proofread and check; click Next to continue. (66-drill1)
TA BL E S TYL E S Word includes a gallery of preformatted table styles that you can use to make tables more attractive. The styles contain font attributes, color, shading, and borders to enhance the appearance of a table. Display additional styles by clicking the More button to show the entire gallery. Move the mouse over each style to see your table formatted in that style. The name of the style also displays.
More
The Table Style Options group allows you to make changes to the table style to suit your needs. As you select and deselect these options, the styles in the gallery display those options. For example, if your table has a total row, select the Total Row option. Table styles in the gallery change to show emphasis on this row.
To add, change, or remove a table style: Table Tools Design/Table Styles 1. Click in the table where the style is to be applied. Follow the path to view table styles. 2. Click the desired table style. To see the entire style gallery, click the More button. 3. To change to another style, click in the table and choose a different style. 4. To remove a style, click the table; then click the More button. Below the gallery of styles, click Clear. 5. If you wish to make a change to the style, click in the table; then click the option you wish to change in the Table Style Options group.
LESSON 66
FORMAT AND SORT TABLES
MODULE 11
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
321
TAB LE ST Y LES AND STYLE OPTI ONS
D RILL 2
1. Open 66-drill1. Remove the shading from the last row (select cells, click Shading, and click No Color).
4. Center the table horizontally. Center the main heading vertically in the row.
2. Apply Medium Shading 2 – Accent 3 table style. Bold the heading in cell A2.
5. Proofread and check; click Next to continue. (66-drill2)
3. Click the Total Row checkbox in the Table Style Options group to add emphasis to the last row.
P O S I TIO N A TAB LE IN A D OCU ME NT When inserting a table into a document, care must be taken to provide the same amount of space below the table as above the table. Word’s default Normal style inserts a 10-point space after a paragraph and uses 1.15 line spacing. However, Word defaults to single spacing in a table with no spacing after a paragraph. Therefore, when a table is keyed within a document, extra spacing needs to be inserted below the table to match the spacing above the table. The extra space can easily be inserted by clicking on the paragraph below the table, clicking the Line Spacing drop-list arrow, and choosing Add Space Before Paragraph.
New Commands
S O R T IN TAB LE S One of the advantages of keying data in a Word table is that you can sort the data. The sort can be performed in three ways:
66d •
Text sort. Text is sorted alphabetically. Numbers sorted in a text sort are based purely on the first digit. If the numbers 1, 7, and 100 are sorted, the resulting list will be in this order: 1, 100, 7.
•
Number sort. Numbers are sorted numerically. For example, a list of 1, 100, 7 would be sorted as 1, 7, 100.
•
Date sort. When dates are involved; text is sorted based on date chronology.
To sort data in a table:
3
2
Table Tools Layout/Data/Sort 1. Click in the table; then follow the path to display the Sort dialog box. 2. When row 1 contains column headings, it is called the header row. Click the appropriate button indicating whether the table contains a header row 1 .
4
5 1
3. Click the drop-list arrow next to Sort by 2 . (Note: Sort by tells Word how to arrange the information.) Select the header that you will sort by. 4. Select Ascending to sort the list from A to Z. Descending sorts from Z to A
3
.
5. If the first-level sort cannot establish the sort order (this will be true if several cells are identical in the first column), then you will need to establish a second-level sort in the first Then by section 4 . You can also enter a third-level sort in the subsequent Then by section 5 .
LESSON 66
FORMAT AND SORT TABLES
MODULE 11
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
322
SORT TA BLE
D RILL 3
sort
Table Tools Layout/Data/Sort 1. In the open document, sort the table by Dish in ascending order. (Sort by Dish; Ascending.) 2. Sort the table by Cost in descending order. (Sort by Cost; Number; Descending.) 3. Sort the table by Nationality in ascending order and then by Dish in descending order. (Sort by Nationality; Text; Ascending; Then by Dish; Text; Descending.) 4. Your sorted table should look like the one at the right. 5. Proofread and check; click Next to continue. (66-drill3)
Applications
1. Insert a 3-column, 7-row table at 2". Apply the Civic theme.
66-d1
2. Merge rows 1 and 2 in column A; select rows 2–7 in column B and split in two columns. Do the same for column C.
Table with Border and Style Options
3. Key the table. Align numbers with decimal tabs. Adjust column widths. 4. Insert a row above the table; merge the cells. 5. Center WEXMARK COLLEGE in 14-point, all caps. Tap ENTER and key 201- Enrollments in 12-point font.
TIP For all tables in this lesson, adjust column width and center table horizontally.
6. Apply Light Grid – Accent 2 table style. Deselect Header Row in the Table Style Options. 7. Change the height of rows 2–8 to 0.25". Center the copy vertically in the cells. 8. Change the height of row 1 to 0.6". Bold and center vertically and horizontally all headings. 9. Center the table horizontally on the page. 10. Apply a double-line Orange, Accent 6, Darker 25% border to the outside of the table. 11. Proofread and check; click Next to continue. (66-d1)
College Business Administration Computer Science Allied Health Sciences Arts and Sciences Engineering Technology
LESSON 66
FORMAT AND SORT TABLES
Semester Fall
Division
Spring
Upper
Lower
1,296
677
395
1,586
945
322
124
1,143
3,925
2,650
4,500
7,125
98
76
29
108
179
156
32
96
MODULE 11
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
323
66-d2
1. Key the table below. Center the main heading, NATIONAL TEAM LEADERS, in 14-point, bold, and caps above the table.
Create and Format Table
2. Apply the Light List – Accent 2 style to the table and center horizontally. 3. Center columns D and E, including the column heads. 4. Proofread and check; click Next to continue. (66-d2)
Last Name
First Name
City
State
ZIP
Louie
Martin
Seattle
WA
98101-1075
Palms
Lorraine
Minneapolis
MN
55455-8415
Straus
Patricia
Omaha
NE
68105-4398
Soey
Ellen
San Francisco
CA
94107-0357
Zampich
Christina
Hayden Lake
ID
83835-2735
Le
Trinh
Oxnard
CA
93033-4890
Pham
Chinh
San Francisco
CA
94107-6592
Kumar
Lauren
Durham
NC
27703-5283
Williams
James
New Bern
NC
28562-7963
Toyota
Janice
Del Rio
TX
78840-3122
Carpenter
Roger
Laredo
TX
78040-2361
Garcia
Pena
Bellevue
WA
98005-9407
66-d3
1. Open 66-d2. Sort the table in ascending order by last name. (Hint: Check to see that Header row is selected.)
Sort Table and Apply Style
2. Sort the table in descending order by ZIP Code. (The Sort by entry you will see is ZIP.) 3. Apply the Light Grid – Accent 2 style to the table. 4. Proofread and check; click Next to continue. (66-d3)
66-d4
1. Open 66-d3. Sort the table in ascending order by state, then by city, and then by last name.
Multiple Sort and Apply Style
2. Apply the Light Grid – Accent 1 style to the table. 3. Proofread and check; click Next to continue. (66-d4)
LESSON 66
FORMAT AND SORT TABLES
MODULE 11
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
324
66-d5
1. Key the following memo according to memo formatting guides.
Memo with Table
2. Insert the table after the first paragraph; adjust column widths using AutoFit contents; apply 0.3" row height and Medium Shading 2 – Accent 2 style. Center data vertically in the cells. Center table horizontally. 3. Use decimal tabs to right-align the numbers in the columns. 4. Check and close. (66-d5)
TO: Parents FROM: Lynn Marshall SUBJECT: Tuition
DATE: May 15, 201-
The Board of Directors has reviewed our financial statements, the proposed budget for next year, and our current tuition plan. Although we have tried to maintain tuition at the current rate, it is not possible to do so. Our costs for utilities, food, supplies, and gasoline for the buses have increased substantially. Therefore, we have applied a 2.5% increase in tuition for next year. The following table summarizes our new weekly rates. Age Group
Single-Child Rate
Multi-Child Rate
Half-Day Rate
Infant/Toddler
$268
$245
$150
Preschool 2
$253
$233
$140
Preschool 3
$240
$230
$125
Preschool 4
$237
$228
$122
Preschool 5
$235
$225
$122
The new rates take effect on July 1 and will be guaranteed not to change for one full year. The Children’s Center will continue to accept credit cards and personal checks as it has always done. Tuition may be paid weekly, monthly, and annually. If you wish to pay the annual tuition at one time prior to July 1, you may pay the current rates rather than these new rates with the 2.5% increase shown in the table. If you have any questions about tuition or other financial issues, please check with our business manager at the Children’s Center. We look forward to seeing all of you at the annual picnic next week.
LESSON 66
FORMAT AND SORT TABLES
MODULE 11
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
325
Lesson 67 New Commands
Calculations in Tables
• Use Formulas in Tables
• Write Formulas in Tables
• Use Paste Functions
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/67a Warmup LA
ALL LE TTE RS
Skill Building 67b
gwam
1'
Do you need a different vacation? A cruise is a wonderful way to
13
4 39
get away from it all. Think how long you would like to be away and
26
9 44
start planning your vacation today.
Then, begin relaxing.
38 13 48
It is the opinion of many travelers that the food alone is worth
13 17 52
the trip. You'll have a huge selection, excellent quality, and all you
27 22 57
can eat.
29 22 57
Timed Writing
1. Key a 1' timed writing on each paragraph, working for speed. 2. Key a 3' timed writing, working for control.
1' 3'
New Commands
3'
Better get started on the fun and try to cross as many time zones
13 27 62
as possible. The quality of your vacation will be better and you'll have
28 32 67
a million great experiences. Have a great time.
37 35 70
1
3
2 1
4
6
5
8
7
2
9 3
10
11
13
12 4
FO R MU L AS Microsoft Word can perform basic mathematical calculations, such as addition, subtraction, multiplication, and division, when numbers are keyed in a table. Word can also recalculate answers when the numbers in a table change. While Word is excellent for working with basic formulas, more complex calculations are better performed in a spreadsheet, such as Excel.
67c
S U M F U NC TION
TIP Formulas cannot be entered directly in a table cell; they must be keyed in the Formula dialog box.
SUM is the default formula that appears if you click in a cell below a column of numbers or to the right of a row of numbers. If you click the cell below a column of numbers, =SUM(ABOVE) appears in the Formula dialog box as the formula. If you click a cell at the right of a row of numbers, =SUM(LEFT) appears in the dialog box as the formula.
To total a column or row of numbers: Table Tools Layout/Data/Formula 1. Position the insertion point in the empty cell that is to contain the answer. 1
2. Follow the path to display the Formula dialog box. The SUM formula appears in the Formula box 1 with either ABOVE or LEFT depending if you clicked below a column or at the end of a row. 3. Select the number format desired
LESSON 67
CALCULATIONS IN TABLES
2
2
.
MODULE 11
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
326
SU M FUNCTI ON
D RILL 1
sum
1. In the open document, position the insertion point in the last cell and tap TAB to add a row at the bottom.
5. Key Total per Employee in cell E1; it will wrap to a second line. Center the column head vertically and horizontally in the cell.
2. Key TOTAL in cell A8.
6. Add the numbers in columns C and D, and place the total for each row in column E; you do not need to insert a sum for the total row. If the formula displays as SUM(ABOVE), replace the word ABOVE with LEFT. Center the numbers vertically in the cells to match the other columns.
Table Tools Layout/Data/Formula 3. Insert the total for column C in cell C8. Insert the total for column D in cell D8. Verify the number format is the same as the numbers in the column.
7. Proofread and check; click Next to continue. (67-drill1)
4. Insert a column at the right of the table.
W R I TE FO R MU LAS You can write your own formulas directing Word to add, subtract, multiply, divide, or average numbers in a table. A formula always begins with an equal sign and then is followed by the cell address and the mathematical operation. For example, =B2-C2 means “cell B2 minus cell C2.” Formulas use the standard mathematical symbols shown below.
Operation
Symbol
Example
Addition
+
=B2+C2
Subtraction
- (hyphen)
=B2-C2
Multiplication
*
=B2*C2
Division
/
=B2/C2
To write a formula: Table Tools Layout/Data/Formula 1. Place the insertion point in the cell that is to contain the calculation. 2. Follow the path to display the Formula dialog box. 3. Delete the existing formula if necessary. 4. Key the formula in the Formula text box, beginning with =. 5. Choose a number format if desired. 6. Repeat steps 1–5 for each formula.
R E C AL C U L ATE When a change is made to a number that was part of a calculation, Word can recalculate the answer. By default, Word automatically updates fields when a document is opened. Fields can also be updated by right-clicking a field and then clicking Update Field or by clicking a field and then tapping F9. Note that fields will not update the moment numbers are changed, the way they do in a spreadsheet.
LESSON 67
CALCULATIONS IN TABLES
MODULE 11
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
327
RECA LCULATE FOR MULA
D RILL 2
1. In the open document, calculate Net Profits by subtracting Expenses from Income (B2 – C2). Display the answer in $#,##0.00 format. 2. Adjust column widths and center the numbers and the column heads in all the columns. 3. Change the height of all the rows to 0.25". Center the text vertically in the cells. Center the table horizontally. 4. Change the number in B2 to $165,000.00.
calculate
5. Recalculate the answers in D2 by placing the insertion point in D2 and tapping F9. 6. Insert a blank row above the table and merge the cells. Key BRANDONMORE, INC. as the main heading in bold, 14-point font. Key Projected Income and Expense Statement as the secondary heading in bold, 12-point font. 7. Change the height of row 1 to 0.6"; center the headings vertically and horizontally in the row. 8. Proofread and check; click Next to continue. (67-drill2)
P A S TE FU NCTION Additional mathematical functions are in the Paste function box. You have worked with SUM. Some of the Paste functions you will work with include: AVERAGE()
Calculates the average of the numbers in the cells indicated in parentheses such as cells above or to the left of the current cell.
MAX()
Locates the highest number in the cells indicated in parentheses.
MIN()
Locates the lowest number in the cells indicated in parentheses.
COUNT()
Counts the number of numeric values in the cells indicated in parentheses.
You can use directions such as ABOVE, BELOW, LEFT, or RIGHT with the Paste functions just as you did with SUM. For example, COUNT(ABOVE) or MAX(LEFT).
To use Paste functions: Table Tools Layout/Data/Formula 1. Place the insertion point in the cell where the calculation will be made. 2. Follow the path to display the Formula dialog box. 3. Delete the existing formula, but not the = sign. 4. Click the Paste function drop-list arrow. 5. Choose the new function, and then key the cell references (such as A1:A3) between the parentheses or the direction (LEFT, RIGHT, ABOVE) to which the function should apply.
PAST E FUNCTI ON
D RILL 3
paste
1. In the open document, click in cell E1.
3. Repeat the function with the remainder of the cells in column E.
2. Use the Paste function COUNT to total the number of cells that contain information. Key LEFT between the parentheses ( ). The answer is 4.
4. Proofread and check; click Next to continue. (67-drill3)
LESSON 67
CALCULATIONS IN TABLES
MODULE 11
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
328
Communication
S E M I C O L O NS 1. Create the table shown below.
67d KEYBO OARD DIN NG PRO O DELLUX XE 2
2. Merge row 1 and key the main heading in 16-point font. Change the row height to 0.5". Change the height of row 2 to 0.3" and key the column headings. 3. Key the table.
References/Communication Skills/Semicolons
4. Review the rules in the left column regarding the use of semicolons; review the example in the right column. Apply the rule and key a corrected copy of the sentence labeled Application. 5. Apply Medium Shading 1 – Accent 2 table style. Bold and center vertically and horizontally all headings. 6. Adjust the width of column A to 2.25". Apply a Red, Accent 2, 2¼-point border to the outside of the table. 7. Check and close. (67d)
Use a Semicolon Rule
Example and Application
To separate independent clauses in a compound sentence when the conjunction is omitted.
Example: Please review the information; give me a report by Tuesday.
To separate independent clauses when they are joined by conjunctive adverbs (however, nevertheless, consequently, etc.).
Example: The traffic was heavy; consequently, I was late.
To separate a series of elements that contain commas.
Example: The new officers are: Fran Pena, president; Harry Wong, treasurer; and Muriel Williams, secretary.
Application: The citizens voted to recall the mayor an election will be held in November.
Application: Mr. Smith refused to increase our travel expense budget furthermore he suggested that we decrease it by 10 percent.
Application: We will be driving this summer to Las Vegas Nevada Phoenix Arizona Austin Texas and Chicago Illinois.
LESSON 67
CALCULATIONS IN TABLES
MODULE 11
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
329
Applications 67-d1 Format and Total
TIP Adjust column width and center all tables horizontally on the page.
1. Create a 4-column, 7-row table. Merge row 1 and change the height of row 1 to 0.7". Key the main heading in bold, 14-point font, and caps. Key the secondary heading in bold, 12-point font. 2. Apply the Sketchbook theme. Decimal-align columns B–D. 3. Add a row at the bottom of the table. Key the word TOTAL in cell A8. Calculate and insert the total expenses for each month; use the number format with a dollar sign, comma, and two decimal places. 4. Apply Light Grid – Accent 2 style. Select Total Row in the Table Style Options. Deselect Banded Rows and select Banded Columns. 5. Center and bold the headings in rows 1 and 2. Note the directions at the left regarding table position. 6. Proofread and check; click Next to continue. (67-d1)
TIP Insert the formula including the number format in cell B8 to obtain the total. Click in cell C8 and press CTRL + Y to repeat the command.
EXPENSES FOR LAURA PEREZ First Quarter, 201Expenses
January
February
March
Rent
$800.00
$850.00
$850.00
Food
$270.50
$255.25
$295.00
Transportation
$140.00
$125.00
$675.00
Clothing
$180.00
$110.50
$225.00
Miscellaneous
$125.00
$130.00
$120.00
67-d2
1. Open 67-d1. Insert a column to the right of the table. Select all the cells in row 1 and click Merge Cells. Key Average in cell E2.
Average Calculation
2. Using the Paste function AVERAGE, calculate the average for each expense and place the answers in column E. Average the total row by calculating averages to the left. The answers should contain a dollar sign and two decimal places. 3. Format column E to match the rest of the columns. 4. Proofread and check; click Next to continue. (67-d2)
67-d3
1. Open 67-d2. Change the February rent to $900.00 and the March rent to $975.00.
Recalculate
2. Recalculate the average rent in cell E3, and then recalculate the totals in row 8. Reapply formatting to the cells that were recalculated. 3. Proofread and check; click Next to continue. (67-d3) 1. Open 67-d1. Select cells A3–A7 (Rent – Miscellaneous).
67-d4 Sort within Table
2. Sort column 1 in ascending order. (Sort by Column 1; Text; Ascending.) 3. Apply Orange, Accent 2, Lighter 40% shading to the Total row. 4. Proofread and check; click Next to continue. (67-d4)
LESSON 67
CALCULATIONS IN TABLES
MODULE 11
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
330
67-d5
1. Create a 6-column, 7-row table. Rotate the text in cells B1–E1.
Paste MAX Function
2. Select columns B–E and adjust the width of columns to 0.6". Change the width of column A to 2.6". Adjust the width of column F until the heading fits on one line. 3. Calculate the average for each test and place in row 7. Display the answer as a whole number (Number format, 0). 4. Use the MAX function to find the maximum score for each student. Place the answers in column F. 5. Center-align columns B–F. Center and bold all column heads.
Test 4
Test 3
Name
Test 2
Test 1
6. Proofread and check; click Next to continue. (67-d5)
Appleton, Jonathan
87
73
85
87
Carey, Elizabeth Marie
88
92
93
91
Palembo-McCormick, Vanessa
72
69
70
71
Valenzuela, Roberto
92
95
97
96
Zacariaha, Timothy J.
92
90
88
93
Maximum Score
Average per Test
67-d6
1. Key the table, aligning all numbers at the left. Adjust the height of the first row to approximately 0.75". Apply 14-point bold to the title and 12-point bold to the subtitle.
Calculate Net Profits
2. Insert totals for each column in row 7. Calculate net profits in column D (Gross Revenue – Expenses). Display the answers with a dollar sign and two decimal places. 3. Align the numbers in columns B, C, and D with a decimal tab. 4. Change the height of rows 2–7 to 0.25"; center the copy vertically in the cells. 5. Apply Medium Shading 1 – Accent 3 table style. Select Total Row in Table Style Options. Insert an Olive Green – Accent 3, Darker 25% ½ point, double-line outer border. 6. Check and close. (67-d6)
RICHMOND INDUSTRIES INCORPORATED Eastern Region Quarter First Second Third Fourth
Gross Revenue
Expenses
$980,000.00
$375,000.00
$1,877,000.00
$620,000.00
$95,000.00
$31,000.00
$991,000.00
$420,000.00
Net Profits
Total
LESSON 67
CALCULATIONS IN TABLES
MODULE 11
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
331
Lesson 68 New Commands
Convert Text and Tables
• Convert Text to Table
• Convert Table to Text
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/68a Warmup
Review Commands
I N S E R T B U L LE TE D AND NU MB E RE D TE XT IN T A B L E CEL L S Home/Paragraph/Bullets or Numbering
68b
T emphasize portions of table text, bulleted or numbered paragraph To fformatting can be applied to the text. Apply these formats just as ffor any paragraph: Click in the table paragraph and click either the Bullets command or the Numbering command. You may want to decrease the indent on bulleted or numbered items so they are not indented in the table cell. The bullet symbol can be changed by clicking the Bullets drop-list arrow and making a selection from the Bullet Library. You can also create a custom bullet by choosing Define New Bullet. The numbering style for a numbered list can be changed by clicking the Numbering drop-list arrow and making a selection from the Numbering Library. A custom style can be created by choosing Define New Number Format.
New Commands
C O N VE R T TE XT TO TAB LE Text that has been keyed as paragraphs or in a list can be converted to a table. The table will consist of one column, and each paragraph will be in its own row. Text can be placed in more than one column if it is properly delimited. Delimited text is divided into sections by a consistently used symbol. Tabs and commas are most commonly used as delimiter characters.
68c
To convert text to a table: Insert/Tables/Table/Convert Text to Table
1
1. Select the text to be converted to a table. 2. Follow the path to display the Convert Text to Table dialog box. 3. Indicate the number of columns for the table
2 1
.
4. Select an AutoFit behavior for the table 2 . These are the same options as when creating a table using Insert Table. 5. Under Separate text at character.
3
3
, select the delimiter
6. Click OK to convert the text to a table.
LESSON 68
CONVERT TEXT AND TABLES
MODULE 11
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
332
C O N VE R T TAB LE TO TE XT A table can be converted to regular paragraph text. Again, you will be asked to identify a delimiter character that will substitute for the column breaks. Tabs and commas are traditionally used, but you can select any character.
To convert a table to regular text: Table Tools Layout/Data/Convert to Text 1. Click the insertion point in the table. 2. Follow the path to display the Convert Table to Text dialog box. 3. Select the delimiter character to be used. 4. Click OK to convert the table to text.
CON VE R T TEXT TO TABLE
D RILL 1
1. Key the text at the right. Turn on Show/Hide. 2. Select only the text; do not select any ¶ markers above or below the text.
Employee, Department Lambert C. Harrington, Accounting
Insert/Tables/Table/Convert Text to Table
Justin A. Rodriguez, Information Technology
3. Convert the text to a 2-column table using fixed column width.
Hillary M. Anderson, Project Planning
4. Proofread and check; click Next to continue. (68-drill1)
Irma J. Kuar, Human Resources
CON VE R T TABLE TO TEXT
D RILL 2
1. Open 68-drill1. Click the insertion point in the table. Convert the table to text, separating the text with tabs.
2. Check and close. (68-drill2)
WORKPLACE SUCCESS W
NICK DOLDING/PHOTODISC/JUPITER IMAGES
High-Tech Etiquette
LESSON 68
Many offices use an open office layout. The cubicle work environment encourages collaboration, but the lack of doors and ceilings also requires basic consideration for others. Respect others’ privacy. Do not take items from other peoples’ workstations without asking, or hover over their shoulder while they finish a phone call. Do not use another person’s computer without permission. If you share a cubicle, remember to clean up after yourself. If you listen to music while you work, wear a headset. If you keep your cell phone on, set it on vibrate. If you eat at your desk, choose “silent” foods. Think twice about foods that have strong odors—remember that other people will have to smell those odors all afternoon. Dispose of banana peels in the kitchen; do not place them in a cubicle wastebasket.
CONVERT TEXT AND TABLES
MODULE 11
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
333
Applications
1. Key the table and apply Light Shading – Accent 3 design. 2. Adjust column widths and center the table horizontally.
68-d1 Create Table and Convert to Text
Form
Name of File
Path and Subdirectory
Invoice
Invoice
C:\Business Forms
Purchase Order
PurchaseOd
C:\Business Forms\Purchasing
Medical Leave of Absence
Medleave
C:\HR\Medical
Cash Reimbursement
Reimburse
C:\HR\Business Forms
Dental Insurance
Dental
C:\HR\Medical
3. Convert the table to text using tabs to separate text. 4. With the converted text still selected, use Remove Space After Paragraph to remove extra space after all paragraphs. 5. Apply bold to the column headings. 6. Proofread and check; click Next to continue. (68-d1) 1. Key the following memo; insert necessary memo parts.
68-d2 Memo with Table form list
2. Insert the data file form list where indicated below the first paragraph. 3. Select rows 2–6 of the inserted list and sort the paragraphs in ascending alphabetical order by form name (Field 1). 4. Proofread and check; click Next to continue. (68-d2)
DISCOVER Sort Paragraphs
Home/Paragraph/Sort Use the Sort Text dialog box to sort paragraphs the same way you learned to sort table data.
TO:
Royal Canadian Employees
FROM:
Mary Nottingham, Administrative Assistant
DATE:
Current date
SUBJECT:
Company Forms
The IT Department has downloaded the most widely used forms onto the hard drive of your computer. Below is a list of the forms, the filename under which the form is stored, and the path and subdirectory in which the form is saved. [Insert form list here]
If you need additional help in retrieving these forms, please call me at extension 617.
LESSON 68
CONVERT TEXT AND TABLES
MODULE 11
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
334
68-d3
1. In the open document, turn on Show/Hide. Place the insertion point on the first letter in the list (A). Tap ENTER to place a blank line above the list.
Convert List to Table
2. Click in the paragraph above the list. Center the main heading in all caps, bold, 14-point font.
power options
3. Select the list and convert it to a 1-column, 7-row table. 4. Apply Medium List 1 – Accent 4 table style. Deselect Header Row in Table Style Options. 5. Change the width of the table to 4". Center the table horizontally on the page. 6. Change the bullets to numbers. Click Decrease Indent to move the enumerations to the left edge of the table. 7. Key the text in the table. 8. Check and close. (68-d3)
POWER OPTIONS PROPERTIES 1.
Advanced—Change user power options.
2.
Alarms—Change settings for low battery notification alarms (available on most laptop computers).
3.
APM—Turn on or turn off Advanced Power Management (APM) support to reduce overall power consumption.
4.
Hibernate—Turn on and off hibernation. If the Hibernation option is turned on, you can select it when you shut down your computer.
5.
Power Meter—Display power usage details for each battery in your computer.
6.
Power Schemes—Change power settings for your monitor and hard disks.
7. UPS—Select and configure an Uninterruptible Power Source.
LESSON 68
CONVERT TEXT AND TABLES
MODULE 11
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
335
Lesson 69
Create Documents with Tables
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/69a Warmup A
Skill Building
AV E RAGE gwam
3'
5'
Eating is often the solution to any and all problems for many
4
3 35
1. Key one 3' writing.
people. Our society has been known to use food as a tranquilizer.
9
5 38
2. Key one 5' writing.
Many times if a child expresses unhappiness, someone will try
13
8 40
soothing the child with a cookie.
15
9 41
69b
Timed Writing
Food cravings may mean that a person is hungry.
But for
20 12 44
emotional eaters, it may mean that they need something else. For
24 14 46
some people, it may be a sign of boredom, frustration, or loneliness.
29 17 49
It is important to understand the reason for eating and then try
33 20 52
confronting those issues.
35 21 53
You can control your eating by changing the way you do things.
39 24 56
Work on a hobby during commercials rather than going to get
43 26 58
something to eat. Special events do not need to be centered around
48 29 61
food.
52 31 63
Celebrate a special occasion by going dancing rather than
going out for dinner. 3' | 5' |
Applications 69-d1
|
1 1
54 32 64
|
2
|
3
2
|
|
| |
4 3
You will be creating the flyer that is shown at the left. The major points of the flyer are keyed in a table. 1. In the open document, create the main heading:
Flyer with Table and Graphics power foods
a. Use WordArt style Fill – Olive Green, Accent 3, Outline – Text 2 to key PowerPacked Foods May Save Your Life. b. Change the font to Calibri and the font size to 26 points so the WordArt fits on one line. Adjust the graphic to about 7.1" wide. Center the WordArt text. c. Change the shape of the WordArt by applying the Chevron Up style on the Text Effect/Transform gallery. d. Position the WordArt at the top of the page as shown at left. 2. Insert a 2-column, 5-row table below the second paragraph of text. Change the width of column A to 1.55", and the width of column B to 3.75". Center the table horizontally on the page. Key the text on the next page in the table; tap ENTER after each item. Search for and insert appropriate clip art of each item in column A; size to fit in row. 3. Sort the table so that the items in column B display in alphabetical order. Choose to sort by column 2, using the Text Type, and Ascending.
(continued)
LESSON 69
CREATE DOCUMENTS WITH TABLES
MODULE 11
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
336
4. Select the table and remove all borders.
69-d1
5. Proofread and check; click Next to continue. (69-d1)
continued
Carrots are rich in beta carotene. Eating two carrots every other day will provide enough beta carotene to reduce stroke risk by half for men who already display symptoms of heart disease.
REVIEW Sort Table Data Table Tools Layout/Data/Sort
Spinach contains vitamins A and C, folic acid, and magnesium. Spinach may help control cancer, reduce heart disease and stroke risk, and may help prevent osteoporosis. Garlic may lower cholesterol and blood pressure. Garlic may also contain chemicals capable of destroying cancer cells. Oat bran can help lower cholesterol and blood pressure and may also reduce risk of colon cancer. Eating oat bran for breakfast will keep you from getting hungry mid-morning. Mangos contain bioflavonoids that can aid the immune system. Mangos are also rich in fiber.
69-d2 Create Form with Graphics and WordArt
REVIEW Adjust Brightness Picture Tools Format/Adjust/ Corrections
You will be creating a form in which the table provides a grid to key text and insert graphics. The form is shown on the next page with the table grid displayed to help you arrange the document. The table grid will be removed when the text is complete. 1. Create a 2-column, 16-row table. Merge the cells in row 1. Using dog grooming as keywords, search for and insert the clip art shown. Change the height of the clip art to 1". 2. Use WordArt to insert the main heading in row 1 as shown. Choose the Gradient Fill – Orange, Accent 6, Inner Shadow style. Change the font to Maiandra GD or Lucida Calligraphy. 3. Merge the cells in row 2. Use the Arial Rounded MT Bold font and center alignment and key Grooming Form. Change font size to 18 point. Tap ENTER. 4. Select the remaining rows and change the row height to 0.4". Key the text as shown and center it vertically in the cells. Change the font to Arial, bold, and 12 point.
DISCOVER To move the picture around after it has been inserted behind the text: Click inside the document, follow the path Home/Select/Select Objects, then click the picture and move it.
5. Insert checkboxes under Services to be performed (Insert/Symbols/Symbol/ More Symbols/Wingdings/Wingdings 114). 6. Merge the cells in the row below Special Instructions. Change the height of the row to 2". 7. Merge the cells in the row containing the dashed line. Key the line using the hyphen key. Insert the scissors symbol at the left of the line (Insert/Symbols/ Symbol/More Symbols/Wingdings). 8. Merge the cells in the row containing Receipt of Sale. Change the heading to 14 point. 9. After you are finished keying the form, select the entire table and choose No Border. 10. Insert a clip art similar to the one shown (search for the clip art dog). Center the picture vertically and horizontally on the table. Change the picture height to 7.16". 11. Adjust the brightness of the picture to Brightness: +20% contrast: -40% so that the text will be visible. Change the text wrapping on the picture to Behind Text. 12. Proofread and check; click Next to continue. (69-d2)
LESSON 69
CREATE DOCUMENTS WITH TABLES
MODULE 11
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
337
QUICK
Check your document pages against the illustrations below.
Finished copy with picture inserted behind text.
Key the text in the table cells using this illustration as a guide.
69-d3
1. Insert a 3-column, 8-row table to create the table shown on the following page.
Table with Merged Cells
2. Merge the cells in row 1. Center the main heading as shown on the next page in 14 point, bold, and all caps; tap ENTER and adjust font formats to the default; tap ENTER again. Key the paragraph below the heading.
TIP
3. Key the column heads in row 3. Change the row height to 0.3".
Move the bullets to the left edge of the cell by clicking the Decrease Indent button.
4. Key the table in rows 4, 6, and 8. Leave rows 5 and 7 blank. Decrease the indent for the bulleted items in column C to set them at the left margin of the column. 5. Apply Light List – Accent 2 style to the table. Bold and center the column heads vertically and horizontally. 6. Adjust the width of column A to approximately 1.65". Adjust column C to approximately 1.9". Column B should be about 2.6" wide. 7. Change the height of row 1 to 1.25". Center the text vertically in the row. 8. Check and close. (69-d3)
LESSON 69
CREATE DOCUMENTS WITH TABLES
MODULE 11
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
338
MOBILE PHONE: JACK OF ALL TRADES Cell phones have the capability of doing more than just calling people. New technology is now producing faster chips, bigger and brighter screens, and more applications for the cell phone. A hand-held computer may be a more appropriate name for the future cell phone.
Additional Services
Description of Service
Service Provider
Obtain Driving Directions
Several services have added Wi-Fi “hotspot” finders to their mobile mapping service so that you can get driving directions on your cell phone for just a couple of extra dollars per month.
•
You can now turn your cell phone into a digital wallet. Some banking systems allow you to use your cell phone to transfer money from your bank account to a credit or debit card.
•
If you left a file on a home or work computer, you can remotely access that computer and get the file. Software is being developed that will also allow you to access computers that are not turned on.
•
Get Extra Money
Access Computer Files
LESSON 69
CREATE DOCUMENTS WITH TABLES
• •
•
•
StreetFinder just launched its mobile version called StreetFinder Navigator Telecomm PhoneNav
International Express AmeriCard
Computer Transcender Hitch Hiker Express
MODULE 11
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
339
Lesson 70
Assessment
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/72a Warmup A
Skill Building 70b
Timed Writing
Key two 3' writings.
3' 5'
Applications 70c
ALL LE TTE RS
gwam
3'
5'
How are letters and other documents produced in the modern office? They are prepared in a number of ways. Just a few years ago, with rare exceptions, a document was composed by a manager who either wrote it in longhand or dictated it. Then, one of the office staff typed it in final form. Today, the situation is quite different. Office staff may compose and produce various documents, or they may finalize documents that were keyed by managers. In some cases, managers like to produce some or all of their documents in final form. Many people question how this dramatic change in the way documents are prepared came about. Two factors can be cited as the major reasons for the change. The primary factor is the extensive use of computers in offices today. A manager who uses a computer for a variety of tasks may find it just as simple to key documents at the computer as it would be to prepare them for office personnel to produce. The other factor is the increase in the ratio of office personnel to managers. Today, one secretary is very likely to support as many as six or eight managers. Managers who share office staff find that they get much quicker results by finalizing their own documents when they compose them.
4
2 52
8
5 54
13
8 57
1
2
21 13 62 25 15 65 29 18 67 34 20 70 36 22 71 40 24 73 44 26 76 48 29 78 52 31 81 57 34 83 61 37 86 65 39 89 70 42 91 74 44 94 78 47 96 82 49 99
4
3
2 1
17 10 60
3
When you complete a document, proofread it, check the spelling, and preview for placement. When you are completely satisfied, click the Continue button to move to the next document. Click the Check button when you are ready to error-check the test. Review and/or print the document analysis results.
Assessment Continue Check
LESSON 70
ASSESSMENT
MODULE 11
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
340
Applications 70-d1 Create Table, Rotate Text, and Calculate
1. Create the 6-column, 7-row table shown below. Merge the cells in column A. 2. Key the main heading MONTHLY DEDUCTIONS in bold, 14-point caps. Rotate the text and apply White, Background 1, Darker 15% shading. Change the width of the column A to 0.5". 3. Change the height of row 1 to 1". Key the column headings in bold, 12-point font; center them vertically and horizontally in the cells. 4. Key the table, adjust column widths, and center table horizontally. 5. Insert the totals in the last row and last column. Totals should contain a comma and two decimal places. Use a decimal tab to align numbers. Change the height of rows 2–7 to 0.25"; center text vertically in the cells. 6. Change Bennet’s Disability Insurance to 55.00 and Fraser’s Tax Shelter Annuity amount to 375.00. Update the totals to reflect the changes.
Health Insurance
Disability Insurance
Bennet, Susan
500.00
355.00
25.00
Carillo, Marlan
175.00
685.00
25.00
Fraser, Elisol
100.00
320.00
0.00
Jones, Barbara
300.00
220.00
25.00
Tanaka, Ellen
200.00
375.00
25.00
Employee
Total Deduction
Tax Shelter Annuity
MONTHLY DEDUCTIONS
7. Proofread the document carefully. Continue to the next document. (70-d1)
Total
70-d2
1. Center the main heading in 14-point bold font and caps. Center the secondary heading in 12-point bold font.
Sort in Table
2. Key the table below and apply Medium Shading 2 – Accent 4 table style. 3. Adjust column width and center table horizontally. Center column D. 4. Sort the table according to Founded, then Arena, then by Team in ascending order. 5. Adjust the height of all rows to 0.25". Center the text vertically in the cells. 6. Proofread carefully. When you are satisfied, continue to the next document. (70-d2)
WESTERN CONFERENCE Pacific Division
LESSON 70
ASSESSMENT
Team
City, State
Arena
Founded
Golden State Warriors
Oakland, CA
Oracle Arena
1946
Los Angeles Clippers
Los Angeles, CA
Staples Center
1970
Los Angeles Lakers
Los Angeles, CA
Staples Center
1946
Phoenix Suns
Phoenix, AZ
US Airways Center
1968
Sacramento Kings
Sacramento, CA
ARCO Arena
1945
MODULE 11
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
341
70-d3
1. Open 70-d2. Delete the main heading, secondary heading, and row 1 of the table.
Convert Table to Text
2. Click in the table and convert it to text. Separate the text with tabs. With the text selected, click the Center button. 3. Continue with the next document. (70-d3)
70-d4 Merge and Split Cells, Use Formulas
1. Key the table below. Change the height of row 1 to 0.7"; change the height of all other rows to 0.2". Key the main heading in 14 point, bold, and all caps. Key the secondary heading in 12-point, bold font. 2. Bold and center all headings. Adjust column width and center table horizontally on the page. Center the Hours columns. 3. Write a formula that will calculate the amount of both regular and overtime earnings. Display the answer in the Amount columns with a dollar sign and two decimal places. Decimal-align the Amount and Rate columns. 4. Add a column to the right of the table; select row 1 and click Merge Cells. Select cells H2 and H3 and click Merge Cells; key Total Earnings in the merged cell. Write a formula that will calculate total earnings; place the answer in dollar format with two decimal places in the Total Earnings column. Decimal-align the column. 5. Add a row at the bottom of the table; key Total in cell A9. Use SUM(ABOVE) to place the total for the Amount columns and Total Earnings in row 9. 6. Proofread carefully and verify the totals. Check and close. (70-d4)
PAYROLL REGISTER For Week Ending January 19, 201Regular Earnings
Overtime Earnings
Hours
Rate
Hours
Rate
Oldfield, Cary
40
22.75
Weingard, Susan T.
40
12.50
2
18.75
Thompson, William
40
14.50
4
21.75
Morrison, Carl
40
16.50
6
24.75
Pham, Vo
38
18.00
Name
Amount
Amount
BOOKMARK B www co www.collegekeyboarding.com Module 11 Practice Quiz
LESSON 70
ASSESSMENT
MODULE 11
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
342
MODULE
12
Reports LEARNING OUTCOMES Lesson Lesson Lesson Lesson Lesson Lesson Lesson
71 72 73 74 75 76 77
• Format reports with cover page and footnotes. • Insert page numbers in report with preliminary pages. • Format report using Citations command. • Generate table of contents, index, and bibliography. • Use navigation tools.
Review Reports Report with Built-in Headers and Footers Report with Preliminary Pages Table of Figures and Index Report with Citations and Bibliography Edit Citations and Manage Sources Assessment
Lesson 71 Review Commands
• Page numbers
Review Reports
• Sections
• Footnotes
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/71a Warmup A
ALL LE TTE RS
Skill Building 71b
Timed Writing
1. Key a 3' timed writing on each paragraph. Work to increase speed. 2. Key a 5' timed writing on both paragraphs.
gwam
3'
5'
Do you ever “goof off” for an hour or more with a television program or a visit on the telephone and realize later that you haven’t actually enjoyed your leisure? Each nagging little vision of homework or chores to be completed always seems to result in taking the edge off your pleasure. And then you must hurriedly complete whatever you postponed. Why do so many people end up rushing around in a frenzy, trying to meet their deadlines? First, do not waste time feeling guilty. Check with your friends who always seem ready for a good time but are also ready for unexpected quizzes. Learn their secrets to managing time. Knowing that there are sixty seconds in every minute and sixty minutes in each hour, you can schedule your activities into the time available. Second, learn to set priorities. You can achieve your plans and enjoy your leisure as well.
4
3
9
5
13
8
3' 5'
LESSON 71
REVIEW REPORTS
1
2
22 13 26 15 30 18 34 20 38 23 43 26 47 28 51 31 55 33 58 35
4
3
2 1
17 10
3
MODULE 12
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
343
Review Commands
P A G E NU MB E RS Multiple-page documents such as reports require page numbers. Suppress the page number from displaying on the first page by selecting Different First Page.
71c KEYBO OARD DIN NG PRO O DELLUX XE 2
To insert page numbers: References/Word 2010 Commands/Lesson 71
Insert/Header & Footer/Page Number 1. Follow the path to display a list of page number positions and formatting options. 2. Click an option such as Top of Page
1
to display a gallery of page number styles.
3. Click the down scroll arrow to browse the various styles numbers, click Remove Page Numbers 3 . 1
2
. Note: To remove page
2
3
Double-click in the body of the document to close the header. Double-click in the header area to open the header.
To remove the page number from the first page: Header & Footer Tools Design/Options/Different First Page Follow the path and click Different First Page. The page number does not display on the first page.
PAGE NUMBER S
D RILL 1
1. In the open document, insert page numbers at the top right using the Plain Number 3 page numbers style.
benefits 3. Proofread and check; clickk N Nextt tto continue. (71-drill1)
2. Click Different First Page to suppress the page number from displaying on the first page.
QUICK
Answer the questions below to check your solution. 1. Does page 2 include the number 2 positioned at the top right in the header position? 2. Is the page number suppressed on page 1?
LESSON 71
REVIEW REPORTS
MODULE 12
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
344
S E C TIO NS Mastering section breaks is very important as you advance to more complex documents. In this lesson, you will review inserting a section break after the cover page and then number the pages of the report, beginning it on page 1. Later in this module you will add additional preliminary pages and number the preliminary pages as well as the report page. li i
To enter a section break: Page Layout/Page Setup/Breaks 1. Follow the path to insert the section break. 2. From the Section Breaks category, click the desired section break 1 , and then click OK.
1
Next Page: Begins a new page at the point the section break is entered. Continuous: Begins a new section on the same page. Even Page: Begins a new section on the next even-numbered page. Odd Page: Begins a new section on the next odd-numbered page. In Draft View, section breaks appear as a dotted line with the type of break indicated. Word displays the current section number on the status bar.
Refer to the status bar to determine the section in which your insertion point is located. If you do not see the section number, place the insertion point on the status bar and right-click. Click Section.
To delete a section: 1. In Draft View, select the section break to be deleted. 2. Tap DELETE.
LESSON 71
REVIEW REPORTS
MODULE 12
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
345
B R E A K L INK B E TW E E N SE CTIONS AND INSE RT PA GE NUMBER S To be successful on the first attempt every time in breaking the link between sections and number the pages of the report, follow the directions on the next page in the exact order. However, should the first attempt not work, follow the troubleshooting tips on page 347.
Step 1: To break the links in Section 2: 1. Move the insertion point to the top ½" of the page 1 and double-click to position the insertion point in what is called the header section. Note the Header – Section 2 label displays at the left of the header and the Same as Previous label at the right. 1
Header & Footer Tools Design/Navigation 2. Follow the path above and click the Link to Previous button 2 to break the link for the header. Note the Go to Header button is dimmed, meaning the insertion point is in the header.
2
3. In the Navigation group, click Go to Footer to move to the footer of Section 2. Click the Link to Previous button 3 to break the link for the footer. 3
Note: The Link to Previous button will display in gold until the link is successfully broken.
Step 2: To insert page numbers in Section 2: 4. Click Go to Header to return to the header section where the page number is to be inserted (Header & Footer Tools Design/Navigation/Go to Header). 5. In the Header & Footer group, click Page Number. Click Top Right and select a page number style that displays numbers at the top right.
4
6. From the Options group, click Different First Page 4 to select the option to suppress page numbers on the first page.
Step 3: To start number at page 1: Insert/Header & Footer/Page Number/Format Page Numbers 7. Follow the path above and click Format Page Number. Click the Start at up arrow until the number 1 displays 5 . 8. Check the numbers in Section 2. No number should appear on page 1, and remaining pages should be numbered at the top right.
LESSON 71
REVIEW REPORTS
5
MODULE 12
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
346
Troubleshooting Tips Were your pages numbered correctly? If not, try these suggestions. 1. Remove all page numbers in header and footer. 2. Be sure the Different First Page command is not selected when you begin. 3. Check the Break the Link buttons in the header and footer to be sure the link is broken. Remember the Link to Previous button will display in gold until the link is successfully broken. The Same as Previous label will also display when there is a link between sections.
SECT I ONS
D RILL 2
sections
Page Layout/Page Setup/Breaks
Insert/Header & Footer/Page Number
1. In the open document, position the insertion point at the beginning of page 2, which is page 1 of the report. Hint: Click Show/Hide and click on the first paragraph marker at 1".
6. Click Page Number and Top of Page and select the Rounded Rectangle 3 page number style.
2. Insert a Continuous section break. 3. Double-click in the header on page 1 of the report. Deselect Different First Page if it is selected. 4. Click Link to Previous to break the links between the headers in both sections. Note: This button should not display in gold if the link is correctly broken.
7. Click Different First Page. You should now have a check mark in that option. This suppresses the page number from displaying on the first page of the report. 8. Click Page Number and Format Page Numbers. Change the page number format to begin with page 1. Note: Use the troubleshooting tips above if you have problems. 9. Proofread and check; click Next to continue. (71-drill2)
5. Click Go to Footer and click Link to Previous to break the links between the footers in both sections.
QUICK
LESSON 71
Check your document against the illustration below.
REVIEW REPORTS
MODULE 12
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
347
FO O TNO TE S References cited in a report are often indicated within the text by a superscript number (. . . story.1) and a corresponding footnote with full information at the bottom of the same page where the reference was cited. Additionally, content footnotes supplement the information included in the body of the report.
To insert and edit footnotes: References/Footnotes/Insert Footnote 1. Switch to Print Layout view and position the insertion point in the document where the footnote reference is to be inserted. 2. Follow the path to insert the footnote. The reference number and the insertion point appear at the bottom of the page. Key the footnote 1 . A footnote divider line 2 is automatically added above the first footnote on each page. Tap ENTER once to add one blank line between footnotes. 3. Click anywhere above the footnote divider line to return to the document. 2 1
1
Marshall Baker, High School Athletic Records (Seattle: Sports Press, 2011), p. 41.
2 Lori Guo-Patterson, “Top Ten Athletes,” Sports Journal, Spring 2011, http://www.tsj.edu/athletes/topten.htm (accessed June 25, 2011). 3 Payton Devaul,
[email protected] “Basketball Scholarship,” January 9, 2011, e-mail to Kirk Stennis (accessed April 15, 2011).
To edit a footnote, click in the footnote at the bottom of the page and make the revision. To delete a footnote, select the reference number in the text and tap DELETE. To move a footnote, select the reference number in the text and drag to the desired location in the text.
F OOT NOT ES
D RILL 3
1. In the open document, insert the first footnote after the first sentence, the second footnote after the second sentence, and so forth. Tap ENTER between each footnote.
footnote 2. Delete the second footnote. 3. Proofread and check; click Next to continue. (71-drill3)
Footnotes 1
Marshall Baker, High School Athletic Records (Seattle: Sports Press, 2011), p. 41.
2
Lori Guo-Patterson, “Top Ten Athletes,” Sports Journal, Spring 2011, www.tsj.edu/athletes/topten.htm (accessed June 25, 2011).
3
Payton Devaul,
[email protected] “Basketball Scholarship,” January 9, 2011, e-mail to Kirk Stennis (accessed April 15, 2011).
LESSON 71
REVIEW REPORTS
MODULE 12
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
348
Document Design
R E P O R T FO RMAT—U NB OU ND AND LE FTB OU ND R EPO R T S Review the formatting guides for preparing unbound and leftbound reports that you learned previously. Study the illustration of a two-page unbound report shown below and on pages 350–351. In the following lessons in this module you will learn more advanced report formatting.
71d Report Format Guides KEYBO OARD DIN NG PRO O DELLUX XE 2 References/Document Formats/Reports
Margins: Use the default side margins and bottom margin in an unbound report. In a leftbound report, set the left margin at 1.5", allowing 0.5" for the binding. Font size: Use the 11-point default font size.
Spacing: Use the default 1.15 line spacing for all reports.
Title: 4 Tap ENTER three times to position title at about 2". Apply Title style. Capitalize the first letter of all main words. Shrink the font so the title fits on one line. Tap ENTER once after the heading.
Page numbers: Insert page numbers at the top right. Suppress the page number on the first page. The illustration shows the Rounded Rectangle 3 page number style. 1
Side heading: 5 Key at the left margin; apply Heading 1 style. Capitalize the first letter of all main words. Tap ENTER once after the heading.
Enumerated or bulleted items: Use the default 0.25" indention of bulleted and numbered items. Tap ENTER once after each item. 2
Explanatory footnote: Superscript appears in report text and reference displays at the bottom of the page where the reference was cited.
Paragraph heading: 6 Key at the left margin. Capitalize the first word and follow the heading with a period. Apply Heading 2 style.
3
Headings: Headings should reflect a hierarchy of importance.
Use the Keep with Next command if necessary to keep side headings from displaying alone at the bottom of the page. (Home/Paragraph Dialog Box Launcher/Line and Page Breaks tab)
1
6
4
5
5 2
3
LESSON 71
REVIEW REPORTS
MODULE 12
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
349
2"
Title style
Heading 1 style
Adjust spacing after table
Unbound Report—Page 1
LESSON 71
REVIEW REPORTS
MODULE 12
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
350
Heading 2 style
Heading 1 style
Unbound Report—Page 2
LESSON 71
REVIEW REPORTS
MODULE 12
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
351
Applications 71-d1 Unbound Report
1. Key the model report on pages 350–351. Apply the Pushpin theme. Tap ENTER three times to position the title at about 2". Use default side margins. 2. Inert the table shown below and apply the Colorful List – Accent 2 style to the table. Center the title of the table. Select the cells that contain numbers and center. Center the table horizontally. Adjust the space after the table. 3. Insert the explanatory footnote as marked in the report. 4. Create a cover page using the Pinstripes cover page. Use the information in the report and that follows: Document title: Listening Skills Study Report Document subtitle: No. 1 Author: Student’s Name Date: Select the current year
REVIEW Navigate Documents View/Show/Navigation Pane Click the first button to browse headings in the document and the second button to browse pages in the document.
5. Insert a Continuous section break at the top of the first page of the report. 6. Position the insertion point in the header of Section 2. Deselect Different First Page if it is selected. Break the links between the headers for both sections. Go to the footer of Section 2. Break the link between the footers for both sections. 7. Go the header of Section 2 and number the pages of the report at the top right using the Rounded Rectangle 3 page number style. Change the page number format to begin with page 1. Click Different First Page to suppress the page number on the first page of the report. 8. Show the Navigation pane. Click Browse headings to display the headings in the report. Click the various headings to move to the heading in the report. Click Browse pages and click on the various pages in the report. Note: Use this shortcut to move quickly in reports as you complete this module. 9. Proofread and check; click Next to continue. (71-d1) 1. Open 71-d1.
71-d2
2. Change the margins to convert this unbound report to a leftbound report.
Edit Report
3. Select the reference number in the text and drag the footnote to display after the word survey in the second sentence of that paragraph. 4. Double-click in the header and change the page number style to Accent Bar 2. 5. Proofread and check; click Next to continue. (71-d2) 1. Double-click in the header of the open document. (Hint: Double-click the center tab and change to 4" left underline tab.) At the left margin, key Name and tap the Space Bar once, followed by an underline tab that ends at 4". Tap TAB and key Fall 201- at the right margin. Do not suppress the header on the first page.
71-d3 Edit Report progress report
2. Insert a page number at the bottom of the page; select the Accent Bar 4 page number style. Do not suppress the footer on the first page. 3. Position the insertion point after the title Technique Rating Sheet and Progress Report and insert the following footnote: Technique rating sheet used with permission of Cengage Learning— South-Western from the keyboarding textbook College Keyboarding: Microsoft 2010 Keyboarding & Word Processing, 18th edition. 4. Check and close. (71-d3)
LESSON 71
REVIEW REPORTS
MODULE 12
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
352
© IMAGE COPYRIGHT STOCKLITE, 2009. USED UNDER LICENSE FROM SHUTTERSTOCK.COM
WORKPLACE SUCCESS W What Is Your Listening Grade? Isn’t it interesting that students are not required to complete a course in listening when 80 percent of our time each day is spent listening? To perform well in organizations, a keen listening skill is essential. Evaluate yourself on the following areas and start today working on a listening improvement plan in those areas. Search for excellent listening quizzes to assist you.
BODY LANGUAGE: Do you … sit with your arms closed? stand with your hand on the door as you listen to someone? doodle while listening or play with a pen or some other object? look at your watch while others are talking? continue checking your e-mail while listening to someone on the phone or someone face to face?
MINDSET Do you … think you already know what the speaker has to say? think the speaker is wasting your time? tune out anything boring? or too long? disregard anything being said if you do not agree with it? judge the speaker before he/she begins to speak?
RESPONSES
TO THE
SPEAKER
Do you … finish the speaker’s sentence because you know what he/she is going to say? think about what you will say while the speaker is talking? interrupt the speaker so you can start talking sooner? look ridiculous sometimes when you respond in a manner that tells others that you were not listening?
LESSON 71
REVIEW REPORTS
MODULE 12
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
353
Lesson 72 New Commands
Reports with Built-in Headers and Footers
• Built-in headers and footers • Multilevel list
• Split panes • View Side by Side and Arrange all
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/72 Warmup
New Commands
B UI L T - IN HE AD E RS AND FOOTE RS In this module, you will insert and edit headers and footers from Quick Parts, and you will create custom headers and footers.
72c
To insert a header or footer: Insert/Header & Footer/Header or Footer 1. Follow the path to display the Built-In gallery of header or footer styles. 2. Click the down scroll arrow to browse the various styles. Click the desired header or footer style. 3. Click [Type the document title] and key the desired text for the header. 4. From the Options group, click Different First Page to remove the page number from the first page if desired.
To create a header or footer not using Quick Parts: Double-click in the header or footer area. Key the header or footer, including page numbers if desired. You may suppress the header or footer on the first page.
To remove a header or footer: Insert/Header & Footer/Header or Footer Follow the path and click Remove Header or Remove Footer.
LESSON 72
REPORTS WITH BUILT-IN HEADERS AND FOOTERS
MODULE 12
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
354
D RILL 1
H E A DE R A ND FOOTER
benefits
Insert/Header & Footer/Header or Footer
2. Insert the Alphabet footer. Key Zeigler Productions, Inc.
1. In the open document, insert the Alphabet header. The report title automatically displays in the header. Suppress the header on the first page.
3. Proofread and check; click Next to continue. (72-drill1)
M UL TIL E V E L LIST A multilevel list shows the list items at different levels rather than at one level that is created when bullets and numbering commands are used.
To format items in a multilevel list: Home/Paragraph/Multilevel List 1. Select the items to be formatted. 2. Click the Multilevel List button. 3. Use the Increase or Decrease Indent button to promote or demote item in the list.
D RILL 2
M U LT I LE VE L LI ST
1. Study the two lists below. Key the first list and then follow the instructions to format it as shown in the second list. 2. Select the items below each heading in the list you key and click the Multilevel List button. Select the second item in the List Library.
Phase 1
3. Use the Increase Indent command to demote the second, third, and fourth items under Phase 1. Use the Decrease Indent command to promote Review plan. 4. Proofread and check; click Next to continue. (72-drill2) Cambria bold for headings like these
Identify risks Collect data
1. Identify risks Increase Indent
Analyze data Review plan
LESSON 72
Phase 1
1.1. Collect data 1.2. Analyze data
Decrease Indent
2. Review plan
Phase 2
Phase 2
Analyze risk
1. Analyze risk
Evaluate costs
2. Evaluate costs
REPORTS WITH BUILT-IN HEADERS AND FOOTERS
MODULE 12
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
355
S P L I TTING PANE S In long documents, it can be very useful to view two parts of the document at the same time. To do so, you must first split the window into two panes. Each pane will have its own ruler bar and scroll bars.
To split panes: View/Window/Split 1. Follow the path above to display the split bar. 2. Drag the split bar to the desired location and click to position it have two panes, with each having a ruler bar and scroll bars.
1
. Note that you
1
Split
Alternate method: 1. Point to the split box at the top of the top vertical scroll bar. The pointer changes to a resize pointer. Split box
Resize pointer
2. Drag the split bar to the desired position in the document. Note that you have two panes with each having a ruler bar and scroll bars. Once the screen is split, you can arrange the panes by dragging the split bar to any desired location. The pane becomes active when you click in it. Position the insertion point at one part in the document. Then click in the second pane and position the insertion point at another place. To move or copy text or a graphic from one pane to another, just select and drag the text or graphic across the split bar. To return to a single window, double-click the split bar.
LESSON 72
REPORTS WITH BUILT-IN HEADERS AND FOOTERS
MODULE 12
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
356
SPL I T PA NES
D RILL 3 View/Window/Split
1. In the open document, point to the split box at the top of the vertical scroll bar. Drag the split bar and drop just before #3.
authors' top 10 4. Drag the selection across the th split lit bar. Drop to the left of the word fewer (item #9). Note: If you did not drop the text correctly, you may have to make minor spacing and numbering adjustments. 5. Double-click the split bar.
2. In the bottom pane, scroll to #9. 3. In the top pane select the second numbered item. Hint: Do not select the automatic number 2.
6. Proofread and check; click Next to continue. (72-drill3)
V I E W S ID E B Y SID E AND ARRANGE ALL In the workplace, a user may have two or more documents open and be working with all of them. View Side by Side and Arrange All Windows are explained below.
To view side by side: View/Window/View Side by Side 1. Open both files to be viewed. 2. Follow the path to display Compare Side by Side dialog box. If not automatically activated, click Synchronous Scrolling to scroll both documents at the same time. If you prefer to scroll one document at a time, deselect Synchronous Scrolling.
To arrange all windows: View/Window/Arrange All 1. Open the files to be viewed. 2. Follow the path and note each window has its own vertical scroll bars for moving within the document. To move to different windows, click in the document and that window becomes active. To return to one window, click the Maximize button on the document you wish to open in full view.
D RILL 4
VIE WI NG DOCUMENTS
Do not use Keyboarding Pro DELUXE 2 for this job. Launch Word and follow the directions below. 1. Open the following files: document 1 and document 2. 2. Click View Side by Side. Click OK. Click in each document to make it active. 3. Click the scroll bar and note that both documents scroll at the same time. Click the Synchronous Scrolling button to turn this feature off. Click in document 1 and scroll. Note document 2 does not move now.
LESSON 72
4. Maximize document 1. 5. Open document 3. Click Arrange All so that all these files display on the screen. 6. Click in each document to make it active. Scroll in each one. 7. Click in document 1 and maximize the screen to display only one window, and then close all three files.
REPORTS WITH BUILT-IN HEADERS AND FOOTERS
MODULE 12
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
357
Document Design
L E FTB O U ND RE PORT WITH B U ILT- IN HE AD E RS A ND F OOT ER S
72d
Reports prepared with binders are called leftbound reports. The binding takes 0.5" of space. Therefore, set the left margin at 1.5" to accommodate a left binding.
KEYBO OARD DIN NG PRO O DELLUX XE 2 References/Document Formats/ Reports
Built-in headers and footers are available in Word 2010 in a gallery of preformatted headers and footers. The illustration below shows a leftbound report with the Sideline header and footer inserted. Click on the Header from Top and Footer from Bottom spin arrows to increase or decrease the header and footer margins from the default .5" margins. Note the header contains the title of the report and the footer includes the page number. Other styles will include the page number in the header. Remember a page number must display either in the header or the footer of a multiple-page document. The use of color and graphics enhances the professional design of this report, and it was completed quickly and easily using the built-in headers and footers.
Header 2"
1.5"
Footer
LESSON 72
REPORTS WITH BUILT-IN HEADERS AND FOOTERS
MODULE 12
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
358
Applications 72-d1 Leftbound Report
1. Key the leftbound report that follows. Tap ENTER three times to position the title at about 2". Change the left margin to 1.5". 2. Apply the Flow document theme. Apply appropriate styles to the title and side headings. Shrink title font to fit on one line. 3. Format the bulleted list with square bullets. 4. Insert the Sideline cover page. Key the following information:
injuries
Company: Galey Financial, LLC Document title: Refer to report title for 72-d1. Document subtitle: Click the subtitle text box; click the Subtitle control above the text box, and tap DELETE.
REVIEW Insert File
Author: Student’s Name
Insert/Text/Object down list arrow/Text from File
Date: Current date 5. Insert a Continuous section break at the top of the first page of the report. 6. Position the insertion point in the header of Section 2. Deselect Different First Page if it is selected. Break the links between the headers for both sections. Go to the footer of Section 2. Break the link between the footers for both sections. 7. Go to the header of Section 2 and insert the Sideline header. Go to the footer of Section 2 and insert the Sideline footer. Change the page number format to begin with page 1. Click Different First Page to suppress the header and footer on the first page of the report. 8. Proofread and check; click Next to continue. (72-d1)
Guidelines to Escape Computer-Related Injuries Repetitive stress injuries (RSI), cumulative trauma disorder (CTD), and carpal tunnel syndrome (CTS) have mushroomed to afflict everyone from administrative assistants to executives with hurting muscles, tendons, and nerves. Hand-arm alignment is one of the causes of keyboard repetitive stress injuries. Misalignment causes muscles to become overworked, causing stress and fatigue in the hands, arms, neck, and shoulders. Improper use of the mouse causes stress injuries as well. To avoid computer-related injuries, all computer users can benefit from understanding the basic guidelines for proper positioning at the computer and effective workstation design that are presented in this report. Position Yourself Properly Preventing tired wrists and hands is really a matter of taking charge of your posture and computer work environment. Awkward posture while keying and failure to change your keying or sitting position can add to wear and tear on your wrists and hands. Hand position. Keep your wrists and hands straight. When you work with straight wrists and fingers, the nerves, muscles, and tendons stay relaxed and comfortable. Therefore, they are less likely to develop the strains and pains that are often associated with keying. Insert file injuries; format like the rest of the report.
LESSON 72
REPORTS WITH BUILT-IN HEADERS AND FOOTERS
MODULE 12
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
359
6. Do you tilt your neck backward to see the computer screen? (No) 7. Do you take two 5-minute breaks and one 15-minute break in the morning and afternoon? (Yes) 8. Do you vary your activities to break the repetitive motion? (Yes) 9. Do you drink plenty of water to lubricate your joints? (Yes) For each of your responses that do not match the desired response, please accept the challenge today to correct the undesired practice and avoid computer-related stress injuries. 1. Open 72-d1.
72-d2
2. Double-click in the header and change the header style to Annual.
Edit Report
3. Double-click in the footer and change the footer style to Annual. 4. Split the window into two panes. In the top pane, scroll so you can see the header on the second page of the document. In the bottom pane, scroll to view the footer on the second page of the document. Note that the Annual style selected for both the header and the footer match in design. 5. Double-click the split bar to return to a single pane. 6. Proofread and check; click Next to continue. (72-d2)
72-d3
1. Open the following files: guidelines and outline.
Outline
2. Use the View Side by Side command to display both documents on the screen. Click to deactivate the synchronous scrolling. outline, guidelines, notes
Do not use Keyboarding Pro DELUXE 2 for this job. Launch Word and follow the directions provided.
QUICK
LESSON 72
3. Click in the data file outline and position the insertion point below the title. Key an outline using the headings in guidelines. Use the multilevel list with Roman numerals (I., A., 1.) 4. Maximize the screen displaying the outline. 5. Open notes and click Arrange All to view all three documents in this lesson. 6. Check and close. (72-d3)
Check your document against the illustration below.
REPORTS WITH BUILT-IN HEADERS AND FOOTERS
MODULE 12
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
360
Lesson 73 New Commands
Report with Preliminary Pages
• Table of Contents
• Page Number Format
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/73a Warmup
New Commands 73b KEYBO OARD DIN NG PRO O DELLUX XE 2
TA BL E O F C ONTE NTS The Table of Contents command enables a table of contents to be created automatically if the built-in heading styles are used. You may also create a table of contents from custom styles, using outline levels, or by marking entries to be included in the table of contents. A table of contents can also be modified manually or automatically after it has been created. In Web Layout View, the entries in the table of contents are hyperlinks. Clicking on an entry moves the insertion point to the appropriate page in the document. In Print Layout view, tapping CTRL plus clicking on an entry moves the insertion point to the appropriate page in the document.
TA BL E O F C ONTE NTS References/Table of Contents/Table of Contents
To create a table of contents using built-in heading styles: 1. Position the insertion point in the completed document where the table of contents is to be created (normally on a blank page at the beginning of the report). Note: Styles have already been applied to the document headings. 2. Follow the path above to display the Built-In gallery of table of contents styles. 3. Choose the Automatic Table 2 style. The table of contents automatically displays at the insertion point. The title Table of Contents is also automatically generated as a part of the table of contents. 4. Position the title Table of Contents at approximately 2". To remove a table of contents, click Remove Table of Contents.
LESSON 73
REPORT WITH PRELIMINARY PAGES
MODULE 12
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
361
D RILL 1
TAB LE OF CONTENTS
1. In the open document, position the insertion point on the second page at 2". 2. Generate a new table of contents using the Automatic Table 2 style.
table of contents
3. Point to the selection area tto th the lleft of the title and click to select the heading Table of Contents. Apply Title style. If the appropriate Title with the underline does not display, click undo and follow the directions again. 4. Proofread and check; click Next to continue. (73-drill1)
M O DI F Y TAB LE OF CONTE NTS 2
1
A table of contents is often modified after it has been created, such as updating changes in the headings and page numbers, format, or adding text. choosing another form
To update a table of contents: 1. At the top of the generated table of contents, click Update Table 1 . The Update Table of Contents dialog box displays. 2. Select Update page numbers only or Update entire table, and click OK.
To change the format: 1. Click the Table of Contents button
2
and select another table of contents style.
– or –
References/Table of Contents/Table of Contents 2. For additional styles, follow the path above and click Insert Table of Contents to display the Table of Contents dialog box. a. Accept the defaults to show page numbers, right-align page numbers, and use leaders; or click the arrow next to Formats and select the desired format, such as Formal. b. Indicate the number of heading levels to be included in the table of contents in the Show Levels box (up to nine). Click OK.
LESSON 73
REPORT WITH PRELIMINARY PAGES
MODULE 12
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
362
To add text to the table of contents: References/Table of Contents/Add Text 1. Select the text to be added to the table of contents. 2. Follow the path above and click Add Text. 3. Choose the desired level of heading. 4. Click in the table of contents and click Update Table. Note: You may also key text directly in a table of contents. Use the Format Painter to copy the format of the entry; then key the correct page number.
D RILL 2
RE VI SE TA BLE OF CONTENTS
1. In the open document, click in the selection area left of the generated table of contents to display the Table of Contents controls. Change the style to Automatic Table 1.
References/Table of Contents/Table of Contents 2. Click Insert Table of Contents and change to the Formal style. Click Yes to the prompt to replace the selected table of contents. 3. Modify the report as follows and update the table of contents. Click Update entire table. a. Select the Market Analysis section on page 1 of the report. Be sure to also select the three paragraphs with paragraph headings. Move this section to page 2 of the report just before the side heading Developers. This section is now on page 2.
modify toc
b. In the paragraph heading Smallll Businesses, change Businesses i S to lowercase. 4. Select the Appendix title on the last page of the report and click Add Text to add this text to the table of contents. Select Level 1. Click Update Table button to update the contents page. 5. Click the selection area to the left of the title Contents and apply Title style. If the appropriate Title with the underline does not display, click Undo and follow the directions again. 6. Verify that the page numbers were updated, the heading was changed, and the Appendix was added to the table of contents. See the illustration on the next page to check. 7. Proofread and check; click Next to continue. (73-drill2)
N UM BE R PR E LIMINARY PAG E S Preliminary pages are numbered with lowercase Roman numerals. Change the number format when inserting the page number in this report.
To change page number format: Insert/Header & Footer/Page Number 1. Follow the path above and click Page Number format. 2. Click the down list arrow and select the desired page number format. If necessary, set the starting page number.
LESSON 73
REPORT WITH PRELIMINARY PAGES
MODULE 12
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
363
NU MBE R P R ELI MI NARY PAGES
D RILL 3
1. In the open document, insert a page break after the cover page to insert a blank page for the table of contents. 2. Position the insertion point at the top of the first page of the report (1") and insert a Continuous section break. 3. Go to the header of page 2 of Section 1. Deselect Different First Page if selected. Break links between headers and footers if a link displays. Insert a page number at the bottom of the page using the Plain Number 2 style. Change the page number format to lowercase Roman numerals. Change Start at to i. 4. Click Next and go to the header of Section 2. Deselect Different First Page if selected. Break the links between the headers and footers. Delete the number in the footer of section 2.
page numbers
5. Go to the header of Section i 2 and d insert a page number at the top right using the Plain Number 3 style. Change the page number format to Arabic numerals (1, 2, 3). Change Start at to 1. Click Different First Page. If necessary, reposition the title on the first page to about 2". 6. On the blank page after the cover page, generate a table of contents using the Automatic Table 1 style. Position the title at 2" and apply Title style. Hint: Position insertion point at 2" before you generate the table of contents. 7. Verify that the page numbers are correct in each section. If necessary, refer to the troubleshooting tips below. 8. Proofread and check; click Next to continue. (73-drill3)
Troubleshooting Tips Were your pages numbered correctly? If not, try these suggestions. 1. Remove all page numbers in header and footer in both sections. Follow the steps exactly as shown in the application. 2. Be sure the Different First Page command is not selected when you begin. 3. Check the Break the Link buttons in the header and footer to be sure the link is broken. 4. Do not forget to delete the incorrect page number that automatically displays in the footer of Section 2 after you break the links.
Document Design
TA BL E O F C ONTE NTS
73c
A table of contents contains a list of the headings in a document, along with the page number on which each heading appears.
LESSON 73
REPORT WITH PRELIMINARY PAGES
MODULE 12
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
364
Applications
1. Create a cover page using the Alphabet style. 2. Key the following:
73-d1
Document title: Forms Design and Management; shrink font to fit on one line.
Cover Page
Subtitle: Summary of Three-Year Implementation Date: Current Author: Student’s Name, Forms Design Consultant 3. Proofread and check; click Next to continue. (73-d1) 1. Open 73-d1.
73-d2
2. Position the insertion point on page 2. Insert the data file forms.
Report
3. Key the remainder of the report on the next page below the file you inserted. Format the title and side headings appropriately. forms
4. Insert a blank page after the cover page for the table of contents. Hint: Position the insertion point immediately after the Page Break marker on the cover page. Be sure the Show/Hide button is turned on. Insert a manual page break.
DISCOVER D Page Number N Format Insert/Header&Footer/ Page Number Click Format Page Numbers; click the drop list arrow and select the desired number format (e.g., i, ii, iii).
5. Position the insertion point at the top of the first page of the report and insert a Continuous section break. 6. Position the insertion point in the header of page 2 of Section 1. Deselect Different First Page if it is selected. Click Go to Footer and insert a page number at the bottom of the page using the Plain Number 2 page number style. Change the page number format to lowercase Roman numerals. Click Different First Page to suppress the page number on the cover page. 7. Click Next and position the insertion point in the header of Section 2. Deselect Different First Page if it is selected. Break the links between the headers for both sections. Go to the footer of Section 2. Break the link between the footers for both sections. Delete the page number in the Section 2 footer. 8. Go to header of Section 2 and number the pages of the report at the top right using the Plain Number 3 page number style. Change the page number format to begin with page 1. Click Different First Page to suppress the page number on the first page of the report. 9. Position the insertion point on the blank page left for the table of contents (not in the header section). Generate the table of contents using the Automatic Table 2 style. Position the heading at approximately 2" and apply Title style. 10. Move the section Conversion from Paper to Electronic Forms to appear below the Existing System section. Add the word Implementation after the heading Forms Inventory. Update the table of contents. 11. Proofread and check; click Next to continue. (73-d2)
LESSON 73
REPORT WITH PRELIMINARY PAGES
MODULE 12
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
365
Forms Inventory A perpetual forms inventory system was designed and maintained online for all company-wide forms. Employees were encouraged to add their individual or departmental forms to the inventory system so that they could be shared with others. Goal of the System The goal of the system was to convert 70 to 75 percent of the forms to an electronic format within a three-year time period. This goal was considered to be ambitious because a wide range of computers were used in the various departments, and some departments did not have access to the central network. During this same time frame, the company planned to upgrade computers and make the network available to all employees except warehouse and delivery personnel. Follow-Up Study This phase of the study was authorized to determine the effectiveness of the program that was implemented. The following table shows the progress made since the program was instituted. Employee—Paper, 8% Copy the table on page 1 of the report and paste here. Edit the percentages as shown here.
Company—Paper, 5% Vendor—Paper, 3% External—Paper, 4% Company—Electronic, 48% Employee—Electronic, 32% Results Currently, 80 percent of all forms are in electronic format, and 20 percent are paper based. The four forms that are currently purchased from vendors are being redesigned so that they can be made available electronically. The remaining paper-based forms are used primarily by warehouse and delivery personnel. However, the Technology Committee has recommended providing these employees with handheld computers to perform their work. As soon as this recommendation is implemented, the forms they use can be converted to electronic format. The new system has resulted in a 20 percent cost savings over the previous system. In addition, more than 80 percent of the employees indicated that the new system improved their efficiency and effectiveness.
73-d3
1. Open 73-d2.
Executive Summary
2. In Draft View, position the insertion point at the end of the table of contents just before the section break line, but not in the table of contents area. Insert a manual page break. 3. Change to Print Layout view and key the executive summary on the next page. Begin the title at 2" and apply Title style.
LESSON 73
REPORT WITH PRELIMINARY PAGES
MODULE 12
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
366
4. Verify that page iii displays at the bottom center of the page. Remember the preliminary pages were numbered in Document 2. 5. Proofread and check; click Next to continue. (73-d3)
Executive Summary Approximately three years ago, a forms design, management control, and conversion program was instituted at Hess and Glenn, Inc. A survey of forms showed that 74 percent of all forms were paper-based forms and only 26 percent of the forms were electronic. The goal of the program was to convert 70 to 75 percent of the paper-based forms to an electronic format. The current survey shows that 80 percent of the forms used at Hess and Glenn, Inc. are in electronic format. The only company forms currently in paper format are those that are filled in with pen or pencil and that are used as checklists for warehouse and delivery personnel. The new system has reduced costs and has improved efficiency and effectiveness. In addition, employees are extremely pleased with the new forms program. 73-d4
1. Open 73-d3. In Draft View, position the insertion point at the end of the cover page just before the table of contents. Change to Print Layout view.
Transmittal Letter
2. Compose a transmittal letter from you to Mr. Patrick Hess, President, Hess and Glen, Inc., 1598 Harmon Road, Hopkins, SC 29061-3498. Thank Mr. Hess, state the report is attached, and offer to answer any questions. 3. Verify that page ii displays at the bottom center of the page. 4. In the table of contents, key Letter of Transmittal as the first entry and Executive Summary as the second entry. Use the Format Painter to copy the format of the entries and key the appropriate page numbers. If necessary, remove the underline and blue font color. 5. Proofread and check; click Next to continue. (73-d4)
73-d5
1. Open 71-d1. Insert a blank page after the cover page for the table of contents.
Edit Report
2. Insert the Plain Number 2 page number style at the bottom of the page in Section 1. Format page numbers appropriately. 3. Verify that page numbers are correct in Section 2. 4. Generate a table of contents using the Formal style with dashed tab leaders. Add the title Table of Contents. Position appropriately and apply Title style. Hint: Apply black font if white font is selected. 5. Check and close. (73-d5)
LESSON 73
REPORT WITH PRELIMINARY PAGES
MODULE 12
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
367
Lesson 74 New Commands
• Table of Figures • Index
Table of Figures and Index • Bookmarks • Hyperlinks
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/74a Warmup
New Commands
TA BL E O F FIGU RE S A table of figures is a list of all of the captions for tables, charts, pictures, graphics, and equations in a document. Captions can be added automatically or manually to an existing object. See the illustration below. Generally, tables are labeled above the table, and figures are labeled below the figure.
74b
To insert a caption References/Captions/Insert Caption 1. Select the item to be captioned. In the caption text box, space once after the number and key the caption. 2. Follow the path and from the Label list, click the drop-list arrow and select the desired label, e.g., Figure, Table, Equation. 3. From the Position list, click the drop-list arrow and select Above selected item or Below selected item. 4. Click the Numbering button to choose the desired number format, e.g., 1, 2, 3. Click OK. 5. Click New Label to create a new label group, such as Sports Photos. Click OK. Note: Click AutoCaption to select the objects for which you want captions created automatically, e.g., Microsoft Word Table.
LESSON 74
TABLE OF FIGURES AND INDEX
MODULE 12
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
368
To create a table of figures: References/Captions/Insert Table of Figures 1. Position the insertion point where the table of figures is to be positioned. 2. Follow the path above to display the Table of Figures dialog box. 3. Click the down list arrow beside the a. Tab leader box and select the leader type. b. Formats box and select the format. c. Caption label box and select the caption label , e.g., Table. Click OK.
TAB LE OF FI GUR ES
D RILL 1
1. Insert captions below the figure for the three figures in this file. Label as follows: • Figure 1 Caption Dialog Box
guide 2. Create a table of figures on the th first fi page using the Formal format and the Figure caption label. Choose the dot leaders. 3. Proofread and check; click Next to continue. (74-drill1)
• Figure 2 Caption Numbering Dialog Box • Figure 3 New Label Dialog Box
QUICK
LESSON 74
Check your table of figures and captions from the illustration below.
TABLE OF FIGURES AND INDEX
MODULE 12
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
369
To modify the format: References/Captions/Insert Table of Figures 1. Follow the path above to display the Table of Figures dialog box. 2. Click Modify. 3. In the Style dialog box, click Modify. The Modify Style dialog box displays. 4. Change the format of the table of figures entries, e.g., font, font size, font color, alignment, and spacing. 5. Click OK.
D RILL 2
TAB LE OF FI GUR ES
1. In the open document, create a new label named May 2011 Photo. Insert a caption for the pictures as follows: a. May 2011 Photo 1: Maggie and the Bradford Pear b. May 2011 Photo 2: Our Morning Visitors at the Beach House
pictures 2. Create a table of figures using i a modified style. Modify the format of the entries as follows: 12 point, bold, Purple Accent 4, and 1.5 line spacing. 3. Proofread and check; click Next to continue. (74-drill2)
c. May 2011 Photo 3: Andy to the Rescue
To update a table of figures: 1. Make changes as desired in the captions. 2. Click in the table of figures. From the Captions group, on the References tab, click Update Table. (Shortcut: F9.) 3. Select Update page numbers only or Update entire table. Click OK.
LESSON 74
TABLE OF FIGURES AND INDEX
MODULE 12
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
370
TAB LE OF FI GUR ES
D RILL 3
giraffes 3. Using the May 2011 Photo t llabel, b l add the caption Giraffes Seen on Last Day of Safari.
1. Open 74-drill2. Edit the captions as follows: a. May 2011 Photo 1: Add in Full Bloom
4. Update the table of figures. Reapply the format if necessary.
b. May 2011 Photo 2: Delete Morning
5. Proofread and check; click Next to continue. (74-drill3)
Picture Tools Format/Size 2. Tap ENTER twice at the end of the last caption. Insert the data file giraffes. Right-click the picture and select Size. Change height to 2.66" and accept the adjusted width. Click Close.
INDEX An index is a list of topics in a document and the page numbers on which they appear. The index is created after the document has been completed and is positioned as the last page of a report. An index entry can consist of a word, phrase, or symbol. A crossreference, which refers the reader to other text, can be added at the time an entry is marked. The process of creating an index involves marking the text that will be included as entries, selecting the format, and then creating the index. Word automatically eliminates duplicate entries. Modifying an index is also quite simple. An example of an Index page using the Format style is shown here.
To mark index entries: References/Index/Mark Entry 1.
Select the text to be marked as an index entry.
2.
Follow the path to display the Mark Index Entry dialog box. The selected word displays in the Main entry box. Make any edits. (If needed, drag the dialog box to position it so you can see the text.)
1
3. To add a cross-reference, key the text after See in the Cross-reference entry box 1 . 4. Click Mark to mark the one entry or click Mark All to mark the entry each time it occurs. Note: Use Find (CTRL + F) to locate entries if marking one at a time. 5. Close when all index entries are marked.
LESSON 74
TABLE OF FIGURES AND INDEX
MODULE 12
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
371
To create an index: References/Index/Insert Index 1. Position the insertion point where you want to create the index. Generally, an index is positioned on a new page at the end of the document. Key the heading Index at the top of the page at about 2" so that the heading will be positioned above the index. Apply Title style. 2. Follow the path above to display the Index dialog box. 3. For Type, select either Indented or Run-in. Indented is commonly used. 4. Click the Columns spin arrow to select the desired number of columns. 5. From the Formats list, select the desired format, e.g., Classic or From template. Click OK. Note: You may also modify the format of the index in the same way you modified the table of figures. Click the Modify button.
INDE X
D RILL 4 1. Open 73-drill2.
2. Position the insertion point on page 1 of the report. Mark the index entries in the column below and click Mark All to mark all occurrences. Administrative Skills Assessment Comprehensive Skills Assessment budget allocations Discounts large organizations marketing allocations small business market
4. Click Mark Entry and key ASA as the main entry. Select the option Cross-reference and key Administrative Skills Assessment. 5. Repeat step 3 for CSA (main entry) Comprehensive Skills Assessment (cross reference). 6. Begin a new page as the last page of the report. Begin the main heading Index at 2" and apply Title style. (Hint: Turn off bullets before you begin.) 7. Create an index using the Fancy format, Indented type, and two columns. 8. Use the Add Text feature to add the index to the table of contents; update the table of contents. 9. Proofread and check; click Next to continue. (74-drill4)
3. Use Keep with next to keep table caption and table together.
LESSON 74
TABLE OF FIGURES AND INDEX
MODULE 12
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
372
U P D A TE IND E X To update an index: References/Index/Update Index 1. Mark the additional index entries. 2. Click in the index. Follow the path above. The update automatically takes place.
U PD AT E I NDEX
D RILL 5 1. Open 74-drill4.
3. Delete the entry for budget allocations. (Hint: Delete the code {XE “budget allocations”} in the text on page 1.)
2. Add the following index entries:
4. Position the insertion point in the index and update the index.
Recommendations (mark on page 1 only).
5. Proofread and check; click Next to continue. (74-drill5)
Development team (mark all)
N A V I G ATIO N TOOLS Lengthier and more complex documents require use of two convenient navigation tools—bookmarks and hyperlinks.
B O O KMAR K S A bookmark is inserted in a document to mark a specific location.
To insert and name a bookmark: Insert/Links/Bookmark 1. Place the insertion point where the bookmark is to be inserted or select a block of text. 2. Follow the path above to display the Bookmark dialog box. 3. In the Bookmark name box, key a name for the bookmark. Click Add. Important Naming Rules: (1) Must begin with a letter, (2) No spaces, and (3) Can contain numbers.
To navigate with a bookmark: Insert/Links/Bookmark 1. Follow the path above to display the Bookmark dialog box. 2. From the Bookmark name box, select the desired bookmark. Bookmarks can be in alphabetical order or by location in the document. 3. Click Go To. Shortcut: CTRL + G. Click Bookmark, click the down arrow, and select the desired bookmark. Click Go To.
LESSON 74
TABLE OF FIGURES AND INDEX
MODULE 12
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
373
To delete a bookmark: 1. Select the desired bookmark in the dialog box. 2. Click Delete.
To show bookmarks: 1. Click the File button and Options. 2. In the left pane, click Advanced and select Show bookmarks. Click OK.
D RILL 6
B OOK MA R K S
1. In the open document, select the words Time Limit under the column Criteria in the rubric table. Create a bookmark named Time_Limit. 2. Select the word Time on page 1 under the title Training Team Project and create a bookmark named Time. Delete the Time bookmark.
project 3. Select the words Delivery S Schedule h d l on page 3. Create a bookmark named Delivery_Schedule. 4. Show the bookmarked items. 5. Proofread and check; click Next to continue. (74-drill6)
HY P E R L INK A hyperlink is text that when clicked will navigate the user to a specific location. You will learn to link to existing files or Web pages or to a place in the current document.
To create a hyperlink to an existing file or Web page: Insert/Links/Hyperlink 1. Select the text or object to be hyperlinked. 2. Follow the path above to display the Insert Hyperlink dialog box. 3. In the Link to pane, click Existing File or Web Page. 4. In the Look in pane, browse to locate the desired file. Use the Current Folder, Browsed Pages, or Recent Files options to assist in locating the file. Click OK.
LESSON 74
TABLE OF FIGURES AND INDEX
MODULE 12
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
374
To create a hyperlink to a place in the document: 1. Select the text or object to be hyperlinked. 2. Follow the path above to display the Insert Hyperlink dialog box. 3. In the Link to pane, click Place in This Document. 4. In the Select a place in this document pane, click on the desired location in the document. Note you may click on Headings or a bookmark. Click OK.
H Y P E R LI NK S
D RILL 7
1. Open 74-drill6. Revise the title by adding the words Directions and Rubric. Select the word Rubric and insert a hyperlink to the Heading Training Project Rubric. 2. Select the word Time at the top of the document and hyperlink to the bookmark Time_Limit.
Applications
evaluation 3. Select the text Delivery D Dates. H Hyperlink to the bookmark Delivery_Schedule. 4. Select the word here in the Evaluation text box. Hyperlink to the data file evaluation. 5. Proofread and check; click Next to continue. (74-drill7)
1. Open 73-d4. Add the captions to the two tables as shown below. Position the caption above the table and number with Arabic numbers.
74-d1
Table on first page: Table 1 Form Sources—2008 Survey
Edit Report
Table on second page: Table 2 Form Sources—2011 Survey 2. Insert a blank page after the page break on the table of contents page. Remember to click Show/Hide so you can see the Page Break. Be sure to position the insertion point to the left of the section break. 3. Generate the table of figures using the default format. Key the title appropriately and apply Title style. 4. Edit both table captions as follows. Update the table of figures. Table 1 Sources of Company Forms—2008 Survey Table 2 Sources of Company Forms—2011 Survey (continued)
LESSON 74
TABLE OF FIGURES AND INDEX
MODULE 12
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
375
5. Insert a blank page at the end of the report for the index. Mark the phrases paper-based and electronic format. Create the index using the Formal style. Format and position the title appropriately. Add the index to the table of contents as Level 1.
74-d1 continued
6. Change the document theme to Aspect. 7. Proofread and check; click Next to continue. (74-d1) 1. Open 72-d2. Use the Navigation pane to browse to go to the side heading Adjust Your Workstation. Add the following sentence to the last bullet: The chair shown here illustrates an excellent adjustable chair for any user.
74-d2 Navigation progress report
2. Search the Internet using the keywords picture adjustable computer chair. Insert the picture to the right of the sentence you just inserted. Use Square text wrapping. Record the Web address of the picture for step 7 below. 3. Use the Find command to go to the paragraph heading Posture. Select the text position yourself properly at the computer. Create the bookmark computer_position. 4. Go to the numbered list at the bottom of page 2. Click at the beginning of the first item. Name the bookmark practices. 5. Delete the practices bookmark. Create it again and name it my_practices. 6. Create the hyperlinks in the following steps. 7. Select the picture of the adjustable chair you inserted in step 2. Insert a hyperlink to link to the Web page recorded in step 2.
TIP Browsed Pages From your browser open the Web address at the right to ensure it is the correct Web address. Then insert the hyperlink by clicking Browsed Pages. Select the link you just opened.
8. Use the Navigation pane to browse to go to the heading Posture. Insert a clip art using the keywords hands computer. Insert the clip with hands in correct position on a laptop. Use Square text wrapping. Select the clip art and insert a hyperlink to link to the Web address: http://community.cengage.com/ SWKeyboarding/blogs/forde/archive/2010/01/08/assessment-strategies-positivecoaching-and-technique-rating-sheet.aspx. 9. Select the text technique rating sheet found in the Check Your Ergonomic Practices section. Insert a hyperlink to the data file progress report. 10. Proofread and check; click Next to continue. (74-d2) 1. Open 74-d1.
74-d3 Edit Report
2. Delete the table of figures. 3. Generate a new table of figures and modify the format as follows: 12 point, bold, Red Accent 2, and 1.5 line spacing. 4. Format the title and position appropriately. 5. Add the following words to the index: conversion and inventory. Update the index. 6. Check and close. (74-d3)
LESSON 74
TABLE OF FIGURES AND INDEX
MODULE 12
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
376
Lesson 75 New Commands
Report with Citations and Bibliography
• Insert citations
• Generate bibliography
• Edit citations
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/75a Warmup
New Commands
C I TA TIO NS
75b KEYBO OARD DIN NG PRO O DELLUX XE 2 References/Word 2010 Commands/Lesson 75
The Citation feature allows the user to key in a dialog box the various pieces of information needed for a citation. The software uses this data to enter the internal citation automatically in the report and then create the reference page or bibliography at the end of the report. In the previous lessons in this book, you have learned to key internal citations and to key the reference page at the end of the report. You will be amazed in this lesson as you simply enter the data and the software does the rest. Caution: Always proofread carefully that all style rules have been applied according to your specific requirements.
Simple requirements of the user: 1. Choose the manuscript style from a list of ten styles, including APA, Chicago, MLA, and Turabian. 2. For each citation in the document, select the type of source from a list of 16 choices in addition to miscellaneous, e.g., book, journal article. Note: When the citation is entered, it becomes a part of the user’s master list of sources and can easily be selected for any future document the user creates. 3. Generate the reference page or bibliography at the end of the report.
APA Style
LESSON 75
REPORT WITH CITATIONS AND BIBLIOGRAPHY
MLA Style
MODULE 12
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
377
To insert citations: References/Citations & Bibliography 1. Switch to Print Layout view if not already in it. 2. Position the insertion point in the document where the reference is to be inserted. 3. Follow the path above. Click the down list arrow in the Style box and select the desired style, e.g., APA Fifth Edition, Chicago Fifteenth Edition, MLA Sixth Edition, etc. This example will illustrate the MLA style. 4. Click Insert Citation. From the drop list, select Add New Source. The Create Source dialog box displays. 5. Click the down arrow in the Type of Source box. Select one of the choices, e.g., book, journal article, etc. The following example illustrates the book type. 6. Key in the fields that are displayed from your type of source choice. Click OK.
7. Note the report text where the citation has been created. To edit the citation, click it and then click the down arrow. 8. Select Edit Citation from the drop-down list. The Edit Citation dialog box displays.
9. Make the needed corrections to the current citation, e.g., add page number where a direct quotation was lifted. Click OK.
LESSON 75
REPORT WITH CITATIONS AND BIBLIOGRAPHY
MODULE 12
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
378
To create the bibliography or reference page: References/Citations & Bibliography/Bibliography 1. Position the insertion point below the last line of the report and insert a manual page break. Position the insert point at about 2". 2. Follow the path above to display the Built-In gallery of bibliography styles. 3. Select Bibliography (APA) or Works Cited (MLA).
4. Select the title and apply Title style. Check that the position is at 2". 5. Verify that the list of references is formatted in the hanging indent style. Note: When creating a document, refer to the manuscript style manual to determine appropriate formatting for the reference list. The hanging indent command was applied automatically to the bibliography shown below.
LESSON 75
REPORT WITH CITATIONS AND BIBLIOGRAPHY
MODULE 12
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
379
D RILL 1
CITAT I ONS/ BI BLI OGR APHY
1. Key the paragraph shown below. Insert the MLA citations as indicated in the paragraph. The data for the three citations are shown in the three Create Source dialog boxes below. 2. Edit the Baker citation to add page 56 as the page where this reference appeared. Note the citation in the report displays as (Baker 56).
4. Position title at 2". Select the title Works Cited and apply Title style. 5. Select the list of references and format as a hanging indent. 6. Proofread and check; click Next to continue. (75-drill1)
3. Position the insertion point below the paragraph and generate the bibliography page. Remember to choose Works Cited since the manuscript style is MLA.
Payton Devaul set the school record for points in a game—50 (Citation 1). He holds six statewide records. This makes him one of the top ten athletes in the school’s history (Citation 2). He expects to receive a basketball scholarship at an outstanding university (Citation 3). Citation 1: Book Citation 2: Document from Website Citation 3: Interview
LESSON 75
REPORT WITH CITATIONS AND BIBLIOGRAPHY
MODULE 12
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
380
CH A NGE MANUSCR I PT STYLE
D RILL 2 1. Open 75-drill 1.
2. Change the manuscript style to APA Fifth Edition. Note the change in the internal citations.
3. On the last page, change the title to Bibliography. Check for any changes in the bibliography. 4. Proofread and check; click Next to continue. (75-drill2)
D E L E T E A C ITATION FROM THE D OCU ME NT Writers sometimes find it necessary to delete a citation from the report. This task involves editing the report text, the source manager that contains all the references, and finally updating the bibliography if it has already been generated.
To delete a citation: References/Citations & Bibliography 1. Click the citation and then the down arrow. 2. Click Convert citation to static text. Select the unneeded text and tap the DELETE key.
3. Click Manage Sources. The Source Manager displays. 4. In the Current List shown at the right in the Source Manager, click the citation to be deleted. Click Delete. Click Close. Note: If you wish to delete from the Master List, click the citation in the Master List on the left side of the dialog box, and click Delete. 5. In the document bibliography, click Update Citations & Bibliography. Check that the citation does not appear in the updated bibliography.
LESSON 75
REPORT WITH CITATIONS AND BIBLIOGRAPHY
MODULE 12
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
381
DELE T E CI TATI ON
D RILL 3
1. Open 75-drill1. Delete the second citation. Update the reference page.
3. In the bibliography of the document, click Update Citations & Bibliography.
2. Click Manage Sources and delete from the Current List.
4. Proofread and check; click Next to continue. (75-drill3)
Applications 75-d1 Leftbound Report
1. Key the leftbound report below. 2. Insert the citations in the APA manuscript style as directed in the text below. The citations are shown at the end of the text. Review the citation to determine which data to enter in each Create Source entry box. Click Show All Bibliographic Fields if additional data fields are needed. 3. Position the title at approximately 2" and apply Title style. Format the side headings as Heading 1 style and paragraph headings as Heading 2 style. 4. Number the pages at the top right using the Plain Number 3 page style; suppress the page number on the first page. 5. Edit the Sanchez citation in the report by suppressing the author’s name and title and adding page 59. 6. Generate the bibliography page as the last page of the report. Position the title at approximately 2"; apply Title style. The reference list should be formatted in the hanging indent format. 7. Proofread and check; click Next to continue. (75-d1)
Nutrition Guides for Good Health Good health is a high priority for most people. Yet many individuals know relatively little about nutrition and make dietary choices that are detrimental to their health. Studies show that at least one-third of all cancer and heart attack deaths are directly related to diet (Citation 1). This report presents valuable guides to eating and drinking as well as weight guides. Guides for Eating and Drinking Diet consists of both the foods and beverages consumed daily. The foods and beverages consumed should be selected carefully to ensure good nutrition as well as healthy guides for preparing and making wise food choices. Food. A wide variety of foods should be eaten each day since no one food contains all of the nutrients needed. Foods that are rich in vitamins and high in dietary fiber should be eaten daily. Fruits, vegetables, and whole-grain breads are particularly good sources of vitamins and fiber. A good diet also avoids harmful foods. Sodium, saturated fat, high-fat dairy products, salt, and sugar should be eaten in moderation. Selecting the proper food and beverages is only one part of a healthy diet. The quantity consumed and the manner in which foods are prepared are equally important. A person’s diet should be planned carefully to maintain a desirable
LESSON 75
REPORT WITH CITATIONS AND BIBLIOGRAPHY
MODULE 12
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
382
weight for the body size. Obesity increases the risk of many diseases. Being underweight can also create problems. Foods should also be prepared in a manner that does not add fat to the food. Baking, steaming, poaching, roasting, and cooking in a microwave are the best ways to prepare foods. Wise food choices are important for a healthy diet. Many health-conscious individuals have learned to make the following substitutions for foods that are high in fat and calories (Citation 2). • Diet soda for regular soda • Skim, 1%, or 2% milk for whole milk (begin with 2% and work down to skim milk) • Egg whites for whole egg • Low-fat cheese for full-fat cheese Drinks. The body needs a significant amount of fluids. The daily minimum of water is eight glasses per day. Rosa Sanchez (Citation 3), a well-known nutritionist, states, “Increase the minimum requirement of water when exercising briskly, when weather temperatures are hot, and when dieting to burn fat.” Consider creative ways to consume the daily requirement of water, such as drinking water at all meals, keeping a measured container of water in your work area, and substituting water for a snack. If alcoholic beverages are consumed, they should be consumed in moderation. Alcoholic beverages are high in calories and low in food value. In addition, excessive drinking can lead to major health problems. Weight Guides A person’s body frame helps to determine the desirable weight for that person. Desirable weight for a person with a small frame is less than for a person with an average or large frame. For example, the desirable weight for a 6’0” male with a large frame is 195-205 pounds, while weight for a 6’0” male with a medium frame is 180-190. On the other hand, the desirable weight for a 5’4” female with a medium frame is 118-130 and a female with a small frame is 110-120 (Citation 4). Desirable weights based on body frame size are helpful to guide individuals in healthy body weight. Summary Health-conscious individuals make wise choices daily related to foods and drinks realizing that health issues can become problematic. Maintaining the desirable weight level for the size frame is equally important.
LESSON 75
REPORT WITH CITATIONS AND BIBLIOGRAPHY
MODULE 12
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
383
Data for APA Citations: 1 Journal Article Livingston, Steven A Study of Diseases Related to Diet Medical Journal 2011 Volume 47, Issue 2 pp. 51 – 69. 2 Interview Wright, Dona (Interviewee) Nurse Practitioner (Title) Young, Dean (Interviewer) November 4, 2011. 3 Journal Article Sanchez, Rosa Did You Get Your Water Today? (Title) Nutrition Journal (Journal Name) May 2011 pp. 58 – 60 4 Document from Web site Kwon, Chien. What Should I Weigh? (Name of Web Page) Medical Notes (Name of Web Site) 2011 (Year) May (Month) www.doctorsandnurseshi-energy.com/whatshouldiweigh.html 2011 (Year Accessed) July (Month Accessed) 23 (Day Accessed)
1. Open 75-d1.
75-d2
2. Change the manuscript to MLA. Edit report
3. Delete the Livingston citation from the report by converting to static text and deleting. Click Manage Sources and delete the source from the current list. 4. Update the bibliography. Change the title to Works Cited. 5. Check and close. (75-d2)
LESSON 75
REPORT WITH CITATIONS AND BIBLIOGRAPHY
MODULE 12
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
384
Lesson 76 New Commands
Edit Citations and Manage Sources
• Edit citation source
• Document properties
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/76a Warmup
Communication
1. Youre to pick up Dr. Thames gift at the registration table.
76b
2. The three speakers credentials are included in the head coordinators information packet.
1. Complete the Other Internal Punctuation pretest, rules, and posttest in Keyboarding Pro DELUXE 2. 2. Key the sentences, correcting punctuation errors related to the apostrophe, colon, parenthesis, hyphen, and dash. Use the Numbering command to number the sentences. 3. Proofread and check; click Next to continue. (76c) KEYBO OARD DIN NG PRO O DELLUX XE 2 References/Communication Skills/ Other Internal Punctuation
3. Concurrent sessions are scheduled for 50 while computer sessions are scheduled for 90. (Denote time in minutes.) 4. Exhibit booths measuring 10 x 20. (Denote measurements in feet.) 5. The resort amenities illustrated on the website are: two golf courses, three pools, exercise room, and activity room. 6. The layout of the condominium shows the following rooms master bedroom with bath, guest bedroom with bath, kitchen, dining room, and laundry room. 7. Registration opened at 7 30 a.m. and closed at 4 30 p.m. 8. Exhibit space includes space rental, standard pipe and drape, two chairs, wastebasket, and general security. (Denote items with parentheses.) 9. Thirty five volunteers staffed the busy convention registration area during the three day conference. 10. The officers not the committee chairs are seated at the head table.
LESSON 76
EDIT CITATIONS AND MANAGE SOURCES
MODULE 12
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
385
New Commands
M A N A G E S O U RCE S Writers working on various manuscripts find it helpful to use the Source Manager that maintains a master list of all references keyed in Word. Using this list, the writer may copy references from the Master List to the Current List (new document), and delete and edit sources from the Master List.
To copy a reference (or source) from the Master List: References/Citations & Bibliography/Manage Sources 1. Follow the path above to display the Source Manager dialog box. 2. Select the reference (or source) to be copied in the Master List on the left side of the Source Manager. 3. Click Copy. Note the reference now displays in the Current List on the right side of the dialog box. 4. Click Close. 5. At the appropriate place in the document, click the Insert Citation button. At the top of the drop-down menu, choose the reference you just copied to the current document.
To delete a source from the master source: 1. From the Source Manager dialog box, select the reference to be deleted from the Master List. 2. Click Delete. The source does not display in the Master List of sources and cannot be used in later manuscripts. 3. Click Close.
Note: If you wish the source to be deleted from the Current List, delete the citation in the document first and then delete it in the Source Manager dialog box. See page 381 for review.
LESSON 76
EDIT CITATIONS AND MANAGE SOURCES
MODULE 12
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
386
D RILL 1
M ANA GE SOUR CES
1. In a new document, copy the Baker, Devaul, and Guo-Patterson sources in the Master List. 2. Rekey the paragraph in 75-drilll1 on page 380 in APA style. Insert the three citations by choosing the sources that have already been keyed.
3. Edit the Baker citation to add page 56 as the page where this reference appeared. Delete the Guo-Patterson source from the Master List only. 4. Generate the bibliography and format appropriately. 5. Proofread and check; click Next to continue. (76-drill1)
E D I T C ITATION SOU RCE Writers often find errors in the citation source, and editing is required.
To edit a citation source: References/Citations & Bibliography/Manage Sources 1. Follow the path above to display the Source Manager dialog box. In the sources listed in the Master List (left pane), select the source to be edited.
2. Click Edit to display the Edit Source dialog box. Key the edits. Click Show All Bibliography Fields if more fields are needed.
3. Click OK. Click Close. A Microsoft Word prompt automatically displays. Click Yes to update both the Master List and the Current List with these changes.
LESSON 76
EDIT CITATIONS AND MANAGE SOURCES
MODULE 12
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
387
E DI T CI TATI ON SOUR CE
D RI LL 2
1. In the open document, edit the Brantley citation as follows:
edit citation
3. Edit the Jones citation as follows: f ll
a. Change city to Portland.
a. Change volume to 55 and issue to 5.
b. Change year to 2011.
b. Change pages to 11–16.
2. Click Close and then Yes to update both the Master List and the Current List.
4. Close and agree to update both the Master List and the Current List. 5. Proofread and check; click Next to continue. (76-drill2)
D O C UME NT PROPE RTIE S
TIP Advanced Properties Click the Properties drop-list arrow, Advanced Properties, and Summary tab. Key the information in the appropriate boxes.
Details that help to identify a document are called Document Properties. Some information is entered and updated automatically while other information must be keyed by the user.
To view and modify document properties: File/Info 1. Open the document that you wish to view and edit properties. 2. Follow the path above and the document information panel displays in the right pane. Note the properties in the far right side of the pane that displays automatically, e.g., Size, Words, Date Created, Date and Time Modified, etc. 3. Key additional information in the appropriate text boxes. Title:
Click Add a title and key the document title.
Tags:
Click Add a tag and key one or more words that describe the document separated by a semicolon. Can be used to search for the document.
Comments:
Click Add comments and key an abstract of contents.
Author:
Click Add an author and key additional author names. Additional author
4. Click Save. Note: Tags are very helpful when searching for related documents. In Windows 7, key the tag in the Search program and files box. In Word key the tag in Search Documents box in the Open dialog box.
DOCUME NT PR OPER TI ES
D RI LL 3
1. Go to the Document Information Panel. Key the following properties:
styles
2. Check to identify the following i properties of the file you have open.
Author:
Student’s Name
Words:
Title:
Styles
Size of file:
Tags:
style usage
Date and time modified:
Comments:
Final Draft Approved 3/21/201-
Date created: 3. Proofread and check; click Next to continue. (76-drill3)
LESSON 76
EDIT CITATIONS AND MANAGE SOURCES
MODULE 12
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
388
Applications
1. Open 75-d2.
76-d1
2. Edit the Kwon source. Change Medical Notes to Nutrition Notes. Click Yes to update the Master List and the Current List.
Edit Report
3. Edit the Sanchez source. Insert volume number 10 and issue 1. Click Yes to update the Master List and the Current List. Update the bibliography page. 4. Double-click in the header and insert the Alphabet built-in header. Key the report document as the document title. Note: The header overrides the plain page number already inserted. 5. Double-click in the footer and insert the Alphabet built-in footer. At the left margin in the Text textbox, key Revised followed by a space. Insert the date command using the 00/00/0000 style; deselect the option to update automatically. 6. Edit the document properties as follows: Author: Add your instructor’s name Tags: nutrition; weight guides Comments: Final 7. Proofread and check; click Next to continue. (76-d1) 1. In a new document, select APA as the manuscript style.
76-d2
2. Copy the Wright citation from the Master List to the Current List. Report
3. Key the text below. Format the title Interview with Dona Wright appropriately.
DISCOVER D Move Citation M C Click the move handle in the upper-left corner of citation and drag it to the new location.
4. Move the Wright citation to display after Ms. Wright at the beginning of the second sentence. Edit the citation to suppress the author’s name. Suppress the title as well. 5. Search the Internet to list at least five food substitutions for high-calorie food choices. One example is given for you. Reference your sources in the body of the report. 6. Key the information from your research in the two tables shown below. Apply the Colorful List – Accent 1 table style. Adjust the column width appropriately and center the table horizontally. 7. Create a bibliography page. 8. Proofread and check; click Next to continue. (76-d2)
On November 4, 2011, I met with Dona Wright, nurse practitioner with the Foundation Nutrition Center in (Student’s Home Town). Ms. Wright suggested beginning my weight management program by (1) reviewing my food choices and substituting high-calorie choices with low-calorie choices and (2) listing ways to increase my daily physical activity (insert Wright citation). My goals are as follows: Replace High-Calorie Food Choices Substitute with Low-Calorie Choices Regular soda
Diet soda Increase Physical Activity
Park away from the front door of the office and shopping mall.
LESSON 76
EDIT CITATIONS AND MANAGE SOURCES
MODULE 12
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
389
1. Open 76-d1.
76-d3 Challenge
2. Insert a Next page break at the beginning of page 1. 3. Click at the top of Section 1 and generate a table of contents using the Automatic Table 1 style. Format the title appropriately and position at 2". 4. Insert a cover page using the Alphabet cover page style. Key the following information: Title: Document title Subtitle: A Daily Choice Date: Current date Author’s name: Student’s Name 5. Position the insertion point in the header of Section 2. Deselect Different First Page if it is selected. Break the links between the headers and footers for both sections. 6. Position the insertion point in the header of Section 1. Delete the Alphabet header. Go to the footer and delete the Alphabet footer. Insert a page number at the bottom of the page using the Plain Number 2 page number style. Change page format to lowercase Roman numerals and start numbering at ii. 7. Click Next and position the insertion point in the header of Section 2. Click Different First Page to suppress the header from the first page. Format page number to begin numbering at 1. 8. Verify that both sections are numbered correctly. 9. Check and close. (76-d3)
Troubleshooting Tips Were your pages numbered correctly? If not, try these suggestions. 1. Remove all page numbers in header and footer in both sections. Follow the steps exactly as shown in the application. 2. Be sure the Different First Page command is not selected when you begin numbering each section. 3. Check the Break the Link buttons in the header and footer to be sure the link is broken. Remember the Link to Previous button will display in gold until the link is successfully broken. The Same as Previous label will also display when there is a link between sections. 4. Do not forget to delete the incorrect header and footer that automatically displays in Section 1. Delete before you insert the page number at the bottom center. 5. Remember to start the page number at ii for Section 1 and start at 1 for Section 2.
LESSON 76
EDIT CITATIONS AND MANAGE SOURCES
MODULE 12
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
390
Lesson 77
Assessment
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/77a Warmup A
ALL LE TTE RS
Skill Building 77b
gwam
3'
5'
Those who
4
3
have never owned their own businesses may think owning a business
9
5
means being your own boss, setting your own hours, and making a
13
8
lot of money. Those who have run their own businesses are quick
17 10
to report that owning a business may be exciting and challenging,
22 13
but it also requires hard work, long hours, and personal sacrifice.
26 16
A good idea is not the only prerequisite for a successful business.
31 19
A little luck even helps.
33 20
What characterizes the life of an entrepreneur?
Timed Writing
Take two 5' timed writings.
3' 5'
Applications 77c
Many small businesses are operated as businesses from the
37 22
initial stages. However, some small businesses that turn out to be
41 25
successful are just hobbies in the early stages.
The entrepreneur
46 27
has a job and uses the income from it to support the hobby. When
50 30
the hobby begins to require more and more time, the entrepreneur
55 33
has to choose between the job and the hobby.
The decision is
59 35
usually based on finances. If enough money can be made from the
63 38
hobby or can be obtained from another source, the hobby is turned
67 40
into a business.
68 41
1
2 1
4
3 2
3
When you complete a document, proofread it, check the spelling, and preview for placement. When you are completely satisfied, click the Continue button to move to the next document. Click the Check button when you are ready to error-check the test. Review and/or print the document analysis results.
Assessment Continue Check
LESSON 77
ASSESSMENT
MODULE 12
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
391
1. Create a cover page using the Cubicles style. Key the following information:
77-d1
a. Company: Marcus Employment Services
Cover Page
b. Document Title: Regional Employment Analysis. Shrink the font to fit on one line. c. Subtitle: Three Market Regions d. Author: Student’s Name e. Year: Current 2. Continue to the next document. (77-d1)
77-d2
1. Open 77-d1.
Leftbound Report
2. Key the leftbound report on pages 393 and 394. Apply appropriate styles to the title and headings. 3. Key the two tables using the Medium List 2 – Accent 1 table style. Center the tables horizontally. Add the captions shown above each table and center. Adjust the space appropriately after the tables.
TIP
4. Choose the APA manuscript style. Insert the two citations where shown in the report. Use the citation shown below to create each source.
Remember to proofread and preview each document for placement before you move to the next one.
5. Edit the second citation (Falgoust) to suppress the author’s name and publication title. Add page 339. 6. Generate the bibliography as the last page of the report. Format the title appropriately. 7. Insert a blank page after the cover page for the table of contents you will generate in step 13. 8. Position the insertion point at the top of the first page of the report and insert a Continuous section break. 9. Position the insertion point in the header of page 2 of Section 1. Deselect Different First Page if it is selected. Click Go to Footer and insert a page number at the bottom of the page using the Plain Number 2 page number style. Change the page number format to lowercase Roman numerals. Start number at ii. Suppress the page number on the cover page. 10. Position the insertion point in the header of Section 2. Deselect Different First Page if it is selected. Break the links between the headers for both sections. Go to the footer of Section 2. Break the link between the footers for both sections. Delete the page number in the Section 2 footer. 11. Go to header of Section 2 and number the pages of the report at the top right using the Puzzle (Odd Page) header style. Change the page number format to begin with page 1. 12. Go to footer of Section 2 and insert the Puzzle (Odd Page) footer style. Click Different First Page to suppress the header and footer on the first page of the report. 13. Position the insertion point on the blank page left for the table of contents (not in the header section). Generate the table of contents using the Automatic Table 2 style. Position the heading at approximately 2" and apply Title style. 14. Continue to the next document. (77-d2)
LESSON 77
ASSESSMENT
MODULE 12
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
392
Citation data: 1 Journal Article—Michael W. Cummings, “Predictions for Unemployment Remain Stable,” Employment Outlook Journal, Volume 45, Issue 1, 2011, p. 105. Hint: Do not key the quotation marks in the article title. 2 Book—Brandon Falgoust, The Economic Outlook and Job Expertise. Philadelphia: Farrell, Inc., 2011, p. 339.
Regional Employment Analysis The Executive Committee of Marcus Employment Services requested an analysis of the labor market in three service regions. Previous studies show that these three regions are representative of the total market Marcus serves. Economic Conditions Similar economic conditions exist in the three market regions. Leading economic indicators in all three regions support the conclusion that the economy is growing slowly and at a sustainable rate. The unemployment rate in the three areas ranges from 4.1% to 4.4% explaining the gradual increase in wages in all three areas. Demand for temporary services remains strong. Demand may even increase as employers hesitate to fill permanent positions until the economy improves significantly. Unemployment is predicted to remain under 5% for the next six to twelve months (Citation 1). Wage Survey The wage survey focused on the three broad categories of jobs that Marcus specializes in providing temporary workers—computer specialists, office assistants, and healthcare services. Table 1 shows median weekly wages for the two positions of greatest demand for Marcus employees in each category. Table 1 Median Weekly Wages
Caption
Positions
Region 1
Region 2
Region 3
Computer scientists
960
1,025
997
Computer programmers
923
975
951
Office assistants
525
618
573
Legal assistants
605
679
655
Health technicians
575
648
612
Healthcare assistants
495
550
535
Approximately fifty separate job titles were analyzed as part of this study. Complete data for all of the specific jobs that were analyzed can be accessed from the detailed report that is available on the human resources website. The standard access restrictions apply to these data.
LESSON 77
ASSESSMENT
MODULE 12
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
393
Careful analysis of the data is needed to determine if the rates Marcus charges employers need to be adjusted in any of the specific job categories. Falgoust stated, “Wages for positions requiring expertise in using the entire suite of office software increased more than 10% as compared to the study Marcus conducted about eighteen months ago” (Citation 2). Virtually all of the office assistant and legal assistant positions required knowledge of word processing, spreadsheet, presentation, database, and personal information management software. The few positions that did not list this requirement had significantly lower pay rates. Job Growth The predicted growth of jobs in many positions in which Marcus supplies employees is much higher than previously estimated. Table 2 shows predicted job growth for the two positions of greatest demand for Marcus employees in each category. Table 2 Predicted Job Growth
Caption
Positions
Region 1
Region 2
Region 3
Computer scientists
102%
118%
104%
Computer programmers
88%
94%
91%
Office assistants
60%
68%
61%
Legal assistants
54%
62%
56%
Health technicians
56%
58%
49%
Healthcare assistants
55%
61%
69%
The current plan for hiring workers will not meet the predicted demand in any of the three market areas. Further analysis of the data collected is warranted before making any adjustments in the hiring plan. Although the data collection design matches the design used in the previous surveys, the changing market situation may require some modification in the data collection methodology to verify these high growth rates. Conclusions Market conditions make it feasible to raise the hourly rates Marcus charges employers in many categories. However, it is also evident that Marcus will have to increase the wages paid to its staff of temporary workers in order to retain the quality of worker required to meet market demand. If further analysis supports the job growth data presented, significant changes must be made in the strategic plan for all regions. The current strategic plan for Marcus is based on a much lower growth rate than this study shows.
LESSON 77
ASSESSMENT
MODULE 12
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
394
1. Open 77-d2.
77-d3
2. Apply the Apex document theme.
Edit Report
3. Add Prediction to the Job Growth heading. Use the Add Text feature to add Bibliography to the table of contents. 4. Insert a blank page after the table of contents. Create a table of figures and format using the Formal 1 style with dot tab leaders. Add the table of figures to the table of contents. 5. Insert a blank page at the end of the report for the index. Mark the following words: unemployment rate, temporary services, and market conditions. Create the index using the Formal style. Format and position the title appropriately. Add the index to the table of contents. 6. Go to the footer of Section 2 and delete the word Confidential. 7. Edit the bibliography as follows: Change the capitalization of the journal article and the book to capitalize first word only. You have just learned this is a requirement of APA. Hint: Select the title and click Change Case. 8. Check and close. (77-d3)
BOOKMARK B www co www.collegekeyboarding.com Module 12 Practice Quiz
LESSON 77
ASSESSMENT
MODULE 12
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
395
MODULE
13
Mail Merge LEARNING OUTCOMES Lesson Lesson Lesson Lesson Lesson
78 79 80 81 82
Mail Merge Edit the Data Source Merge with Envelopes and Labels Merge with Alternate Sources Assessment
• • • •
Merge form letters. Merge envelopes and labels. Edit the data source and sort and filter records. Merge using Word, Access, and Excel as the data source.
Lesson 78 New Commands
Mail Merge
• Mail Merge Wizard WARMUP
KEY YBOARDING PRO O DELUXE 2
Lessons/78a Warmup A
ALL LE TTE RS
Skill Building 78b
gwam
One of the major trends in the workplace today is telecommuting. In fact, over fifty million workers own home-based businesses or work for a business from home. This number of workers grows each year with companies of all sizes hiring workers who will work from home offices. Why do workers choose to telecommute? Reasons include reducing stress of rush hour traffic, being flexible to balance family and work time, and being able to work when they work best. Workers often find an increase in work done because of fewer stops to answer the telephone or talk to another person. Working successfully from home requires new considerations. Of course, it is obvious that technology needs must be in place in the home office. Yes, the worker must have a home office, one that is separate from the rest of the house. He or she must set a daily routine and request that family respects the new freedom and knows the work performance that is expected to be achieved.
Timed Writing
1. Key a 3' timed writing on each paragraph. Work to increase speed. 2. Key a 5' timed writing on all paragraphs.
3' 5'
LESSON 78
MAIL MERGE
1
2
5'
5
3 42
9
6 45
14
8 48
19 11 50 23 14 53 28 17 56 32 19 59 37 22 61 39 24 63 44 26 65 48 29 68 52 31 71 57 34 73 61 37 76 65 39 78
4
3
2 1
3'
3
MODULE 13
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
396
New Commands 78c KEYBO OARD DIN NG PRO O DELLUX XE 2 References/Word 2010 Commands/Lesson 78
M A I L ME R G E Creating personal form letters, printing labels, and addressing envelopes to a large number of individuals are tasks done easily using the Mail Merge feature. Mail merge is creating a new (merged) document by combining information from two other documents—the main document and the data source. The main document contains the text and graphics that remain the same for each version of the merged document. Within the main document, merge fields are inserted as placeholders in locations where you want to merge names, addresses, and other variable information that comes from the data source file. The data source is a file that contains the names, addresses, and other variables to be merged with the main document. All the variables for one individual are called a record. The separate variables for each record are called fields. Main document
Data source
The data source was merged with the main document to produce the final document.
LESSON 78
MAIL MERGE
MODULE 13
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
397
M A I L ME R G E WIZ ARD The Mail Merge Wizard is a straightforward way to produce a merged document such as the form letters you will create in this lesson.
TIP Non-Keyboarding Pro DELUXE 2 users: Open a new document and save it as the main document with a meaningful name, e.g., 78-drill1main. In the drills and applications that follow, the main document name is shown in parentheses.
To start the Mail Merge Wizard: Mailings/Start Mail Merge/Start Mail Merge 1. The main document automatically opens and is saved by Keyboarding Pro DELUXE 2. 2. Follow the path above to display a list of mail merge options. 3. Click Step by Step Mail Merge Wizard
1
1
.
M AIL ME R GE WI ZAR D
D RILL 1
2. Follow the six steps of the Mail Merge Wizard explained below and on the next few pages. To move from one step to the next, click Next located at the bottom of the pane. This drill will lead you through the steps for using the Mail Merge Wizard.
1. The open document (78-drill1main) is the main document. Follow the path above to display a list of mail merge options. Click Step by Step Mail Merge Wizard.
Step 1: Select document type •
Choose Letters
•
Click Next: Starting document to go to step 2 of the Wizard.
1
.
1
Step 2: Select starting document
2
•
Click Use the current document 2 to create a new form letter in the active window.
•
Click Next: Select recipients. (Note: You may click Previous: Select document type to return to the previous step.)
Step 3: Select recipients •
Click Type a new list
•
Under Type a new list, click Create the New Address List dialog box.
3
. 4
to display 3
4
LESSON 78
MAIL MERGE
MODULE 13
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
398
•
•
LESSON 78
MAIL MERGE
In the New Address List dialog box, click Customize Columns 5 to edit the default field names provided in the Wizard. The Customize Address List dialog box displays. a.
To delete a field name, select the field and click Delete 6 . Click Yes to confirm the deletion of 5 each field. For this drill, delete Address Line 2, Country or Region, Home Phone, Work Phone, and E-mail Address.
b.
To add a field name, select a field name and click Add 7 . The Add Field dialog box displays. Add three fields: Time, Room, and Speech.
c.
To position the new fields correctly, select the field to be moved. Click Move Up or Move Down 8 as appropriate. Move the field names so they are positioned as shown at the right. Click OK.
7 6
Key the variables for Record 1 in the New Address List dialog box. Click New Entry to begin a new record, and key the variables for Record 2. Repeat for Record 3. Click OK after keying all of the records.
8
Field names
Record 1
Record 2
Record 3
Title
Ms.
Dr.
Mr.
First Name
Alison
Lisa
Joseph
Last Name
Hershbarger
Hodnett
Zuber
Company Name
Hershbarger & Ward Attorneys
Columbia Hospital
First Bank of Chicago
Address Line 1
844 Locksley Way
303 Park Circle Road
1106 Whispering Pines Road
City
Salt Lake City
Milwaukee
Chicago
State
UT
WI
IL
ZIP Code
84110-0844
53221-0303
60650-1106
Speech
“Copyright Issues in the Digital Age”
“Creating Interactive Presentations”
“Creating a Web Presence for Your Organization”
Time
8:30 a.m.
9:30 a.m.
10:30 a.m.
Room
Colonnade Room
Diplomat Room
Laurel Suite
MODULE 13
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
399
•
The Save Address List dialog box displays. Key a filename (78-drill1datasource) in the File name box and click Save. (Note: By default, data files are saved to the folder My Data Sources under the My Documents folder.) In the Save in box, choose the appropriate folder for saving this file.
•
The Mail Merge Recipients dialog box now displays and shows the variables in table format. Click OK.
•
Note: To move within the Mail Merge Recipients dialog box, click the desired row. Use the scroll bar to navigate in the record. With a long recipient list, click Find recipient to search for the desired recipient.
•
Click Next: Write your letter from the Mail Merge task pane.
Step 4: Write your letter •
Begin keying the main document at approximately 2". In this drill, key April 6, 201- as the date. Normally you would insert the current date. Tap ENTER two times.
•
From the right pane, click Address block 6 (or from the Write & Insert Fields group, on the Mailings tab, click the Address Block button). The Address Block dialog box displays. Click OK to accept the default settings for recipient’s name, company name, and postal address.
6
• Tap ENTER one time.
LESSON 78
MAIL MERGE
MODULE 13
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
400
•
In the Mail Merge task pane, in the far right pane, click Greeting line (or from the Write & Insert Fields group, in the Mailings tab, click the Greeting Line button). The Insert Greeting Line dialog box displays. Click the drop-list arrow to the right of the comma and select none 7 . Click OK. Tap ENTER one time and continue keying the letter until you reach the merge field code for Speech.
7
•
Insert the merge field for Speech: a. From the right pane, click More Items (or on the Write & Insert Fields group, click the Insert Merge Field button). b.
Select Speech, click Insert, and then click Close. (Tip: When necessary, tap the Space Bar to insert a blank space between fields. Insert punctuation as needed between fields or at the end of a field.)
c.
Continue keying the letter shown below. Insert the merge fields for Time and Room at the appropriate places.
April 6, 201- (ENTER 2 times) «AddressBlock» (ENTER 1 time) «GreetingLine» (ENTER 1 time) Thank you for agreeing to present your paper titled «Speech» at the International Conference on Technology to be held at the Omni Hotel in San Francisco on May 12. Your presentation is scheduled for «Time» in the «Room». You are also invited to be our special guest at the annual awards luncheon on Friday at 11:45 a.m. in the Grand Ballroom. Your conference registration materials and a luncheon ticket will be held for you at the hotel registration desk. If you need assistance when you arrive at the hotel, please call conference headquarters at ext. 7532. «Title» «Last_Name», we look forward to your presentation and to your outstanding contribution to our program. Sincerely (ENTER 2 times)
LESSON 78
MAIL MERGE
Jacqueline VonKohn
Program Coordinator
MODULE 13
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
xx
401
Step 5: Preview your letters
TIP
•
Non-Keyboarding Pro DELUXE 2 users: Click Save to update the changes made to the main document (78-drill1main).
Remove the extra spacing between the lines of the letter address 8 .
•
Click the navigation buttons to preview and proofread each of your letters. (Tip: Should you need to edit one of the letters, click Edit recipient list and make the necessary changes to the data source file.)
•
Click Next: Complete the merge.
8
Step 6: Complete the merge •
Click Edit individual letters 9 . Click All; then OK. The merge letters will not appear on the screen. You will see the message: Mail merge is done and document is generated. Click OK.
•
Check. The merged letters will appear on the screen as the checked document. Click Next to continue. (78-drill1) 9
E DI T MAIL ME RG E D OCU ME NT (Mailings/Start Mail Merge/Start Mail Merge/Step by Step Mail Merge Wizard Often it is necessary to edit the main document. Perhaps the user did not finish the job before closing the document, or perhaps changes are now needed in the main document. With the main document open, follow the path above and open the Mail Merge Wizard. Click the Next or Previous buttons until you locate the desired step to be edited. Make the desired changes or continue creating the main document.
Troubleshooting Tips 1. When you open the main document, you will be prompted that data from your database will be placed in the document. Click Yes to accept the data if the desired data source is connected to the main document. If you wish to use another data source, click No and select the new data source. 2. When in the Write your letter step of the wizard, the merge field codes will display; but when in Preview your letters, actual data from the data source will display. Click Next or Previous to move to the correct step.
LESSON 78
MAIL MERGE
MODULE 13
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
402
Applications 78-d1
1. In the open document (78-d1main), create the data source. Customize the address list to include the fields shown below. 2. Key the following data for each of the three records. Save the data source as 78-d1datasource.
Mail Merge
Field names
Record 1
Record 2
Record 3
Title
Mrs.
Mr.
Ms.
First Name
Jessica
Allen
Paje
Last Name
Quarrels
Bouchillon
Vang
Company Name
Hendrix Plastics
Magnolia Chemicals
Faulkner Florists
Address Line 1
5689 Old Vinton Road
538 Hill Street
885 N. Third Street
City
Starkville
Columbus
West Point
State
MS
MS
MS
ZIP Code
39759-5689
39701-0538
39773-0885
County
Oktibbeha
Lowndes
Clay
3. Key the main document that follows and insert the merge fields in the main document. Use open punctuation. Save the changes. (Reminder: The date should update automatically.) 4. Preview and proofread the document. 5. Merge the data source and the main document. 6. Check; click Next to continue. (78-d1)
Insert Date «AddressBlock» «GreetingLine» Thank you for submitting your proposal for enacting a more culturally diverse employment program for city workers to the American Studies Association. The American Studies Association continually strives to work with city governments in three area counties to provide work environments that value diversity. The goal, of course, is to employ persons who reflect differences in age, lifestyle, and interests. Different people solve problems differently, and that leads to better decisions. You may be contacted, «Title» «Last_Name», to represent «County» County on the special Council for Managing Diversity that is being established in our three-county region. Again, thank you for letting us know what you are doing to ensure diversity at «Company_Name». Sincerely
LESSON 78
MAIL MERGE
Hunter Nyiri, Director
xx
MODULE 13
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
403
78-d2
1. Decide on a form letter that would be useful to you personally or to your class. Secure the names and addresses of the recipients of the form letter.
Mail Merge
2. In the open document (78-d2main), create the data source. Save it as 78-d2datasource. 3. Compose the main document and insert the merge fields in it. 4. Proofread and preview the document. 5. Merge the data source and the main document. 6. Check and close. (78-d2)
WORKPLACE SUCCESS W FUNKY BUSINESS/PHOTOLIBRARY
Managing Information Overload
LESSON 78
MAIL MERGE
Business employees are under siege with the volume of information that is coming at them from all sides—text messages, voice mail, e-mail, the Internet, television, radio, fax, magazines, news feeds, and many others. Interestingly, much of the data that business employees review is not relevant to their jobs. Because managing information overload is a critical skill needed by today’s business employees, please consider the following technology and behavior suggestions. Technology—Use e-mail information filters to screen messages that do not demand your attention. Use delegation features to allow an assistant to respond to e-mail when possible. Delete participation in list servers not desired. Take advantage of RSS feeds to compile data from the Internet and to allow the review of one set of data. Locate reputable blogs in the area of your research to decrease search time on the Internet and provide views of many individuals. Behavior change—Maintain responsibility in e-mail use; do not copy to another person just in case he or she may need it. Limit the control information has on your life and set the hours you will work per week. Set limits on when you check e-mails and use the cell phone, including vacation time.
MODULE 13
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
404
Lesson 79 New Commands
Edit the Data Source
• Edit Data Source
• Sort Data Records
• Filter Data Records
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/79a Warmup
Skill Building 79b
Textbook Keying
1. Key each line once; concentrating on using good keying techniques. Tap ENTER twice after each 4-line group. 2. Repeat the drill if time permits.
i
1
e
2
i/e
3
i/e
4
w
5
o
6
w/o
7
w/o
8
sit in said did dirk city did fin its lit iris wit hit ilk simmer gem ewe men eke ever me le hen cede key led fen eye be pen leader pie lei piece feign mein feint neigh lie reign die veil vein diem Either Marie or Liem tried to receive eight pieces of cookie pie. new jaw awe win we was awe away hew saw flaw law wan pew wit wavy to onto rot job coho sox box oboe wok roe out oil dot tote oriole ow wows how won worn now woe wool mow row work cow woke flows low Women won’t want to work now; we are worn out after woeful worry. 1
2
3
4
5
6
7
8
9
10
11
Communication
Q U O T ATIO NS AND ITALICS
79c
1. Dr. Waites recommended, When you are a guest in a new country, experience the culinary differences by dining at authentic restaurants.
KEYBO OARD DIN NG PRO O DELLUX XE 2 References/Communication Skills
1. Complete the Quotations and Italics pretest, rules, and posttest in Keyboarding Pro DELUXE 2 before completing this exercise. 2. Key your name on the first line and right-align it. 3. Key each sentence, correcting the errors in quotation marks and italics. Use the Numbering command to number each sentence.
13
12
2. Excellent reads for an overseas trip are the book International Travel Made Easy; and the magazine International Travel. 3. The lyrics for the song International Fiesta were written by a music student. 4. What Is Your Cultural IQ, an article published in the International Journal, won best article for 2011. 5. The word diversity is clearly explained in the opening scene of the movie Today’s World. 6. Do you know who coined the phrase bottom line that is used often by American business executives?
4. Proofread again to ensure that you did not make any other keying errors. Correct any errors you find. 5. Proofread and check; click Next to continue. (79c)
LESSON 79
EDIT THE DATA SOURCE
MODULE 13
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
405
New Commands
U S E ME R G E COMMAND S ON MAILINGS TAB
79d
An alternate method for creating and editing a mail merge document is to access the merge commands on the Mailings tab.
KEYBO OARD DIN NG PRO O DELLUX XE 2 References/Word 2010 Commands/Lesson 79
Use the Address Block 1 , Greeting Line 2 , and Insert Merge Field 3 buttons to create the placeholders for the merge fields in the main document. The Edit Recipient List 4 button is used to edit the data source, while the Finish & Merge button 5 is used to complete the merge.
4
1
2
3
5
E D I T DATA SOU RCE Sometimes you will need to edit the data source (list of variables) by changing individual records or revising the fields for all records.
To edit records:
TIP
Mailings/Start Mail Merge/Edit Recipient List
Auto Check for Errors When using the Auto Check for Errors command, you (1) simulate the merge and report errors in a new document; (2) complete the merge, pausing to report each error; or (3) complete the merge without pausing and report the errors in a new document.
1. Follow the path above to display the Mail Merge Recipients dialog box. 2. In the Data Source box, click the data source, e.g., 78-drill1datasource Edit. The Edit Data Source dialog box displays. 3. Click the desired entry
2
or click Find
3
1
. Click
to locate a record quickly.
4. Make the desired changes. 5. Click New Entry to add a new record, or click Delete Entry to delete a record. Click OK.
2
3 1
LESSON 79
EDIT THE DATA SOURCE
MODULE 13
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
406
Changes to fields are made by editing the data source. Once the change is made, all of the records are revised.
To edit fields: Mailings/Start Mail Merge/Edit Recipient List 1. In the Edit Data Source dialog box, click the Customize Columns button. 2. Edit as follows: a. Add new field: Click the Add button; key the field name. Use the move buttons to position correctly. (Reminder: Be sure to update the main document by inserting the new merge field.) b. Delete field: Select the field to be deleted. Click the Delete button. c. Rename field: Select the field to be renamed. Click the Rename button. Key new name. 3. Save your main document to update your data source.
EDIT R E COR DS AND FI ELDS
D RILL 1
1. In the open document (78-drill1main), add Fax Number as a new field after the ZIP Code field. Note: You will be prompted that data from your database will be placed in the document. Click Yes to accept the data unless instructed to select another data source.
3. Change Ms. Hershbarger’s address to 206 Fourth Avenue, Springfield, IL 62701-0206. 4. Check and click Next to continue. (78-drill1main)
2. Update the records with the following fax numbers: Ms. Hershbarger 217-555-0181 Dr. Hodnett 414-555-0194 Mr. Zuber 708-555-0192
WORKPLACE SUCCESS W UNKNOWN/RUBBERBALL/JUPITER IMAGES
Multicultural Skills
LESSON 79
What is your multicultural quotient? Companies are seeking employees who have multicultural awareness, knowledge, and skills. These valuable employees are aware that their attitudes, beliefs, assumptions, etc., do affect how they work with others who are of different cultures. These employees are very knowledgeable of the many aspects of these cultures, including history, practices, and values. They also have developed skills that are needed to interact effectively with those of different cultures. One skill might be learning the language of that culture. Spend some time in this module increasing your own multicultural literacy. Develop an awareness, knowledge, and skills in another culture.
EDIT THE DATA SOURCE
MODULE 13
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
407
S O R T D ATA RE CORD S Sorting records determines the order in which the records are merged. You might sort records in ZIP Code order, Last Name order, or City order. Occasionally, a multiple sort is needed to sort first by one field and then a second field, and so forth. For example, merged name badges or registration letters might be sorted first by state, then by city, and then by last name. Records are sorted either in ascending order (A to Z or 1, 2 …) or descending order (Z to A or 100, 99, etc.).
To sort records by one field: Mailings/Start Mail Merge/Edit Recipient List 1
2
1. Open the main document and follow the path above to display the Mail Merge Recipients dialog box. 2. Click the column heading of the field to be sorted to display the data (such as Last Name) in ascending order 1 . Click again to display in descending order. Click OK. Note: You may also click the droplist arrow by each field 2 and select Sort Ascending or Sort Descending. 3. To merge, in the Finish group, click the Finish & Merge button. Click one of the merge options.
To sort records by multiple fields: Mailings/Start Mail Merge/Edit Recipient List 1. Open the main document and follow the path above to display the Mail Merge Recipients dialog box. 2. From the Refine recipient list, click Sort. 3. From the Filter and Sort dialog box, select the Sort Records tab 1 . 4. Click the Sort by 2 droplist arrow and select the first field to be sorted in the multiple sort. 5. Click the drop-list arrow for Then by 3 and select the second field, and so forth. Click OK.
LESSON 79
EDIT THE DATA SOURCE
1 2
3
MODULE 13
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
408
D RILL 2
SOR T I N A SCENDI NG OR DER
1. In the open document (78-drill1main), sort by ZIP Code in ascending order.
D RILL 3
3. Complete the merge and check; click Next to continue. (79-drill2)
SOR T I N DESCENDI NG OR DER
1. In the open document (78-drill1main), sort by ZIP Code in descending order and merge to a new document.
D RILL 4
2. Preview and proofread.
2. Preview and proofread. 3. Complete the merge and check; click Next to continue. (79-drill3)
M U LT I P LE SOR T
1. In the open document (78-drill1main), sort in ascending order first by State, then by City, and then by Last Name.
2. Preview and proofread. 3. Complete the merge and check; click Next to continue. (79-drill4)
FI L TER R E C ORD S Filtering records before merging the main document and the data source allows you to select a specific set of records to merge. For example, you can create a target mailing to individuals in a specific state or ZIP Code area.
To filter data records: Mailings/Start Mail Merge/Edit Recipient List 1. Open the main document and follow the path above to display the Mail Merge Recipients dialog box. 2. From the Refine recipient list, click Filter. 3. From the Filter and Sort dialog box, select the Filter Records tab
1
.
4. Choose the appropriate data field 2 (e.g., State); click a comparison phrase 3 (e.g., Equal to); and key the text or data you will use for the comparison 4 (e.g., IL). Click OK. (Note: Click the drop-list arrow for comparison and note the comparison phrases.) 5. Note the records displaying in the Mail Merge Recipients dialog box to determine if you have filtered correctly. Click OK. (Reminder: In the Filter and Sort dialog box, click the Clear All button to remove filters before using the main document again to ensure all records will merge.)
1 2
LESSON 79
EDIT THE DATA SOURCE
3
4
MODULE 13
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
409
F ILTE R DATA R ECOR DS
D RILL 5
1. In the open document (78-drill1main), filter as follows:
2. Preview and proofread.
Field: State
3. Complete the merge and check; click Next to continue. (79-drill5)
Comparison Phrase: Equal to Compare to: Illinois (IL)
F ILTE R DATA R ECOR DS
D RILL 6
1. In the open document (78-drill1main), clear filters used in Drill 5 if necessary.
3. Preview and proofread. 4. Compete the merge and check; click Next to continue. (79-drill6)
2. Filter to select records of speakers who live in Illinois and are scheduled to speak at 8:30 a.m. (Hint: Because both conditions must be met, select and; then key the requirements for the second condition.)
Applications
1. In the open document (78-d1main), edit data source as follows: • Mr. Bouchillon now works for Prestage Technology Company.
79-d1
• Ms. Vang’s new address is 983 Old Cedar Place; ZIP Code is 39704-0983.
Edit Data Source
2. Add two new records:
Ms. Brenda Andres Gifts and More 1456 W. 18th Street Starkville, MS 39759-1456 Oktibbeha County
Mr. Juan Seuffer Kubly and Ross Associates 356 Airline Road West Point, MS 39773-0356 Clay County
3. Add Representative as a new field. 4. Edit the records with the following data:
Record Quarrels Bouchillon Vang Andres Seuffer
Representative Beth Stevens Kelly Cancienne Patrick Konscak Wade Sanford Jennifer Fleming
5. Edit the writer’s name and title in the closing lines. Delete Hunter Nyiri, Director and insert the merge field Representative. Add the word Representative as the writer’s title. 6. Sort by Last Name in ascending order; preview and proofread. 7. Complete the merge and check; click Next to continue. (79-d1)
79-d2
1. In the open document (78-d1main), filter the data source to select records in Oktibbeha County. Check that the records are still sorted by last name in ascending order.
Filter Data Source
2. Preview and proofread. 3. Complete the merge and check; click Next to continue. (79-d2)
LESSON 79
EDIT THE DATA SOURCE
MODULE 13
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
410
79-d3
1. In the open document (79-d3directory), prepare a directory of stocks. Choose Directory as the document type.
Directory
2. Create a data source (79-d3datasource) with these fields: Symbol, Name, Industry, and Trade. Search the Internet for current stock information for five stocks. One useful site is http://finance.yahoo.com. Key the following as the first stock entry:
Symbol: WMT; Name: Wal-Mart Stores, Inc.; Industry: Discount,
TIP
Variety Store; and Trade: 55.06
Non-Keyboarding Pro DELUXE 2 users: Save main document as 79-d3directory.
3. Arrange the directory as follows. Set left tabs at 0.5" and 2" and right tab at 5.5".
Name Symbol
Industry
Trade
4. In the header key Directory of Stocks and apply the Title style. Sort by name in ascending order and merge. 5. Preview and proofread. 6. Complete the merge, check and close. (79-d3)
QUICK
LESSON 79
Check your document design against the illustration below. Your solution will include five stocks sorted by name in ascending order.
EDIT THE DATA SOURCE
MODULE 13
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
411
Lesson 80 New Commands
Merge with Envelopes and Labels
• Merge Envelopes
• Merge Labels
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/80a Warmup
New Commands
M E R G E E NV E LOPE S
80b
Envelopes can be merged from the data source. When printing envelopes, you will need to know the type of envelope feeder your printer uses. In this lesson, you will create #10 landscape envelopes (standard business envelope).
To create envelopes: Mailings/Start Mail Merge/Start Mail Merge 1. The main document automatically opens and is saved when the drill or application is selected.
TIP Non-Keyboarding Pro DELUXE 2 users: Open a new document and save it as the main document with an appropriate name, e.g., 80-drill1envelope. Remember to resave when the main document is complete.
2. Follow the path above and click Step by Step Merge Wizard to display the Mail Merge pane at the right of the screen. 3. Under Select document type, select Envelopes. Click Next: Starting document. 4. Under Select starting document, check that Change document layout is selected. 5. Under Change document layout, click Envelope options. The Envelope Options dialog box displays. The Size 10 envelope is default. Click OK; then Next: Select recipients. 6. Under Select recipients, click Use an existing list. Under Use an existing list, click Browse. From the appropriate disk drive, select 78-drill1datasource, the data source created in Lesson 78. The Mail Merge Recipients dialog box displays the records. Click OK. Click Next. 7. Under Arrange your envelope, position the insertion point in the letter address area. Click Address Block to insert as a merge field. Click Next. 8. Under Preview your envelopes, click the navigation buttons to preview and proofread the envelopes. Click Edit recipient list if changes are needed in the data source. Click Next. 9. Click Edit individual letters. Click All; then OK. The merge envelopes will not appear on the screen. You will see the message: Mail merge is done and document is generated. Click OK. 10. Check. The merged envelopes will appear on the screen as the checked document.
D RILL 1
PREPA R E ENVELOPES
1. In the open document (80-drill1envelope), follow the steps provided above to prepare envelopes for the data source 78-drill1datasource.
LESSON 80
MERGE WITH ENVELOPES AND LABELS
2. Preview and proofread. 3. Complete the merge and check; click Next to continue. (80-drill1)
MODULE 13
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
412
PREPA R E ENVELOPES
D RILL 2
1. In the open document (80-drill2envelope), prepare envelopes for the records stored in data source 78-d1datasource. From the More items list, select the following merge fields and arrange as shown here:
Address Line 1 City, State ZIP Code 2. Sort by ZIP Code in ascending order. Preview and proofread. 3. Complete the merge and check; click Next to continue. (80-drill2)
Title First Name Last Name Company Name
M E R G E L AB E LS Labels designed for printers are available in all sizes and for many purposes, including file folder labels, mailing labels, name badges, and business cards. The data source is often used for merging letters, registration forms, envelopes, and numerous types of labels. Merging labels is very similar to merging envelopes.
To create labels: Mailings/Start Mail Merge/Start Mail Merge 1. Follow the directions on page 412 for merging envelopes. 2. Under Select document type, select Labels. Click Next: Starting document. 3. Under Select starting document, be sure Change document layout is selected. 4. Under Change document layout, click Label options. Choose Avery US Letter from the label vendor list and 5160 from the product number list. Click OK. Click Next: Select recipients. 5. Under Select recipients, click Use an existing list. Under Use an existing list, click Browse. From the appropriate disk drive, select 78-drill1datasource. The Mail Merge Recipients dialog box displays the records. Click OK and Next: Arrange your labels. 6. Under Arrange your labels, click Address Block and click OK. Click Remove Space Before Paragraph to remove the extra spacing between the address lines. (Click More Items to select the merge fields individually for the address block.) 7. Under Replicate labels, click Update all labels to replicate the address block merge field on each label on the page. Save the main document again. Click Next. 8. Under Preview your labels, click the navigation buttons to preview and proofread the labels. Click Edit recipient list if changes are needed in data source. Click Next. 9. Click Edit individual letters. Click All; then OK. The merge labels will not appear on the screen. You will see the message: Mail merge is done and document is generated. Click OK. 10. Check. The merged labels will appear on the screen as the checked document.
LESSON 80
MERGE WITH ENVELOPES AND LABELS
MODULE 13
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
413
M E R GE LA BELS
D RILL 3
1. In the open document (80-drill3labels), prepare address labels for the data source file 78-drill1datasource. Hint: Click Remove Space Before Paragraph after inserting the Address block. Be sure to update all labels.
2. Preview and proofread. 3. Complete the merge and check; click Next to continue. (80-drill3)
M E R GE LA BELS
D RILL 4
1. In the open document (80-drill4labels), prepare file folder labels (5066-Filing Labels) for the records stored in data source 78-d1datasource.
3. From the More Items list, select the following merge fields. Select both lines and remove extra space between the lines. Last Name First Name Title
2. Sort by Last Name in ascending order.
Company Name 4. Preview and proofread. Complete the merge and check; click Next to continue. (80-drill4)
Applications 80-d1 Mail Merge
The Holland Eye Center is hosting two seminars to inform its patients about laser vision correction. Prepare the form letters for the records shown below. 1. In the open document (80-d1main), create the datasource and save as 80-d1datasource.
Field names
Record 1
Record 2
Record 3
Title
Mr.
Dr.
Ms.
First Name
Angelo
Karen
Mary
Last Name
Seay
Jantz
Wiseman
Address Line 1
P.O. Box 88
137 Sonoma Drive
539 Swoope Avenue
City
Tonasket
Omak
Tonasket
State
WA
WA
WA
ZIP Code
98855-3918
98841-0174
98855-8296
Date
January 31
January 31
February 25
2. Key the main document and insert the merge fields in it. Use open punctuation. Save the changes. (Note: The date should update automatically.)
«AddressBlock» «GreetingLine» Do you ever imagine being able to see the alarm clock when you wake up? Do you ever imagine no more hassles of daily contact lens maintenance? Perhaps you may have imagined playing your favorite sport with complete peripheral vision—no fogging or slipping glasses. Millions of people across the world have chosen laser vision correction as an alternative to glasses and contact lenses. They now are enjoying these freedoms that you have only imagined. (continued)
LESSON 80
MERGE WITH ENVELOPES AND LABELS
MODULE 13
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
414
80-d1
The Holland Eye Center invites you to attend a special seminar sponsored for our patients who are potential candidates for laser vision correction. This seminar held at our clinic on «Date» at 7 p.m. will feature a panel of doctors and patients and a live laser vision correction procedure. A question/answer period will also provide an opportunity to have all your questions answered by these laser vision correction experts. You’ll also have an opportunity to enter your name in a drawing for a complimentary laser vision correction procedure to be presented at the close of the seminar.
continued
Would you like to join the millions of people who have chosen laser vision correction and be free of the daily hassles of glasses and contact lenses? Get started today by completing the enclosed reservation card indicating you will attend the seminar on «Date» and learn for yourself the details of laser vision correction. Sincerely
Edward S. Vickery, M.D.
xx
Enclosure
3. Sort by Last Name in ascending order and then First Name in ascending order. Preview and proofread. 4. Complete the merge and check; click Next to continue. (80-d1) 1. In the open document (80-d1main), edit the data source as follows:
80-d2 Edit Data Source
• Invite Dr. Jantz to the February 25 seminar. • Ms. Wiseman’s new address is 235 N. Fifth Street, Omak, WA 98841-3592. 2. Add two new records for the February 25 seminar.
Mrs. Darlene Chism 830 Yorkville Street Tonasket, WA 98855-1251
Mr. James Lee 332 Matilda Road Omak, WA 98841-2028
3. Filter to select records of patients invited to the February 25 seminar. Preview and proofread. 4. Complete the merge and check; click Next to continue. (80-d2)
80-d3
Prepare envelopes for all the patients invited to the February 25 laser vision correction seminar.
Envelopes
1. In the open document (80-d3envelopes), prepare envelopes for the records stored in the data source 80-d1datasource. 2. Filter appropriately and sort by Last Name and then First Name. 3. Preview, proofread, complete the merge, and check; click Next to continue. (80-d3)
80-d4
All the patients you invited to the February 25 laser vision correction seminar have agreed to attend the seminar. Prepare name badges for their use at the seminar.
Name Badges
1. In the open document (80-drill4labels), prepare name badges (Avery 5095) for the records stored in the data source 80-d1datasource. Include the First Name and Last Name fields on the name badge. Sort by Last Name and First Name in ascending order. Format attractively (e.g., font, size, alignment, etc.). 2. Preview, proofread, complete the merge, check, and close; click Next to continue. (80-d4)
LESSON 80
MERGE WITH ENVELOPES AND LABELS
MODULE 13
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
415
Lesson 81 New Commands
Merge with Alternate Sources
• Merge with Alternate Sources WARMUP
KEY YBOARDING PRO O DELUXE 2
Lessons/81a Warmup
New Commands
M E R G E A D OCU ME NT U SING ALTE RNATE SOU R CES Word can perform a mail merge using a data source created in other programs such as Access, Excel, and Outlook. Word tables can also be used as a data source when they contain a header record in the first row. The header record contains the field names that will be used in the mail merge. Each row in the table (below the header) contains data for one record. Each column in the table contains data for one field. If a record doesn’t have information for a certain field, the cell for that field can be left blank.
81b
To perform a mail merge using an alternate data source: Mailings/Start Mail Merge/Start Mail Merge 1. In the main document, follow the path above and click Step by Step Mail Merge Wizard. 2. Select the document type (e.g., Letters, Envelopes, Labels, Directory). Click Next: Select recipients. 3. Under Select recipients, choose Use an existing list. 4. Click Browse, select the data source filename, and click Open. 5. Prepare the main document by inserting merge codes and keying any constant text. 6. Preview and proofread. 7. Complete the merge.
D RILL 1
ACCE SS A LTER NATE SOUR CE
1. In the open document (81-drill1labels), select 81-drill1datasource (Access database) as the data source. Sort the mail merge recipients list in ascending order by department, then last name, and then first name. 2. From the label option, choose Avery US Letter 5066 File Folder labels. Include these fields in the label.
LESSON 81
MERGE WITH ALTERNATE SOURCES
81-drill1datasource
3. Change the font of the merge fields to Cambria. Preview, including all records, and proofread. 4. Complete the merge and check; click Next to continue. (81-drill1)
MODULE 13
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
416
D RILL 2
TAB LE A S DATA SOUR CE
81-drill2datasource
1. In the open document (81-drill2postcards), use 81-drill2datasource (Word table) as the data source. Sort the mail merge recipients list by team in ascending order.
3. Prepare the main documentt b below. Remove the extra space l between the professor’s name and title. Remove the hyperlink in the e-mail address.
2. Choose Avery US Letter 3263 Postcards – Wide labels.
4. Preview, including all records, and proofread. 5. Complete the merge and check; click Next to continue. (81-drill2)
February 6, 201-
2
Dear «Name» The Team Building Unit for MGT Business Communication is designed to prepare you to function as an effective member of a team. You have been assigned membership on Team «Team». Your first team meeting is Monday, February 25, at 5 p.m. in Room «Meeting_Room» of Greene Hall. Your team will complete the scavenger hunt described in Team Activity 1 in your Team Building Handbook. After your team has finished this activity, you will select your team leadership. Good luck. You may e-mail me at
[email protected] if you have questions or comments. 2 Andy Peavey, Professor Business Communication
P A P E R S IZ E On some occasions it is appropriate to print documents on different-sized paper than the standard 8 ½" by 11". For example, invitations are often printed on specialsized paper and legal documents are often printed on 8 ½" by 14". However, with the use of printers and copiers today, many legal documents are accepted on standard paper.
To change paper size: Page Layout/Page Setup/Size 1. Follow the path above. 2. Click on the desired paper size or click More Paper Sizes to display the Page Setup dialog box. If a different size is needed, key the desired width and height of the paper.
LESSON 81
MERGE WITH ALTERNATE SOURCES
MODULE 13
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
417
CH A NGE PAPER SI ZE
D RILL 3
1. In a blank document, change the paper size to Legal 8.5" x 14". From Print Preview, note the width and length of the paper.
2. Change the paper size to Executive 7.25" x 10.5". Key your name at the top of the document. From Print Preview, note the width and length of the paper. 3. Proofread and check; click Next to continue. (81-drill3)
Applications 81-d1 Create Directory 81-drill1datasource
1. In the open document (81-d1main), choose Directory as the type of mail merge document. 2. Choose the Access database 81-drill1datasource as the data source. Sort the mail merge recipients list by last name in ascending order and then first name. 3. Arrange the main document to include the fields shown below. Set a right leader tab (#2) at 6.5" to position the telephone number at the right. Be sure to tap ENTER once after the last field to ensure a blank line between entries. Bold the Last_Name field.
4. Insert the Alphabet footer on each page. Key Central Watson University at the left margin. 5. Key the main heading Directory of University Faculty in the header; apply the Title style. Use the Keep with Next command to ensure all data for a record remain on the same page. 6. Preview and proofread. 7. Complete the merge and check; click Next to continue. (81-d1) 1. In the open document (81-d2main), access the Step by Step Mail Merge Wizard. Choose the Excel file 81-d2data as the data source. Select Sheet 1 in the Select Table dialog box. Click OK.
81-d2 Edit Letter 81-d2main
2. Insert the Address Block and Greeting Line merge fields below the date. Use open punctuation. Add the subject line Registration Acknowledgment. 3. Insert the following merge fields in the table cells as shown below. Press CTRL + TAB to move to the right tab in the table cell. Key the $ signs as shown.
81-d2datasource
4. Preview, including all records, and proofread. 5. Complete the merge and check; click Next to continue. (81-d2)
LESSON 81
MERGE WITH ALTERNATE SOURCES
MODULE 13
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
418
81-d3 Alternate Data Source 81-d2datasource
1. In the open document (81-d3envelopes), prepare envelopes for a mailing to selected members registered for the conference referenced in 81-d2. Choose 81-d2datasource as the data source. 2. Sort by last name in ascending order and then first name. Filter to merge those with luncheon fee equal to 30. 3. Preview, proofread, complete the merge, and check; click Next to continue. (81-d3)
81-d4
1. Prepare the invitation shown below on special paper size A5 as a mail merge document. Center the invitation vertically.
Invitation
2. Format as follows: Title: Bold, Dark Blue, Text 2 font, 20 pt.
81-drill1datasource
Table: Apply the Colorful List - Accent 3 table style. Adjust spacing after the table. E-mail address: Remove the hyperlink.
REVIEW
3. Choose the Access database 81-drill1datasource. Insert the five merge fields shown in the table.
Center Page Page Layout/Page Setup/ Layout tab/Vertical alignment
4. Sort by department and then last name and first name in ascending order. Filter to merge only the Accountancy Department. 5. Preview, proofread, and complete the merge. Check and close. (81-d4)
1
LESSON 81
MERGE WITH ALTERNATE SOURCES
MODULE 13
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
419
Lesson 82
Assessment
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/82a Warmup A
ALL LE TTE RS
Skill Building 82b
gwam 3'
Dining etiquette is necessary as good impressions are made on both important business clients and friends. Table manners tell so much about a professional. Just notice as the well orchestrated and zealous expert makes sure that the guest has the best place at the table and gives excellent advice on the best food items. Finally, the napkin is placed on his or her lap to signal the beginning of the meal. To understand a seemingly difficult table setting more easily, think of a line down the middle of the serving plate. Then always remember liquids are positioned on the right of the line and solids are placed on the left. Notice very carefully that glassware, cup and saucer, knives and spoons are positioned on the right side of the line. Notice also that the bread and butter plate, salad plate, napkin, and forks are positioned on the left side. Returning these items to the same specific position after using each one will keep the table looking very good. Never begin eating until the host unfolds his or her napkin. Upon this important signal, open your napkin and position it carefully on your lap. Should you need to leave the table momentarily, position your napkin on your chair. Remember, never move your plate away from you when completed. Wait until the host has placed his or her napkin on the table; then you may position yours to the right of the dinner plate.
Timed Writing
Key two 3' timed writings.
3' 5'
Applications 82c
1
2
4
3 59
9
5 62
14
8 64
18 11 67 23 14 70 27 16 72 28 17 73 32 19 76 37 22 78 41 25 81 46 27 84 50 30 86 55 33 89 59 35 92 64 38 94 66 39 96 70 42 98 75 45 101 79 47 104 83 50 106 88 53 109 92 55 112 94 56 112
4
3
2 1
5'
3
When you complete a document, proofread it, check the spelling, and preview for placement. When you are completely satisfied, click the Continue button to move to the next document. Click the Check button when you are ready to error-check the test. Review and/or print the document analysis results.
Assessment Continue Check
LESSON 82
ASSESSMENT
MODULE 13
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
420
82-d1
Prepare the main document and data source for a form letter to participants of a summer workshop. You will need to edit your data source after you create it.
Mail Merge
1. In the open document (82-d1main), create the data source as shown below and save as 82-d1datasource.
Field names
Record 1
Record 2
Record 3
Title
Mr.
Ms.
Ms.
First Name
Phillip
Anele
Anna
Last Name
Lancaster
Nyiri
Skelton
Company Name
Fulton High School
Curtis Middle School
Curtis Middle School
Address Line 1
35 Wallace Circle
16060 Aspen Road
1355 Palomino Drive
City
Norfolk
Richmond
Richmond
State
VA
VA
VA
ZIP Code
23501-3849
27173-5721
27173-0616
Date
June 15–16
June 23–24
June 23–24
Room
204
205
205
2. Move Ms. Skelton to the June 15-16 workshop. Change Mr. Lancaster’s address to 89 Castle Road. 3. Key the main document (block style with mixed punctuation style) and insert the merge fields. Add notations as needed. Key the date as May 1, 201-. Save the changes. 4. Sort by ZIP Code in ascending order. 5. Preview, proofread, and complete the merge. 6. Continue to the next document. (82-d1)
Date «AddressBlock» Dear «First_Name»: I am delighted that you will be attending the Principles and Applications of Web Design Workshop on «Date» at Braswell Community College. Please arrive at Room «Room» of the Harper-Kock Union Building at 8 a.m. for registration and a brief orientation. As the workshop title indicates, the objectives include learning principles of Web design and applying these principles in realistic exercises. The first day is filled with outstanding assignments highlighting important principles of Web design. During the second day, you will team with one of your colleagues to plan and design impressive Web pages for «Company_Name». Do take time before coming to the workshop to locate materials from your office that you will need to create these Web pages. (continued)
LESSON 82
ASSESSMENT
MODULE 13
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
421
82-d1
Directions to Hathorn Hall, the residence hall designated for summer workshop participants, are enclosed. You may check in at Hathorn from 8 a.m. to 10 p.m. Housing payment can be made at the residence hall.
continued
«First_Name», should you have any questions about the workshop, please call me at 555-0123. I look forward to your being a part of our workshop series. Sincerely,
Jane D. Gunter
Workshop Coordinator
82-d2
Prepare form letters for your dental patients who are 90 days delinquent on their dental payments.
Sort and Filter
1. In the open document (82-d2main), prepare the form letter below as the main document. Use block letter style and open punctuation. Send a copy of this letter to Justin Langberg.
82-d2datasource
2. Choose the Excel worksheet 82-d2datasource as the data source; select Sheet 1. 3. Sort the data source by ZIP Code in ascending order. Filter to select those patients whose Days Past Due are greater than or equal to 90 days. 4. Preview, proofread, and complete the merge. 5. Continue to the next document. (82-d2)
March 1, 201«AddressBlock» «GreetingLine» Your unpaid balance of $ «Unpaid_Balance» is now past due. We have requested payment from you on «No_Contacts_Made» occasions; however, we have received neither payment nor an explanation as to why payment has not been made. Although we have no desire to cancel your credit privileges, we are forced to disallow any increase to your balance until payment of the past-due amount is paid. Future dental services for you and your family can be provided on a cash basis only. Please call me at 305-555-0135 and make arrangements for paying your overdue amount. If we do not hear from you regarding a revised payment schedule, please pay $ «Minimum_Payment», a minimum payment. This payment must be received by March 20. Sincerely
LESSON 82
ASSESSMENT
Paul Vanzandt
Office Manager
xx
MODULE 13
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
422
82-d3
Prepare cards for the individuals who have ordered bakery goods from your organization.
Post Cards
1. In the open document (82-d3cards), use the Access file 82-d3data as the data source.
82-d3data
2. Prepare the note card below (Avery US Letter 3259 Embossed Note Cards) as the main document. Include the fields shown. Format the card attractively. Sort by Delivery Date in ascending order. 3. Preview, proofread, and complete the merge. 4. Check the test and close. (82-d3)
«Customer Name» «Delivery_Location» «Delivery_Date» «Order_Item_1» «Order_Item_2»
Tap ENTER twice.
We appreciate your bakery order and wish you a happy holiday. 662-555-0109
BOOKMARK B www co www.collegekeyboarding.com Module 13 Practice Quiz
LESSON 82
ASSESSMENT
MODULE 13
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
423
PROJECT
Palm Beach Pet Center I
2 LEARNING OUTCOMES • Apply keying, formatting, and word processing skills. • Create a variety of documents. • Follow standard operating procedures. • Work independently and with few specific instructions.
P A L M B E AC H PE T CE NTE R I
Welcome to the creation of Palm Beach Pet Center. This project is the first of two projects that you will complete on the center. Save all documents for future reference in Project 3, Palm Beach Pet Center II. Palm Beach Pet Center is a new joint venture between a veterinarian, Dr. Erin A. Faulk, and an entrepreneur, Mr. Douglas C. Schmidt. Dr. Faulk owns a veterinary clinic, Palm Beach Pet Care, which offers a wide range of services to dog owners. Mr. Schmidt owns ten acres of property adjacent to the veterinary clinic. They have agreed to create a new business named Palm Beach Pet Center. The business will integrate the veterinary clinic with a full-service luxury pet boarding, grooming, and boutique center. The center is located near a very high income residential and resort area. Legal and financial consultants are working on the formal documents for the new business. Since neither Dr. Faulk nor Mr. Schmidt had office staff to handle the paperwork involved, they hired you, an intern, to work on a part-time basis for both of them.
PALM BEACH PET CENTER I
PROJECT 2
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
424
S TA N D AR D OPE RATING PROCE D U RE S (SOPs) Dr. Faulk has talked with you about setting up and following standard operating procedures for the new business. SOPs are important in creating a consistent image and establishing the company brand. SOPs can enhance productivity and provide employees with access to information needed to work independently. You will be involved in helping to set up additional SOPs. 1. Proofread, preview, and print each document you prepare. 2. Use the Palm Beach Pet Center letterhead and memo data files for letters and memos.
TIP You can enhance your productivity by creating an AutoCorrect option to replace pbpc with Palm Beach Pet Center each time it is keyed.
3. Spell out pbpc as Palm Beach Pet Center each time it appears in documents. 4. Use the letter format indicated by each partner now. After the business is established, block letter format with open punctuation will be the standard style. 5. Use Dear + the title and last name as the salutation on all letters unless directed otherwise. 6. Add enclosure or attachment notations and copy notations when they are referenced in a letter or memo. 7. Use the document theme specified for each document. The letterhead and memo forms have been prepared using a customized theme. In Project 3, you will customize the theme and apply it to all documents you prepare. 8. Use the current date on all memos, letters, and reports unless directed otherwise.
Document 1
1. Use the pbpc memo template to prepare a memo from you to Dr. Lynn F. Hudson.
Memo
2. Proofread and check; click Next to continue. (proj2-d1) pbpc memo
TIP Do not add your initials to the memo since you are preparing it for yourself.
SUBJECT: Request for Internship Credit This week I was offered and accepted an internship at the newly created Palm Beach Pet Center, which is a joint venture between Dr. Erin Faulk, owner of Palm Beach Pet Care, a veterinary clinic, and Mr. Douglas Schmidt, an entrepreneur. The new business integrates the veterinary clinic with a full-service luxury pet boarding, grooming, and boutique center. This position offers me a great opportunity to work in an environment that I have learned about in my Small Business Management and Financial Management courses at the same time that I apply the word processing and document formatting skills that I have learned in your class. I will work with Dr. Faulk and Mr. Schmidt to develop standard operating procedures and to standardize the formats for letters, memos, reports, table styles, and for documents that are specifically related to the business. They both have indicated to me that they expect me to take full responsibility for my position and to expect very little direct supervision. I agreed to work for a minimum of six months at least 10 hours per week, and I have the option to work as many as 25 hours a week. My plan is to average 20 hours per week. The type of position and the number of hours
PALM BEACH PET CENTER I
PROJECT 2
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
425
worked meet and exceed all of the requirements for receiving academic credit for my internship. Dr. Faulk and Mr. Schmidt both agreed to evaluate my work and complete the necessary forms required for the internship. Therefore, I respectfully request that you approve this internship for academic credit. Please let me know if you need additional information.
Document 2
1. Use the pbpc letterhead template to prepare the modified block letter for Mr. Schmidt. Mr. Schmidt uses modified block style with mixed punctuation for his letters.
Modified Block Letter
2. Insert the current date at 2". Use Sincerely, closing lines.
pbpc letterhead
Douglas C. Schmidt for the
3. Send Dr. Faulk a copy of the letter; use her name and title: Erin A. Faulk, DVM. 4. Proofread and check; click Next to continue. (proj2-d2)
Ms. Gabriella Anez Palm Beach Professional Services West Palm Beach, FL 33401-7828
TIP Save the closing lines, including your initials and the copy notation for Dr. Faulk, as a Quick Part named Schmidt Closing Lines to enhance your productivity.
2486 S. Lake Avenue
Erin Faulk and I have reviewed all of the materials that you and her professional advisors submitted to us. We were pleased that both of our legal and financial advisors provided the same options and very similar analyses. Each of the alternatives has unique advantages and disadvantages. However, after much discussion, we both agree that the joint venture with each party having 50 percent equity is the best option. The values of the ongoing Palm Beach Pet Care business, the ten acres of adjacent property, and the proportionate shares of construction costs are equitable. Our accountants presented proformas that make this venture a very exciting one, and we are ready to begin work on the project immediately. We have both signed the form authorizing our professional representatives to finalize the transaction. Your copy is enclosed. We hope to have the transaction completed within the next two weeks. Thank you for the excellent work you have done on this project.
Document 3 Block Letter dcs advisor
TIP Save the closing lines including your initials and the copy notation for Mr. Schmidt as a Quick Part named Faulk Closing Lines to enhance your productivity.
Dr. Faulk and Mr. Schmidt agreed to send the same letter to their professional advisors; therefore, you will adapt Mr. Schmidt’s letter for Dr. Faulk. 1. In the open document (dcs advisor), make the changes directed in the following steps. 2. Dr. Faulk uses block format with open punctuation for her letters and signs them: Sincerely
Erin A. Faulk, DVM.
3. The address information for Dr. Faulk’s advisor is: Mr. Lee Tims Tims and Associates Beach, FL 33401-5939.
423 Fern Street
West Palm
4. Modify the first sentence so that it reads: Doug Schmidt and I . . . and his professional advisors . . . . 5. Change the copy notation to Douglas C. Schmidt. 6. Proofread and check; click Next to continue. (proj2-d3)
PALM BEACH PET CENTER I
PROJECT 2
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
426
Document 4 Table
Design a table for pet boarding fees. 1. Create a 4-column, 8-row table; apply Landscape orientation, and key the information shown below. 2. Change the text direction for the Daily Cost and Weekly Cost columns to vertical with text aligned at the bottom as shown. 3. Sort the data in the Daily Cost column in ascending order. 4. Fill in the Weekly Cost column by using a formula to multiply the daily cost by 5. (The weekly discount is equal to five days with two free days.) 5. Delete the Doggie Day Camp column. 6. Insert one column to the left of the Weekly Cost column and one column to the right of it; key Multiple Pets in Same Unit for both column heads. Change the text direction back to horizontal. Adjust the width so that the heading fits on one line. 7. Select the first three cells under the Multiple Pets in Same Unit columns and split them into two columns. Key the following information in these cells: a. In the Standard units row, key Two in the first cell and Three in the second cell. b. In the Small and Medium pet rows, use the Formula command to add $10 extra per day for two pets and $15 extra per day for three pets. (In the Daily Cost column, add $10 to the daily cost for two pets and add $15 to the daily cost for three pets. In the Weekly Cost columns, multiply $10 × 5 days for two pets and $15 × 5 days for three pets and add it to the weekly cost.) Use the 0.00 number format. c. In the Large row under the Multiple Pets in Same Unit column, key Not available. d. In the three remaining rows under the Multiple Pets in Same Unit column, key No extra charge. 8. Add a row at the top of the table, merge all cells, and center-align in uppercase and bold the heading PET BOARDING FEES. Change font to 14-point Cambria. 9. Apply Medium Shading 1 – Accent 2 style; under Table Style Options, remove the check from First Column; on the Table Tools Design tab, in the Borders and Shading dialog box, change the border color to Red, Accent 2. Bold all headings. 10. Increase the height of rows 3–9 to 0.3"; left-align and center text vertically in column A; center text vertically and horizontally in all other columns except for the Daily Cost and Weekly Cost headings, which should be aligned Bottom Center. 11. Center the table vertically on the page.
Standard units
PALM BEACH PET CENTER I
Weekly Cost
Unit Type and Pet Size
Daily Cost
12. Proofread and check; click Next to continue. (proj2-d4)
Doggie Day Camp 20
Luxury suite
75.50
NA
Junior suite
70.25
NA
Luxury unit
60.75
30
Small: < 35 pounds
35.50
Medium: 35–75 pounds
42.75
Large: > 75 pounds
46.25
PROJECT 2
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
427
Document 5
1. Open the table you created in Document 4.
Convert Table to Text
2. Convert the table to text; separate text with tabs. 3. Adjust tabs to align the values appropriately under headings. 4. Apply Title style to the main heading and Subtitle style to the column heads. 5. Proofread and check; click Next to continue. (proj2-d5)
Document 6 Organization Chart
TIP To remove the space after paragraph for each name, use the shortcut SHIFT + ENTER.
1. Prepare the organization chart for the Retail and Service Operations shown below using a Name and Title Organization Chart from the Hierarchy category of SmartArt diagrams. Use Landscape orientation. 2. Add your name to the chart. 3. Size the chart to 6.8" high and 9" wide; expand shapes if necessary so that the text can be keyed as shown below. Use Corbel font for all text. 4. Apply the following font sizes: a. Use 24-point font for all names; remove space after each name. b. Use 14-point font for the second lines in each shape, such as Retail and Service Operations. c. Use 18-point font for all titles. 5. Change colors to Colored Fill – Accent 2. Position the chart at Top Center with Square Text Wrapping. 6. Add a shape below each manager. 7. Key each name and title from the left shape to the right: Mark Jones, JoAnn Jameson, and Jan Marcus. Each has the title Assistant Manager. Use Corbel font for the new shapes. 8. Proofread and check; click Next to continue. (proj2-d6)
PALM BEACH PET CENTER I
PROJECT 2
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
428
Document 7
1. Open pbpc theme from the data files. This file contains a blank page with a custom document theme applied. Apply Moderate margins to the document.
Newsletter
2. Tap ENTER twice (position 1.7") and insert a Continuous section break in the third paragraph marker. (The section break will appear in the second blank paragraph.)
pbpc theme sadie skintik
3. Click the paragraph marker below the Continuous section break and key the text shown below. Apply Heading 2 style to both headings. Use square bullets.
andy and friends
4. Select the text and apply two-column layout with equal-width format. 5. Insert the picture sadie skintik from the data files in the paragraph in which she is mentioned. Crop the picture so that only the cat is shown; compress the picture and size it 2.5" high. Apply Tight text wrapping and position the picture at the right side of the column. 6. Insert the picture andy and friends below the paragraph in which he is mentioned. Compress the picture and size it 1.8" high. Tap ENTER once to leave space below the picture. (Format the blank paragraph with Heading 2 style if necessary.) 7. Insert Gradient Fill – Dark Red, Accent 1, Outline – White, Glow – Accent 2 WordArt at the paragraph marker at the top of the page. Key PBPC News and Views; center the text horizontally.
TIP If Word AutoCorrects PBPC to spell out Palm Beach Pet Center, reverse the correction to keep the initials.
8. Compare your document to the Quick Check shown on the next page. 9. Proofread and check; click Next to continue. (proj2-d7)
Palm Beach Pet Center now provides full-service luxury pet care to dog owners. Recently, we have been inundated with requests from current clients and from a number of the resorts in our area to expand our services to cat owners. Providing services to cat owners has always been a part of our longrange business plan; therefore, we decided to survey all of our clients and resorts whose guests use our services. Client Survey First, we asked current clients if they had any objections to adding cats to the facilities. None of our current clients objected to having cats in the facility. More than 20 percent of our current clients have both dogs and cats. Resorts also indicated that approximately 25 percent of their guests with pets need services for cats. What was even more surprising were responses from clients who only have dogs, but who indicated many of their friends would like to use our services for their cats. Several sent pictures of their friends’ cats. They all indicated we could publish their names and pictures in our newsletter. Sadie Skintik, shown above, is one that would likely be a frequent boarder at Palm Beach Pet Center. Some of our clients even sent pictures of their dog with cats that belonged to their friends who want to use our services. Andy VanHuss is pictured below with his friend Charlie Turnquist and two Turnquist kittens—Henry and Choo Choo. Action Plan We will begin with a pilot project immediately that will include three types of (continued)
PALM BEACH PET CENTER I
PROJECT 2
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
429
services for cats: ■
Total professional care provided by board-certified veterinarians and highly trained technicians.
■
Luxury pet boarding.
■
Boutique that provides one-stop shopping to meet your cat’s needs and desires.
The architects and construction team met and agreed that we could finish an expansion area of the new facility and have a nice area to meet the demand for accommodations for cats. This expansion will not impact the construction completion dates. Space in the veterinary clinic and the boutique is already available.
QUICK
Check your document against the illustration below.
Document 8 Mail Merge proj2-d8 main
PALM BEACH PET CENTER I
Prepare a form letter that will be sent to the owners of pets that will be featured in the next newsletter. 1. In the open document (proj2-d8 main), insert the current date at 2". 2. Create the data source using the records shown on the next page. Customize the field names to include those shown in the first column. Save as proj2-d8 data.
PROJECT 2
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
430
Field Names
Record 1
Record 2
Record 3
Record 4
Title
Mr. and Mrs.
Mr. and Mrs.
Mr. and Mrs.
Mr. and Mrs.
First Name
Tommy
Pat
Ed
John
Last Name
Suggs
VanHuss
Skintik
Forde
Address Line 1
410 Seabreeze Avenue
190 S. Ocean Boulevard
300 Barton Avenue
206 Dunbar Road
City
Palm Beach
Palm Beach
Palm Beach
Palm Beach
State
FL
FL
FL
FL
ZIP Code
33480-4107
33480-6105
33480-6166
33480-3715
Pets
Lizzie and Molly are Andy is
Sadie is
Fred is
3. Key the main document shown below and insert the merge fields in it. 4. For the closing lines, use Sincerely and your name and title (Intern). 5. Sort by ZIP Code in ascending order. Preview and proofread the document. 6. Merge the data source and the main document. 7. Check; click Next to continue. (proj2-d8)
«AddressBlock»
TIP Remember to remove the extra space after the paragraphs in the letter address.
«GreetingLine» We are currently preparing a new newsletter that will be sent to all of our clients, including the resorts in the area that refer their guests needing pet services to us. When you receive the newsletter, you will note that «Pets» featured in it. The online version will be published within the next two weeks. We hope you enjoy reading it. The response to our announcement in the last newsletter that pbpc now provides services for cat owners as well as dog owners has been very positive. Many of our current clients and several new clients have brought their cats in for professional care services, and a number of them have made reservations for boarding their pets. The newsletter summarizes all of our services that are currently available for both dogs and cats. The veterinary clinic currently offers the highest level of pet care available. The clinic will be enlarged over 50 percent when the new facilities are completed. In addition, state-of-the-art technology will be installed. The number of luxury units available for boarding will be expanded, and the Boutique will feature many more items. We look forward to seeing you at pbpc soon.
PALM BEACH PET CENTER I
PROJECT 2
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
431
Document 9 Labels
1. In the open document (proj2-d9 labels), prepare address labels for the recipients of the form letter prepared in Document 8. Use Avery US Letter 5162 labels. 2. Preview and proofread. 3. Complete the merge and check; click Next to continue. (proj2-d9)
Document 10 Report pbpc theme
Dr. Faulk and Mr. Schmidt asked you to work with a small team of analysts to put together the preliminary data needed to complete the Palm Beach Pet Center Business Plan. You have decided to prepare a very professional report with a cover, table of contents, table of figures, graphics, and footnotes to present the data requested.
business plan
P R E L IMINAR Y PAG E S 1. Open the pbpc theme template and then insert a Tiles cover page. Complete the placeholders by keying Palm Beach Pet Center in the company name at the top; key Business Plan as the title; and Preliminary Data as the subtitle. Use your name as author; click Today to insert the year. Key the PBPC address at the bottom of the cover sheet; separate the street address from the city, state, and Zip Code with a vertical bar ( ). 2. Leave two blank pages for the table of contents and the table of figures. Do not number any of the pages until you complete the entire report.
BO D Y O F THE RE PORT 1. Insert a Continuous section break at the top of the first page of the body of the report. 2. Insert the data file business plan, which was drafted for this report. Apply Title and Subtitle styles. Select all text below the subtitle and apply Justify. 3. Apply Heading 1 style to all headings except for the five market segment headings after the Revenue Potential Analyzed heading, which should be formatted using Heading 2 style. 4. Insert the following footnotes. (Reminder: Tap ENTER once after each footnote.) a. Insert the Reference number for footnote 1 at the end of the first sentence in the second paragraph of the market segment Veterinary Clinic. Key footnote 1: Revenues were $750,000 for last year and $725,000 for the prior year. b. Insert the Reference number for footnote 2 at the end of the first paragraph in the Luxury Suite Boarding market segment. Key footnote 2: Data were analyzed on six luxury facilities in six different states. c. Insert the Reference number for footnote 3 at the end of the second sentence in the second paragraph in the Luxury Suite Boarding market segment. Key footnote 3: More than 95 percent of those surveyed indicated they would use Palm Beach Pet Center for boarding their pets at least three days a month, and approximately 80 percent said they preferred luxury accommodations to standard units. A table of comparative costs was provided to participants prior to answering the questions. d. Insert the Reference number for footnote 4 at the end of the third sentence in the Doggie Day Camp market segment. Key footnote 4: Day camps are more popular in resort areas than in other areas.
PALM BEACH PET CENTER I
PROJECT 2
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
432
5. Format the table as follows: a. Apply Medium Shading 2 – Accent 2 table style. b. Increase the height of row 1 to 0.3"; apply Align Center Left to column A; apply Align Center to columns B and C. c. Use the Formula command to sum the Total Annual Revenue. Use the whole number format, but add the $ sign. d. Add the following caption below the table: Figure 1 Projected Monthly and Annual Revenue; add space before the paragraph. 6. Format the SmartArt graphic as follows: a. Change the design to a Diverging Radial layout. b. Change the colors to Colorful – Accent Colors; then apply SmartArt style White Outline. c. Add the following caption to the graphic: Figure 2 Projected Revenue Sources
C O M P L E TE THE RE PORT 1. Number the preliminary pages using lowercase Roman numerals centered in footer and select Different First Page. 2. Use a right-aligned header with a plain Arabic number to number the report body; use a different first page. Remember to break the link with the previous section for both the header and footer. 3. On the second preliminary page, generate the table of contents using Automatic Table 2. Apply Title style to the title. Position the title at 2". 4. On the third preliminary page, key the title Table of Figures at 2" and apply Title style. Generate the table of figures. 5. Preview the document; check to ensure that pages are formatted and numbered correctly. 6. Check and close. (proj2-d10)
WORKPLACE SUCCESS W
© MIKKEL WILLIAM NIELSEN / iSTOCKPHOTO
Click Fraud
PALM BEACH PET CENTER I
Buyer or user beware is an appropriate term to remember anytime you use the Internet. Many companies advertise on the Internet and agree to pay the host an advertising fee based on the number of clicks or hits on their ad. To increase advertising fees and to make buyers believe the advertising is being viewed by numerous visitors, many unscrupulous hosts pay individuals to do nothing but click on the ad as quickly as they can. Some individuals are in foreign countries and some sites even have robots to click on the ads. The scam could have a very serious effect on the future of advertising on the Internet. Most buyers are willing to pay for legitimate prospects to view their ad, but not for scams.
PROJECT 2
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
433
KEY YBOARDING PRO O DELUXE 2
JAMIE GRILL/TETRA IMAGES/ JUPITER IMAGES
Skill Builder
5
Timed Writings
1. Key a 1' writing on each paragraph.
A
ALL LE TTE RS
Writing 34: 40 gwam
gwam
1'
3'
2. Practice each ¶ in a set until you can complete it in 1' with no more than one error.
“An ounce of prevention is worth a pound of cure” is really
12
4 31
based on fact; still, many people comprehend this statement more
25
8 35
for its quality as literature than on a practical, common-sense
38 12 39
3. Take a 3' writing; strive to maintain your 1' rate.
philosophy.
40 13 40
4. Move onto the next set. Notice that each set progresses by 5 words.
Just take health, for example.
We agonize over stiff costs
12 17 44
we pay to recover from illnesses; but, on the other hand, we give
25 22 48
little or no attention to health requirements for diet, exercise,
38 26 53
and sleep.
40 27 53 gwam
1'
3'
Problems with our environment show an odd lack of foresight.
12
4 34
We just expect that whatever we may need to support life will be
25
8 38
available. We rarely question our comforts, even though they may
38 13 43
abuse our earth, water, and air.
45 15 45
Writing 35: 45 gwam
Optimism is an excellent virtue.
It is comforting to think
12 19 49
that, eventually, anything can be fixed. So why should we worry?
25 23 53
A better idea, certainly, is to realize that we don’t have to fix
38 28 58
anything we have not yet broken.
45 30 60 gwam
1'
3'
Recently, a friend of mine grumbled about how quickly papers
12
4 37
accumulated on her desk; she never seemed able to reduce them to
25
8 42
zero. She said some law seemed to be working that expanded the
38 13 46
stack today by precisely the amount she reduced it yesterday.
50 17 50
Writing 36: 50 gwam
She should organize her papers and tend to them daily.
Any
12 21 54
paper that needs a look, a decision, and speedy, final action
24 25 58
gets just that; any that needs closer attention is subject to a
37 29 62
fixed completion schedule. Self-discipline is the key to order.
50 33 67
1' | 3' |
SKILL BUILDER 5
1
|
2 | 1
3
|
4
|
|
|
5 2
6
|
7
|
|
8
|
9 3
|
|
10
|
11
|
12 4
|
13
| |
PROJECT 2
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
434
Writing 37: 55 gwam
gwam
1'
3'
A crucial life skill is the ability to put things in proper
12
4 41
25
8 45
perspective.
Individuals often fail to realize that many things
are just not worth fighting about.
A quick way to know whether
38 13 50
an issue is worth fighting for is to look at the situation from a
51 17 54
long-term perspective.
55 18 55
If you will care five or six years from now that you defended an issue, it is a principle worth defending.
If you will
24 26 63
not even remember, the situation does not justify the effort
36 31 67
required for defending it.
49 35 72
The odds of winning are also impor-
tant. Why fight a losing battle?
55 37 74
Writing 38: 60 gwam
gwam
1'
3'
Often,
12
4 44
we associate loss of memory with aging or an illness such as
24
8 48
Alzheimer’s disease.
37 12 52
Why do we remember some things and forget others?
However, the crux of the matter is that we
all forget various things that we prefer to remember.
We tend to
remember things that mean something special to us.
50 17 57 60 20 60
For many people, recalling dates is a difficult task; yet
12 24 64
they manage to remember dates of special occasions, such as anni-
25 28 68
versaries.
36 33 72
Processing requires one not only to hear but to
ponder and to understand what has just been said.
We recall
things that we say and do longer than things we hear and see. Writing 39: 65 gwam
49 37 77 60 40 80
gwam
1'
3'
Humor is very important in our professional and our personal
12
4 47
25
8 52
lives. wrong.
Fortunately, we realize that many things can and do go If we can learn to laugh at ourselves and with other
people, we will get through the terrible times.
37 12 56
Adding a little
50 17 60
extra laughter can help put the situation in proper perspective
63 21 64
much quicker.
65 22 65
Maintaining our sense of humor lets us enjoy our positions to a greater degree.
No one is perfect, and we cannot expect
perfection from ourselves.
However, the quality of our perfor-
mance is greater when we do the things we like. prime time is devoted to work. 1' | 3' |
1
|
2 | 1
3
12 26 69 24 30 73 37 34 77
We realize our
50 38 82
Thus, it is important that we
62 42 86
enjoy this time.
SKILL BUILDER 5
11 22 59
65 43 87
|
4
|
|
|
5 2
6
|
7
|
|
8
|
9 3
|
|
10
|
11
|
12 4
|
13
| |
PROJECT 2
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
435
Writing 40: 70 gwam
gwam
1'
3'
Foreign study and travel take extra time and effort, but these two activities quickly help us to understand people. Much can be learned from other cultures. Today, business must think globally. Learning about the culture of others is not a luxury. Even the owner of a small business realizes that he or she cannot just focus on the domestic scene. Many examples can be used to show how a local business may be influenced by global competition. A hair stylist may be required to learn European styles because customers may want to try a style just like they saw on their travels. Or salons may want to offer other services such as facials that people have tried while they were traveling abroad.
11
4 50
24
8 55
Writing 41: 75 gwam
50 17 63 64 21 68 70 23 70 11 27 74 24 31 78 38 36 83 51 40 87 63 44 91 70 47 93
gwam
1'
Getting a job interview is certainly a triumph for the job seeker. Yet anxiety quickly sets in as the applicant becomes aware of the competition. The same attention to details that was used in writing the successful resume will also be needed for the interview. Experts often say that the first four minutes are the most crucial in making a strong impact on the interviewer. First, people focus on what they see. Posture, eye contact, facial expression, and gestures make up over half of the message. Next, people focus on what they hear; enthusiasm, delivery, pace, volume, and clarity are as vital as what is said. Finally, people get to the actual words that are said. You can make a good impression. But, realize, you have just four minutes.
12
4
54
24
8
58
37 12
62
51 17
67
64 21
71
75 25
75
12 29
79
26 33
84
39 38
88
51 42
92
63 49
96
Writing 42: 80 gwam
3'
75 50 100
gwam
1'
Would a pitcher go to the mound without warming up? Would a speaker go to the podium without practice? Of course not! These experts have spent many long hours striving to do their best. Similarly, the performance of business employees is rated. The manager’s evaluation will include a record of actual performance and a list of new goals. A good mark in these areas will demand much hard work. Many work factors can be practiced to help one succeed on the job. Class attendance and punctuality can be perfected by students. Because work is expected to be correct, managers do not assign zeros. Thus, students must learn to proofread their work. A project must also be completed quickly. Students can learn to organize work and time well and to find ways to do their work smarter and faster.
12
4
57
25
1' | 3' |
SKILL BUILDER 5
37 12 59
1
|
2 | 1
3
|
4
|
|
|
5 2
6
|
7
|
|
8
|
9 3
|
|
10
|
11
|
12 4
|
13
8
62
38 13
66
51 17
70
64 21
75
77 26
79
80 27
80
12 30
84
24 35
88
37 39
92
49 43
96
62 47 101 75 52 105 80 53 107
| |
PROJECT 2
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
3'
436
Writing 43: 85 gwam
gwam
1'
Business letters can be defined by their goals; for example, a letter of inquiry, a reply letter, a promotion letter, a credit letter, or other specialized letter. While you learn to compose these letters, just keep each letter’s individual goals always in front of you. If you fix in your mind a theme, pattern, and ideal for your writing, composing good business letters may emerge as one of the best tricks in your bag. Competent business writers know what they want to say—and they say it with simplicity and clarity. Words are the utensils they use to convey ideas or to convince others to accomplish some action. The simple word and the short sentence usually are more effective than the big word and the involved sentence. But don’t be afraid of the long or unusual word if it means exactly what you intend to say in your business letter.
12
4
60
25
Writing 44: 90 gwam
8
65
38 13
69
52 17
74
64 21
78
75 25
82
85 28
85
12 32
89
25 37
93
38 41
98
51 45 102 64 50 106 77 54 111 85 57 113
gwam
1'
Although many of us are basically comfortable with sameness and appear to dislike change, we actually prize variation. We believe that we are each unique individuals, yet we know that we are really only a little different; and we struggle to find “sense of self” in how we think and act. Our cars, too, built on assembly lines are basically identical; yet when we purchase one, we choose model, color, size, and style which suits us individually. Also many people expect to find security by buying things that are in keeping with society’s “image” and “status.” But what we think of as “status” always changes. The wise buyer will buy those items that give most in utility, comfort, and satisfaction. Status should just be a thing we create in ourselves, not a thing created for us. Common sense should guide us in making good decisions—and if our “status” is increased thereby, well, why not?
12
4
64
24
8
68
38 12
72
50 16
76
62 21
81
75 25
85
87 29
89
90 30
90
12 34
94
24 38
98
Writing 45: 95 gwam
gwam
1' | 3' |
1
|
2 | 1
3
|
4
|
|
|
5 2
6
|
7
|
|
8
|
9 3
|
|
10
|
11
|
12 4
|
13
37 42 102 50 47 106 63 51 111 77 55 115 90 60 120
13 26 38 50 63 76 89 95
| |
PROJECT 2
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
3'
1'
Normally, customers do not abandon a firm because of a mistake. All firms will make mistakes at one time or another. The way a problem is resolved is far more crucial than the fact that a problem existed. More customers leave a firm and take their business to a competitor because they get upset with an employee than for any other reason. The key qualifications for a customer service employee are superb human relations skills and knowledge of the product or service.
SKILL BUILDER 5
3'
437
KEY YBOARDING PRO O DELUXE 2
Technique Builder
Skill Building
D RILL 2 0
as/sa
Adjacent Keys Key each line once; repeat entire drill. DS between groups. Goal: To eliminate persistent errors on side-by-side keys.
er/re
io/oi
op/po
rt/tr
ew/we
gh/ui
D RILL 2 1
2 3 4 5 6 7 8 9 10 11 12 13 14
1 a/p
Outside Reaches
2 3
Key each line once. DS between groups. Goal: To key with a maximum of one error per line. (Letters are often omitted in outside reaches—concentrate.)
1
4 s/w
5 6 7
z/l
8 9 10
x/? 11 12
D RILL 2 2
1 2
Alphabetic Sentences Key each line once with good rhythm. Keep fingers curved and upright over the keys. DS between groups.
3 4 5 6 7 8
SKILL BUILDER 5
has sale fast salt was saw vast essay easy say past vast mast sap We saw Sam; Sal was sad; Susan has a cast; as Sam said; as I said were there tree deer great three other her free red here pert are we were there; here we are; there were three; here are three deer point axiom prior choir lion boil toil billion soil action adjoin join a choir; prior to that action; millions in a nation rejoiced polo drop loop post hope pole port rope slope power top pony stop rope the pony; drop the pole; power at the top; hope for the poor trail alert train hurt tree shirt trap smart trim start tray dirt trim the tree; start the train; dirt on the shirt; alert the trio few we stew were pew went dew web sew wept crew wear brew wet new we were weak; few were weeping; the crew went west; we knew a few sight quit laugh suit might ruin ghost guide ghastly guilt ghetto a ghastly suit; quit laughing; recruit the ghost; might be guilty tapioca actual against casual areas facial equally aware parallel impower purpose people opposed compute pimple papyrus pope puppet Perhaps part of the chapter page openers can appear on red paper. class sash steps essential skills business discuss desks insisted wow wayworn away awkward wrong awaits wildwood waterworks wayward The snow white swan swayed as the waves swept the swelling shore. hazard zip zero zeolite freezer zoom zealous z-axis zodiac sizing likely indelibly, laurel finally leaflet regularly eloquently lily A New Zealand zoologist was amazed as a zebra guzzled the zinnias. fax oxford exert excite examples xylan exercise oxygen exact taxi When? Where? Which? For her? How much? What color? To whom? After examining the x-rays, why did Dr. Ax exempt an exploratory? Judge McQuoy will have prizes for their next big track meet. Jack may provide some extra quiz problems for the new group. Gary Quazet mended six copies of books and journals we have. Jack quibbled with a garrulous expert on Zoave family names. Jake will study sixty chapters on vitamins for the big quiz. Max asked Quin to provide a jewel box for the glossy zircon. This judge may quiz the Iowa clerks about extensive profits. Meg Keys packed and flew to Venezia to acquire her next job.
PROJECT 2
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
438
D RILL 2 3
1st
1 2
Specific Fingers 2nd
Key each line once; DS between groups.
3rd
4th
KEY YBOARDING PRO O DELUXE 2
3 4 5 6 7 8
fun gray vent guy hunt brunt buy brunch much gun huge humor vying buy them brunch; a hunting gun; Guy hunts for fun; try it for fun cite decide kick cider creed kidded keen keep kit idea ice icicle keen idea; kick it back; ice breaker; decide the issue; sip cider low slow lax solo wax sold swell swollen wood wool load logs doll wooden dolls; wax the floor; a slow boat; saw logs; pull the wool quip zap Zane zip pepper pay quiz zipper quizzes pad map nap jazz zip the zipper; jazz at the plaza; Zane quipped; La Paz jazz band
Timed Writings A
1. Take three 1' writings on each paragraph.
gwam
Writing 46 •
2. Take one 5' or two 3' writings. Option: Practice as a guided writing.
1/4' 8 9 10 11 12 13 14 15 16 17 18
1/2' 16 18 20 22 24 26 28 30 32 34 36
3/4' 24 27 30 33 36 39 41 45 48 51 54
32 36 40 44 48 52 56 60 64 68 72
4
•
How much power is adequate? 12
•
16
than less power? • •
8 20
•
32
•
•
seek more power. 52
44
•
48
56
•
60
•
68
•
72
•
80
more power.
•
84
•
92
•
96
•
104
•
108 4
•
•
16
•
28
20
•
•
32
or speed a computer should have. •
40
•
52
•
Again, the response usually •
48
•
68
60
•
the types of applications. 76
•
72
•
92
84
offices.
•
•
96
104
•
•
108
•
120
• •
112
SKILL BUILDER 5
|
1 1
2
|
| 2
62 37 85 67 40 87 71 43 90
• 75 45 93
124
cations. Matching the needs of the software is the key. 3' | 5' |
58 35 82
100
play games with extensive graphics, sound, and other media appli116
54 32 80
88
The primary reason is that the computers are used to
•
50 30 77
•
that home computer buyers tend to buy more power than buyers in •
45 27 75
•
Most people are surprised to learn
80
41 25 72
•
A better approach is to analyze how 56
•
34 20 68
36
the computer is to be used and then try to match power needs to 64
30 18 65
24
•
44
implies that more is better.
25 15 63
•
Many people ask the question in reference to the amount of power •
21 13 60
37 22 70
8
Questions about power are not limited to jobs and people. 12
17 10 57
•
tasks) for which he or she can be held accountable. •
7 55
100
should closely match the responsibilities (not just duties and •
12
88
Most experts indicate that the power a person has
•
5 52
76
to the ability to spend money without having to ask someone with •
8
•
organization, to the number of people reporting to a person, and 64
2 50
•
In jobs, power is often related to rank in an
•
4
36
Regardless of the situation, most people seem to
40
5'
24
People often raise the question in many differ•
3'
•
Is more power always better
•
28
ent instances. gwam 1'
ALL LE TTE RS
|
3
|
79 47 95 4
3
| |
PROJECT 2
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
439
KEY YBOARDING PRO O DELUXE 2
Technique Builder
Skill Building
Rows 3, 2, 1
D RILL 2 4
1
Specific Rows
2
Key each line once; DS between groups.
3 4
TIP
5 6
Reach to the first and third rows with a minimum of hand movement; keep hands quiet; don’t bounce on the keys.
7 8 9
KEY YBOARDING PRO O DELUXE 2
we try to; you were; put up your; put it there; you quit; wipe it Gail asked Sissy; what was said; had Jake left; Dana sold a flag Zam came back; can Max fix my van? a brave man, Ben came in a cab Peter or I will try to wire our popular reports to Porter or you. Ada Glass said she is glad she had half a kale salad with Dallas. Zack drove a van to minimize expenses; Ben and Max came in a cab.
Timed Writings
Take two 3' or one 5' writing; key with fluency and control.
A
ALL LE TTE RS
Writing 47
gwam
3'
Sports are very big business today; that is, those sports competitions in which men participate are very big business. What about sports for women? At the professional level, women have made real progress in golf and tennis; they, as well as their sponsors, can make big money in both of these events. The other sports for women still are not considered to be major revenue sports. The future may be much better, however, because sports for women at all levels are gaining in popularity. Programs that are designed to help young girls develop their athletic skills and interest are having an impact. The result is that girls now expect to play for organized clubs as well as in school programs just as boys do. Club sports often will lead to varsity teams. Many people wonder how much impact the current emphasis on gender equity will have on sports at the college level. Most people agree that this new emphasis is very positive for women. Some people feel, though, that it either has had or could have a negative impact on sports for men. They believe that resources that would have been spent on sports such as football, basketball, and baseball for men are now being spent on the Olympic sports for women. Overall, most people believe that both men and women who have the ability to excel in an athletic event as well as in the classroom should have the opportunity and should be encouraged to do so. Success for both women and men is better than success for either.
4
3
62
9
5
65
13
8
67
18 11
70
22 13
73
26 16
75
31 19
78
35 21
81
40 24
83
44 26
86
48 29
88
51 31
90
55 33
92
59 35
95
63 38
97
3' | 5' |
SKILL BUILDER 5
you we quip try pot peer your wire put quit wet trip power toy to salad fad glad lass lag has gall lash gas lad had shall flag half comb zone exam man carve bun oxen bank came next vent zoo van cab
|
1 1
2
|
| 2
|
3
|
4 3
68 41 100 72 43 103 77 46 105 81 49 108 85 51 111 90 54 113 94 56 116 98 59 118 99 59 119
| |
PROJECT 2
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
5'
440
KEY YBOARDING PRO O DELUXE 2
D RILL 2 5 Opposite-Hand Combinations Key each line once; repeat four-line groups.
TIP
break barb brawn orbit brain carbon brakes barbecue brazen barber Barbara Brady brought us a new brand of barbecue to eat at break.
1
br/rb
2
cease decide cent collect cell direct cedar check center peck ice Cecil recently received a check for his special barbecue recipes.
3
ce/ec
4
mull dumb must human mud lumber mulch lump mumps slump music fume Bum Muse must have dumped too much muddy mulch on the bumpy lawn.
5
mu/um
6
nut sun fun nurse gun sinus number punch nuzzle pound lunch until Uncle Gunta, a nurse, was uneasy about numerous units unionizing.
7
nu/un
8
Key fluently, without rushing.
grade merge grand purge great large grab organ green margins gray Margo, our great grandmother, regrets merging those large groups.
9
gr/rg
10
Wayne any shyness many agony balcony Jayne lynx penny larynx myna Wayne and Jayne fed many skinny myna birds on that sunny balcony.
11
ny/yn
KEY YBOARDING PRO O DELUXE 2
Technique Builder
Skill Building
12
Timed Writings A
ALL LE TTE RS
Writing 48
gwam 1' 5'
The job market today is quite different than it was a few years ago. The fast track to management no longer exists. Entry-level managers find that it is much more difficult to obtain a promotion to a higher-level position in management than it was just a few years ago. People who are in the market for new jobs find very few management positions available. In fact, many managers at all levels have a difficult time keeping their current management positions. Two factors seem to contribute heavily to the problem. The first factor is the trend toward self-managed teams. The second factor is that as companies downsize they often remove entire layers of management or an entire division. Layoffs are not new; but, what is new is that layoffs are affecting white-collar workers as well as blue-collar workers. Coping with job loss is a new and frustrating experience for many managers. A person who has just lost a job will have concerns about personal security and welfare, and the concerns are compounded when families are involved. The problem, however, is more than just an economic one. Job loss often damages an individual’s sense of self-worth. An individual who does not have a good self-concept will have a very hard time selling himself or herself to a potential employer. 1' | 5' |
SKILL BUILDER 5
1
|
2
|
3 1
|
4
|
5
|
|
6
|
7 2
|
8
|
|
9
|
10
|
|
11
12
|
13
3
2
24
5
36
7
49 10 61 12 74 15 87 17 99 20 112 22 124 25 136 27 140 28 12 30 24 33 38 35 50 38 63 40 75 43 87 45 100 48 112 50 120 52
| |
PROJECT 2
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
12
441
KEY YBOARDING PRO O DELUXE 2
D RILL 2 6
1 2
Response Pattern
3
Key each line once; DS between groups.
4 5 6
TIP
7
Use top speed for easy words and phrases and lower speed for words that are more difficult to key. Key phrases marked with a line as a unit.
KEY YBOARDING PRO O DELUXE 2
Technique Builder
Skill Building
8 9
it to the us me you so go now we my he two in can her by of do no it is it is the is it is it you he can can he he can go can he go who is who is it is it you you can go can you go you can go to it car mail two you may just can lake ask sail sign his form her who who can sail you can sail you may sign can you sign sign his form sign the form mail the form sign and mail sign and mail that form it was was it so if she can go to can he go to the can she go to the she can she may not she may not go can you go to the so we may go sign the sign the form they may sign that they may sign that form
Timed Writings A
ALL LE TTE RS
Writing 49
gwam
3'
An essential part of analyzing a career option is to de- 4 termine the type and extent of education that are required for a 8 selected career. A main factor to consider about an education is 12 how long it will take to get the skills that are needed to com- 17 pete successfully for a job. This factor includes any other 21 training that may be essential at the outset of employment. Be- 25 cause jobs change, also assess how an educational program is 29 31 structured to meet work changes. Many people choose a career without considering how well 35 they may be suited for it. For example, a person who is outgoing 39 and enjoys being around people probably should not select a 43 career that requires spending long hours working alone. A job 48 that requires quick, forceful action to be taken probably should 52 not be pursued by a person who is shy and contemplative. Just 56 because one has an aptitude for a specific job does not mean he 60 or she will be successful in that job. Thus, be sure to weigh 65 individual personality traits before making a final career 69 69 choice. Money and inner satisfaction are the two leading reasons 73 why most people work. For most persons, the need for money 77 translates into food, shelter, and clothing. Once the basic 81 needs of a person are met, satisfaction is the greatest motivator 85 for working. To the average person, a job is satisfying if he or 90 she enjoys the work, likes the people associated with the work, 94 and feels a sense of pride in a job well done. Because you may 98 not be the average person, analyze yourself to discover what will 103 provide job satisfaction. 104 3' | 5' |
SKILL BUILDER 5
|
1 1
2
|
| 2
|
3
|
4 3
65
5
67
7
70
10
73
12
75
15
78
17
80
19
81
21
84
24
86
26
89
29
91
31
94
34
96
36
99
39 101 41 104 42 104 44 106 46 109 49 111 51 114 54 117 56 119 59 122 62 124 63 125
| |
PROJECT 2
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
5' 2
442
KEY YBOARDING PRO O DELUXE 2
Technique Builder
Skill Building
D RILL 2 7
1 2
Number Review
3
Key each line once at a comfortable rate; practice difficult lines.
4 5 6 7 8 9 10
On June 11 and July 11, 11 men and 11 women worked 11 hours each. Al received Invoice 22RC22 on May 22 and paid $225.22 on June 22. The 33 boys visited 3 girls at 3:30 p.m. on May 3 at 33 Oak Road. The 44 men found 44 sections of 4' pipe required before 4:44 p.m. On June 15, 55 women ran over 25 miles in 2 hours and 55 minutes. The 66 players shot 6,666 free throws in 66 minutes and made 666. The 7 rooms were 17' 7" wide and 7' 7" long with 17' 7" ceilings. Those 8 coaches made 88 trips averaging 88 miles each in 88 days. The 9 boys packed 9 boxes weighing 99 pounds in 9 hours on May 9. Was the value listed at $10,000,000 or $20,000,000 on October 20? |
KEY YBOARDING PRO O DELUXE 2
|
1
|
2
3
|
4
|
5
|
6
|
|
7
8
|
9
|
10
|
11
|
|
12
|
Timed Writings A
ALL LE TTE RS
Writing 50
gwam
3'
The kinds of leisure activities you choose constitute 4 your life style and, to a great extent, reflect your personality. 8 For example, if your daily activities are people oriented, you 12 may balance this by spending your free time alone. On the other 17 hand, if you would rather be with people most of the time, your 21 socialization needs may be very high. At the other end of the 25 scale are people who are engaged in machine-oriented work and 29 also enjoy spending leisure time alone. These people tend to be 33 rather quiet and reserved. 35 Every individual needs a certain amount of relaxation to 39 remain physically and mentally alert. However, what one person 43 finds relaxing may be just the opposite for another person. For 48 example, one person may like to read a good book; another may 52 find that reading causes nervousness and fatigue. The same holds 56 true for the person who enjoys sports. Studies have shown that 61 jogging may be quite good for a person who enjoys it but may be 65 detrimental to another person who does not enjoy it. 69 Experts have noted that the proper balance of leisure, 72 relaxation, and recreation is almost essential for individuals 76 who live and work in a highly automated world. This balance is 81 necessary if each person is to be productive in handling the 85 everyday pressure and stress of life. Because every person has 89 unique needs that are met in a variety of ways, one must properly 93 assess all of the day’s activities if the maximum benefit is to 98 be gained from each day of life. 100 3' | 5' |
SKILL BUILDER 5
13
|
1 1
2
|
| 2
|
3
|
4 3
2
62
5
65
7
67
10
70
13
72
15
75
18
77
20
80
21
81
23
83
26
86
29
89
31
91
34
94
36
96
39
99
41 101 43 103 46 106 48 108 51 111 53 113 56 116 59 118 60 120
| |
PROJECT 2
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
5'
443
Timed Writings Key with fluency and control.
Writing 51
gwam
Educated people have learned that they can find important details just through the simple act of listening.
12
The secret,
however, as is well known, is to listen with discretion.
24
Our
37
usual ability to hear forces us to hear many thousands of noises,
50
while our amazing listening ability lets us select only what we
63
think is important from what is minutiae.
Often our only contri-
75
bution is a question; and if our listening area is an exciting
88
television show, we are not required to reply.
98
|
1
|
2
|
3
|
4
|
|
5
6
|
7
|
8
|
|
9
|
10
|
11
12
|
Writing 52
13
|
gwam 1'
3' 5'
People spend far more time listening than they spend communi-
12
4
2
cating in any other way, but only a very few people have developed
26
9
5
good listening skills.
There is a big difference between hearing
39
13
8
Hearing does not require major effort, but listen-
52
17 10
65
22 13
We
78
26 16
are able to hear what the speaker is saying and still have extra
91
30 18
100
33 20
and listening.
ing is hard work.
One of the problems with listening is that we
can listen about three times faster than most people speak. time for our minds to wander to other things. An
active
listener
utilizes
the
difference
the
11
37 22
listening and the speaking rates to make mental summaries of the
24
41 25
conversation.
between
37
46 27
50
50 30
Generally,
63
54 32
A good listener will let the per-
76
58 35
son explain in her or his words exactly what he or she would like
89
63 38
to say. Paraphrasing is a good way to confirm that the message is102
67 40
understood.
68 41
One way to listen actively is to try to anticipate
the next point that the individual will make.
It is also impor-
tant to clarify in your own mind what is being said. people try to assume too much.
104
A person who has developed good listening skills will not
12
72 43
interrupt the person who is speaking.
The problem is that more
24
76 46
people prefer to speak than to listen.
Sometimes it takes a con-
37
80 48
siderable amount of effort to give the person an opportunity to
50
85 51
get the message across. Showing that you are interested in what
63
89 53
is being said helps to put the speaker at ease.
76
93 56
90
98 59
It is not enough
just to listen; you also have to look like you are listening.
The
effective use of body language enhances listening. 1' | 3' | 5' |
SKILL BUILDER 5
1'
1
|
2 | 1
3
|
4
|
| 1
|
5 2
|
6
|
7
| 2
|
8
|
|
9
100 101 61
|
10
|
11
|
3
|
12 4
|
13
3
|
| |
PROJECT 2
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
444
Writing 53
gwam
We are living in a wonderful period of history.
This is a
12
time when historians are recording many exciting changes in our
25
world.
37
The past two decades have shown that all inhabitants of
this planet must learn to exist together.
We no longer are able
to isolate ourselves from other countries.
50
The action of one
63
nation has a direct effect on nearly every other nation in the
75
world. We must quickly recognize and adjust to peaceful solutions.
89
|
1
|
2
|
3
|
4
|
|
5
6
|
7
|
8
|
|
9
|
10
|
11
12
Writing 54
|
13
|
gwam
3'
5'
Traffic jams, deadlines, problems at work, and squabbles at
4
2 52
home are some ways in which tension is created. When our tension
8
5 54
is about to reach the boiling point, what do people usually tell
13
8 57
us?
But relaxing is not
17 10 60
always easy to accomplish. We frequently think we cannot find the
21 13 62
time for this important part of our daily activity.
25 15 64
In most cases, they urge us to relax.
To understand how relaxation works for us, we must realize how
29 17 67
the stress of contemporary existence works against us. Developed
33 20 69
for survival in a challenging world, the human body reacts to a
38 23 72
crisis by getting ready for action. Whether we are preparing for a
42 25 75
timed writing or for an encounter in a dark street, our muscles
47 28 77
tighten and our blood pressure goes up.
51 31 80
After years of this type
of response, we often find it difficult to relax when we want to.
55 33 83
Now think about the feeling which is the opposite of this tur-
59 36 85
moil. The pulse slows down, the breath comes slowly and calmly,
64 38 88
and the tension leaves the body.
And if
68 41 90
it sounds good, consider how good it must actually feel. Our bod-
72 43 93
ies are already prepared to relax; it is an ability all indivi-
77 46 95
duals have within themselves. What we have to practice is how to
81 49 98
use this response.
82 49 99
3' | 5' |
SKILL BUILDER 5
1'
|
1 1
2
|
This is total relaxation.
| 2
|
3
|
4 3
| |
PROJECT 2
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
445
Level
4 ADVANCED DOCUMENT PROCESSING
© iSTOCK: BACKGROUND, PAWEL GAUL; IMAGE, LEV DOLGATSHJOV
Learning Outcomes Document Design Skills
Word Processing Skills
+ To apply effective designs to a variety of complex
+ To learn and apply Word 2010 commands to
documents.
+ To organize content effectively with graphics. + To improve document quality using review and collaboration tools.
+ To design documents in administrative and specialized areas, including meeting, travel, news, employment, legal, and medical documents.
create, format, and customize complex documents.
Communication Skills
+ To review and improve basic communication skills. + To produce error-free documents and apply language arts skills.
Keyboarding
+ To improve keyboarding speed and accuracy. Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
MODULE
14
Documents with Graphics Lesson Lesson Lesson Lesson Lesson Lesson Lesson
83 84 85 86 87 88 89
LEARNING OUTCOMES • Review, create, and format graphics. • Enhance documents with graphics. • Create advanced documents with columns and graphics. • Build keyboarding skills.
Graphics Review Document Themes Document Backgrounds Text Boxes Graphic Applications Advanced Documents with Graphics Assessment
Lesson 83 Review Commands
• Shapes • Clip Art
Graphics Review
• Pictures • SmartArt
• WordArt • Drop Cap
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/83a Warmup A
ALL LE TTE RS
Skill Building 83b
gwam
Timed Writing
1. Key a 1' timing on each paragraph; work to increase speed. Use wordwrap. 2. Key a 3' timing on both paragraphs.
1' 3'
LESSON 83
1'
3'
You have most likely heard it said that people would rather die
14
5 58
than speak before a group. To assist in overcoming this fear, many
27
9 62
experts recommend preparation. Spending a large amount of time
40 13 66
preparing will result in big dividends. Select a topic that you like
54 18 71
and research it completely, know your purpose and your audience,
67 22 75
and practice before a mirror and in front of a group of friends.
80 27 79
Finally, presenting with ease requires an excellent knowledge of
14 31 84
technology. Come to the room early to open the show and to practice
28 36 89
in the presentation room. Determine which key to press to jump to the
42 40 93
next slide or to move to a previous position. Know how to move to an
55 45 98
exact position in the show. Practice these success skills and prepare
69 50 103
your next presentation with zeal and confidence.
79 53 106
1
GRAPHICS REVIEW
2 1
3
4
6
5 2
7
8
9 3
10
11
12 4
13
MODULE 14
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
447
Review Commands 83c KEYBO OARD DIN NG PRO O DELLUX XE 2 References/Word 2010 Commands/Lesson 83
DISCOVER D Insert Drawing Canvas Insert/Illustrations/Shapes/ New Drawing Canvas
REVIEW Rotate Tool Drawing Tools Format/ Arrange/Rotate
If you used Keyboarding and Word Processing Essentials, Lessons 1–55, you will be familiar with most of the commands that are reviewed and applied in this review lesson. You will apply these commands and use additional features to enrich the graphics you prepare. The path for the commands will be provided in the drills as a quick reminder of how to create or insert and format the illustrations.
S HA P E S Add individual shapes to a document, or combine a number of shapes to create a more complex drawing. When working with a number of shapes, you can organize them using a drawing canvas. A drawing canvas is a frame inside which shapes can be drawn and formatted. The canvas can be aligned, positioned, and resized as desired. When connectors are used to connect shapes inside a drawing canvas, the connector ends snap to red connection points 1 that appear on each side of the object. Another useful tool in working 1 with flowcharts is the Rotate tool, which can be used to flip connectors 1 vertically or horizontally.
SHA P E S
D RILL 1 Insert/Illustrations/Shapes
1. In a new document, insert a new drawing canvas and adjust its height to 5". 2. Create the flowchart shown at the right inside the drawing canvas using the shapes from the Flowchart category. Position shapes in the approximate vertical position shown. 3. Use the Arrow and Elbow Arrow connectors to connect shapes, and snap ends to connection points when possible.
Drawing Tools Format/Size 4. Size each shape 2.2" wide. Size the rounded rectangles and parallelogram about 0.5" high, the diamond about 1" high, and the remaining rectangles about 0.3" high. 5. Key the text shown in the shapes at the right. 6. Insert small text boxes on the left and right sides of the diamond shape indicating a decision is needed. Key No in the left text box and Yes in the right text box. Remove the borders and fill from the text boxes and position as shown.
Drawing Tools Format/Arrange/Position 7. Click the drawing canvas border to select the canvas. Position the drawing canvas in Top Center with Square Text Wrapping. 8. Proofread and check; click Next to continue. (83-drill1)
LESSON 83
GRAPHICS REVIEW
MODULE 14
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
448
C L I P AR T
TIP If you do not locate the clip illustrated, substitute a similar one. Use other keywords if necessary to locate an appropriate clip.
TIP The commands on the Picture Tools Format tab, described in the next section, are used to format both clip art and pictures from your files.
Clip art is provided with Office software. Office 2010’s clip art files include illustrations (created by hand or computer software), photographs, and audio and video clips. Clip art can be located by using keywords that describe the type of clip you are trying to find. Tools on the Picture Tools Format tab can be used to format clip art. If you do not check Include Office.com content 1 , a limited number of clips will display. If you check Include Office.com content, clips from the Microsoft online gallery will display. To locate even more clips, click Find more at Office.com 2 .
1
For example, a search using the keyword temple without checking Include Office.com content produced only the first clip shown in the illustration at the right. When Include Office.com content was selected, over a hundred clips were displayed. When Find more at Office.com was clicked and temple was used as the keyword to search for clips, more than a thousand clips were located. Clips found at this location can be copied and pasted in the document or can be downloaded to your computer. Note: If you do not have Internet access, you will only complete the first two steps in the next drill and then check and close the document.
2
CLIP A R T
D RILL 2 Insert/Illustrations/Clip Art
1. Display the Clip Art task pane and search for a clip of a temple. Do not check Include Office.com content. 2. Select the first clip that displays and insert it in the document. Apply Square text wrapping to the clip and size it 2.5" high. 3. Check Include Office.com content and search again, this time using Beijing temple as the keywords.
4. Select the second clip on the right side of the pane and insert it in the document below the previous clip. 5. Apply Square text wrapping to the clip and size it 2.5" high. 6. Click Find more at Office.com and search using temple as the keyword. Note the number of clips that were located. Select one clip and copy and paste it in the document. 7. Apply Square text wrapping to the clip and size it 2.5" high. 8. Proofread and check; click Next to continue. (83-drill2)
P I C TU R E S In this activity, you will apply skills reviewed in Lesson 57, and you will also learn how to adjust pictures by applying Corrections, Color, and Artistic Effects tools.
To adjust pictures: Picture Tools Format/Adjust/Corrections, Color, or Artistic Effects
LESSON 83
GRAPHICS REVIEW
•
Select the picture; click Corrections; then select the Soften or Sharpen picture option desired and the Brightness and Contrast option desired.
•
Select the picture; click Color; then select the Color Saturation and Color Tone option desired or select Recolor to change the color of the picture.
•
Select the picture; click Artistic Effects; then select the Artistic Effect desired.
MODULE 14
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
449
great wall, sandy beach, fishing boats
PICT UR E S
D RILL 3 Insert/Illustrations/Picture
1. Insert the three pictures great wall, sandy beach, and fishing boats; position each picture at the horizontal center with Square text wrapping. The second picture should be about 1" below the first picture, and the last picture will be on page 2. Size pictures 5.5" wide and compress them.
3. To format the sandy beachh picture, select Saturation 300% in the i t Color Saturation category and Temperature 6500 K in the Color Tone category. 4. To format the fishing boats picture, select the Paint Brush artistic effect. 5. Proofread and check; click Next to continue. (83-drill3)
Picture Tools Format/Adjust/Corrections, Color, or Artistic Effects 2. To format the great wall picture, select Sharpen 50%, Brightness +20%, and Contrast +40%.
S M A R TAR T In this activity, you will apply skills reviewed in Lesson 57, and you will also learn how to add bullets to shapes, to promote or demote text, and to reorder the shapes.
To modify a SmartArt graphic: SmartArt Tools Design/Create Graphic/Add Bullet; Promote or Demote; Move Up or Move Down •
To add bullets, select shape and click Add Bullet. Tap ENTER after each line to add additional bullets.
•
To promote or demote text, click in a bulleted item, and then click Promote or Demote.
•
To reorder shapes, click in the shape and then click Move Up or Move Down until the shape is in the desired position in the graphic.
SM A R TA R T
D RILL 4
1. Insert a Vertical Box List layout; add another shape at the bottom; size the layout 5" high and 6.5" wide. Click each shape and key the text shown below.
2. Add bullets to each shape and demote the text as shown. Promote Conceptual Skills. Reorder the shapes to move Relevant Work Experience to be the last shape. 3. Proofread and check; click Next to continue. (83-drill4)
Relevant Work Experience • Preferred for all levels; required for higher-level positions •
Past performance is an indicator of future performance
Technical Skills • Required for entry-level positions •
Content knowledge
•
Ability to do the job
LESSON 83
GRAPHICS REVIEW
Human Relations Skills • Required for positions at all levels •
Ability to get along with others
•
Is an effective team member
• Conceptual Skills • Required for upward mobility •
Ability to see the big picture
•
Know how your job fits within the company
MODULE 14
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
450
W O R DAR T WordArt consists of decorative text that can be added to documents such as announcements, flyers, and newsletters to make them more interesting. Styles and visual effects can be added. You will also learn how to modify WordArt.
To insert WordArt: Insert/Text/WordArt 1. Follow the path to display the WordArt gallery; preview and select the desired option. 2. Select the text in the text box that displays and replace it with your text. 3. Size and position the WordArt as desired. Use the tools on the Drawing Tools Format tab to format and modify WordArt. You can change the appearance of WordArt by changing the style; by using Text Fill to add color or change the color of the interior of the letters; by using Text Outline to change color, style, or weight of the lines of the exterior border of the letters; and by applying Text Effects such as Shadow, Reflection, Glow, Bevel, 3-D Rotation, or Transform to emphasize or change the shape of the text.
To apply or modify WordArt formats: Drawing Tools Format/WordArt Styles/WordArt Styles, Text Fill, Text Outline, or Text Effects •
To change to a new WordArt style, click the WordArt Style gallery, preview, and click the desired style.
•
To change Text Fill, Text Outline, or Text Effects, select the text, click the appropriate drop-list arrow, and select the desired color, line, or effect.
•
To change the font size, select the text and apply the desired font size from the Font group on the Home tab.
WORDA R T
D RILL 5
1. Select the Fill – Olive Green, Accent 3, Powder Bevel WordArt style; select the text if necessary; key Bon Voyage! 2. Position at Top Center with Square Text Wrapping. Select the text and increase the font size to 72 points.
3. Change the WordArt style to Fill – Olive Green, Accent 3, Outline – Text 2. Click the Text Effects drop-list arrow; select Transform; then click Double Wave 2 to apply it. 4. Proofread and check; click Next to continue. (83-drill5)
C R E ATE A D ROP CAP A drop cap is a large capital letter at the beginning of a text block that is used to draw the reader’s attention. The dropped cap usually extends from the top of the paragraph down two or three succeeding lines of the paragraph. The text of the paragraph can wrap around the dropped cap or extend to the right of it.
To create a dropped cap: Insert/Text/Drop Cap 1. Click in the paragraph that you want to begin with a dropped cap. 2. Click Drop Cap and select Dropped or In margin.
LESSON 83
GRAPHICS REVIEW
MODULE 14
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
451
Dropped caps can be modified by changing the style, the color, the number of lines to drop, and the distance from the text.
To modify a dropped cap: •
To change the color, select the dropped cap and click the desired color on the Font Color gallery.
•
To change the style, select the dropped cap, click Drop Cap, and change to style desired.
•
To change the number of lines or the distance from the text, click Drop Cap and select Drop Cap Options. Use the spin arrows to increase or decrease the number of lines to drop or the distance from the text.
DROP CA P
D RILL 6
architecture
1. In the open document, click in the first paragraph and apply an In margin drop cap.
4. Increase the number of lines i dropped d to 4 and the distance from the text to 0.1".
2. Select the drop cap and change the color to Orange, Accent 1.
5. Proofread and check; click Next to continue. (83-drill6)
3. Select the drop cap and change the style to Dropped.
Applications
1. In a new document, apply the Civic theme.
83-d1
2. Insert Gradient Fill – Red, Accent 1 WordArt at 1.3". Key the title shown below. Shrink the font to 26 points so that it fits on one line.
Report with Graphics
3. Key the report shown below; insert and format the graphics as noted after the report.
gate fountain
Fountain Installation and Setting The wrought iron gate fountain that you commissioned Cary Coles to design and craft has been completed and was delivered two weeks ago. The installation was completed this week, and the fountain is now fully operable. The process used to prepare the setting for the new fountain is shown in the flowchart below. This process worked well, and the results were very good. The fountain was delivered on time, and the draft of the setting was approved with minor modifications. Installation was completed in a timely manner with minimal disturbance of the surrounding area. The work on the landscape began immediately and was completed on schedule. Ms. Coles is a gifted artist who created a beautiful work of art that will be cherished for many years. The fountain has substantially exceeded our expectations. All of the specifications were met, and the fountain fit perfectly into the area designed for it, as you will note from the picture below. Ms. Coles requested that we notify you that the project has been completed to our satisfaction so that you will release the final payment for the work. We are delighted to convey this information to you, and we highly recommend Cary Coles for future projects.
LESSON 83
GRAPHICS REVIEW
MODULE 14
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
452
83-d1
4. Number the pages at the top of the page using Plain Number 3 and Different First Page.
continued
5. Apply a dropped cap to the first letter; change the color to Red, Accent 1, and increase distance from the text to 0.1".
TIP
6. Create the flowchart shown below following the second paragraph, using the directions from Drill 1, and add the text:
The flowchart has the same shapes as the one you created in Drill 1. Recreate it using the same directions given in Drill 1.
Fountain delivered Prepare setting sketch Is the sketch approved? No Modify sketch
Yes
Begin planning
Install fountain and landscaping 7. Insert the gate fountain picture at the end of the document; format as follows: a. Crop as shown. b. Apply Bevel Rectangle style; size 5.5" wide. c. Make the following adjustments: Sharpen 25%; apply 200% Saturation; compress the picture. 8. Proofread and check; click Next to continue. (83-d1)
QUICK
LESSON 83
Check your documents against the illustration below.
GRAPHICS REVIEW
MODULE 14
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
453
Lesson 84 New Commands
Document Themes
• Custom Themes from Built-In Sets • Custom Themes
• Set Custom Themes as Default • Restore Default Theme
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/84a Warmup
New Commands
C U S TO M THE ME S FROM B U ILT- IN SE TS You have already applied Built-In document themes to many documents you have prepared. In this lesson, you will customize document themes, set themes as the default, and restore the Office default. The Themes group contains a gallery of 40 Built-In or preformatted color themes. Each Built-In theme consists of three elements—colors, a set of heading and body fonts, and as shown below. Colors and fonts affect the appearance of text. f d effects ff Effects affect the appearance of graphics. The same themes are available in other Microsoft Office suite applications so that documents can be formatted consistently. Office is the default theme for all applications. You can mix and match colors, fonts, and effects to create new themes. Note the Create New Theme Colors and Create New Theme Fonts commands at the bottom of these galleries. You can also download themes from Office.com.
84b
LESSON 84
DOCUMENT THEMES
MODULE 14
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
454
To create a new theme using built-in sets: Page Layout/Themes/Colors, Fonts, and Effects 1. In a new document, click the Colors button and select the desired color set. 2. Click Fonts and select the desired heading and body font set. 3. Click Effects and select the desired effect set. 4. Click Themes to display the gallery of Built-In themes, and then click Save Current Theme at the bottom of the gallery to display the Save Current Theme dialog box. 5. Key the name of the theme and click Save.
CU ST OM T HEME FR OM BUI LT- I N SETS
D RILL 1 1. Apply Clarity theme.
6. Key Officers as the filename and click Save.
2. Click Colors and then select Hardcover colors.
7. Click Themes and check to see that Officers is now listed as a Custom theme.
3. Click Fonts and then select Black Tie. 4. Click Effects and then select Angles. 5. Click Themes and then click Save Current Theme.
8. Key Officers on the first line of the document and apply Title style. 9. Proofread and check; click Next to continue. (84-drill1)
C R E ATE C U STOM THE ME S Most companies create logos and letterhead with the company colors, fonts, and various effects as part of their identity or branding. Companies like to create document themes that match their company identity. Each font set consists of a heading and a body font. Each theme color consists of 12 components—four text/ background colors, six accent colors, and two hyperlink colors.
To create new theme fonts: Page Layout/Themes/Fonts 1. Follow the path to display the Fonts gallery; click Create New Theme Fonts at the bottom of the gallery to display the Create New Theme Fonts dialog box. 2. Click the Heading font droplist arrow and select the heading font. 3. Click the Body font drop-list arrow and select the body font. 4. Key the name for the new font set and click Save. The fonts you selected appear as a new custom font set.
LESSON 84
DOCUMENT THEMES
MODULE 14
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
455
To create new theme colors: Page Layout/Themes/Colors 1. Follow the path to display the Colors gallery; click Create New Theme Colors at the bottom of the gallery to display the Create New Theme Colors dialog box. 2. Click the drop-list arrow on each theme color you wish to change to display the theme, standard, or custom colors that can be selected. 3. Select the desired color and repeat the step until all colors that you want to change have been changed. Key the name for the new color set and click Save.
To create a new custom theme: Page Layout/Themes/Themes 1. In a new document, create and name custom fonts and custom colors. 2. Select the desired effects. 3. Follow the path and click Save Current Theme to save as a new document theme with the name of your choice.
CU ST OM T HEME
D RILL 2 Page Layout/Themes/Fonts
1. Create new theme fonts using Century Schoolbook as the Heading font and Century as the Body font. Save the font set as My Fonts. 2. Create new theme colors: Change Accent 1 to Green from the Standard colors. Change Accent 2 to Red, Accent 2, Darker 50%, and change Accent 3 to Yellow from the Standard colors.
3. Change the Hyperlink to Standard color Orange. Save the theme colors as My Colors. 4. Apply Executive effects to your document. 5. Save the theme as My Theme. 6. Key the paragraph below, tapping ENTER after the period; apply Heading 1 to Contact Information. 7. Proofread and check; click Next to continue. (84-drill2)
Contact Information All officers can be contacted using the following e-mail address:
[email protected].
LESSON 84
DOCUMENT THEMES
MODULE 14
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
456
S A V E THE ME S AS D E FAU LT
TIP In an academic setting, you should not change the default theme and leave your workstation before changing the default theme back to Office.
The Office theme is set as the default in the Normal template that is used to create new blank documents. You can customize a theme and save it as the default. If a company creates a custom theme, it is usually set as the default theme.
To set a new default theme: Home/Styles/Change Styles 1. In a new document, display the Change Styles options. 2. Click the right arrow on Colors and select the desired color set, such as My Colors. 3. Click Change Styles again, click the right arrow on Fonts, and select the desired font set, such as My Fonts. 4. Click Change Styles and then click Set as Default.
SET DE FA ULT THEME
D RILL 3
1. Click Change Styles and then Colors. From the Custom group, select My Colors. 2. Click Change Styles and then click Fonts; from the Custom group, select My Fonts.
4. Key the heading and paragraph below. Apply Heading 1 style and note that both the font and colors have changed to the new default you set. 5. Proofread and check; click Next to continue. (84-drill3)
3. Click Change Styles and then Set as Default.
Heading 1 My colors and fonts are now set as the default document theme.
CHA NGE DEFAULT THEME
D RILL 4 1. Change the color set back to Office.
4. Key the heading and paragraph below. Apply Heading 1 style and note that both the font and colors have changed to the Office default.
2. Change the font set back to Office.
5. Proofread and check; click Next to continue. (84-drill4)
3. Set as default.
Heading 1 My default has now been changed back to Office.
Communication
1. Review the following guides and those in Keyboarding Pro DELUXE 2. In the pronouns data file, key the correct pronoun in the first column next to each sentence.
84c
2. Proofread and check; click Next to continue. (84c)
pronouns
KEYBO OARD DIN NG PRO O DELLUX XE 2 References/Communication Skills/Pronoun Case
LESSON 84
Nominative case: Use the nominative case (I, you, we, she, he, they, it, who) when the pronoun acts as the subject of a verb or when the pronoun is used as a predicate pronoun. (The verb be is a linking verb; it links the noun/pronoun to the predicate.) Objective case: Use the objective case (me, you, us, her, him, them, it, whom) when the pronoun is used as a direct or indirect object or is an object of the preposition.
DOCUMENT THEMES
MODULE 14
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
457
Applications
1. Apply Aspect theme and then customize the theme as follows:
84-d1
a. Colors: Accent 1: Tan, Accent 6; Accent 5: Yellow Standard color; Accent 6: Orange, Accent 1; Hyperlink: Light Blue Standard color. Name color theme: Rex.
Report with Custom Theme
b. Fonts: Heading: Verdana; Body: Cambria. Name font theme: Rex. c. Effects: Module d. Save theme as Rex. 2. Key report below. Apply Title and Subtitle styles to title and subtitle. Apply heading styles indicated. Shrink the font so that the title fits on one line. 3. Check and close. (84-d1)
Heading 1 style
Heading 2 style
Heading 2 style
Heading 1 style
Heading 2 style
Heading 2 style
LESSON 84
Trevor Bradwell—Instant Messaging Corporate Survey The results of the recent Bradwell corporate survey on communication technologies revealed some very interesting findings. When employees were asked to check which technologies enhanced their internal communications most, more than 30 percent wrote instant messaging in the Other category. Further research showed that this percentage is typical in many companies. A significant number of employees use instant messaging on the job without the employer’s knowledge. Uses of Instant Messaging An e-mail follow-up survey produced additional information on the ways that instant messages are being used in our company. Some of the uses are summarized in this report. Presence Results of the e-mail indicated that the use of instant messaging to determine if someone was in the office and available for a quick online chat, a quick call, or a meeting was one of the best uses of instant messaging. If three or four were available, they could get together immediately to solve a problem that might otherwise take days to resolve. Information Requests The second most frequent use of instant messaging was for conveying quick requests for information needed from others. Usually a response was provided immediately. Advantages and Disadvantages of Instant Messaging Trevor Bradwell employees reported both advantages and disadvantages of using instant messaging in the business environment. Advantages Most employees indicated that quick responses to requests for information were the most significant advantage. They reported that instant messaging usually produced results quicker than e-mail or voice mail. Disadvantages Most people reported that if the “buddy” list was too long, instant messaging became a distraction and interrupted work being done. Instant messages tend to be abbreviated and very casual.
DOCUMENT THEMES
MODULE 14
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
458
Lesson 85 New Commands
• Watermarks
Document Backgrounds • Page Colors
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/85a Warmup
Skill Building 85b
Textbook Keying
1. Key each line once, concentrating on using good keying techniques. Tap ENTER twice after each 3-line group. 2. Repeat the drill if time permits.
direct reaches
adjacent reaches
double letters
1
red much brief hunt bred zany check jump decrease music many brat
2
polo excel munch brake junk swim wreck lunch curve kick dazed bed
3
Cec and Kim enjoy a great hunting trip in June after school ends.
4
were guy sad junior tree trio fast point rest joint walk gas join
5
opt crew going port backlog poster web suit few folder buy porter
6
Porter saw two important guys after we walked past Union Station.
7
bell look deed glass upper inn odd committee cabbage effect inner
8
add spell pool happy jazz mass scurry connect office fall setting
9
Debbie Desselle called a committee meeting at noon at the office. 1
New Commands
2
3
4
5
6
7
8
9
10
11
12
13
W A TE R MAR K S Watermarks are text or pictures that display behind document text in a light or washed-out version. They display in Print Layout and Full Screen Reading views and on printed documents. Watermarks are grouped in three categories: Confidential, Disclaimers, and Urgent. Picture watermarks and watermarks with custom text can also be used. The logo of a business is often displayed as a watermark.
85c
To insert a text watermark: Page Layout/Page Background/Watermark 1. Follow the path to display the gallery of built-in watermarks. 2. Scroll down and click the desired option, such as DO NOT COPY 1, to insert it. Note that watermarks are typically positioned either horizontally or diagonally on the page.
LESSON 85
DOCUMENT BACKGROUNDS
MODULE 14
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
459
T EX T WAT ER MAR K
D RILL 1
recruitment
1. In the open document, display the Watermark gallery.
3. Preview the watermark.
2. Click DO NOT COPY 1.
4. Proofread and check; click Next to continue. (85-drill1)
To insert a watermark with custom text:
TIP
Page Layout/Page Background/Watermark
If you format a multiple-page document with a watermark and page number or other header information, the watermark will not display on the first page if you choose Different First Page to suppress the page number or header.
1. Follow the path to display the gallery of built-in watermarks. 2. Click Custom Watermark at the bottom of the gallery to display the Printed Watermark dialog box. 3. Select Text watermark and then key the desired text in the Text box. Select font and layout. 4. Click Apply and Close.
CU ST OM T EXT WATER MAR K
D RILL 2
team writing
1. In the open document, display the Watermark gallery and click Custom Watermark at the bottom of the gallery.
3. Click Apply and Close. P Preview the watermark to ensure that it i th displays on both pages.
2. Select Text watermark and then key GREAT JOB! in the Text box. Use Arial font and Diagonal layout.
4. Proofread and check; click Next to continue. (85-drill2)
DISCOVER D To remove rem a watermark, click Remove Watermark at the bottom of the Watermark gallery.
To insert a picture watermark: Page Layout/Page Background/Watermark 1. Display the gallery of built-in watermarks. 2. Click Custom Watermark at the bottom of the gallery to display the Printed Watermark dialog box. 3. Select Picture watermark and click Select Picture to browse, select, and insert the desired picture. 4. Click Apply and Close.
D RILL 3
PICT UR E WATER MAR K
picnic, lake house
1. In the open document, remove the ASAP watermark.
3. Browse data files, select llake k hhouse, and click Insert.
2. Insert a custom watermark, click Picture watermark, and then click Select Picture.
4. Click Apply and Close.
LESSON 85
DOCUMENT BACKGROUNDS
5. Proofread and check; click Next to continue. (85-drill3)
MODULE 14
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
460
P A G E C O L O RS A color page background is used predominantly in Web browsers; however, the subtle use of page color and particularly fill effects can enhance the appearance of a document. The use of page color needs to be tactful and should be appropriate for the type of document. More formal documents should be limited to page color using fill effects, such as parchment or stationery. Less formal documents may be formatted using a background with more color.
To apply page color and fill effects: Page Layout/Page Background/Page Color 1. Follow the path to display the color palette. 2. To apply a color, click the desired theme or standard color. Custom colors (often used to match company brand colors) can be accessed by clicking More Colors. 3. To apply an effect, click Fill Effects to display the gallery of effects. Click the appropriate tab (Gradient, Texture, Pattern, or Picture) to display the effect desired. To display the name of the effect, click it.
D RILL 4
PAG E COLOR
invitation
1. In the open document, remove the watermark.
Page Layout/Page Background/Page Borders
2. Apply Light Blue Standard color to the document.
3. Add a ½-point Orange, Background 2 page border. 4. Proofread and check; click Next to continue. (85-drill4)
D RILL 5
F ILL E FFE CTS
1. In the open document, display the Fill Effects dialog box. 2. Click each tab and preview the options.
roswell 3. Click the Texture tab, select Parchment (column C, row 4), and then click OK. Do not edit the body of the letter. 4. Proofread and check; click Next to continue. (85-drill5)
LESSON 85
DOCUMENT BACKGROUNDS
MODULE 14
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
461
Applications
1. Apply landscape orientation.
85-d1
2. Use WordArt Fill – Red, Accent 2, Matte Bevel for the title; apply Text Effects Transform: Chevron Up.
Picture Watermark
3. Key the invitation shown below using Calibri 28 point. 4. Insert the river camp picture watermark.
river camp
5. Proofread and check; click Next to continue. (85-d1)
River Camp Experience Join the Leisure Travelers Club for an exciting video report of the River Camp Experience Friday, March 24 at 5:30 p.m. at the Westside Center Refreshments provided
QUICK
Check your document against the one shown below.
1. In the open document, use Fill Effects to add a Stationery background.
85-d2 Financial Statement financial statement
LESSON 85
2. Add a Confidential1 watermark to the document. 3. Add a ½-point page border using the Dark Red, Accent 1 theme color. 4. Check and close. (85-d2)
DOCUMENT BACKGROUNDS
MODULE 14
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
462
Lesson 86 New Commands
• Insert Text Boxes
Text Boxes
• Format Text Boxes
• Link Text Boxes
WARMUP KEY YBOARDING PRO O DELUXE 2
86b
Lessons/86a Warmup A
ALL LE TTE RS gwam
Timed Writing
1. Key a 1' writing on each paragraph; work to increase speed. 2. Key a 3' timing on all paragraphs.
Americans tend to have a different view of vacation than
12
4
2
citizens of many other countries. In this country, companies usually
26
9
5
provide employees with a maximum of two or three weeks of vacation
40 13
8
each year. Many companies wait to award the second week of vacation
54 18 11
until employees have five years of tenure with them. Those who earn
67 22 13
more than three weeks of vacation typically do so by staying with the
81 27 16
same company for many years.
87 29 17
In many other countries, the case is quite different. Employees typically receive four to six weeks of vacation each year.
TEXT BOXES
14 34 20
It is
27 38 23
also awarded much earlier in their tenure with the company. Vacation
41 43 26
is thought of as just another benefit that has value to the company
54 47 28
as well as to the employee. Employees often spend a whole month on
68 52 31
holiday as they call vacation time.
75 54 32
While some individuals think how wonderful and luxurious it
13 58 35
would be to have extra days or weeks of vacation, the fact is that
26 63 38
a large percentage of Americans do not take the vacation time they
40 67 40
are allotted by their companies. The American culture is such that
53 72 43
many employees feel they cannot be away from their positions for
66 76 46
more than two weeks at one time.
73 78 47
1' | 3' | 5' |
LESSON 86
1' 3' 5'
1
|
2 1
|
|
3
| 1
4
|
|
5
6
|
2
|
|
7
| 3 2
8
|
9
| 10 | 11 | 12 | 13 | 14 |
|
4
|
|
5 3
| |
MODULE 14
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
463
New Commands 86c
TIP The document theme used affects the format of the text box selected. Apply the theme; then select the text box.
TE X T B O X E S Text boxes enable you to position text at any location on a page. Since you can move them around, they are often called floating boxes. Text boxes can also be linked so that text can flow from one to another. Two types of text boxes are used—Built-In (preformatted) text boxes and text boxes that you draw and format yourself. You have already converted many shapes into text boxes by adding text to them. Many of the Built-In text boxes are used to format pull quotes and sidebars in newspapers, magazines, reports, brochures, or newsletters.
To insert a Built-In text box: Insert/Text/Text Box 1. Display the gallery of Built-In text boxes. 2. Scroll through the thumbnails and click the text box you wish to insert. 3. Select the text in the placeholder and key your text, or copy and paste text in the placeholder.
T EX T BOX ES
D RILL 1
text boxes
1. In the open document, read to learn about sidebars and pull quotes. Position the insertion point at the top of the page. 2. Display the Text Box gallery. Scroll down to locate and insert the Contrast sidebar. 3. Select the sidebar text and key the following text in the placeholder. This sidebar is used to illustrate one of the many readily available preformatted text boxes that enhance the appearance of documents and make them more interesting to read. 4. Position the insertion point on the right side of the second paragraph containing the quote. Insert the Contrast Quote text box. 5. Select the quote in the second paragraph; copy and paste it in the placeholder. Drag the text box to position it on the right side of the paragraph as shown at the right. 6. Proofread and check; click Next to continue. (86-drill1)
LESSON 86
TEXT BOXES
MODULE 14
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
464
To draw a text box and format it: Insert/Text/Text Box 1. Follow the path to display the Text Box gallery and click Draw Text Box at the bottom of the gallery. 2. When the mouse pointer changes to a crosshair, drag to draw a text box of the size desired. Release the mouse button to display the text box. 3. Click in the text box and key the text. 4. Use the tools on the Drawing Tools Format tab to format the text box. Note that these formatting tools are the same basic tools that you used to format shapes and other types of graphics. You can also modify the text box with these tools.
DRAW T E X T BOX
D RILL 2
1. Click Draw Text Box and draw a new text box; size it 2.5" high and 3.5" wide.
Jan M. Hawkins
2. Key the text shown at the right. Tap ENTER after each line. Center and grow the font to fill the text box.
Computer Lab Manager
3. Apply Intense Effect – Blue, Accent 1 Shape style.
Lab Hours
4. Position in Top Center with Square Text Wrapping.
8:30 a.m. to 6:30 p.m. Monday through Friday
5. Proofread and check; click Next to continue. (86-drill2)
L I N K TE X T B OXE S Many articles and newsletters begin on one page and are continued several pages later. Text boxes are used to place the information att th the d desired Text boxes are a fixed size. When a text box is filled, the text i d position. it that does not fit disappears unless the text box is expanded. Multiple text boxes can be drawn and linked so that when one text box is filled, the text flows to the next box. The boxes can be positioned and linked on different pages. Only empty text boxes can be linked because they must be available to receive the overflow text.
To link text boxes:
DISCOVER Drawing Tools Format/ Arrange/Align Showing gridlines is helpful in adjusting the position of text boxes. Select the text box and click View Gridlines on the Align options. To remove the gridlines, deselect View Gridlines.
Insert/Text/Text Box 1. Draw a text box and position it as desired. Then copy the text box and position the second text box on the same or another page.
Drawing Tools Format/Text/Create Link 2. Select the first text box. On the Drawing Tools Format tab, click Create Link. The cursor turns to an upright pitcher. 3. Move the cursor over the second text box that will be linked; the pitcher tilts. Click the mouse to create the link.
First text box cursor
LESSON 86
TEXT BOXES
Second text box cursor
MODULE 14
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
465
4. Note the Create Link command on the Drawing Tools Format tab is replaced by the Break Link command. To break the link between the text boxes, click Break Link. 5. Apply a text wrap option and any other format desired. 6. Key the text in the first box; when it is full, the text will flow to the next box.
LINK T E X T BOXES
D RILL 3
1. In the open document, draw a text box in the right margin next to the first bullet point under Core Values. Size it to 1.2" high and 2" wide. 2. Copy the text box and position it next to the first paragraph on page 2.
Drawing Tools Format/Text/Create Link
orientation
Success Tips Learn your organization’s core values and how you can contribute to them. Always be well prepared so you can demonstrate competence to the leaders of your company.
3. Select the first text box and click Create Link. When the cursor turns to an upright pitcher, move it over the second text box. When the pitcher tilts, click the mouse to create the link. Apply Square text wrapping to the first text box. 4. Key the text shown at the right in the first text box. After Success Tips, press SHIFT + ENTER to move to the next line without the 10 points space after paragraph. Note when the text flows to the second text box. 5. Apply Square text wrapping to the second box and move it up to the position shown at right. 6. Apply 11-point bold Cambria to Success Tips. Apply Light 1 Outline, Colored Fill – Blue, Accent 1 Shape Style to both text boxes. 7. Proofread and check; click Next to continue. (86-drill3)
Applications 86-d1 Report with Linked Text Boxes
1. Apply Aspect theme, and key the report on the next page. Apply Title and Subtitle styles to the first two lines. Apply Heading 1 style to the two headings. 2. Draw a text box and position it in the right margin as shown; size it 1.5" high by 2" wide. Copy the box and position the second text box below the first one. 3. Create a link between the two text boxes. 4. Click in the first text box and key the Success Tips shown below. 5. Apply Square text wrapping and Subtle Effect – Tan Accent 6 shape style. 6. Proofread and check; click Next to continue. (86-d1)
Success Tips (Verdana 12-pt bold; press SHIFT + ENTER) Learning to work effectively with team members is a critical career skill. (Tap ENTER) Good problem-solving skills and good interpersonal skills are required to be an effective team member.
LESSON 86
TEXT BOXES
MODULE 14
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
466
86-d1
Collaborative Writing
continued
A Key Component of Teamwork Teamwork is the norm in modern-day organizations. The team concept is critical because many projects are complex and require more and different kinds of expertise than one person is likely to have. Teams usually consist of members from different departments of an organization because employees from different areas tend to view a project from different perspectives. Team Writing Collaborative writing is a skill that must be developed. Writing as a team is far more challenging than writing as an individual. An effective team begins by developing a strategy for writing the documentation required for most projects. Collaborating with People of Different Cultures Collaborative writing is challenging within a culture and even more challenging across cultures. Consider the following six keys to successful team writing across cultures: 1. Good listening skills 2. Good interpersonal skills 3. Respect for the ideas of others 4. Patience in trying to understand differences 5. A willingness to help others understand differences 6. Courtesy Most people respond positively to those who show that they are interested in the ideas of others. Working with people from other cultures provides a great learning opportunity to those who will take advantage of it.
1. Apply Aspect theme; key the report shown on the next page.
86-d2 Policy with Pull Quote and Sidebar
TIP If numbered item 2 breaks across pages, use Keep Lines Together to make sure the whole item stays together.
LESSON 86
TEXT BOXES
2. Apply Title and Subtitle styles to the first two lines; shrink font to fit title on one line. 3. Select the first sentence of the second paragraph and copy to an Alphabet Quote. Position on the left side of the second paragraph. Size the pull quote 2.3" high and 3" wide. 4. Add an Alphabet sidebar; position it in the right margin even with the first line of text. Shorten the sidebar to 6.8" high and key the text shown on the next page in it. 5. Number pages at the top using Plain Number 3 and Different First Page. 6. Preview, check, and close. (86-d2)
MODULE 14
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
467
86-d2
Client Companies (Sidebar heading and text)
continued
SMS employees frequently perform work for client companies whose policies may differ from SMS policies. Therefore, employees should assume the most conservative position and avoid using client company technology for any personal use whatsoever. SMS Policies – E-Mail and Internet Abuse (Document title) Effective (Current date) (Subtitle) Spurrier Medical Systems attempts to strike a balance between meeting the needs of employees, protecting the privacy of employees, and protecting the company’s interest. However, it is imperative that employees understand that the computer technology provided by SMS is the property of SMS and its contents may be inspected at any time without notice to the employee. It is important to remember that items deleted from the system may be recovered and reviewed. Although SMS has the technology to monitor e-mails, block spam, check for viruses, and limit access to certain sites, it does not routinely monitor the work of employees. However, occasional monitoring of system usage should be expected. SMS expects ethical and professional behavior of its employees and based on that expectation permits the limited and judicious use of e-mail and access to the Internet for personal use. The following specific guides should be followed. 1. Personal telephone calls, e-mails, and Internet surfing must be reasonable and limited so that productivity is not negatively impacted. 2. Employees are responsible for the content of personal e-mails and attachments they receive and send. 3. E-mails that contain solicitations, chain letters, religious, political, racial, or sexual content are unacceptable and will not be tolerated. Legal precedent exists to show that these types of messages may create a hostile work environment. 4. SMS has a zero tolerance policy for surfing, downloading, or distributing content from sites that contain obscene language or pornographic images, and disciplinary action may be as severe as termination of employment. Remember that many of these sites trace visitors to the site and identify SMS for future contacts. This activity could be damaging to SMS’s image. 5. Confidential company documents should not be distributed over the Internet to protect SMS’s intellectual property.
LESSON 86
TEXT BOXES
MODULE 14
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
468
Lesson 87 New Commands
Graphic Applications
• Remove Picture Background
• Uneven Columns
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/87a Warmup
New Commands
R E M O V E PIC TU RE B ACK G ROU ND Background removal separates a picture into the foreground and the background, which is the portion to remove. More emphasis is placed on the picture when the background is removed. With some pictures, the background can be removed by adjusting the Marquee.
87b
Marquee (outlines area to keep)
Background (portion to remove)
Foreground (portion to keep)
Marquee (size adjusted to foreground)
Picture with background removed
To remove the picture background: Picture Tools Format/Adjust/Remove Background 1. Select the picture and adjust the Marquee so that it surrounds the foreground that you wish to keep. 2. Click outside the picture to remove the background.
LESSON 87
GRAPHIC APPLICATIONS
MODULE 14
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
469
Not all foregrounds can be isolated so that the entire background can be removed. In those cases, the Background Removal tools can be used to refine the background removal.
To remove the picture background using Background Removal tools: Picture Tools Format/Adjust/Remove Background 1. Select the picture and click Remove Background to display the Marquee and the Background Removal tools. 2. Adjust the Marquee to surround the foreground you wish to keep.
1
2
3
3. Mark the areas you wish to keep ( 1 ) and/or the areas you wish to remove ( drawing a line through the area with the appropriate tool. 4. If you mark an area in error, click Delete Mark (
3
2
) by
).
Move the Marquee as close to the foreground as possible.
Click out of picture; a little background was left on the back and the antlers were cut short. Mark areas on antlers to keep and mark areas on the back to remove. Picture with top of antlers added and background removed.
D RILL 1
REMOVE BACK GR OUND
1. Insert the helliconia picture in a new document and adjust the Marquee to surround the flower closely. 2. Click out of the picture to remove the background. 3. Compress the picture; size it 3" high and position in Top Center with Square Text Wrapping. After moving the picture, you may have to remove additional background. 4. Insert the antelope picture below the helliconia and adjust the Marquee to remove the background.
LESSON 87
GRAPHIC APPLICATIONS
helliconia, antelope
5. Click the Mark Areas to Remove tool and draw lines in the areas where you need to remove background. Note that they are shown with the minus (−) sign. 6. Click the Mark Areas to Keep tool and draw lines to keep the top of the antlers. Note they are shown with the plus (+) sign. 7. Click out of the picture to remove the background. Compress the picture and size it 4" high. 8. Proofread and check; click Next to continue. (87-drill1)
MODULE 14
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
470
C O L U MNS O F U NE QU AL W ID TH Columns may be of equal or unequal width. When newsletters include organization information, they are often formatted with that information in a narrow first column.
To format columns of unequal width: Page Layout/Page Setup/Columns 1. Click More Columns at the bottom of the drop-list options to display the Columns dialog box.
2. Select the number of columns desired and remove the check from the Equal column width box. 3. Use the spin arrows to set the width of each column and the spacing between columns. 4. Click Line between if a line is desired between columns.
COL UMNS OF UNEQUAL WI DTH
D RILL 2
1. In the open data file litter, use WordArt Fill – Olive Green, Accent 3, Powder Bevel to key the title: Are You a Litter Bug? Apply In Line with Text wrapping and then center the paragraph in which the WordArt is inserted. 2. Position the insertion point at the first line of text and insert a Continuous section break. 3. Display the Columns dialog box and select two columns. Remove the check from the Equal column width box.
litter
4. Use the spin arrows to set the width of the first column to 2" and spacing to 0.5". The second column will be 4" wide. 5. Check Line between and click OK. 6. After the Staff information, insert a Column break. 7. Preview the document to ensure that it fits properly on the page. 8. Proofread and check; click Next to continue. (87-drill2)
Applications
1. Insert the statue data file in a new document.
87-d1
2. Compress the picture, size it 4" high, and position it in Top Center with Square Text Wrapping.
Remove Background
3. Remove the background that surrounds the statue. 4. Proofread and check; click Next to continue. (87-d1)
statue
LESSON 87
GRAPHIC APPLICATIONS
MODULE 14
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
471
87-d2 Newsletter with Unequal Columns business center
1. Key the newsletter shown on the next page as a one-column document; apply Opulent theme, Heading 2 style for all headings, and Narrow margins. Remove the space after the paragraph between the staff names and positions as illustrated on the next page. 2. At the top of the newsletter, tap ENTER once and key the title; apply 36-point Trebuchet Heading font and Pink, Accent 1, Darker 25% font color. Center the title. 3. Tap ENTER once after the title and change the font size to 11 point and alignment to Left. Change the font color to Automatic. 4. Tap ENTER and insert a Continuous section break. Begin keying in the paragraph below the section break. 5. Select the text of the newsletter and format it using three unequal columns with the following settings in the Columns dialog box: Column 1: 1.5" | Space between columns: 0.3" | Columns 2 and 3: 2.7" | Check Line between 6. Insert a Column break after the Crown Lake News and Views information. 7. Insert the business center picture from the data files; use Tight text wrapping, size it 2.2" high, and position it as shown on the next page. 8. Insert an eagle from the clip art gallery; use Tight text wrapping, size it 1.1" high, and position it after the Eagle Award has been mentioned. 9. Preview, check, and close. (87-d2)
WORKPLACE SUCCESS W
MEL YATES/PHOTOLIBRARY
Role Models and Mentors
LESSON 87
Role models and mentors are very different, but both can be helpful to young people beginning their careers. Role models are individuals who are admired and emulated by others for who they are, the positions they hold, the behavior they exhibit, or specific skills they have. Role models may be positive, or they may be negative. Many young people look up to athletes and celebrities. Some athletes and celebrities are outstanding role models who exhibit exemplary behavior, while others may be highly successful in their career pursuits but exhibit behavior that should not be emulated. In the workplace, it is wise to select many role models because of specific traits that are outstanding. One person may be excellent at conducting meetings; another may command attention when delivering presentations. You can learn from many male and female role models. A role model does not even have to know that she or he is serving as your role model. Mentors take an active role in a person’s career. Mentors agree to counsel or coach an individual. In addition, behind the scenes they may be strong advocates of their mentees. Mentors can work directly with the individual being mentored, or they can be total outsiders. Relying on mentors too heavily can have negative implications––especially if the mentor falls out of favor in the company. Having more than one mentor is helpful.
GRAPHIC APPLICATIONS
MODULE 14
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
472
LESSON 87
GRAPHIC APPLICATIONS
MODULE 14
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
473
Lesson 88
Advanced Documents with Graphics
WARMUP KEY YBOARDING PRO O DELUXE 2
Skill Building Applications 88-d1 Report Summary
Lessons/88a Warmup This document summarizes a large, comprehensive report that can be used as a promotion piece. Review the Quick Check on page 477 before you begin preparing the document. The document must fit on four pages, and each page should contain the content shown. 1. Develop the CLSP (Crown Lake SportsPlex) custom theme: a. Colors: Note all are Standard colors. Text/Background Dark 2: Red; Accent 1: Blue; Accent 2: Yellow; Accent 3: Green; Accent 4: Red; Accent 5: Orange; Hyperlink: Light Blue; Followed Hyperlink: Purple.
venues events
b. Fonts: Heading: Consolas; Body: Constantia. c. Effects: Concourse. 2. Tap ENTER twice to key the title Crown Lake SportsPlex at 1.7" and apply Title style; key the subtitle Executive Summary and apply Subtitle style. 3. Key the document shown on the next pages. Number pages using Plain Number 3 at the top of the page. Apply Different First Page. Follow instructions in callouts. 4. Apply a dropped cap to the C in the Concept heading; drop the cap four lines. 5. Insert a Pyramid List SmartArt graphic where indicated. Change colors to Dark 2 Fill from the Primary Theme Colors. Add text: a. Top shape: Students and General Public b. Middle shape: Competitive Athletes c. Bottom shape: Individual and Corporate Users 6. Insert a Converging Radial SmartArt graphic at the top of page 2. Change colors to Colorful Range – Accent Colors 4 to 5. Add text: a. Left shape: Aquatics Center b. Center top shape: Golf Center c. Right shape: Olympics Center d. Bottom shape: Crown Lake SportsPlex 7. Insert the venues data file below the Venues heading. Apply Heading 2 style to all headings in the data file.
TIP You may have to rotate the Braces pull quote to size it properly.
8. Insert a Braces Quote 2 where shown in the Quick Check; copy the second sentence under Venues to the pull quote; select Keep Source Formatting paste option. Apply white text color and Red, Text 2 fill. Size the pull quote about 1.1" high and 2.5" wide. 9. Insert the events picture from the data files where indicated in the Golf Center section. Crop about 0.25" from the top and 0.5" from the bottom of the picture. Finished height should be 4". Compress the picture. 10. Key and format the table using Medium Shading 2 – Accent 4. a. Merge cells in the top row; increase row height to 0.4"; center the title vertically and horizontally; bold and center columns B and C headings. b. Set a 0.25" left tab in the first column to indent the items as shown. c. Select column B and set a right-align tab at 1.4" in the Tabs dialog box. Repeat this procedure for column C.
LESSON 88
ADVANCED DOCUMENTS WITH GRAPHICS
MODULE 14
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
474
88-d1
d. Use the appropriate formula to total the cost of each venue and place the results in the Total row of the Venue Costs column.
continued
e. Use the appropriate formula to obtain the total costs of the three venues. Position the results in the last row of the Venue Costs column. 11. Create three linked text boxes. a. Draw a text box; size it 1" by 2" and position in the right margin as shown in the illustration. b. Copy two more text boxes and position them directly below the first text box; link the boxes. c. Key the following text. (Press SHIFT + ENTER after each level of investor.)
Level-One Investor Minimum investment of $250,000 but less than $500,000. Level-Two Investor Investments larger than $500,000 but less than $1,000,000. Level-Three Investor Investments of $1,000,000 or more. d. Apply Tight text wrapping, red shape fill, and white text color. 12. Preview, check, and close. (88-d1)
The Crown Lake SportsPlex concept and conceptual drawing of the campus plan has been approved by its Board of Directors. The plan will be unveiled at a special seminar for potential investors on March 15. Apply Heading 1 style
Concept The SportsPlex is envisioned as a three-tiered venue. The tiers match users and type of sports offered. The tier structure is based on revenue-generating potential, with the individual and corporate users expected to produce the bulk of the revenue. Students, competitive athletes, and the general public are expected to produce the highest volume of use but the lowest level of revenue.
Insert Pyramid List SmartArt graphic here
Insert Converging Radial SmartArt graphic here Apply Heading 1 style; insert the venues data file after the heading; position the Braces Quote 2 on the right side of the first paragraph under the Venues heading; copy the second sentence and place it in the text box.
The SportsPlex will be divided into three component venues—the Aquatics Center, the Golf Center, and the Olympics Center—based on the type of sporting venue. Supporting facilities, including restaurants, pro shops, boutiques, and family-oriented activities, will be provided with each of three venues. Venues Estimated Project Costs
Apply Heading 1 style
Land and existing facilities, including the Crown Lake Special Events Center, have been purchased by the Crown Lake SportsPlex founders at a cost in excess of $10 million. The estimated costs of the facilities are shown in the following table. (continued)
LESSON 88
ADVANCED DOCUMENTS WITH GRAPHICS
MODULE 14
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
475
88-d1
Total Estimated Cost by Facility
continued
Venue and Facility
Facility Costs
Venue Costs
Aquatics Center Sailing Club
$1,375,000
Swim Center
225,000
Marina
165,000
Total Golf Center Golf Course
5,350,000
Practice Areas
250,000
Walking Trails
195,000
Clubhouse
1,600,000
Total Olympics Center Courts
1,275,000
Fields
1,325,000
Track
890,000
Total Total Costs The total cost is projected to be $12,650,000. Detailed costs of each facility and venue are provided in the comprehensive report. Conceptual designs are also available. Apply Heading 1 style. Insert three linked text boxes in the right margin. Key the text from the instructions on the previous page. See illustration on page 477 for position.
Investment Opportunities Qualified investors are being offered the opportunity to invest in the Crown Lake SportsPlex. Extensive proformas have been prepared, and investment professionals will attend the March 15 seminar to explain the investment opportunities and offer professional opinions about the project. They will discuss the projected return on investment and other benefits associated with the project. In addition to the return on the investment, all levels of investment include private club membership benefits. The reward provided with this investment opportunity is significant, but it is important to understand that the risk involved in this project is also significant. This document contains confidential and proprietary information that is provided only to investors and potential investors of the Crown Lake SportsPlex. Do not copy, distribute, or share this information. (continued)
LESSON 88
ADVANCED DOCUMENTS WITH GRAPHICS
MODULE 14
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
476
QUICK
LESSON 88
Check your document against the one shown below.
ADVANCED DOCUMENTS WITH GRAPHICS
MODULE 14
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
477
Lesson 89
Assessment
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/89a Warmup A
ALL LE TTE RS
Skill Building 89b
Timed Writing
gwam
3'
Employees who work together as a team are more effective
4
2 39
This concept is known as synergy.
8
5 42
Synergy simply means that the joint action exceeds the sum of
12
7 44
individual actions.
The results are not just in the quantity of
16 10 47
work; major increases in quality result when people work together as
21 12 49
a team.
24 14 51
than those who work solo.
Key one 5' timed writing.
Teamwork is critical for success.
What characterizes an excellent team member?
An excellent
28 17 53
team member understands the goals of the team and will place team
32 19 56
values above her or his individual objectives.
An excellent team
36 22 59
member helps to determine the most effective way to reach the
40 24 61
goals that were set by the group and will help to make each
44 27 63
decision that affects the group.
49 29 66
Above all, an excellent team
member will support a decision made by the team.
3' 5'
Applications 89c
5'
Each member
53 32 68
must understand her or his role and respect the roles of others.
57 34 71
Every member of a team must share in both victory and defeat.
61 37 74
1
4
3
2 1
2
3
When you complete a document, proofread it, check the spelling, and preview for placement. Click the Check button when you are ready to error-check the test. Review and/or print the document analysis results.
Assessment Continue Check
LESSON 89
ASSESSMENT
MODULE 14
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
478
89-d1
1. In a new document, apply Narrow margins. Make sure Show/Hide is turned on.
Newsletter
2. Key the title Juror Information. Apply 48-point Cambria heading font and Gradient Fill – Blue, Accent 1, Outline – White text effect. 3. Use justice as the keyword to search for scales that represent justice or the legal system; select an unbalanced scale and size the clip 1" high. Position in Top Left with Square Text Wrapping. Tap ENTER and change to the default text size and style and clear the text effect.
DISCOVER If Heading 3 is not displayed in your styles, apply Heading 2; then Heading 3 will display. Change the heading to Heading 3 style.
4. Tap ENTER again and insert an Annual sidebar. Position it on the right with the top even with the second blank paragraph symbol. Size it 2.7" wide by 8.4" high. See illustration below. 5. Key the text shown below for the main document and for the Tipping the Scale sidebar. 6. Insert a Conservative Quote on the left side of the first paragraph below the third line. Key: Serving on a jury when called is an obligation of every qualified citizen. Reduce the text size to 12 points. Size the quote 1" high by 1.8" wide. 7. Apply Heading 3 style to the heading in the main document. 8. Apply Cambria 14-point bold to the title of the sidebar and center the title. Key the body of the sidebar using 10-point Calibri font. 9. Preview to ensure the document fits on one page. 10. Proofread; use Spelling and Grammar; correct all errors. 11. Check and close. (89-d1)
A cornerstone of the American judicial process is the right of each individual to have legal issues heard by a jury of his or her peers. Peers serve as the “judge” of the facts of a case. Individuals called to serve as jurors have an obligation to serve unless they are excused by the judge presiding over the case. Generally, individuals younger than 18 years of age and individuals who have been convicted of a crime for which they have not been pardoned are not eligible to serve on a jury. Individuals with legal custody of young children and who cannot arrange adequate care for the children and individuals over 65 years of age may elect to be exempted from jury duty. Individuals who have schedule problems may be granted a transfer to serve on a different date.
Jury Selection Typically, potential jurors are randomly selected and are notified to appear at the appropriate jury room at a specified date and time. Most courts bring together a pool of individuals who may be selected to serve on any of four or five cases that are being tried in different courtrooms at approximately the same time. The number of individuals called for jury duty far exceeds the number of jurors actually selected to serve on a case—for example, the jury (continued)
LESSON 89
ASSESSMENT
MODULE 14
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
479
89-d1
panel may consist of fifty or sixty people, but only twelve jurors and one or
continued
two alternates may be selected to serve on the jury for a particular case. The judge asks a series of questions to the randomly selected panel of jurors to determine if any of them have cause for not serving. Usually individuals are excused for cause by the judge if they are related to or know well individuals participating in the case on either side. The judge attempts to determine if each individual can serve fairly and impartially to both sides. Attorneys representing each side of the case then question the potential jurors and can eliminate from the panel a specified number who they believe would not be beneficial to their client. The jurors who will hear and judge the facts are then randomly selected from the remaining members of the panel.
Tipping the Scale (Sidebar heading and text) Juror selection is both an art and a science based on extensive psychological research. Potential jurors bring to the situation attitudes, experiences, and beliefs that influence their view of a situation even though they make a conscious effort to be objective and fair. The judge in a case excuses for cause individuals who may not be objective and fair in the decision-making process. Attorneys for both sides use the peremptory challenges (excuse without explaining the reason) they are given to try to select jurors whose profile might make them more sympathetic to the individual they represent. Much time, effort, and money is spent reviewing the panel of potential jurors who have been summoned to appear. Attorneys representing both sides are provided with a profile of each person in the panel. Additional research is done to learn more about each potential juror. In some cases, juror consultants who have done extensive psychological research on jury selection are hired to help select individuals who might be beneficial to their side. More importantly, they try to eliminate jurors who might be negative to their side.
BOOKMARK B www co www.collegekeyboarding.com Module 14 Practice Quiz
LESSON 89
ASSESSMENT
MODULE 14
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
480
MODULE
15
Meeting, Travel, and News Documents
LEARNING OUTCOMES
Lesson Lesson Lesson Lesson Lesson Lesson
90 91 92 93 94 95
• • • •
Skill Building Agenda with Comments Minutes with Track Changes Itinerary and Tracking Options News and Meeting Documents Assessment
View, insert, modify, and delete comments. Apply and manage track changes. Format meeting management documents. Build keyboarding skills.
Lesson 90
Skill Building
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/90a Warmup A
ALL LE TTE RS
Skill Building 90b
gwam
An effective job search requires very careful planning and a lot of hard work. Major decisions must be made about the type of job, the size and the type of business, and the geographic area. Once all of these basic decisions have been made, then the complex task of locating the ideal job can begin. Some jobs are listed in what is known as the open job market. These positions are listed with placement offices of schools, placement agencies, and they are advertised in newspapers or journals. The open market is not the only source of jobs, however. Some experts believe that almost two-thirds of all jobs are in what is sometimes called the hidden job market. Networking is the primary way to learn about jobs in the hidden job market. Employees of a company, instructors, and members of professional associations are some of the best contacts to tap the hidden job market. Much time and effort are required to tap these sources. But the hidden market often produces the best results.
Timed Writing
1. Key two 1' writings on each paragraph; work at your top speed. 2. Key a 3' timing on both paragraphs; work at your control rate.
1' 3'
LESSON 90
SKILL BUILDING
1
2 1
3
4
6
5 2
7
8
9 3
10
11
12 4
1'
3'
13
4 71
26
9 76
39 13 80 53 18 84 66 22 89 79 26 93 93 31 98 101 34 100 12 38 105 25 42 109 38 46 113 50 50 117 63 55 121 76 59 126 89 63 130 100 67 134
13
MODULE 15
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
481
90c
Textbook Keying
1. Key each line once, concentrating on good keying techniques. Tap ENTER twice after each 2-line group.
1st row
home row
1 2 3 4
2. Repeat if time permits. 3rd row
5 6
4th row
balanced hand
one hand
combination
Zack and Max became exercise advocates, but they ate many pizzas. Max Mizel verbalized his excessive love for throwing curve balls. Ada Hall’s class was at a lake in Dallas; Kala Klass had a salad. Sally’s glass flask was full of salt; Sal also saw a glass flask. Terry or Peter saw Perry at the polo tryout; you were there, too. Trey, a poet, wrote the quote for Peter; we were there with Trey.
8
10487 24680 31579 90642 35179 86210 38764 21430 79538 24680 97315 63829 87321 90543 28645 80902 21354 87654 23890 27480 46572 89340
9
pens turn fur slam pay rifle worn pan duck ham lap slap burn girl
10
Andy Clancy, a neighbor, may visit at the lake and at the island.
11
read ploy create kiln crate plum were pony cats jump severe hump
12
Phillip, as you are aware, was a reader on deferred estate cases.
13
did you we spent pony street busy jump held severe pant exert due
14
Were profits better when we were on Main Street than Duck Street?
7
1
2
3
4
5
6
7
8
9
10
11
13
12
Communication
P R O N O U N- ANTE CE D E NT AGRE E ME NT
90d
1. Review the following guides and those in Keyboarding Pro DELUXE 2. In the pronoun agreement data file, follow the specific directions provided. 2. Check and close. (90d) pronoun agreement
KEYBO OARD DIN NG PRO O DELLUX XE 2 References/Communication Skills/Pronoun Agreement
1. The antecedent is the word in the sentence to which the pronoun refers. In the examples, the antecedent is bold and the pronoun is in italics. Players must show their birth certificates. The boy lost his wallet. 2. The antecedent must agree with the pronoun in person (first, second, third). I am pleased that my project placed first. (Both are first person.) You must stand by your display at the science fair. (Both are second person.) He has lost his watch. (Both are third person.) 3. The antecedent must agree with the pronoun in gender (neuter when gender of antecedent is unknown). Gail said that she preferred the duplex apartment. The adjustable chair sits firmly on its five-leg base. The dog looked for its master for days. 4. The antecedent must agree with the pronoun in number. If the antecedent of a pronoun is singular, use a singular pronoun. If the antecedent is plural, use a plural pronoun. All members of the class paid their dues. Each of the Girl Scouts brought her sleeping bag.
LESSON 90
SKILL BUILDING
MODULE 15
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
482
Lesson 91 New Commands
Agenda with Comments
• New Comment
• Delete Comment
• Edit Comment
WARMUP KEY YBOARDING PRO O DELUXE 2
New Commands
Lessons/91a Warmup C O M M E NTS Comments enable multiple reviewers to critique a document and insert remarks or annotations. Comments are generally displayed in balloons positioned in the right margin.
91b To insert a comment:
TIP
Review/Comments/New Comment
Before you enter comments, check to see that your name and initials are in the User name and Initials boxes on your computer.
File/Options/General
1. Select the text or click at the end of the text on which you wish to comment, and follow the path to display the Comment balloon. 2. Key the comment you wish to make.
To respond to a comment: Review/Comments/New Comment 1. Click the balloon containing the comment to which you want to respond.
DISCOVER D To edit a comment, click in the balloon of the comment you want to edit and key the changes you want to make.
2. Click New Comment to display a new comment balloon with a dotted line to the comment to which you are responding and with an R in the label to indicate a response. 3. Key your response in the New Comment balloon.
To delete a comment: Review/Comments/Delete 1. Click in the balloon containing the comment you want to delete. 2. Click Delete. -or1. Right-click the balloon containing the comment you want to delete. 2. Click Delete Comment.
D RILL 1
COM ME NT S
1. In the open document, note each section that is highlighted and view the comment that is attached to it. 2. Select add a new comment in the first line of the last paragraph; then click New Comment. 3. Key the following comment: Adding a new comment is very easy to do.
comments 5. Key Responding to a comment is also very easy to do. 6. Click in the comment attached to Delete a comment and read it; then delete it. 7. Click in your response to Comment [svh3] and edit it, adding the following: Editing is very simple, too. 8. Proofread and check; click Next to continue. (91-drill1)
4. Click in Comment [svh3], which is attached to Respond to a comment. Click New Comment.
LESSON 91
AGENDA WITH COMMENTS
MODULE 15
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
483
Document Design
A G E ND A
91c
An agenda is a plan for conducting a meeting. Typically, the agenda is distributed to participants prior to the meeting and contains four or five types of information: 1. A heading that usually contains the general topic of the meeting, the time, the date, and the location. 2. A list of specific topics to be discussed in the meeting. 3. The individual or group responsible for leading the discussion on each topic. 4. Time allocated for the discussion of each topic, -or- the beginning and ending time of the meeting. Time allocation depends on company philosophy. 5. Attachments that provide information about some of the discussion topics. In some cases, this information is distributed separately from the agenda. Agendas may be prepared using a traditional format, a template, a table, or building blocks. For a short agenda, the heading should be positioned at 2". If the agenda goes to a second page, the heading should be positioned at 1.5". If it still goes to a second page, position the heading at 1". Generally, a preliminary agenda is sent out to all participants, and they are asked to review the agenda and respond with additional items.
2"
LESSON 91
AGENDA WITH COMMENTS
MODULE 15
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
484
Applications
1. Prepare the agenda illustrated on the previous page, formatting it as indicated below. 2. Key the title and subtitle and apply Title and Subtitle styles. Format the subtitle:
91-d1
a. Position the standard meeting location at the left margin.
Agenda with Comments
b. Set a 3.25" center tab to position the standard meeting time at the center. c. Set a 6.5" right tab to key the variable meeting date at the right margin. 3. Change the tabs to 1" left tab and 6.5" right-aligned dot leader tab and key the agenda on the previous page. 4. Add and edit the following comments to the agenda: a. Select Call to Order and add Comment 1: Please confirm your attendance. b. Select Proposal and add Comment 2: Copies will be distributed at least three days prior to the meeting. c. Select Approval and key Comment 3: If the Board is not ready to finalize the decision, another meeting will be scheduled. d. Edit Comment 1 as follows: Please confirm your attendance and indicate any additional items you wish to add to the agenda. 5. Select the heading (title and subtitle) and save it for future use as a building block with the name and description NPB Agenda Heading. 6. Proofread and check; click Next to continue. (91-d1)
91-d2
1. Open 91-d1 and make the following revisions to the preliminary agenda.
Revised Agenda
2. Approval of Minutes needs to be added to the agenda. Mary Freeman does not require additional time for that item. Position after Call to Order and do not list a time. 3. The speakers giving the three perspectives—hospital, technical college, and university—indicated that 10 minutes would be adequate for their comments. Reduce their times to 10 minutes each and add the 15 minutes saved to the discussion time. 4. Delete all comments. 5. Proofread and check; click Next to continue. (91-d2)
91-d3
1. In the open file, select the date and replace it with 5/14/201-.
Agenda Formatted in Table
2. Key the response to Comment 2 made by Mary Todd: I agree. The Bradford, Eastman, and McAlexander proposals should be reviewed separately.
training agenda
3. Select Discussion and add a new comment: I think we should allow 10 minutes for each proposal and 20 minutes for discussion. 4. Delete the first comment by Jason Tapp. 5. Proofread and check; click Next to continue. (91-d3) 1. Open 91-d3 and make the following revisions to the agenda.
91-d4
2. Add two rows below row 4 (2:50 time slot). Add the following information: Revised Agenda
Row 5:
3:00
Review of Eastman Proposal
Mary Todd
Row 6:
3:10
Review of McAlexander Proposal
Your Name
3. In row 4, modify the text in column B to Review of Bradford Proposal. 4. Change times: Discussion 3:20; Recommendations 3:40; and Adjournment 4:00. 5. Delete all comments. 6. Check and close. (91-d4)
LESSON 91
AGENDA WITH COMMENTS
MODULE 15
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
485
Lesson 92 • Track Changes
New Commands
Minutes with Track Changes • Show Markup
• Reviewing Pane
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/92a Warmup
New Commands
TR A CK C HANGE S The Track Changes feature shows suggested revisions or changes in a document. Tracked changes enable a reviewer to make suggestions in the form of insertions, deletions, and formats to the text of a document without the document itself changing. Each suggested change can be viewed and accepted or rejected. Off On Once changes are accepted, the document is actually changed. Comments differ from tracked changes in that suggestions are offered, but they cannot be accepted and made a part of the document. Comment text would have to be copied or keyed to integrate it in the document.
92b
TIP Use Show/Hide with Track Changes.
To turn Track Changes on or off: Review/Tracking/Track Changes 1. Click Track Changes to turn tracking on. When tracking is turned on, the button turns orange. 2. To turn tracking off, click the orange Track Changes button.
MARKUP Markup provides options for viewing changes that have been tracked. Some reviewers prefer to focus on insertions and deletions and deal with other revisions separately. Others prefer to review the suggestions of one reviewer at a time. 1
Display for Review: Choose how to view proposed changes to the document.
2
Show Markup: Choose the type of markup to show in the document.
3
Reviewing Pane: Show revisions in a separate window.
1 2 3
To show markup: Review/Tracking/Show Markup
TIP Colors will vary on different computers. However, each author should have a different color.
LESSON 92
1. Display the markup options. 2. Check options that you wish to display and deselect options that you do not wish to display.
MINUTES WITH TRACK CHANGES
MODULE 15
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
486
D I S P L AY FO R RE V IE W Options are available to view a document with tracked changes from several different perspectives. Note the difference in the displays with the four options shown below. 1
Final: Show Markup: Shows the document with all proposed changes included.
2
Final: Shows the document as it would look if all changes are accepted.
1 2 3 4
3
Original: Show Markup: Shows document with all proposed changes except formatting changes.
4
Original: Shows the document before changes were made.
Final: Show Markup
Final
Original: Show Markup
Original
D RILL 1
DISPLAY FOR R EVI EW
1. In the open document, note that the document opens in the default view, Final: Show Markup. Hover the mouse above each change and review the information provided. 2. Turn on Track Changes. Key your name below the last line of text.
LESSON 92
MINUTES WITH TRACK CHANGES
track changes
3. View the document in eachh off the th four options for review. 4. Check to see that your name is listed as a reviewer. Then turn Track Changes off. 5. Proofread and check; click Next to continue. (92-drill1)
MODULE 15
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
487
EDIT WI T H TR ACK CHANGES
D RILL 2
onsite meeting
Review/Tracking/Track Changes
Review/Tracking/Show Markup k
1. In the open document, turn Track Changes on and make the changes shown below.
2. Review the document by selecting Final: Show Markup and then by selecting Final. 3. Proofread and check; click Next to continue. (92-drill2)
The first on site meeting is scheduled for November 10. We plan to meet at the main
a.m.
entrance at 10:30 o’clock tto tour the property and review the procedures that
near
NatureLink plans to use in designing the trails close to the red cockaded woodpecker (RCW) habitat. Since the RCW is an endangered species , we want to balance the
protect
wishes of ecotourists to observe these birds and the need to preserv preserve tthem.
R E V I EWING PANE The Reviewing Pane provides a summary of the tracked changes and comments in a document. Vertical and Horizontal options are available.
To view a summary of tracked changes and comments: Review/Tracking/Reviewing Pane •
Follow the path and select either Reviewing Pane Vertical or Reviewing Pane Horizontal.
R E V I EW C HANG E S AND COMME NTS Changes and comments can be reviewed in sequence, and each change can be accepted or rejected. Comments should be rejected or deleted after they have been read and appropriate action has been taken. Comments do C d not convert to text. All changes can also be accepted or rejected at one time.
To accept or reject changes: Review/Changes/Previous or Next 1. Click Previous or Next to move to a change. 2. To accept a change, click Accept and Move to Next; to reject a change, click Reject and Move to Next. 3. To accept all changes at once, click Accept and then Accept All Changes in Document; to reject all changes, click Reject and then Reject All Changes in Document.
LESSON 92
MINUTES WITH TRACK CHANGES
MODULE 15
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
488
RE VI E W CHANGES
D RILL 3
1. Open 92-drill1 and display the Reviewing Pane vertically. Note the number and types of changes made in this document.
3. Click Accept All Changes in Document to accept the remainder of the changes.
2. Accept each change in sequence until you get to the comment; delete the comment.
4. Proofread and check; click Next to continue. (92-drill3)
Document Design 92c
TIP For minutes that are more than one page long, include an appropriate header on all pages except the first one. Generally, the header would include the meeting name and the page number.
M I N UTE S Minutes provide a record of what occurred in a meeting. Typically, minutes are prepared relatively soon after a meeting and distributed to all participants. Minutes may vary significantly depending on the type of meeting. In some cases, only a brief summary of the action taken is recorded. In other cases, a verbatim transcript of everything said in a meeting is recorded. Most organizations prefer to record only the essential or very important information that needs to be preserved for future reference. These minutes are usually called action minutes because they capture the decisions that are made and the actions that take place. Some minutes are very formal; others are very informal using first names and a casual writing style. Typically, minutes contain the following information: 1. Heading information—Minutes, meeting name, date, time, and location. 2. Name of presiding officer or meeting leader and names of attendees. 3. Introduction of topics or outcomes expected. 4. Summary of decisions and actions. 5. Handouts and meeting materials may be attached to be part of the record.
Applications
1. In a new document, insert the NPB Agenda Heading from the Quick Parts Gallery. 2. Select the Agenda title and modify it to Minutes—Nursing Partnership Board, and save the selection as a building block in the Quick Parts Gallery. Use NPB Minutes Heading as the name and description.
92-d1 Draft Minutes
3. Key the meeting date 1/15/201-. 4. Key the minutes from the draft version on the next page, using normal margins. Your document will be two pages long. This draft will be reviewed by several reviewers. Use Heading 1 style for all headings. 5. Proofread and check; click Next to continue. (92-d1) 1. Make sure Track Changes are turned on. In the first paragraph, delete the first sentence; delete student’s name, and key your name. Also replace (Student’s Name) in the paragraph below with your name.
92-d2 Final Minutes draft minutes
2. Add a second-page header using Motion Even Page and the title from the first page; do not show the header on the first page. 3. Review the summary in the Reviewing Pane. Then review changes by each reviewer separately. Accept all changes shown for each reviewer. 4. View your changes and accept all changes in the document. 5. Check and close. (92-d2)
LESSON 92
MINUTES WITH TRACK CHANGES
MODULE 15
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
489
2"
LESSON 92
MINUTES WITH TRACK CHANGES
MODULE 15
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
490
Lesson 93
Itinerary and Tracking Options
• Track Changes Options
New Commands
WARMUP KEY YBOARDING PRO O DELUXE 2
93b
Lessons/93a Warmup A
ALL LE TTE RS
gwam
3'
What do you think about when you hear individuals being
4
2 50
8
5 52
12
7 55
Timed Writing
1. Key a 1' writing on each paragraph; work to increase speed. 2. Key a 5' timing on both paragraphs.
• 12
4
•
16
•
8
•
called student-athletes? 24
• 20
•
Many people think only of the very
28
•
32
•
visible football or basketball players who attract a lot of 36
•
40
•
44
•
attention and often get special treatment on campus. •
52
•
56
48
Few people
•
16 10 57
60
think about the large numbers of young men and women who put in •
64
•
68
•
72
20 12 60 •
long hours working and training to be the very best they can be 76
•
80
in a wide variety of sports. 88
•
•
84
•
96
•
104
•
108
attract large crowds to watch them perform. 112
•
116
•
They frequently
4
•
40 24 72
•
16
8
•
•
20
•
28
•
32
•
40
effort in a sport? 48
•
44
52
•
56
•
confidence. 72
64
•
68
76
•
80
•
endeavor.
88
92
•
100
•
to your job and your life. 112
•
104
•
ITINERARY AND TRACKING OPTIONS
72 43 91
108
Most important of all, these individuals
77 46 93
116
are doing what they really enjoy doing.
LESSON 93
68 41 88
96
The skills do not apply just to sports; they also apply
• •
•
64 38 86
•
and hard work are a major part of success in any type of 84
60 36 83
•
An athlete learns that teamwork, ethical conduct, •
56 34 81
•
be organized, be an effective time manager, and have self60
52 31 79
•
To be successful in a sport, a student must
•
48 29 76
•
athlete gain from the significant investment of time and 36
44 26 74
•
sports with very little opportunity to become a professional 24
37 22 70
120
What does a student-athlete in one of the less visible 12
33 20 67
•
excel in both academic and athletic performance. •
29 17 65
•
any type of recognition in the news media, and they do not 100
25 15 62
•
These students may never receive
92
5'
•
79 47 95
MODULE 15
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
491
New Commands 93c KEYBO OARD DIN NG PRO O DELLUX XE 2 References/Word 2010 Commands/Lessons 91–93
TIP If you change options on a computer that is used by others, you should change the options back to the default as a courtesy to them.
TR A CK C HANGE S OPTIONS Users have the option of using the default Track Changes Options or changing the tracking options. Options can be changed in a variety of ways that involve the type of markup, type style, color, and whether or not to track certain changes such as formatting. Tracking options are designed to identify which reviewer made each suggested change. In order for Word to recognize different reviewers, each reviewer must have his or her name keyed in the User name box that can be accessed on the Options of the File menu or from the Track Changes Options. If a reviewer keys initials in the Initials box, the initials are used in designating who made the change; if not, the full name is used. It is important to note that not all computers display colors in the same way. The color one reviewer has displayed on a computer may be different from the color another reviewer sees when he or she is reviewing the document. As noted in the last lesson, the Show Markup command lists the reviewers and identifies the color for each reviewer.
To display and change default tracking options: Review/Tracking/Track Changes 1. Select Change Tracking Options to display the Track Changes Options dialog box. 2. Click the drop-list arrow of the option you wish to change, and select the option you wish to use from the list. Note that (none) is an option—you can choose to display or not display that option. Also note the variety of colors and style options that can be used. When you have completed all changes, click OK. Markup—controls how insertions, deletions, and comments display. Changed lines alert the reviewer to changes made. A punctuation or one-letter change may be difficult to see; lines point out where the changes were made. Moves—controls how changes in repositioned text display. Table cell highlighting—controls the color used to show cells inserted, deleted, merged, or split. Formatting—controls whether or not formatting is tracked and provides display options. Balloons—controls what balloons are used for and their size and position.
LESSON 93
ITINERARY AND TRACKING OPTIONS
MODULE 15
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
492
T RA CK CHANGES OPTI ONS
D RILL 1
track changes options
3. Change the name and initials ti l iin the th User name box from your name to Lynn West and lw.
Review/Tracking/Track Changes/Change User Name 1. Turn on Track Changes; check to see that you are listed in the User name box.
4. Make the changes shown in the remainder of the document; observe how the changes display.
2. Change all headings to Heading 1 style; then make the changes in the first two sections as shown below.
5. Proofread and check; click Next to continue. (93-drill1)
Nursing Partnerships Demand for Nurses Exceeds Supply
the entire As we all know, the demand for nurses far exceeds the supply of nurses in this
educational institutions
central
region of the state. Local colleges are unable to prepare an adequate supply of
Changes by Student
nurses to meet this growing demand. The result is that healthcare facilities are
unable to meet workforce demand. Partnership Proposed
five The four local hospitals, the local technical college, and the local university in
central have
the region has developed a strong comprehensive and viable plan to increase
over the next ten years
the supply of both licensed practical nurses and registered nurses. Hospitals
Five
Four area hospitals will contribute $1,000,000 each to the Nursing Partnership
4
5
this year. Of the $4,000,000, the university will be allocated $3,000,000, and the technical college will be allocated $1,000,000. In addition, the hospitals each pledged to invest $50,000 a year in the Nursing Partnership for the next
equally
five years. These annual funds will be split 50/50 between the technical
Changes by Lynn West
college and the university.
The attached table summarizes the five-year funding plan for the hospitals and the five-year spending plan for the educational institutions. Program Implementation The agreement will be finalized and signed within three weeks, and the funds will be made available within three months. Other potential partners are being contacted to determine their willingness to participate in the program.
LESSON 93
ITINERARY AND TRACKING OPTIONS
MODULE 15
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
493
CH A NGE T R ACK I NG OPTI ONS
D RILL 2
1. Key your name and initials in the User name box. With the document open, turn Track Changes on.
track changes options
5. Proofread and check; click ck Next Ne t to t continue. (93-drill2) •
Insertions—Color only; Deletions—Strikethrough.
2. Change the default Track Changes Options to those shown at the right.
•
Moved from—Bold and Dark Yellow color; Moved to—Underline and Dark Yellow color.
3. With the defaults changed, make the changes you made in steps 2−4 of Drill 1.
•
Formatting—Bold; keep in balloon.
•
Balloons—change width to 2" and display in left margin.
4. Observe carefully how all of the changes displayed using the options you set.
RET UR N OPTI ONS TO DEFAULT
D RI LL 3
1. In the open document, change the Track Change Options back to the defaults shown at the right. 2. Then key on the first line: For this document, the Track Changes Options were returned to the default setting. 3. Proofread and check; click Next to continue. (93-drill3)
Document Design
•
Insertions—Underline; Deletions—Double strikethrough.
•
Moved from—Double strikethrough and Green color; Moved to—Double underline and Green color.
•
Formatting—(none).
•
Balloons—Width: 3"; Margin: Right.
I TI N E R AR Y An itinerary is a detailed plan for a trip. Itineraries for work-related trips provide details about the business activities as well as the travel information. Normally, when people are working in their offices, they have various types of information available to them. When they are out of the office, a comprehensive itinerary provides a quick summary of all the logistical information needed to function effectively. Typically, an itinerary includes the following information:
93d
•
Heading with name and dates of trip.
•
Transportation information—maps and route information for driving trips; or airline flight numbers and times, ticket information, passport or other identification, visa requirements, rental car or ground transportation for air travel.
•
Hotel information—name and address, confirmation number, special requests made.
•
Restaurant information—name and address, reservation information, participants.
•
Meetings or appointments—individual and company names, times, addresses, and transportation information if needed.
•
Leisure-time information.
Generally, itineraries are formatted using tabs or a table. Fragments are used rather than complete sentences. Review the itinerary on the next page; pay particular attention to the way the content is presented. Also review the format.
LESSON 93
ITINERARY AND TRACKING OPTIONS
MODULE 15
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
494
Title Style
Subtitle
2.25" tab
Heading 3
LESSON 93
ITINERARY AND TRACKING OPTIONS
MODULE 15
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
495
Applications 93-d1 Itinerary Formatted with Tabs
1. Apply Aspect document theme, and key the headings shown on the previous page. Apply Title and Subtitle styles to the headings; set a right-align tab at 6.5" for the date. 2. Set a 2.25" left tab with a hanging indent and key the trip information as shown. Do not format the internal headings for each day until after you have keyed the entire document. 3. Apply Heading 3 style to the internal headings. After each heading, use the Add Space After Paragraph command to insert additional space after each heading to make the document easier to read. 4. Proofread and check; click Next to continue. (93-d1)
93-d2
Several items have changed on Mr. Winn’s itinerary. Make all changes using Track Changes.
Modified Itinerary
1. Open 93-d1 and turn Track Changes on. 2. Change the Track Changes Options as follows: Insertions—Underline and Dark Red color; Deletions—Strikethrough and Dark Blue color. 3. Make the following changes in the itinerary. a. On Wednesday, October 9, add: 7:00 p.m. | Dinner at Pat’s Buckhead Café with Rhett Brown, Joyce Downy, and Hudson Davis. b. Change the time on the return flight to Chicago to 11:40 a.m. with arrival at 1:15 p.m. c. Click at the end of the entry and insert the comment: Southern Express Airlines called with the flight schedule change. 4. Preview in both Final and Final: Show Markup views. 5. Proofread and check; click Next to continue. (93-d2)
TOM GRILL/AGE FOTOSTOCK/PHOTO LIBRARY
WORKPLACE SUCCESS W
LESSON 93
Fear of Failure Many employees—particularly young employees—limit their success because they have an unfounded fear of failure. They often confuse failing with being a failure. If they take on a project and it fails, they think of themselves as failures and avoid taking on similar projects. This type of behavior is often referred to as a self-fulfilling prophecy. If you think you can do something, you are likely to, but if you do not think you can do something, you are not likely to do it. The attitude that leads to success is to view failed projects as something that did not work, to try to learn why, and to move to something that might work. The owner and chef of a great restaurant had a total failure with his first restaurant, then took a job as a chef and was fired; his next venture was a resounding success—arguably the leading restaurant in the country. Baseball home-run kings often also have high strikeout numbers. Successful people are persistent—when something does not work, they try alternatives and learn from each trial until they reach success.
ITINERARY AND TRACKING OPTIONS
MODULE 15
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
496
93-d3
1. Reset the Track Changes Options to the default: Insertions—Underline and Color by Author; Deletions—Strikethrough and Color by Author.
Return to Defaults
2. Key on the first line: I have returned the Track Changes Options to the defaults as a courtesy to other users of my computer. 3. Proofread and check; click Next to continue. (93-d3)
93-d4
1. Tap ENTER three times and then apply Aspect document theme.
Itinerary in a Table
2. Key the itinerary shown below using a two-column table. Apply Medium Shading 1 – Accent 3 table style. Deselect First Column in the Table Style Options. Adjust the width of the first column to 2". 3. Use 1" row height for the first row; apply 14-point bold font and Align Center to the heading. 4. Bold the information in the three rows with the dates. Adjust row height to 0.4" and apply Align Center Left to those three rows. Leave a blank row between days of the trip. 5. Check and close. (93-d4)
LESSON 93
ITINERARY AND TRACKING OPTIONS
MODULE 15
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
497
Lesson 94
News and Meeting Documents
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/94a Warmup
Document Design
N E W S R E L E ASE A news release disseminates information that an organization wishes to publish. Typically, the information is sent to newspapers, radio stations, television stations, and other media outlets. Well-prepared news releases stand a good chance of getting published when the information contained in the release is newsworthy and easy to publish. Media outlets may publish only a portion of a news release; therefore, the release should be designed to present the most important information first and the least important news last.
94b
The release can be prepared using a form, a template, or building blocks. The news release heading generally contains the same information that would be on a letterhead. In addition, it is labeled a news release, provides the name of a contact person to reach for additional information, contains the date the information may be released, and includes a short subject line that could serve as a news headline. Typically, ### or -30is used to indicate the end of the article. If the news release is more than one page long, the word more is usually centered in a footer on the first page to indicate additional news is contained on the next page. The second and subsequent pages should contain a header (often called a slug line) with a short heading and the page number.
Applications 94-d1
1. In the open document, select the heading of the news release form and save it as a building block in the Quick Parts Gallery. Use Sun News for the name and description. 2. Key the news release shown on the next page.
News Release
3. Proofread and check; click Next to continue. (94-d1)
news release
94-d2
1. Insert the Sun News building block for the heading of a news release and key the first paragraph shown below. The news will be released immediately.
News Release
2. Insert the data file sun ceo after the first paragraph.
sun ceo
3. Then key the following closing paragraph: Ledbetter is married to Kirk T. Parham, a nationally known pediatrician. They have two teenage children— a son, Joseph, and a daughter, Caitlyn. 4. Indicate the end of the release. 5. Proofread and check; click Next to continue. (94-d2)
SUN NAMES NEW PRESIDENT AND CHIEF EXECUTIVE OFFICER FLAGSTAFF, AZ—The Sun Property and Casualty Insurance Company announced today that its Board of Directors unanimously approved Amy T. Ledbetter as its new chief executive officer. Ledbetter replaces Mark R. Daff, who served as chief executive officer for the past eight years.
LESSON 94
NEWS AND MEETING DOCUMENTS
MODULE 15
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
498
LESSON 94
NEWS AND MEETING DOCUMENTS
MODULE 15
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
499
1. Apply Apex theme. Tap ENTER three times and key the agenda title and subtitle. Use Title and Subtitle styles; shrink the title to fit on one line. In the subtitle line, set a center tab at 3.25" and a right-align tab at 6.5".
94-d3 Draft Agenda
2. Change tabs to a 0.5" left tab and a 6.5" right-align leader tab and key the remainder of the agenda as shown below. 3. Remove the space after the paragraph between the subitems under the four headings with no name. 4. Proofread and check; click Next to continue. (94-d3)
Agenda—Moorman Children’s Home Board of Directors Meeting Board Room 8:00 a.m. April 16, 201Welcome and Call to Order ........................................................... Carol Trotter Approval of Minutes ...................................................................... Carol Trotter Finance Audit ............................................................................ Jerry McAlister Quarterly Statements ......................................................Mary Morales Development Moorman Charity Golf Tournament ....................................... Bill Mann Moorman Annual Barbecue ........................................Wayne Lipscomp Infrastructure Building Update .................................................................... Ken Price Perimeter Drive ............................................................. Fred Simmons Programs Update Accreditation Review ........................................................ Keith Knight Review of Each Program .......................................... Sharon Washburn
1. In the open document, review the changes by each reviewer separately and accept each change. Remember to remove the space after paragraph for the subitems under the four headings.
94-d4 Final Agenda agenda revisions
2. Save the agenda heading as a Quick Part with Moorman Heading as the name and description. 3. Proofread and check; click Next to continue. (94-d4) 1. In the open document with Track Changes turned on, insert the Moorman Heading and change Agenda to Minutes. Check to see that your name appears in the User name box.
94-d5 Minutes moorman minutes
2. Review the changes and comments made by the reviewers. Insert the headings suggested; use Heading 1 style and make other suggested corrections. Delete all comments after you have finished the revisions. Turn Track Changes off. Accept the changes made when inserting headings. 3. Add the closing lines: Key Respectfully submitted and tap ENTER twice to leave space for the handwritten signature, and key Gregg Parrish. 4. Check and close. (94-d5)
LESSON 94
NEWS AND MEETING DOCUMENTS
MODULE 15
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
500
Lesson 95
Assessment
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/95a Warmup A
ALL LE TTE RS
Skill Building 95b
Timed Writing
Key two 3' timed writings. Work at your control rate.
gwam
3'
Something that you can never escape is your attitude.
4
2 44
8
5 47
Your attitude
12
7 49
reflects the way you feel about the world you abide in and
16
9 52
everything that is a part of that world.
It reflects the way you
20 12 54
feel about yourself, about your environment, and about other peo-
25 15 57
ple who are a part of your environment.
Oftentimes, people with
29 17 59
a positive attitude are people who are extremely successful.
33 20 62
At times we all have experiences that cause us to be
36 22 64
It will be with you forever.
However, you decide whether your
attitude is an asset or a liability for you.
negative.
The difference between a positive and a negative per-
41 24 66
son is that the positive person rebounds very quickly from a bad
45 27 69
experience; the negative person does not.
The positive person is
49 30 72
a person who usually looks on the bright side of things and
53 32 74
recognizes the world as a place of promise, hope, joy, excite-
58 35 77
ment, and purpose.
62 37 79
A negative person generally has just the
opposite view of the world. 3' 5'
Applications 95c
5'
Remember, others want to be around
66 40 82
those who are positive but tend to avoid those who are negative.
70 42 84
1
4
3
2 1
2
3
When you complete a document, proofread it, check the spelling, and preview for placement. When you are completely satisfied, click the Continue button to move to the next document. Click the Check button when you are ready to error-check the test. Review and/or print the document analysis results.
Assessment Continue Check
LESSON 95
ASSESSMENT
MODULE 15
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
501
95-d1
1. Key the title and subtitle shown below. Use the default Office theme.
Agenda
2. Use Title style for the title and Subtitle for the location, time, and date. Set a center tab at 3.25" and a right-align tab at 6.5". 3. Change tabs to 1" left tab and 6.5" right-aligned leader tab; key the remainder of the agenda. 4. Proofread, preview, and continue to the next document. (95-d1)
Agenda—Investments Committee Boardroom 9:30
9:30 AM
January 19, 201-
Call to Order ................................................................... John Bennett Approval of Minutes ........................................................ John Bennett
9:35
Open Issues Conflict of Interest Policy ........................................... Roger Lettsworth Investment Policy ............................................................ Kevin Vickers
10:05 New Business Portfolio Performance Review .......................................... Jeffery Harsh Investment Manager Performance ................................... Jeffery Harsh 11:00 Adjournment
95-d2
1. Use the same document theme and heading that you used for the agenda in 95-d1; change Agenda to Minutes.
Minutes
2. Key the minutes shown below. Note that two levels of headings are used. Use Heading 1 style except where noted to use Heading 2 style. 3. After you complete the minutes, follow the additional directions on page 504 to make changes with Track Changes.
Call to Order Chairman John Bennett called the meeting of the Investments Committee to order at 9:30 a.m. on January 19, 201- in the Boardroom. The following members were present: Mr. John Bennett, Ms. Carla Greene, Mr. Marquez Garcia, Mr. Roger Lettsworth, Ms. Makayla Parker, Ms. Akira Surabaya, Mr. Kevin Vickers, Ms. Alexis Weaver, Mrs. Kiele Wong, and Mr. Quinn Young. (continued)
LESSON 95
ASSESSMENT
MODULE 15
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
502
95-d2
Approval of Minutes
continued
Mr. Lettsworth noted that all members had received copies of the minutes prior to the meeting, and copies are also in the meeting packet. The minutes were approved as presented. Open Issues Two open issues came before the Committee. Conflict of Interest (Heading 2 style) The Conflict of Interest Policy was reviewed. No changes were made in the existing policy. Committee members were asked to complete the Conflict of Interest Acceptance Form and return it to the office. Investment Policy (Heading 2 style) The Investment Policy was reviewed in detail. After considerable discussion, the Committee recommended that the Alternative Investments allocation be increased from a maximum of 10 percent of the portfolio to a maximum of 20 percent of the portfolio. New Business Mr. Jeffery Harsh, our investment consultant, presented both the portfolio performance report and the evaluation of eight portfolio managers. Mr. Harsh recommended that Beckwith Investment Services be terminated immediately and that the funds managed by Beckwith be split between the large cap growth and value managers. The motion passed unanimously. Mr. Harsh reviewed the report on portfolio performance for the previous calendar year. The written report is attached. Total returns were 24 percent. All segments of the portfolio exceeded the benchmarks except the core segment which underperformed the benchmarks all four quarters. Adjournment Chairman Bennett adjourned the meeting at 11:00 a.m. Minutes submitted by Roger Lettsworth Minutes approved by
Tap ENTER twice to allow space for each signature.
John Bennett (continued)
LESSON 95
ASSESSMENT
MODULE 15
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
503
95-d2
4. Turn Track Changes on. Check to see that your name and initials are in the User name and Initials boxes.
continued
5. Make the following changes. a. In the first paragraph under Call to Order, insert a comma after the year. b. In the paragraph under Conflict of Interest, add Policy in the last sentence so that it reads “…complete the Conflict of Interest Policy Acceptance Form.” c. Under New Business, insert Portfolio Review between the first and second paragraphs and apply Heading 2 style. d. Under New Business, insert Review of Managers before the last paragraph and apply Heading 2 style. e. Move the content under the heading Portfolio Review and position it under the heading Review of Managers. f. Move the paragraph about the review of the portfolio under the heading Portfolio Review. g. Change the adjournment time from 11:00 a.m. to 11:15 a.m. 6. Use a Motion Even Page header to add the title and page number to the second page only. 7. Review the document to ensure that all of the changes were made. 8. Accept all changes. 9. Check and close. (95-d2)
BOOKMARK B www co www.collegekeyboarding.com Module 15 Practice Quiz
LESSON 95
ASSESSMENT
MODULE 15
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
504
MODULE
16
Legal and Medical Documents
LEARNING OUTCOMES
Lesson Lesson Lesson Lesson Lesson Lesson Lesson
96 97 98 99 100 101 102
• Format legal office applications. • Format medical office applications. • Skillbuilding.
Legal Documents Legal Pleadings Preparing Legal Documents Medical Correspondence SOAP Notes Preparing Medical Reports Assessment
Lesson 96
Legal Documents
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/96a Warmup
Document Design
L E G A L AND ME D ICAL D OCU ME NTS This module is an introduction to legal and medical word processing. You will be using word processing features that you learned in previous modules to create medical and legal documents. You will work with a variety of documents, including Power of Attorney, Articles of Incorporation, Conservatorship table, Notice of Deposition, Notice of Motion, Notary form, medical reports and SOAP notes.
96b
CREAT E DATA FI LE
D RI LL 1
1. In the open document, turn on Show/Hide. Use the Mail Merge Wizard to create the data source. Mailings/Start Mail Merge/Step by Step Mail Merge Wizard 2. In step 1, select Letters. Step 2, choose Use current document. Step 3, Type a new list and then Create.
LESSON 96
power of attorney 3. Click Customize Columns; delete the fields in the Field Names box and add the field names listed below. 4. Key the data information for each recipient. 5. Save data file as power of attorney data. Proofread and check; click Next to continue. Non-Keyboarding Pro DELUXE 2 users may leave the document on screen and continue with Drill 2.
Field Name
Recipient 1
Recipient 2
County
Orange
San Diego
Date
June 6, 201-
June 15, 201-
Name
Lawrence Rodriguez
James Thompson
LEGAL DOCUMENTS
MODULE 16
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
505
INSE R T FI E LDS AND MER GE DOCUMENT
D RILL 2
1. Use the Mail Merge Wizard and advance to step 4. Place the insertion point on the first left parenthesis, (Field: County), in step 4, and click More items. Insert the field name, County, and then delete the parentheses and the text inside them. Insert the remaining two field codes in the same manner. 2. Non-Keyboarding Pro DELUXE 2 users will need to save the main document using a name that identifies it as being the main, such as power of attorney main.
Applications 96-d1 Mail Merge Letter Non-Keyboarding Pro DELUXE 2 users will need to save the main document.
3. In step 5, choose Next: Complete the merge. In step 6, click Edit individual letters. When the Merge to New Document box displays, click OK. 4. Proofread and check; click Next to continue. (96-drill2) Non-Keyboarding Pro DELUXE 2 users will need to save the merged document.
1. In the open document (96-d1main), create the data source using the field names shown in the table below. Save as 96-d1data. 2. Key the following letter with open punctuation as a main document for a mail merge. Apply bold to each of the field names. Insert the merge fields in the main document. 3. Merge the data source and the main document. 4. Proofread and check; click Next to continue. (96-d1)
Current date Secretary of State State of California Sacramento, CA 96814-2591 Dear Secretary
P.O. Box 12345
Please reserve the following name to be used by a California corporation proposed to be formed in the near future: Field: Name Center field If the name is not available for corporate use, the following names are listed as alternatives: First:
Field: First
Second:
Field: Second
Third:
Field: Third
Use default tabs
An envelope is enclosed for returning the Certificate of Reservation of Name. A check for $750 to cover the processing fee is also enclosed. Thank you for your attention in this matter. Sincerely
Attorney
xx
Enclosure
Field Name
Letter 1
Letter 2
Name
LO-CARB MEALS, INC.
NEW IMAGE SURGERY CENTER
LO-CARB MEALS ARE US, INC.
A-1 PROFESSIONAL SURGERY CENTER
Second
LO-CARB DIETS, INC.
IDEAL SURGERY CENTER
Third
LO-CARB PASTA, INC.
A-1 LASER SURGERY CENTER
First
LESSON 96
Armando J. Reynoza
LEGAL DOCUMENTS
MODULE 16
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
506
96-d2 Mail Merge Articles of Incorporation
NOTE Articles of Incorporation contain information regarding the name, address, and purpose of the company, as well as the share structure. Articles of Incorporation may differ for medical, nonprofit, professional, and municipal corporations.
LESSON 96
1. Tap ENTER five 5 times to leave an approximate 3" top margin for the Secretary of State to place the filing stamp. Key ARTICLES OF INCORPORATION; apply Heading 1 style. 2. Create the data source using the fields and data shown in the table; save the data file as 96-d2data. Key the Articles of Incorporation, inserting the fields as shown below. Tap ENTER twice before keying the underscore for the signature. Key the Incorporator’s name, right-aligned below the line; remove space after paragraph. 3. Merge the data source and the main document. 4. Proofread and check; click Next to continue. (96-d2) Field Name
Entry 1
Entry 2
Corporate Name
Quality Care Medical Center
Gourmet Food Shops
Profession
providing medical care
providing retail sales
Name
Andrew Wainscott
Jeannette Smith
Street Address
5561 Golden Lantern Drive
1521 Mack Avenue
City
Laguna Niguel
Orange
ZIP Code
92677-1234
92865-2214
Amount
Ten Thousand (10,000)
Five Thousand (5,000)
LEGAL DOCUMENTS
MODULE 16
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
507
96-d3
1. Center and bold each line of the heading as shown, beginning at about 2". Remove space after paragraph as per illustration. Tap ENTER.
Create Conservatorship Table
2. Create a 4-column, 7-row table.
TIP
3. Key the table. At the bottom of the table key TOTAL PROPERTY ON HAND, tap ENTER, press CTRL+TAB, and key JUNE 30, 201-. Use the SUM formula to add the totals in columns B and C. Display the total with a dollar sign and two decimal places. 4. Bold and center-align column heads.
Remember to return to left alignment; turn off bold and all caps before creating the table.
5. Adjust column width and center table horizontally. Decimal-align columns C and D. 6. Insert a blank row after each row except the last. 7. Click the Table Move handle to select the table and remove all borders. Underline the date in the column heads and the 325,000.00 in columns C and D. 8. Check and close. (96-d3)
SCHEDULE 2 Conservatorship of Jacob Brian Saldana For period July 1, 201- through June 30, 201PROPERTY ON HAND AS OF JUNE 30, 201-
Tap the spacebar once following the $ to align it with the $ that will appear in the total line.
1.
Bank of Huntington Pointe Brookhurst Branch Savings Account No. 578-1234
2.
National Federal Credit Union Santa Ana, California Checking Account No. 21-00037
3.
1,000 shares, Unocal Corp., common stock
4.
Furniture and furnishings
5.
Condominium residence located at 3522 Sea Breeze Way, Huntington Beach, CA
Carry Value 6/29/201-
Market Value 6/30/201-
$ 21,050.00
$ 21,050.00
7,500.00
6,573.64
78,000.00
71,000.00
2,000.00
2,000.00
325,000.00
325,000.00
TOTAL PROPERTY ON HAND JUNE 30, 201-
LESSON 96
LEGAL DOCUMENTS
MODULE 16
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
508
Lesson 97
Legal Pleadings
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/97a Warmup
Document Design
L E G A L D O C U ME NTS Legal documents that are presented for filing in court must follow specific guidelines and be keyed on pleading paper. Most documents today are keyed on standard 8.5" x 11" paper; some lawyers may still use legal-size paper (8.5" x 14"). Legal documents contain a double ruling, from top to bottom, at the left margin; a single ruling displays at the right margin. Legal pleading forms contain line numbers in the left margin. The pleading form contains either 25, 26, 28, or 32 lines per page.
97b
The margins for legal documents can be 1.25" on the left and 1" on the right. Some lawyers will use a 1.5" left margin and a 0.5" right margin. Top and bottom margins are usually 1".
4
1
2
3
Review the document on pages 511 and 512. The key identifying components of the legal pleading are described below. Each pleading begins with a caption to identify the action. The styles of captions vary, depending on the state; however, all captions include the jurisdiction—the name of the court that has authority to rule with reference to specific persons or subject matter. The name of the county and the state in which the court is located is usually included with the jurisdiction 1 . The pleading also contains a box, which is formed with symbols. The box shows the names of the individuals or corporations involved in the lawsuit 2 . The title of the pleading is located to the right of the box 3 . The name, address, and telephone number of the attorney originating the paper precedes the caption 4 . In some states, this information is placed at the end of the pleading. The www.Office.com website contains legal pleading forms that can be downloaded. The forms are preformatted to include vertical rulings, line numbers, and the box.
To download the Legal Pleading template: File/New
NOTE The Legal Pleading templates available from Microsoft are not Word 2010 templates.
LESSON 97
1. Click File and select New. Click in the Search Office.com for templates box and key Pleadings 1 ; tap ENTER. 2. Choose Pleading form with 26 lines.
LEGAL PLEADINGS
1
MODULE 16
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
509
3. Click the Download button to display the pleading on the screen. 4. Once the template is downloaded, it is saved in My templates by default. Remember that in a classroom environment, however, you may need to save it to a flash drive or another location. Keyboarding Pro DELUXE 2 users: Pleadings will open automatically as a data file. You will not download templates.
To use the Legal Pleading template: If saved to the hard drive: 1. Click the File tab and select New. The Available Templates screen displays. 2. Select My templates; then select Pleading form with 26 lines. Click OK to display the template. -or-
If saved to a flash drive: 1. Click the File tab, select Open, and browse to your flash drive. 2. Select Pleading form with 26 lines. Click OK to display the file. Save the file using a new name.
Applications
1. Click File and select New. 2. Search for Pleadings on www.Office.com.
97-d1
3. Download the Pleading form with 26 lines.
Download Legal Pleading Template
4. Scroll through the document; then close it without saving it.
Keyboarding Pro DELUXE 2 users: Skip this exercise.
5. Click the File tab and select New. Select Pleading form with 26 lines. Save as a template. Note: If you are using a flash drive, select New from existing. Browse to your flash drive. 6. Proofread and check; click Next to continue. (97-d1)
97-d2
A deposition is the testimony of a witness taken under oath in question-and-answer form. It has the same legal effect as open court testimony.
Notice of Deposition and Request for Production of Documents at Deposition
1. Open 97-d1, the template file you saved in Application 1. (Keyboarding Pro DELUXE 2: The Pleadings template will open automatically.) 2. Key the document as shown on the next two pages. Align your text with the line numbers shown in the illustration. Text that is shown in uppercase should be keyed in uppercase. 3. Click on the bracketed text and key the new text. 4. Key / / / on lines 25 and 26; this shows that the lines were left blank by the writer. Key Notice of Deposition in the footer of the document. 5. To key the second page, place the insertion point on the ¶ at the end of line 26. Tap ENTER to move the insertion point to line 1 on the second page. 6. Key the enumerations on the second page using the Numbering feature. Then select all the enumerations and drag the left Indent marker on the ruler to .75". 7. Check and close. (97-d2)
LESSON 97
LEGAL PLEADINGS
MODULE 16
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
510
LESSON 97
LEGAL PLEADINGS
MODULE 16
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
511
LESSON 97
LEGAL PLEADINGS
MODULE 16
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
512
Lesson 98
Preparing Legal Documents
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/98a Warmup
Communication
N UM BE R E X PRE SSION
98b
1. The deposition was, by stipulation, continued today, April twenty-nine, at 2 o’clock p.m.
1. Review the rules for number expression on page REF2 in the Reference Guide. The rules are also available under Communication Skills on the Reference tab of the Keyboarding Pro DELUXE 2 software. 2. Key a corrected copy of the sentences at the right.
2. I, Mary Doe, hereby certify that on the tenth day of January, 2010, I was the official court reporter for the proceedings. 3. The occurrence took place on May twelve, 201- at approximately two a.m. 4. We inspect the office 3 or 4 times a week. 5. Mr. Brown moved that the board accept the bid of $one hundred twenty-seven thousand.
3. Proofread each sentence on the right for errors in number expression. Then key each sentence, correcting the error in it. 4. Proofread again to ensure that you did not make any other keying errors. Correct any errors you find. 5. Proofread and check; click Next to continue. (98b)
Document Design
N O TI C E O F MOTION A Notice of Motion is a routinely generated document in a legal office. (See illustration in the Quick Check on page 517 and in the document to be keyed on page 516.) A Notice of Motion is an application for an Order addressed to the Court. Some states require that the Notice of Motion be keyed on a pleading form; other states will have it keyed on plain paper.
98c
Documents that are routinely keyed in a legal office are often created as boilerplate documents. The data is inserted into the Notice of Motion by using the Bookmark and Go To Features. A Notice of Motion uses default margins.
New Command
U S I N G B O O K MARK S A bookmark marks a location in a document so that you can quickly move the insertion point to the location. If more than one bookmark is inserted into a document, you will need to give each one a unique name. A bookmark name can include letters, numbers, and the underscore character. Do not include spaces in a bookmark name.
98d
LESSON 98
PREPARING LEGAL DOCUMENTS
MODULE 16
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
513
After bookmarks have been inserted in a document, you can use the Go To feature to move the insertion point to the specific bookmark. Bookmarks can be helpful when creating repetitive documents that contain variable information. Note: As a reminder to yourself, you may want to key a bookmark name in uppercase if the replacement text will also be keyed in uppercase.
To insert a bookmark: Insert/Links/Bookmark 1. Click the insertion point at the position where the bookmark is to be inserted. Click Bookmark to display the Bookmark dialog box. 2. Key the name of the bookmark in the Bookmark name box. 3. Click the Add button. Repeat steps 1–3 for each bookmark to be inserted.
INSE R T BOOK MAR K
D RI LL 1 1. Turn on Show/Hide.
2. Delete the text #1 bookmark. Create a bookmark named NAME. 3. Replace the text #2 bookmark with a bookmark named NAME_AGAIN. (Insert the underscore between words.) 4. Replace the text #3 bookmark with a bookmark named Address.
bookmark 6. Replace the text #5 bookmark k k with it a bookmark named HUSBAND_AGAIN. 7. Replace the text #6 bookmark with a bookmark named EXECUTOR. 8. Proofread and check; click Next to continue. (98-drill1)
5. Replace the text #4 bookmark with a bookmark named HUSBAND_NAME.
To use the bookmarks: Home/Editing/Find/Go To 1. In the document in which i h you inserted i bookmarks, click the Find drop-list arrow and select Go To. The Find and Replace dialog box displays with the Go To tab selected. 2. In the Go to what pane, select Bookmark. 3. Click the Enter bookmark name drop-list arrow and select the name of the bookmark. Click the Go To button. 4. Click Close. The insertion point displays at the position of the bookmark.
LESSON 98
PREPARING LEGAL DOCUMENTS
MODULE 16
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
514
U SE GO T O COMMAND TO I NSER T TEXT
D RILL 2 1. Open 98-drill1.
Go To the bookmark
Insert the following text
2. Use the Go To command to find each bookmark, and insert the text shown in the table at the right. Note that the bookmarks shown in uppercase should have the replacement text also keyed in uppercase.
NAME
REBECCA PEREZ
NAME_AGAIN
REBECCA PEREZ
Address
One Main Street, Irvine, CA, 96203-4865
HUSBAND_NAME
MATEO PEREZ
HUSBAND_AGAIN
MATEO PEREZ
EXECUTOR
GREGORY LEON
3. Proofread and check; click Next to continue. (98-drill2)
Applications 98-d1
1. Key the notary form shown below. Replace the text that is in parentheses with bookmarks. 2. Tap ENTER two times and insert a right leader tab at 3" to create the signature line. Insert a left tab at 3.5" and key (Seal).
Notary Form
3. Proofread and check; click Next to continue. (98-d1)
State of California County of (Bookmark:County) On (Bookmark:Date), before me, (Bookmark:Notary), personally appeared (Bookmark:Client), prove to me on the basis of satisfactory evidence to be the person whose name is subscribed to the within instrument and acknowledged to me that she executed the same in her authorized capacity and that by her signature on the instrument the person, or the entity upon behalf of which the person acted, executed the instrument. WITNESS my hand and official seal. Signature _____________________________
98-d2 and 98-d3 Complete Notary Form
(Seal)
1. Open 98-d1 and insert the following information in each bookmark. Bookmark
Document 2
Document 3
County
Orange
Los Angeles
Date
April 12, 201-
April 15, 201-
Notary
Robert Bayer, Vice President, Bank of Commerce
Andrew Park, Notary, Quicken Escrow Company
Client
Louise Ann Kruger
Mary Lou Chan
2. Proofread and check; click Next to continue. (98-d2 and 98-d3)
LESSON 98
PREPARING LEGAL DOCUMENTS
MODULE 16
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
515
98-d4
1. Key the first two lines in bold; then tap ENTER. Change to double space. Key the remaining Notice of Motion. Indent paragraphs 1".
Notice of Motion with Bookmarks
2. Replace the text shown in parentheses (including the parentheses) with a bookmark. 3. Tap ENTER after the last paragraph and return to 1.15 line spacing. Set a left tab at 4" and key the attorney signature block; remove space after paragraph. Key TO: at the left margin. 4. Proofread and check; click Next to continue. (98-d4)
Index No. 12870 NOTICE OF MOTION Tap ENTER and change to double spacing
PLEASE TAKE NOTICE that upon the annexed affidavit of LOUISE TROMBLEY, sworn to the 23rd day of October, 201-, and upon all the papers and proceedings filed heretofore and had herein, the undersigned will move the Court at a Special Term to be held in and for the County of Orange, at the Courthouse in the City of Santa Ana, on the 15th day of November, 201-, at 10:30 o’clock in the forenoon, or as soon thereafter as counsel may be heard, for an order, pursuant to CPLR Section 7202(b) directing (Name bookmark), as (Position bookmark), of (Address bookmark), as an individual residing at (Residence bookmark), as a witness before trial, to submit to an oral examination at the offices of KRAMMER, GONZALEZ, & NGUYEN, 55 Civic Center Drive, Santa Ana, CA 92704-1288, on a day in December, 201-, to be fixed by this Court, concerning all matters necessary to the prosecution of this action, upon the ground that the witness is intimately involved with the defendant regarding the subject matter of this action and can provide testimony vital to plaintiff’s case. PLEASE TAKE FURTHER NOTICE that pursuant to the CPLR Rule 8829(a) you are required to serve upon the undersigned at least five (5) days before the return date of this motion any answering affidavits. Tap ENTER
KRAMMER, GONZALEZ, & NGUYEN Attorneys for Plaintiff 4" left tab
55 Civic Center Drive Santa Ana, CA 92701-0485 714-555-0110
Tap ENTER twice
TO: (Recipient bookmark)
LESSON 98
PREPARING LEGAL DOCUMENTS
MODULE 16
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
516
98-d5 and 98-d6
1. Open 98-d4 and insert the following information in each bookmark.
Insert Bookmarks
3. Check and close. (98-d5 and 98-d6)
2. Set a left tab at .38" to align the address for the Recipient bookmark; remove space after paragraph.
Bookmark name
Document 5
Document 6
Name
Linda Matsayama
Justin Lopez
Position
President of Matsayama Tools Inc., a California Corporation
Marketing Director of Acme Tools, a privately owned company
Address
5200 Katella Avenue, Los Alamitos, CA 90720-6314
7901 Holder Street, Cypress, CA 90631-9215
Residence
9342 Primrose Circle, Seal Beach, CA 90740-2875
3602 W. Third Street, Los Angeles, CA 90020-9215
Recipient
LINDA MATSAYAMA 9342 Primrose Circle Seal Beach, CA 90740-2875
JUSTIN LOPEZ 3602 W. Third Street Los Angeles, CA 90020-9215
QUICK
98-d5
LESSON 98
PREPARING LEGAL DOCUMENTS
MODULE 16
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
517
Lesson 99
Medical Correspondence
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/99a Warmup
Document Design
M E DI CAL C ORRE SPOND E NCE You will be keying medical correspondence for Arondale Medical Center. The medical center is affiliated with the Arondale University College of Medicine. The medical center is operated by private medical practitioners and university staff. You will be keying letters and reports to patients, other medical firms, government, and regulatory agencies. Arondale Medical Center sends informational newsletters and brochures to community members promoting health awareness and disease prevention.
99b
New Command 99c
TIP Keyboarding Pro DELUXE 2 users will need to launch Word manually to complete 99-drill1. For the rest of the activities that use the New from Existing Document feature, launch Word to use this feature or select the activities in Keyboarding Pro DELUXE 2 to have the files open automatically.
D RI LL 1
N E W F R O M E XISTING D OCU ME NT If you wish to use the same document repeatedly, you can use the New from Existing Document feature to create new documents based on an existing document. When this feature is used, Word makes a copy of the existing document and places it in a new document window. This allows you to save the new document under a different name. The original document remains intact. You can use the New from existing feature repeatedly with the same document; just remember to give the copy a different name.
To create a new document from an existing document: File/New/New from Existing 1. The New from Existing Document dialog box displays. 2. Select the file that is to be used to create a new document. 3. Click the Create New button. A copy of the document displays on the screen; save it using a different name.
U SE NE W FR OM EXI STI NG TO CREAT E NEW DOCUMENT
1. Click File and then New. Click New from existing to display the New from Existing Document dialog box. 2. Select arondale logo and name; then click the Create New button. 3. A copy of the file displays. Notice the title bar displays an unnamed document.
arondale logo and name
5. Proofread and check; click Next to continue. (99-drill1) 6. Use New from existing to open a copy of arondale logo and name again. Notice that a new unnamed document displays; your name should not be displayed on this copy. 7. Proofread and check; click Next to continue.
4. Turn on Show/Hide; click the insertion point on the last paragraph marker. Key your name.
LESSON 99
MEDICAL CORRESPONDENCE
MODULE 16
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
518
Applications 99-d1 Modified Block Letter
1. Use New from existing to create a new document using arondale letterhead. Key the letter below in modified block style with open punctuation. Supply all necessary letter parts. 2. Center the address lines for O. C. Good Samaritan Medical Center. 3. The letter is from David Dostourian, M.D., President.
arondale letterhead
4. Proofread and check; click Next to continue. (99-d1)
Dr. Sabrina Rodriguez, M.D. Immunization Coordinator Quality Care Medical Center 5252 Superior Road Santa Ana, CA 92701-3088 Arondale Medical Center has an agreement with the Orange County Health Department which enables us to obtain vaccinations and supplies at no cost. These include Hepatitis A and B, influenza, and pneumococcal vaccines. The agreement requires that we keep detailed and accurate paperwork pertaining to the storage and administration of the vaccine. The vaccine is currently being stored at: O. C. Good Samaritan Medical Center c/o Dr. Abrahim Jordan 1560 Broadway Avenue Santa Ana, CA 92701-1234 The refrigerator containing the vaccine is in the infusion room. The temperature is to be measured twice a day and recorded on the form; use the thermometer in the door of the refrigerator for measuring. It is the duty of the clinic coordinator to ensure that this log is kept current. Under no circumstances should false values be added to the chart. This agreement with Orange County Health Department provides us with an excellent opportunity to directly help the medically underserved population in the area. I am confident that you will maintain a strong relationship with the health department.
QUICK
99-d1
LESSON 99
MEDICAL CORRESPONDENCE
99-d2
MODULE 16
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
519
1. Use New from existing to create a new document using arondale memorandum.
99-d2
2. Key the memo below; supply all necessary memo parts.
Memorandum
3. Check and close. (99-d2)
arondale memorandum
TO: FROM: SUBJECT:
Clinic Staff Dr. Sabrina Rodriguez, Immunization Coordinator Procedures for Ordering Vaccines
Requests for vaccines need to be submitted on the O.C. Vaccine Order Form. The facility name that should be put on the order form is Community Clinic, Quality Care Medical Center. The authorized signature is Dr. Matthew Steward. Always review the completed form with Dr. Steward before asking him to sign the form. Follow the instructions on the form for faxing the order to the Orange County Health Department. Refrigerator logs must be faxed with the order forms. If there are no logs, they will not send the vaccine. A vaccination record for the clinic needs to be sent to the health department each month. Mary Wilson, at the Division of Disease Control, is in charge of disbursing the vaccine to our clinic. If you have questions regarding the order, you may call her at 714-555-0122 or e-mail her at
[email protected].
1. In the open document, turn on Show/Hide.
99-d3 Medical Newsletter arondale banner heading
2. Place the insertion point on the ¶ below the section break. Set up the columns: a. Click Page Layout/Page Setup/Columns and choose More Columns. b. In the Columns dialog box, choose 2 columns. Deselect the box for Equal column width. c. Key 1" for the width of column 1. Click in the Width box for column 2; it automatically changes to 5". d. Place a check mark in the Line between box if necessary. Click OK. 3. Use WordArt to key It’s Not Too Late! in the left column. Change the text wrapping to Square. 4 Rotate the title and stretch it to attractively fit in the column; see illustration on page 522. Change the Text Fill color and the Text Outline color to brown (More Fill Colors). Change the font on the WordArt to Times New Roman. 5. Click the insertion point on the ¶ in column 1. Insert a column break (Page Layout/ Breaks). The cursor moves to the top of the second column. If the title moves to the second column, move it back to the first column. 6. Key the text in the second column. Apply Heading 1 style to the side headings. 7. Insert a clip art of a clock in the second paragraph and apply Tight text wrapping. Size the picture as needed. 8. Continue keying all the text on the first page. When the cursor moves to the top of the first column on page 2, insert a column break. You may need to insert the column break twice to move the cursor to the second column. Key the text in the second column on page 2.
LESSON 99
MEDICAL CORRESPONDENCE
MODULE 16
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
520
9. Format and key the table as shown on the second page. Use a decimal tab to align numbers. Change the height of all the rows to .3". Apply Dark List – Accent 3 table style. Center the text vertically in the rows. Drag the Table Move handle to move the table so that it appears centered in the second column.
99-d3 continued
10. Tap ENTER 10 times to move the insertion point to the bottom of the page. Key a byline right-aligned at the bottom of the page. Remove the space after paragraph between the lines in the byline. 11. Place the insertion point in the left column on page 2; tap ENTER 14 times. Copy the logo from the banner and place it at the top of the left column. Key Arondale Medical Center News using Arial Narrow font. Place the text in bold and 12 point. 12. Click on the paragraph marker below News and key Page 2. 13. Check and close. (99-d3)
This special edition of the newsletter is published due to the rising concern among the general public of the increasing number of cases of influenza, pneumonia, and other vaccine preventable diseases. The latest updates regarding immunization and vaccines and their availability are available at your county health department. If you have further questions on immunizations, please contact the Public Immunization Coordinator at the local health department.
Still Some Time Left Influenza will be transmitted through the winter and into the spring. You can get your vaccination through January and still be protected. Despite the overall vaccine shortage, supplies are available for persons at high risk. Plenty of doses of preservative-free 0.25 ml doses, suitable for children 6 months through 3 years old, are on hand at local health departments.
Nasal SprayAway® Available
TIP Registered Trademark To add a registered trademark, follow the path below.
Insert/Symbols/Symbol/ More Symbols/Special Characters. If the superscript returns to normal font when you apply a style, select the registered trademark and reapply the superscript effect
(Home/Font/Superscript).
Federal restrictions on the use of the nasal spray flu vaccine, SprayAway®, have been lifted. Individuals between the ages of 5 and 49, with no chronic medical conditions and who are not pregnant can be administered SprayAway®. It is highly recommended that individuals in the following groups get the SprayAway® vaccine. • All health care workers • Adults caring for children younger than 6 months of age • School-aged children • Those who come in contact with large numbers of people
Influenza Vaccine Promotion Flyers promoting influenza vaccination are available in English, Spanish, Chinese, Japanese, Tagalog, and Vietnamese. The flyers can be downloaded from the Immunization Organization website at www.vaccinateyou.org.
LESSON 99
MEDICAL CORRESPONDENCE
MODULE 16
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
521
Pneumonia Vaccine Recommended A pneumonia shot is highly recommended for all adults 65 years of age and older who have not had this vaccine. Individuals between the ages of 2 and 65 with chronic medical conditions who have not had this vaccine should also get this shot. The pneumonia vaccine prevents the most common cause of bacterial pneumonia that can result in hospitalization or death.
Disease Surveillance Update The table below contains a summary of the surveillance data obtained from county health departments in 2010. No incidences of Congenital Rubella Syndrome or Rubella were reported in the state during the 2010 year. Disease
LESSON 99
Age Groups 0-4 Years
5-17 Years
18+ Years
Hepatitis A
123
305
534
Hepatitis B
83
215
350
Measles
25
47
13
Pertussis
305
278
153
Tetanus
17
31
43
MEDICAL CORRESPONDENCE
MODULE 16
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
522
Lesson 100
SOAP Notes
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/100a Warmup
Document Design
S O A P NO TE S All medical offices keep recorded notes of the patient’s office visit, which are commonly called SOAP notes. SOAP notes contain the patient’s complaints, the physician’s findings, and the physician’s assessment and plan for treatment. The letters S O A P stand for Subjective, Objective, Assessment, and Plan.
100b
S––SUBJECTIVE (what the patient tells the physician) O––OBJECTIVE (the physician’s findings as a result of a physical exam or evaluation) A––ASSESSMENT (the physician’s diagnosis or impression of the problem) P––PLAN (the planned treatment for the patient)
Physician signature line in footer
Command Review
S E T UND E R LINE TAB Home/Paragraph/Indents and Spacing/Tabs
100c
Leader tabs, which are most often used to guide the reader’s eye across the page, can also be used to create the underlines for signatures. The advantage of using an underline tab to create underlines is all of your underlines can align evenly. Using the underscore key on the top row of the keyboard would be more time consuming and may not result in underlines evenly aligned at the right.
LESSON 100
SOAP NOTES
MODULE 16
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
523
To set an underline tab: Home/Paragraph/Indents and Spacing/Tabs 1. Click the Paragraph Dialog Box Launcher to display Indents and Spacing tab. Click the Tabs button at the bottom of the dialog box. 2. Key the tab position in the Tab stop position box. Select the desired alignment. 3. Under Leader, select option 4. 4. Click the Set button so that the tab setting displays in the Tab stop position box. 5. Repeat steps 1–4 for each tab that needs to be set, then OK.
U SIN G T HE UNDER LI NE TAB
D RILL 1 1. Set a left, underline tab at 2.75".
5. Key Address and tap Space Bar; then tap TAB. Tap ENTER.
2. Set a left tab, with no leaders at 3.0".
6. Key Work Phone and Cell Phone with an underscore following each.
3. Set a right, underline tab at 6.5".
7. Proofread and check; click Next to continue. (100-drill1)
4. Turn on Show/Hide. Key Name, tap Space Bar, and then tap TAB twice.
Applications
1. Use New from existing to create a new document using arondale letterhead.
100-d1
2. Create a table at approximately 2" for the patient’s vital signs. Bold the text and change the row height to .4"; align text center left.
Create SOAP Note form arondale letterhead
Last Name:
First Name:
Patient No.
Age:
Allergies:
Meds:
T:
P:
R:
B/P:
C/O:
Date:
3. Create a table for the SOAP notes. Make the letters SOAP 26 point and bold. Make each row height 1.25". Center-align the letters. 4. Select column B and change the alignment to Align Center Left; text will be centered vertically in the box when the note is keyed. 5. Modify the footer to make the tab at 3.25" a center underline tab. Place the physician’s signature line in the footer. (See page 523.) 6. Preview the document and adjust vertical placement as needed. 7. Proofread and check; click Next to continue. (100-d1)
LESSON 100
SOAP NOTES
MODULE 16
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
524
100-d2 and 100-d3
1. Use New from existing to create a new document using 100-d1.
Create SOAP Notes
3. Proofread and check; click Next to continue. (100-d2)
2. Fill in the form with the information for Document 2. Note: Pt is the abbreviation for patient. Spell out the word patient when keying the notes. 4. Repeat the above steps for Document 3 (100-d3). 5. Check and close. (100-d3) Field Names
Document 2
Document 3
Last Name
Jones
Pham
First Name
Sarah
Loriana
Patient No.
10680
31048
Age
20
27
Allergies
None
Bee stings
Meds
None
None
T
99.5
98.5
P
84
62
R
20
15
B/P
130/87
112/72
C/O
Cough
Pain in right knee
Date
6/9/201-
6/21/201-
DOCUMENT 2 SOAP NOTE BODY
LESSON 100
SOAP NOTES
S
Pt complains of cough and head congestion for the past 48 hours, shortness of breath, lethargy, and low appetite.
O
Pt coughing up green sputum. Lungs clear, ears clear. Lymph nodes enlarged bilateral neck. Bilateral tonsils enlarged. CXR-WNL, PPD negative. CBC––elevated white count.
A
Acute upper respiratory infection.
P
Pt is to take 333 mg. E-Mycin, one tablet every 8 hours for one week. Increase fluids, increase rest. Pt is to remain off from work for 3 days. Recheck in one week or sooner, if needed.
MODULE 16
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
525
DOCUMENT 3 SOAP NOTE BODY S
Pt complains of pain in the right knee; tripped and fell 6/17/201-.
O
Inflammation/hematoma on right anterior medial patella; decreased ROM right knee, with flexion, extension.
A
Diagnosis: Pre-patella bursitis. Treatment: R.I.C.E. on right patella anterior medial with ice pack twice a day for 4-6 weeks. Stay off right leg. ADL: rest knee; ice right anterior knee morn/night; elevate.
P
Stay off right leg. Rest; ice morn/night; elevate. Week 1: decrease pain; week 2: increase ROM.
QUICK
100-d2
WORKPLACE SUCCESS W
DARRIN KLIMEK/DIGITAL VISION (RF)/JUPITER IMAGES
Confidentiality
LESSON 100
SOAP NOTES
Information contained in a patient’s record is confidential and should not be revealed without the patient’s consent unless required by law. Confidentiality must be protected in order for patients to feel comfortable about revealing personal information. Health professionals are obligated to report findings of the following nature: • A patient has threatened another person, and there is reason to believe 98-d5 that the threat may be carried out. •
Knife and gunshot wounds and injuries that may indicate child abuse must be reported.
•
Communicable diseases, such as AIDS, hepatitis, and sexually transmitted diseases, must be reported.
MODULE 16
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
526
Lesson 101
Preparing Medical Reports
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/101a Warmup
Document Design
M E DI CAL R E PORT FORMS Formats may vary slightly at different medical facilities; however, all medical reports contain similar sections: the heading, body, and conclusion. The heading contains pertinent information necessary to identify the patient. The heading is keyed at the top of the report; some headings are quite lengthy and can take up to one-third of the first page. The body of the report contains the observations, testing results, and/or findings. The conclusion includes the diagnosis and recommendations.
Applications 101-d1 Medical Report Form arondale logo and name
1. Use New from existing to open a copy of arondale logo and name. You will be creating the form for the psychological testing report shown on the next page. 2. Center the heading PSYCHOLOGICAL TESTING in all caps at approximately 2"; apply Heading 1 style. 3. Key the side headings at the left margin and apply Heading 2 style to each. Tap ENTER twice after each heading.
Patient Name: Age: Date of Testing: Reason for Referral Tests Administered Testing Behavior Testing Results Summary and Recommendations 4. After keying the last heading, tap ENTER four times. Set a left underline tab at 3" for the physician’s signature. Key the physician’s name and title below the line. Apply the Strong style to the physician’s name and title. Remove space afer paragraph.
Lydia Hong, Psy.D. Licensed Psychologist 5. Check and close. (101-d1)
LESSON 101
PREPARING MEDICAL REPORTS
MODULE 16
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
527
101-d2
1. Use New from existing to open a copy of 101-d1, the Psychological Testing report form.
Psychological Testing Report
2. Key the psychological testing report for Maria Perez. Patient Name, Age, and Date of Testing should be keyed on the same line as the heading. The rest of the report is keyed under the repective side heading; click the ¶ below the heading and key the text. 3. Insert a header at the top of the second page that consists of the patient’s name (Perez, Maria), the page number, and the date of the testing. For the page number, key the word Page and then insert the page number. Choose Plain Number in the Current Position. Choose Different First Page to suppress the header on the first page. 4. Format the report; place the Summary and Recommendations section on the second page. 5. Check and close. (101-d2)
Patient Name: Perez, Maria
Age: 16
Date of Testing: 6/25/201-
Reason for Referral Maria Perez was referred for psychological testing by her inpatient psychiatrist, Douglas Martin, M.D. Description of personality dynamics was requested. Tests Administered Minnesota Multiphasic Personality Inventory (scored with adolescent norms) Testing Behavior Not observed Testing Results Test report is based solely on testing data. Profile configuration indicates a defensive attitude. This is likely to be a very ingrained defensiveness. Part of it may be an angry reaction to being in the hospital, but there is also a long-standing lack of self-awareness. She is likely to exhibit little psychological insight into herself. She is denying feelings of depression or any kinds of physical problems. She sees herself as healthy and active. She denies problems with anger, anxiety, or depression. She may present herself as having no reason for being in the hospital or as in no need of help. Others are likely to perceive her as defensive and very concrete and rigid in her thinking. She may be active, even hyperactive at times. She may appear easily irritable and react angrily to minor problems. Summary and Recommendations At the time Maria Perez took the test she appeared to be defensive and minimizing problems. On an ongoing basis she may have a lack of insight into her difficulties. Further testing may help describe her problems in more detail. She may lower her defensiveness so that she is more open to acknowledging and working on areas of difficulty as she adapts to the Unit and begins to feel more comfortable in the environment.
LESSON 101
PREPARING MEDICAL REPORTS
MODULE 16
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
528
101-d3
1. Follow the steps in 101-d2 to create a Psychological Testing report for Christopher Smith.
Psychological Testing Report
2. Check and close. (101-d3)
Patient Name: Smith, Christopher Age: 9 Date of Testing: 6/28/201Reason for Referral Christopher Smith was referred for psychological testing by his inpatient psychiatrist, Linda Murillo, M.D. Description of personality dynamics with projective tests was requested.
Tests Administered The Rorschach Technique Roberts Apperception Test
Testing Behavior Christopher Smith was tested while he was an inpatient at the Children’s Unit at Oak Ridge Hospital. He is a friendly boy with short blond hair who is moderately overweight. He related to the examiner in a friendly and cooperative way. Eye contact was good. His speech and mannerisms were normal. The patient expressed himself well and had a good vocabulary. He appeared to enjoy the testing tasks and studied each stimuli card before responding. He described his responses well. His stories were fairly lengthy and had well-developed themes.
Testing Results Personality testing suggests that mentally Christopher is very active, but his emotions are suppressed. There are indications of underlying depression and anger. Dissociation is also a probable defensive structure. He keeps experiences or memories dissociated so that he does not have to face or deal with them. They are potentially too overwhelming for him. Christopher cannot keep memories and feelings detached all of the time; they occasionally break through and are likely to be acted out behaviorally. There may be periods of anger or aggressive outbursts or periods of despair or depression. The problems that Christopher experiences with anger may be apparent. His depression may be less frequently seen because he withdraws to wait it out or uses fantasy to escape from it. His feelings of depression may also be translated into anger. Christopher does not experience an internal source of control for his actions. He expects others to control him or to punish him after the fact. He may take responsibility for aggressive episodes. He may tend to see these as “not me” and therefore minimize them. At times these events may be repressed or dissociated.
LESSON 101
PREPARING MEDICAL REPORTS
MODULE 16
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
529
Summary and Recommendations Personality testing suggests the use of repression and dissociation that prevent him from having to remember or relive past painful experiences. Repressed feelings of frustration may return to be acted out behaviorally. Christopher may tend to not take responsibility for his actions or may minimize them. It may be important for the staff to assess, in an ongoing fashion, indications of the degree of personality fragmentation that Christopher experiences. Some exploration of whether or not he remembers past events that have been reported by other family members may assist with this. Christopher needs to learn techniques of anger management. He should be taught to become aware of when he is beginning to become angry so that he can voluntarily learn to control his behavior. Christopher may have much difficulty learning to access the signs that he is beginning to become upset. He may need to practice a variety of techniques in order to control his behavior and then later resolve the problem verbally. An additional focus should be on his relational skills. Assisting him in becoming sensitive to reading cues and the teaching of some empathy and conscious awareness would also help improve his functioning level.
QUICK
101-d3
LESSON 101
PREPARING MEDICAL REPORTS
MODULE 16
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
530
Lesson 102
Assessment
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/102a Warmup A
ALL LE TTE RS
Skill Building 102b
gwam
1'
3'
Forms provide both a productive and an effective way to collect
14
5 48
data. Designing an effective form often does not happen quickly, but
28
9 52
the time spent can be justified quite easily. The time spent creating
42 14 57
a form is productive because once the form has been finished, it can
56 19 62
be used multiple times.
60 20 63
Timed Writing
1. Key two 1' timed writings on each paragraph; work for speed. 2. Key one 3' timed writing on both paragraphs.
Forms provide an effective way of collecting data because they
14 25 68
add structure. Forms can be set up so that the data is organized in
27 29 72
exactly the way the designer wants to collect it. Analyzing data can
41 34 77
be simplified by the way in which the form is structured. Information
56 39 82
is also much easier to tabulate from data on a well-designed form.
69 43 86
1' | 3' | 5' |
Applications 102c
1
|
2 1
|
|
3
| 1
4
|
|
5
6
|
2
|
|
7
| 3 2
8
|
9
| 10 | 11 | 12 | 13 | 14 |
|
4
|
|
5 3
| |
When you complete a document, proofread it, check the spelling, and preview for placement. When you are completely satisfied, click the Continue button to move to the next document. Click the Check button when you are ready to error-check the test. Review and/or print the document analysis results.
Assessment Continue Check
LESSON 102
ASSESSMENT
MODULE 16
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
531
102-d1
1. Use the Pleading form with 26 lines template to create the Plaintiffs’ List of Trial Exhibits.
Pleading Form with Table List of Trial Exhibits
2. Insert a table for the Exhibit Number section. Turn on Show/Hide; click on the ¶ and change the line spacing to 1.0. Adjust column widths. Remove borders and underline column heads. 3. Continue to the next document. (102-d1)
LEE & DURAND, LLP ATTORNEYS AT LAW James W. Lee, Esquire State Bar Number 202256 8578 Main Street, Suite 202 Huntington Beach, CA 92646-1801 Telephone: 714-555-0174 Attorneys for Plaintiffs SUPERIOR COURT OF THE STATE OF CALIFORNIA FOR THE COUNTY OF ORANGE DONALD HURT, et al., Plaintiffs, vs. SUSAN RECKLESS, et al., Defendants Case No. 01 CC05144 PLAINTIFFS’ LIST OF TRIAL EXHIBITS
Exhibit Number 1
Description
Date Identified
Date Admitted
City of Costa Mesa Police Department Accident Report dated February 15, 201Dated this 19th day of June 201JAMES W. LEE Attorney for Plaintiffs
LESSON 102
ASSESSMENT
MODULE 16
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
532
102-d2
1. Use New from existing to create a new document using 100-d1, the SOAP note form. Save as 102-d2.
SOAP Note
2. Fill in the form with the following information: Lucas, Steve Patient No. # 22653; Age: 42 Allergies: None known Meds: Esomeprazole Magnesium T: 99.0; P: 80; R: 15; B/P: 118/76 C/O: Pain left elbow; Date: 4-10-2013. Center the text vertically in the cells. 4. Check and close. (102-d2) S
Pt injured left elbow two days ago in fall from rollerblades. Complains of pain on outside of elbow, superficial.
O
No inflammation; slight hematoma; limited ROM on left elbow FLEXION.
A
Treatment: lateral epicondyle 15 minute hot pack every day for a week and help with passive ROM. Ask pt to apply a hot pack at home twice a day. Diagnosis: Lateral epicondylitis on left.
P
Pt will return twice a week to reduce pain and increase ROM.
BOOKMARK B www co www.collegekeyboarding.com Module 16 Practice Quiz
LESSON 102
ASSESSMENT
MODULE 16
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
533
MODULE
17
Employment Documents Lesson Lesson Lesson Lesson Lesson
103 104 105 106 107
LEARNING OUTCOMES • Prepare traditional and scannable resumes. • Compose and format employment documents. • Develop an understanding of the employment process. • Improve keyboarding skills.
Resumes Electronic Resumes Employment Letters Employment Strategies Assessment
Lesson 103
Resumes
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/103a Warmup A
ALL LE TTE RS
Skill Building 103b
Timed Writing
1. Key two 1' writings on each paragraph; work at your top speed. 2. Key a 3' timing on both paragraphs; work at your control rate.
1' 3'
LESSON 103
RESUMES
gwam
1'
3'
Persistence is a quality that rarely gets mentioned when people
14
5 44
talk about keys to success. In most cases, however, it is a major
27
9 48
contributor to success.
People who will spend the extra time to
40 13 52
stick with a project until it has been completed correctly are very
54 18 57
likely to succeed.
58 19 58
The opposite of persistence is giving up too easily. The first
14 24 63
time many people encounter a barrier they give up and try to find a
27 28 67
way to rationalize quitting. Those who stick with the situation and
41 33 72
work to resolve the problem are far more likely to be successful.
54 37 76
Quitters are not winners.
60 39 78
1
2 1
3
4
6
5 2
7
8
9 3
10
11
12 4
13
MODULE 17
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
534
Document Design
RESUMES A resume is a summary of your qualifications; it is the primary basis for the interviewer’s decision to invite you for an interview. Prior to preparing a resume, complete a self-analysis, identifying your career goals and job qualifications. Most resumes contain some or all of the following information.
103c
Identification: Your name, telephone numbers, address, e-mail address, and Internet address. Students may list a temporary and permanent address. Career Objective: Indicate the type of position to let the employer know your specific career goal. Summary of Achievements: Summary of your most important achievements. Emphasize special or unique skills (foreign language, computer skills, etc.). Education: Diplomas or degrees earned, schools attended, and dates. Include majors and grade-point averages when it is to your advantage to do so. Experience: Job titles, employers, dates of employment, a brief description of the positions, and major achievements—not a listing of activities. Use active voice and concrete language; for example, “Handle an average of 200 customer orders per week.” List information in the same order for each position. Honors and Activities: Specific examples of leadership potential and commitment. References: Information on how to obtain references. Usually a separate list of references is given to the interviewer upon request. Items within the sections of the resume are arranged in reverse chronological order (most recent experiences listed first). Which section is presented first? From your self-analysis, you will determine which one of your qualifications is the strongest. If work experience is stronger than education, present this section first. A recent college graduate would present education first. A major consideration in preparing an effective resume is the overall attractiveness of the resume. Use high-quality paper; print on a laser printer using effective layout design that will allow your resume to appear professionally created. However, do not overdo the design.
LESSON 103
RESUMES
MODULE 17
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
535
LESSON 103
RESUMES
MODULE 17
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
536
Applications
1. Key the model resume on the previous page. Use Word 2010 defaults. 2. Use Title style for the name. After the address, insert a horizontal line; format it using Blue, Accent 1. Use a nonbreaking hyphen in all ZIP Codes and phone numbers in the resume.
103-d1 Resume
KEYBOARD SHORTCUT Nonbreaking Hyphen
3. Format the body as a 2-column table; use Table Grid with no borders; adjust width of first column to 1.5". Tap ENTER to leave a blank line after each entry in the row. Use Cambria, uppercase, bold for the headings. Be sure to remove the bullets in the blank lines. 4. Proofread and check; click Next to continue. (103-d1)
CTRL + SHIFT + hyphen
Po-Ling Huang used a planning document to map out her qualifications for a graphic design position. Use the data file resume planner to plan your resume. It is important that you use accurate information. Do not make up information. The goal is to learn how to present yourself in the best possible manner.
103-d2 Resume Planner resume planner
1. Use 103-d1 as a model for the headings and content of your resume, but adapt it to meet your needs and job objective. 2. Write a career objective that matches the type of position you would like to have. 3. Add headings that would assist you in showcasing your qualifications; delete headings that would not be helpful to you. You may change headings. For example, instead of using Summary of Achievements, some people might prefer to use Profile. The resume tells your story—use the style and the headings that best meet your needs. 4. Proofread and check; click Next to continue. (103-d2)
103-d3
1. Use the Internet to locate job listings in a city or area where you would like to live.
Job Search
2. Key a list of two or three jobs that you would like to have. Key the URL so that you can locate the information again if you need to. 3. Either copy the advertisement or job description or print it for each job. 4. Match the job requirements to your qualifications; select the best match. 5. Proofread and check; click Next to continue. (103-d3) 1. Open 103-d2 and use the Resume Planner to prepare a resume for the job you identified in 103-d3. Insert a page break at the top of the open document and create your resume on the blank page.
103-d4 Personal Resume
2. Use copy and paste to add segments of information from the Resume Planner to your resume; use the style illustrated in 103-d1. Delete the information in the Resume Planner after you complete the resume. 3. Try to keep the resume to one-page; if it goes to a second page, add a header with your name and the page number. Do not show the header on the first page. 4. Check and close. (103-d4)
LESSON 103
RESUMES
MODULE 17
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
537
Lesson 104
Electronic Resumes
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/104a Warmup
Skill Building 104b
Textbook Keying
1. Key each line once, concentrating on good techniques. Tap ENTER twice after each 3-line group. 2. Repeat if time permits.
1
polio freezer join dirt lion threw polo grew loop crew poppy sack
adjacent 2
were audio sad pool tree guy free joint western rope sorter quiet
3
We were going to the pool or to sit under a tree for a few hours.
4
decide gum cent jump brave hunt brunt greed cede kick draft funny
direct 5 reach
fervor numb break cedar junked zany craft many brace lunch recess
6
Cecil and Hunt decided to go after lunch to jump on a trampoline.
7 one 8 hand
junk was pun free hill brave hunk draw mull extra you web million
9
Phillip was, in my opinion, a great, jolly puppy Jim gave my Mom.
pumpkin exact pink creased hymn grade imply few noon career puppy
10
eight flake dish map kale jam name quake rigid oak turn social us
balanced 11 hand
shrub throw spent whale visor world profit roam mentor clay blame
12
The ornament is an authentic antique; so is the clamshell emblem.
WORKPLACE SUCCESS W
CHRIS RYAN/OJO IMAGES/JUPITER IMAGES
Applicant Tracking Systems
LESSON 104
Understanding how companies track resumes is very important to a successful job search. Many, if not most, medium- and large-size companies manage their job recruitment process by using an applicant tracking system. They request electronic resumes or scan paper-based resumes into their system. Once a resume has become a part of an applicant tracking system, the software then determines from all resumes received which ones will be reviewed by the potential employer. Keywords are used to match the resume to the job description. The best way to format a resume depends on the software used by the company that receives it. To get the best results, check the company’s website for information about submitting a resume.
ELECTRONIC RESUMES
MODULE 17
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
538
Document Design
E L E C TR O NIC RE SU ME S An electronic resume is simply a file containing a resume that is transmitted to the potential employer by e-mail, posting to a website, or pasting into the resume builder portion of an applicant tracking system (a software database that manages resumes). A scannable resume is a paper-based document that is transmitted to a potential employer usually by regular or overnight mail services so that it can be scanned using OCR technology into the company applicant tracking system. Not all resumes scan accurately, so it pays to learn as much as possible about the system that manages your resume. In fact, some companies request a “text-only” resume—meaning no formatting with tabs, tables, graphics, or text enhancements such as bold, color, or italic.
104c
Checking the websites of many companies (of varying sizes) to see what information they provided about submitting a resume produced a wide range of alternatives. Many of them provided multiple alternatives, and size of company was not always a good indicator of the company’s preference. Here are some samples of what you might find if you do an Internet search. •
Submit your resume by mail, Word document, or PDF file attached to an e-mail, post to a specified website, or use our resume builder to submit online.
•
All resumes must be submitted by attaching a Word document to an e-mail; we do not accept hand delivery, mail, or other resume submission methods.
•
To apply for a position, use our resume builder to submit your information.
•
Submit a text-only resume following instructions on this website.
•
Contact information on career page includes address, telephone, fax, and e-mail address—no indication of preferred way to receive information.
Note: The content of a resume does not change to make it an electronic or scannable resume; the format changes. A well-written resume can be reformatted to meet all of these styles.
KEYWORDS Keywords are usually nouns. Typically, resumes are written in an action-oriented style, which means verbs are used rather than nouns. Sophisticated applicant tracking systems will pick up verbs as well as nouns; however, less sophisticated systems may not do so. Some resume-writing experts recommend putting a section of keywords at the beginning of the resume. Others think that this may do more harm than good. While the keyword section may get more initial “hits” in the software screening process, it may have a negative effect when the employer reads the resume. A good alternative is to work keywords carefully into each section of the resume. Also, use keywords only when they truly apply to you. Padding a resume is never a good idea. Preparing various styles of resumes and then tailoring each one to the specific company increases your chances of being successful in your job search. The resumes that you formatted in Lesson 103 were designed to be printed. These resumes could also be attached to an e-mail and meet the criteria that some companies specify—submit a Word file attached to an e-mail. The difference between a scannable resume and a text-only resume is that the former has limited formatting and the latter is just text. For many systems, PDF documents are not easy to search. Often when a one-page resume is formatted as a scannable or text-only resume, it will become a two-page resume. In that case, key a heading on the second page.
LESSON 104
ELECTRONIC RESUMES
MODULE 17
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
539
FO R MATTING E LE CTRONIC RE SU ME S The ten tips that follow are designed so that the text can be (1) scanned easily into any applicant scanning system, (2) imported directly into a resume-building system, or (3) easily pasted in segments in the various fields of an online resume-building system. 1. Use a short line length—typically 80 or fewer characters for text-only resumes. Use normal margins for scannable resumes. 2. Use a sans serif True Type font such as Arial, Calibri, or Consolas.
TIP
3. Position your name on a line by itself at the top followed by your contact information; key a heading on the second page if a second page is needed.
If you are in an actual job search and a text-only resume is requested by a company, prepare it in Word (not using Keyboarding Pro DELUXE 2). 1. Click Save as and key the filename. 2. In the Save as type box, select Plain Text. All of your documents in this module will be saved by Keyboarding Pro DELUXE 2.
Applications 104-d1 Scannable Resume
4. Format section headings in uppercase. 5. Left-align all text including headings. 6. Avoid tabs, tables, bold, italic, underline, and graphics. Use the Space Bar to position text. 7. Use hyphens, asterisks, or other symbols from the keyboard to replace bullets or serve as a section divider. Space twice after asterisks or other symbols to separate the “bullet” from the text. 8. Print the scannable resume using a high-quality laser printer. 9. Use high-quality white or cream paper. 10. Proofread copy carefully; use checking tools. You can copy text to online resume builders or into an e-mail.
1. Follow the tips above to format the resume you prepared for Po-Ling Huang in 103-d1 as a scannable resume. Use 11 pt. Calibri font for the entire document including headings. Do not use a table or tabs. Remove vertical bars (|). Tap ENTER twice to use a 1.7" top margin. 2. Key a heading on the first line of the second page—position name on the left and Page 2 at the right margin. Use the Space Bar to position text at the right. See illustration on the next page. 3. Proofread and check; click Next to continue. (104-d1)
104-d2
1. Open 104-d1 and change the margins to wide.
Text Only Resume
2. Move the second-page heading to the first line on the page and reposition the page number at the right side. 3. Proofread and check; click Next to continue. (104-d2) 1. Reformat your personal resume as a scannable resume.
104-d3 Personal Scannable Resume
2. Review your Summary of Achievements or Profile as well as other sections of your resume. Make sure it contains many keywords that actually describe you and also fit the description of the job that you wish to obtain. If not, revise to include more keywords. 3. Proofread and check; click Next to continue. (104-d3)
LESSON 104
ELECTRONIC RESUMES
MODULE 17
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
540
QUICK
Communication
The following list contains sets of words that are often confused and misused.
104d
1. Check the list carefully to make sure that you know how the words on the list should be used. 2. If you are not sure how all of the words should be used, take one of the following actions:
word usage KEYBO OARD DIN NG PRO O DELLUX XE 2 References/ Communication Skills/Word Usage
a. Go to the References in Keyboarding Pro DELUXE 2; in the Communication Skills section, click Word Usage and review the rules for each set of words. b. Look up the words in a traditional or online dictionary. 3. In the open document, key the correct option in the first column for each sentence. 4. Check and close. (104d)
LESSON 104
1. accept/except
7. good/well
2. affect/effect
8. it’s/its
3. bad/badly
9. principal/principle
4. complement/compliment
10. their/there/they’re
5. ensure/insure
11. to/too/two
6. farther/further
12. who’s/whose
ELECTRONIC RESUMES
MODULE 17
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
541
Lesson 105
Employment Letters
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/105a Warmup A
ALL LE TTE RS
Skill Building 105b
Timed Writing
1. Key a 1' timed writing on each paragraph, working at your top rate. 2. Key a 3' timed writing, working to improve keying techniques.
gwam
1'
3'
Have you ever given serious thought to owning your own
12
4
business? The idea of being an entrepreneur appeals to many people
26
9
and frightens many others. To some people, being your own boss is
39 13
what draws them to the concept. To others, being boss means being
53 18
responsible for everything and that is quite scary.
63 21
Maximizing results in a new enterprise requires far more than
13 25
just knowledge in the area. Many people who have super ideas and who
27 30
know a business well cannot make it succeed because they do not have
41 35
the critical management or financial skills needed.
Others do not
55 39
realize the time required, nor are they willing to devote extra time
68 44
to the venture.
72 45
Individuals who have the skills, knowledge, passion, and the
13 49
willingness to devote the time needed find owning their own businesses
27 54
the most rewarding thing they can do. They also need to surround
41 58
themselves with people who can bring the talents that they do not
54 63
possess to the business. Building a very good team can also make a
67 67
big difference between making a new venture a success or a failure.
81 72
3'
Document Design
1
2
4
3
A P P L I C ATIO N LE TTE RS The purpose of an application letter is to obtain an interview—not to get a job. Most organizations will not hire anyone on the basis of just a letter, resume, or application form. Application letters vary depending on how you learned of the position. It is important that the letter shows how your skills match the requirements of the job that is available. Design an attractive personal letterhead for your application letter— never use a company’s letterhead. A personal letterhead looks more professional than plain paper with a return address. Block style is generally preferred.
105c
A good strategy for writing an application letter is to: 1. Establish a point of contact if possible. 2. Specify the job that you are seeking. 3. Convey your key qualifications. 4. Interpret your major qualifications in terms of employer benefit. 5. Request an interview.
LESSON 105
EMPLOYMENT LETTERS
MODULE 17
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
542
If your resume is mailed or faxed, the letter serves as a cover. If your resume is transmitted electronically, the letter may have to be incorporated within an e-mail or as an attachment to an e-mail. Always follow the instructions provided by the organization. Review Po-Ling Huang’s application letter on the next page.
THA N K - YO U LE TTE R AFTE R INTE RV IE W Good manners dictate that you should write a thank-you letter very soon after an interview—preferably the day of or the day after the interview. Many people do not write a thank-you letter; therefore, writing one helps you to create a good impression. The thank-you letter can be a powerful tool because you know more about the job than you did when you applied. You can use it to reinforce your strengths and show specifically how they match the job requirements. 1. Begin with a warm, sincere thank you. 2. Reaffirm your interest in the position. 3. Point out several specific things that were of interest or that matched your strengths.
R E Q U E S T FOR RE FE RE NCE Good strategy and good manners dictate that you ask for permission by telephone, e-mail, or letter to use a person’s name as a reference before you use it. Telephone and e-mail are better for individuals with whom you have a current relationship. Letters are preferable for those with whom you have not had recent contact. If your name has changed, be sure to indicate your name at the time you were enrolled in classes with or employed by the person. Above all, select references who will give you a good recommendation. Thank-you notes after the reference are a nice touch. 1. Introduce yourself and make the request. 2. Tactfully present information about the classes or work you did for the person, if appropriate. 3. Suggest that you will call to confirm the person’s willingness to be a reference.
JO B AC C E PTANCE OR RE FU SAL LE TTE RS Most companies require a written acceptance of a job offer. It is much easier to write the acceptance letter than the refusal letter. Always decline a position graciously. In the future, that company may have a position you would like to accept or may even become a customer or client.
Acceptance Letters 1. Express your delight in accepting the position. 2. Confirm specific details, such as salary and starting date. 3. End on a friendly, optimistic note about your future with the company.
Refusal Letters 1. Begin with a buffer or neutral statement to cushion the bad news. 2. Present the reasons tactfully and let them lead to the decline. 3. End on a friendly note thanking the employer for considering you.
LESSON 105
EMPLOYMENT LETTERS
MODULE 17
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
543
Establish a point of contact and state the job you are applying for
Convey key qualifications
State how the employer will benefit from your qualifications
Request an interview
LESSON 105
EMPLOYMENT LETTERS
MODULE 17
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
544
Applications 105-d1
1. In a new document, create a letterhead for Po-Ling Huang using the following directions: a. Key the name at the top position in the header (.5").
Application Letter
b. Apply Title style and tap ENTER. c. Key the address; add a square symbol between elements of the address as shown on the previous page. Space twice before and after the symbol. Apply Dark Blue, Text 2 font color to the symbols. Tap ENTER and click outside of the header. d. With the Insertion point at the first line below the header, click Line Spacing and Add Space Before Paragraph. Insert the current date. 2. Save the letterhead as a Quick Part with the name and description, Huang Letterhead. 3. Review the letter carefully before keying it; pay particular attention to the callouts that explain the strategy for writing the letter. 4. Key the letter shown using block style. 5. Proofread and check; click Next to continue. (105-d1)
105-d2
1. In a new document, create a letterhead using your name and address information.
Compose Application Letter
2. Compose an application letter for the position you are seeking. Your instructor told you that VanHuss Enterprises has that position available. 3. Your instructor provided you with the following address: Mr. Ray VanHuss Director of Human Resources VanHuss Enterprises 3200 Trenholm Road Columbia, SC 29204-3335 4. Format the letter using block style. 5. Enclose your resume. 6. Edit the letter carefully; check to see that you followed the strategy illustrated in the letter you keyed in 105-d1. 7. Proofread and check; click Next to continue. (105-d2)
105-d3 Thank-You Letter After Interview
1. In a new document, insert the Quick Part letterhead you created for Po-Ling Huang in 105-d1. Remember to add space before the paragraph when you insert the current date. The date should be positioned at 2". 2. Key the letter shown below to Mr. Coleman Stanberry as a block letter. 3. Proofread and check; click Next to continue. (105-d3)
Thank you for taking time to talk with me about the position as a junior graphic designer at Forde Financial News. I appreciated the comprehensive tour and the information you provided about the Graphic Design Department. This group of professionals is very fortunate to be equipped with the most up-to-date hardware and software and an outstanding staff development program. Consequently, your subscribers are the real winners. Mr. Stanberry, I would like the opportunity to work at Forde Financial News and to contribute to the popularity and success of this outstanding newspaper. I am eager to receive a call from you. Sincerely
LESSON 105
EMPLOYMENT LETTERS
Po-Ling Huang
MODULE 17
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
545
105-d4
1. In a new document, insert the letterhead Quick Part you created for Po-Ling Huang in 105-d1.
Job Refusal Letter
2. Key the letter shown below to Mr. Miguel Mendoza as a block letter. 3. Proofread and check; click Next to continue. (105-d4)
Mr. Miguel Mendoza Director, Human Resources Blackmon Development Corporation 548 Poplar Street Macon, GA 31201-2752 Dear Mr. Mendoza Yesterday, I received your offer for a position as a management trainee in the Human Resources Department of Blackmon Development Corporation. Your offer is very interesting and very competitive. I also received an offer yesterday for a position as a junior graphics designer for a financial newspaper. Although the position you offered is a very desirable one and I have considered it very carefully, it does not give me the opportunity to apply my graphic design and information technology skills immediately. Therefore, I have decided to accept the other position because it is more directly related to my long-term career goals. I do appreciate Blackmon Development Corporation offering me a position and the many courtesies that were extended to me during my interview and visit to Macon. Blackmon Development Corporation is an excellent company, and I wish you much success in finding the right person for the position you have available. Sincerely Po-Ling Huang
105-d5
1. Use your personal letterhead and write an acceptance letter for the position you applied for at VanHuss Enterprises (105-d2).
Compose Job Acceptance Letter
2. Confirm a starting salary that you think appropriate for the position and a starting date of one month from today. 3. Proofread and check; click Next to continue. (105-d5)
105-d6
1. Compose a thank-you letter to your instructor for providing you with a reference for the position at VanHuss Enterprises.
Compose Reference Thank-You Letter
2. Tell your instructor that you received the job offer and that you have accepted it. 3. Express your appreciation for the job offer and indicate how helpful you thought the reference was. 4. Edit and proofread the letter carefully. 5. Check and close. (105-d6)
LESSON 105
EMPLOYMENT LETTERS
MODULE 17
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
546
Lesson 106
Employment Strategies
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/106a Warmup U S I N G E FFE CTIV E E MPLOYME NT STRATE G IE S
106b
The first three lessons of this module focused on preparing effective employment documents. You also had an opportunity to learn about the impact of technology on employment, particularly applicant tracking systems as well as electronic and scannable resumes. While employment documents and systems are very important, they represent only a portion of the total employment process. This process consists of seven steps: 1. Self-analysis 2. Job analysis 3. Job market analysis 4. Job search 5. Preparation and submission of application materials 6. Interviews 7. Follow-up activities The report that follows focuses on job market analysis, job search, and the interview process.
Applications
1. Apply Aspect document theme and key the report shown below.
106-d1
2. Apply Rounded Rectangle 3 page numbers formatted with Light 1 Outline, Colored Fill – Orange, Accent 1 Shape Style; do not show page numbers on first page.
Report
3. Preview, check, and close. (106-d1) Title style
Effective Employment Strategies Successful employment strategies focus on both the prospective employer and the prospective employee. The ultimate goal for both parties is to match the right person with the right position—a win-win situation for both the company and the new employee.
Heading 1 style
Job Search Perspectives Job seekers typically approach the employment process from one of two philosophically different perspectives.
Heading 2 style
Comprehensive Search The comprehensive approach involves mass producing employment documents and transmitting them to as many companies as you can locate. The hope is that a few of these mass solicitations may generate positive (continued)
LESSON 106
EMPLOYMENT STRATEGIES
MODULE 17
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
547
responses from employers. Even if you submit 100 applications and you receive 99 rejection letters, you are 100 percent successful if one of the applications produces a job that truly meets your career objective. Heading 2 style
Targeted Search A targeted search focuses on a few carefully selected and well-researched job opportunities. A job market analysis is conducted to determine which companies may be the prospects for your job search, and your efforts are focused on these opportunities.
Heading 1 style
Job Market Analysis and Search Many decisions are involved in a job market analysis. Some of these decisions include: • Geographical area you wish to consider • Preference of a small or large company • Specific industry or if the career option is available in multiple industries Each of these decisions is important because different markets have to be tapped depending on the decision.
Heading 1 style
Sources of Jobs Once the decisions on the geographic area, company size, and industry are made, then sources of jobs must be analyzed. Sources can be put in two categories: the advertised market and the hidden job market.
Heading 2 style
Advertised Job Market Many jobs are advertised in the public market—newspaper ads, school placement offices, employment agencies, and governmental agency listings. Many jobs are also listed on the Internet. Employment specialists estimate that about a third of all jobs are listed in these public sources.
Heading 2 style
Hidden Job Market Many jobs—particularly those at the higher levels and with higher compensation—are not advertised in the open market. Two of the best ways to tap the hidden job market are to talk to knowledgeable individuals and to read specialized publications. Well-informed people in a field are more likely to know about jobs in that field. Often jobs that are not advertised in the general market are listed in publications read by people in a certain field, such as banking, insurance, or public relations. Networking is a good way to tap the hidden job market. You can start by listing people you know who may be able to provide you with information about jobs in the field, location, and industry of interest. Friends, relatives, and business associates (bankers, lawyers, doctors, association members, etc.) are all sources of job information. A friendly letter or telephone call letting (continued)
LESSON 106
EMPLOYMENT STRATEGIES
MODULE 17
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
548
these individuals know you are in the job market and telling them that you value their advice may be all you need for someone to suggest that you contact a particular company. Searching the hidden job market takes time and effort, but it produces excellent results. Those who take the easy route and search only the generally advertised sources often miss out on the best opportunities. Heading 1 style
Interviews Networking also helps to gain interviews. For example, if an individual who is on the Board of Directors of a company suggests that you contact the company for possible employment, mentioning that in the application letter is likely to ensure that you will be interviewed. Application documents and networking are both designed to find potential sources of jobs and to gain an interview—not to get a job. It would be extremely rare to be hired without having been interviewed by that company.
Heading 2 style
Interview Preparation Companies spend a significant amount of time preparing for interviews. They ensure that applicants invited to interview have the requisite skills and education; they ensure that the right people are available to participate in the interview; and they design opportunities to obtain additional information about the candidate. For example, a meal is frequently included in the interview visit. The main objective might be to observe the candidate in a social setting to determine if he or she would be able to interact effectively with customers and clients in a social setting. They expect applicants to do even more preparation. Applicants need to learn as much as possible about the company, its philosophy, products, customers and clients, and many other types of information. The website and the annual report are excellent sources of that information. Networking contacts may even be better sources. Applicants also need to learn how to make a good impression—particularly a good first impression. Often decisions are made in the first five minutes of an interview. The remainder of the time is spent trying to confirm if the initial impression was correct. Numerous factors are critical—appearance, eye contact, handshake, punctual arrival, and way in which you treat staff at all levels who meet and greet you.
Heading 2 style
LESSON 106
Interview Follow-Up Following up with a thank-you letter and additional information gives you an advantage over people who do not follow up. Keeping in contact and providing more information confirms your serious interest in the position and demonstrates that you put major effort into the things you do.
EMPLOYMENT STRATEGIES
MODULE 17
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
549
Lesson 107
Assessment
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/107a Warmup A
ALL LE TTE RS
Skill Building 107b
Timed Writing
Key two 3' timed writings. Work at your control rate.
gwam
3'
5'
How are letters and other documents produced in the modern office? They are prepared in a number of ways. Just a few years ago, with rare exceptions, a document was composed by a manager who either wrote it in longhand or dictated it. Then, one of the office staff typed it in final form. Today, the situation is quite different. Office staff may compose and produce various documents, or they may finalize documents that were keyed by managers. In some cases, managers like to produce some or all of their documents in final form. Many people question how this dramatic change in the way documents are prepared came about. Two factors can be cited as the major reasons for the change. The primary factor is the extensive use of computers in offices today. A manager who uses a computer for a variety of tasks may find it just as simple to key documents at the computer as it would be to prepare them for office personnel to produce. The other factor is the increase in the ratio of office personnel to managers. Today, one secretary is very likely to support as many as six or eight managers. Managers who share office staff find that they get much quicker results by finalizing their own documents when they compose them.
4
2 52
8
5 54
13
8 57
3' 5'
Applications 107c
1
2
21 13 62 25 15 65 29 18 67 34 20 70 36 22 71 40 24 73 44 26 76 48 29 78 52 31 81 57 34 83 61 37 86 65 39 89 70 42 91 74 44 94 78 47 96 82 49 99
4
3
2 1
17 10 60
3
When you complete a document, proofread it, check the spelling, and preview for placement. When you are completely satisfied, click the Continue button to move to the next document. Click the Check button when you are ready to error-check the test. Review and/or print the document analysis results.
Assessment Continue Check
LESSON 107
ASSESSMENT
MODULE 17
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
550
1. In the open document, key the following letter that Po-Ling Huang used to follow up on the first resume she sent out. Use block style. Follow-up letters can be very effective in bringing attention to your resume.
107-d1 Follow-up Letter
2. Proofread, preview, and click Next to continue to the next document. (107-d1) huang letterhead
Mr. Coleman Stanberry Managing Editor Forde Financial News Montclair Road Birmingham, AL 35213-1943
840
Recently I applied for a position as a junior graphic designer at Forde Financial News. Since writing to you, I have additional qualifications that I wish to report to you. My enclosed resume has been updated to include my recent first-place award in the College Graphic Design Category of the National Collegiate Graphic Design Association. This award, the most prestigious award presented by NCGDA, was established to recognize the excellent work of the most aspiring graphic design student. I am most honored to have received this distinction by academia. Mr. Stanberry, I would like the opportunity to discuss with you the valuable contributions I can make to your newspaper. Please write or call me at the address or phone number listed in the letterhead.
107-d2 Interview Checklist
1. Key the Interview Checklist shown below. Use customized bullets for the checklist. Tap ENTER three times and key the title: Prepare for Success. Apply Title style. 2. Key the subtitle: Develop an Interview Checklist. Apply Subtitle style. 3. Proofread, preview, and click Next to continue to the next document. (107-d2)
Preparation is an important key to success in job interviewing. Use this simple checklist as you prepare for a job interview. Seek the advice of experts and continue to add items to this checklist. ; ; ; ; ; ; ; ; ; ; ; ; ;
Am I comfortable with my knowledge about the company? Am I prepared to dress professionally for the interview? How long will it take me to get to the interview at least 15 minutes early? What materials should I take to the interview? Am I prepared for questions that might be asked of me, and what are the best answers to these questions? Do I know the interviewer’s name, and can I pronounce it correctly? How do I handle the handshake? When should I be seated? How important is eye contact? What does my body language tell the interviewer? What questions can I ask the interviewer? Am I comfortable with the answers to the previous questions? If not, I need to do more preparation for the interview.
107-d3
1. Key the report on the next page. Use Title style, default theme, Heading 1 style for headings, and Plain Number 3 page numbers.
Report
2. Check and close. (107-d3)
LESSON 107
ASSESSMENT
MODULE 17
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
551
Guides for Selecting References Deciding who to select as references is a very important strategic decision. Give careful thought to the individuals you select as references. Criteria for Selection The key is to select individuals who know you well, will provide a strong, positive recommendation, and who can support your ability to do the job for which you are applying. Employers and former employers can attest to your job performance as well as colleagues and team members. Instructors can also provide valuable insight into academic ability and share workplace attributes, such as attendance, punctuality, and ability to work with others. Friends, relatives, neighbors, or others who the prospective employer might view as biased in your favor should not be selected as references unless they are employees of the company considering you for a position. The references selected for one position may not be as strong for a different position. Banking professors may be a better choice for a position in a bank, whereas marketing professors may be a better choice for a similar position in a public relations firm. Use references who can legitimately give you a good recommendation and who also would have credibility with the company. Permission to Use References Not only is it good manners to request permission to list a person as a reference; it is strategically important to do so. If a person hesitates, do not select that person as a reference. Hesitation is a sign that the person may not give you as strong a recommendation as you would like to have. Requesting permission gives you an opportunity to refresh the person’s memory about you and to update him or her on recent accomplishments. You should also confirm position titles and contact information to ensure that you provide the employer with accurate information. Thank your references and update them after the job search process has been completed. Sharing the List of References with Employers Several different practices exist for sharing the reference list. • If your resume is less than a page long, you may want to add several references to fill the page. • Refer the employer to career services at your college or university or other agency that maintains and distributes records for applicants. • Include a statement on the resume indicating that a separate list of references will be provided on request. Take the list to all interviews. Be extremely careful about posting reference information to your website. Many references object to having their information posted on the Internet and will not serve as a reference if you post it. Posting information to an applicant tracking system on a secure company website usually is acceptable.
BOOKMARK B www co www.collegekeyboarding.com Module 17 Practice Quiz
LESSON 107
ASSESSMENT
MODULE 17
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
552
MODULE
18
Review and Assessment Lesson 108 Lesson 109 Lesson 110
LEARNING OUTCOMES • Review and format basic documents. • Demonstrate ability to format a variety of documents. • Demonstrate keyboarding skills.
Document Review Assessment Assessment
Lesson 108
Document Review
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/108a Warmup A
ALL LE TTE RS
Skill Building 108b
gwam 3'
Reports are one of the best means by which busy executives
Timed Writing
4
2 26
The pertinent
8
5 29
data in reports can be used to solve a wide variety of problems
13
8 31
that arise, make any changes that may be required, analyze
16 10 34
results, and make precise, timely decisions.
19 12 36
at any level of a business can keep well informed.
1. Key one 1' timed writing on each paragraph; work for speed. 2. Key one 3' timed writing; work at your control rate.
The quality of the plans and decisions made on the basis of
23 14 39
the information found in reports depends in large measure on how
28 17 41
well the reports are produced.
32 19 43
A good report is a thorough and
objective summary of all pertinent facts and figures.
If reports
are not well produced, the firm will surely suffer. 3' 5'
Applications
5'
1
40 24 48 4
3
2 1
2
36 22 46
3
1. Use Hardcover theme for all documents in this module. 2. Complete the memo heading in the open template using the following information:
108-d1
Roberto Hernandez
Memo
Anna Westin
Current date
Business Plan Review
3. Key the memo shown on the next page. Format the 3-column, 7-row table as follows: a. Apply Medium Shading 1 – Accent 1 table style. pommery memo
LESSON 108
b. Merge the cells in row 1; increase the height to 0.4"; center the title vertically and horizontally; apply 14-point Heading font and White font color.
DOCUMENT REVIEW
MODULE 18
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
553
c. Insert a row between Senior Officers and Business Community and key the following data: Outside Directors 117,525 shares 15.67 percent. d. Bold and center the column headings for columns B and C; center the data in column B; set a decimal tab at 5.5" to position the data in column C. e. Use the appropriate formula to sum the columns; use the same number format as used for the data in the columns. 4. Proofread and check; click Next to continue. (108-d1)
Thank you, Roberto, for an excellent review of the Pommery Limo Service Business Plan. We will revise the plan and incorporate the suggestions you made. We especially appreciate the financial analysis that you provided for the industry and the comparison of Pommery to the industry data. We will also include the following table that you suggested we prepare: Pommery Limo Service Stock Ownership Group
Shares
Percent of Stock Issue
Employees
109,875
14.65
Senior Officers
125,625
16.75
Business Community
181,875
24.25
Founder
215,100
28.68
Total We expect to complete the revision of the plan today and send it to the Board of Directors. I think they will be pleased when they see this version. We have addressed all of the issues raised at the last meeting. Again, thank you for an excellent job in a very short timeframe.
108-d2 Mail Merge Letters 108-d2 main
2. Use the greeting line with Dear Title Last name format. Use the closing lines: Patrick V. Ray President and Chief Executive Officer. 3. Add the Business Plan enclosure notation and a copy notation for Executive Officers.
TIP Save the closing lines from Sincerely through your initials as a Quick Part for future use. Use Ray Closing Lines for the name and description.
LESSON 108
1. Use mail merge to create a block-style letter with open punctuation. The body of the letter and the names and addresses of the Board members are shown on the next page. Set up the data source with title, first name, and last name as separate fields. Use the field position for the job title. Save as 108-d2 data source.
4. Preview and proofread the document and then merge the data source and the main document. 5. Check; click Next to continue. (108-d2)
DOCUMENT REVIEW
MODULE 18
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
554
Board of Directors Ms. Natalie Bass Transportation Consultant RTA and Associates 3829 Quincy Avenue Denver, CO 80237-2756 Mr. Herman Davis Chief Sustainability Officer Davis and Jeansonne Associates 1300 Lamar Street Houston, TX 77010-3013 Ms. Betsy Burge President and CEO Associated Travel Services 28 W. New York Street Aurora, IL 60506-4121 Mr. Joseph Perkins Senior Vice President River Industries 340 W. Belmont Avenue Chicago, IL 60657-4892 Current date «Appropriate fields for inside address» «GreetingLine» Thank you for a thorough review of the initial draft of our Business Plan. We reviewed the questions raised and suggestions that you made at the last meeting. We believe we have addressed all of the questions and incorporated the suggestions in the enclosed version of the Business Plan. You will note that the financial sections have been expanded significantly as you requested. We also included a table showing the current stock ownership. The diversity of ownership provides a major strategic advantage for the company. Please review this version very carefully. If you have questions, please call me prior to our meeting on Friday of next week. If the Board is comfortable with this version of the Business Plan, we will ask you to vote on the final approval at the meeting. We look forward to seeing you next week.
1. Format a two-page program that will be printed front and back. Review the illustration on the next page prior to keying the document. Remember to use the Hardcover theme.
108-d3 Program
2. Set Moderate margins; apply Landscape orientation. pommery logo
3. Format the document in two equal-size columns 3.75" wide with 1.5" spacing. 4. Create the first column of page 1:
TIP Remove the hyperlink from the web address in both columns.
a. Tap ENTER 16 times and key the Pommery Limo Service Headquarters address and web address shown on the next page at 6.4"; apply 14-point, Dark Red, Accent 1 font color; press SHIFT + ENTER after each line except the web address line; center the text. b. Insert the pommery logo from the data files; use the default size (0.83" by 2.17"). Position it at the vertical and horizontal center of the column. c. Insert a Column break after the web address to move to the second column. Apply Normal style to the paragraph at the top of the column.
LESSON 108
DOCUMENT REVIEW
MODULE 18
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
555
5. Create the second column of page 1: a. Tap ENTER as many times in column 2 as you did in column 1 to reach 6.4". b. Key the Southwest Regional Office address and web address shown below, pressing SHIFT + ENTER after each line except the last one. Apply the same font formatting as for the address in column 1. c. Insert Gradient Fill – Dark Red, Accent 1 WordArt at the top of the column and key the title Pommery Limo Service; shrink the font to 24 points; tap ENTER and key the second line Grand Opening; center the text. d. Click in the paragraph at 2.8". Use the keywords car with chauffeur and search for clip art. Enter the clip shown in the illustration below or a similar one. If necessary, size it 2.5" high. Change text wrapping to In Front of Text. 6. Insert a Column break after the web address in column 2 to move to page 2. Apply Normal style and center alignment. Insert a Column break to go to the second column. 7. Tap ENTER twice and apply Dark Red, Accent 1 font color. Key the title Program; apply 24-point font; tap ENTER, change to 12-point font, and key October 16, 201-; press SHIFT + ENTER and key Board Room. 8. Tap ENTER, change to left alignment, and set the following tabs: 0.5" left tab and 3.75" right leader tab. Key the text on the next page as shown in the illustration below. Remove space between subitems. 9. Preview, proofread, and check; click Next to continue. (108-d3)
Pommery Limo Service Address and Web Address Pommery Limo Service 1340 N. Astor Street Chicago, IL 60610-2121 www.pommerylimo.com Southwest Regional Office Address and Web Address Southwest Regional Office 15800 John F. Kennedy Boulevard TX 77032-2318 www.pommerylimo.com
LESSON 108
DOCUMENT REVIEW
Houston,
MODULE 18
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
556
Program Information Welcome Ms. Miyo Mitsui
11:30 Southwest Regional President
Company Overview Mr. Patrick V. Ray
11:40 President and Chief Executive Officer
Investment Opportunities Mr. Da-Shawn Archie
11:50 Chief Financial Officer
Luncheon
12:15
Tour of Regional Office
108-d4 Report business plan pommery logo
1:15
1. In the open document, format the Business Plan using standard report format. Note that the data file includes formatting instructions in a blue color for the title, subtitle, headings, and where to insert footnotes and the SmartArt graphic. After you have followed these instructions, delete them, including any extra spaces after headings. 2. Apply square bullets to the three segments under the Industry heading. 3. Insert the footnote references where indicated and key the footnotes shown on the next page. 4. Insert a Basic Pie SmartArt Layout where indicated in the data file and format as follows: a. Change the colors to Colorful – Accent Colors. b. Select the gray shape and add a shape after. Then add another shape after the one just added.
TIP Remember to break the links between the first and second sections of the header and the footer. Go to page 363 of Lesson 73 in Module 12 for a complete review of the procedures for numbering the pages of a report with preliminary pages. If you have trouble, review the Troubleshooting Tips on page 364.
c. Key the information shown on the next page beginning with the exploded piece of the pie (piece that appears outside of the pie). The percentages should be from high to low as you move clockwise. 5. Click at the top of the first page; insert the Pinstripes cover page and then a blank page for the table of contents. Click again at the top of the first page of the report and insert a Continuous section break. Format the cover page as follows: a. Key the title and the company name as the subtitle in the appropriate placeholders; pick the current date; delete the company name placeholder; and key Patrick V. Ray as the author in the appropriate placeholder. b. Insert the pommery logo data file. Position the logo in Middle Center with Square Text Wrapping. 6. Number the preliminary pages with lowercase Roman numerals in the center of the footer; add a Motion (Odd Page) header. Key the report title in the header. 7. Generate the table of contents and apply Title style to the heading. 8. Preview, proofread, and check; click Next to continue. (108-d4)
LESSON 108
DOCUMENT REVIEW
MODULE 18
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
557
Footnotes 1. The vehicle utilization rate in large cities is 32% higher than in mid-size cities. 2. The fleet currently consists of 192 stretch limos and 450 executive cars. Information for Basic Pie SmartArt 1. Founder 28.68% 2. Business Community 24.25% 3. Senior Officers 16.75% 4. Outside Directors 15.67% 5. Employees 14.65%
QUICK
9 Is the logo positioned in the Middle Center of the cover page? 9 Is Title style applied to the table of contents, and is it positioned at 2"? 9 Is the table of contents numbered ii in the center of the footer? 9 Does the first page of the Business Plan begin at 2" and have no number displayed? 9 Does the header contain Business Plan and correct Arabic page numbers?
Communication 108c
Compose Letter
1. Use Pommery letterhead and compose a letter from Mr. Patrick Ray to: Mr. Michael G. White White and Burge Associates Chicago, IL 60611-3501
437 N. Rush Street
2. Supply the appropriate greeting line and use the Quick Part for the closing lines. pommery lth
3. Provide the following information for Mr. White. a. Thank him for giving Pommery Limo Service an opportunity to supply a quote for providing service for 80 guests for a VIP Gala his company is sponsoring at the Chicago Medallion Center one month from today (specify the date).
TIP You will complete this job in Keyboarding Pro DELUXE 2, but the composition will not be checked by Keyboarding Pro DELUXE 2.
b. Mr. White indicated he would like to discuss the quote with a Pommery Limo Service representative next Friday if possible. Invite Mr. White to have lunch with Mr. Ray on Friday of next week at 12:30 p.m. at the Chicago WestMark Club. c. Mr. Ray will bring the Pommery quote with him to lunch. Ask for the information in the bulleted list below to be e-mailed by next Wednesday. •
What is the desired average number of guests per limousine?
•
Please provide a list of the pick-up locations that are more than five miles from the Chicago Medallion Center.
•
What are the expected arrival and departure times for guests?
4. Close the letter with a forward-looking statement about providing service for White and Burge Associates. 5. Edit the letter carefully, preview, and proofread. 6. Check and close. (108c)
LESSON 108
DOCUMENT REVIEW
MODULE 18
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
558
Lesson 109
Assessment
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/109a Warmup A
ALL LE TTE RS
Skill Building 109b
Timed Writing
gwam
3'
5'
Most people find it amazing that mobile telephones can create a
4
3
The use of hand-held,
9
5
mobile telephones has increased dramatically in the past few years.
13
8
Just because a mobile telephone can be taken almost anywhere does
18 11
not mean that it is appropriate to use it in any place it can be
22 13
carried. Common sense and good manners seem to have been forgotten
26 16
when it comes to using a mobile telephone.
29 18
number of etiquette and safety problems.
1. Key one 3' timed writing on each paragraph; key at your control rate. 2. Key one 5' timed writing; key at your control rate.
The major safety hazard of using a hand-held telephone results from its use in moving automobiles.
A significant percentage of
all accidents is the result of drivers being distracted.
42 25
distractions reported, the most frequent are those that occur while
47 28
a driver is holding a telephone in one hand and trying to drive
51 31
at the same time. A hands-free telephone is not as dangerous, but
56 33
it can still cause a driver to be distracted.
59 35
a telephone in a place that disturbs another person.
67 40
individual doing this just does not care or does not realize how
71 43
rude he or she is being to another person.
It is not unusual to
76 45
see signs that prohibit the use of a mobile telephone in meeting
80 48
rooms, restaurants, movie theaters, concert halls, and a number
84 51
of other places.
What is most shocking is that these signs are
88 53
Except in rare cases, a telephone should not be used
93 56
in these places. What has happened to basic courtesy?
ASSESSMENT
63 38
Either the
necessary.
LESSON 109
38 23
Of all the
The etiquette problem is the result of a person speaking on
3' 5'
33 20
1
4
3
2 1
96 58
2
3
MODULE 18
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
559
Applications 109c
When you complete a document, proofread it, check the spelling, and preview for placement. When you are completely satisfied, click the Continue button to move to the next document. Click the Check button when you are ready to error-check the test. Review and/or print the document analysis results.
Assessment Continue Check
1. Key the following letter in the open document.
109-d1
2. Use the current date, the standard greeting line, and your initials.
Letter
3. Proofread and continue to the next document. (109-d1) pommery lth
Dr. Daniel B. McAngus President and CEO St. Simon Medical Group 8 E. Pearson Street Chicago, IL 60611-2068 This letter confirms our dinner at the Chicago WestMark Club next Friday at 8:15 p.m. for a party of twenty. We are pleased that you and your five senior officers and their spouses can join our senior executive team for dinner. Our trip coordinator will arrange for each of you to be picked up at home and brought to the Club. Dr. McAngus, we appreciate serving your company for the past year, and it is always a pleasure for us to serve you. We especially appreciate the introduction you gave us to the Rexford Medical Group, and the excellent recommendation that your senior officers gave them about our services. We finalized our contract with the Rexford Medical Group and will begin providing transportation services to them next week. Your support was instrumental in our successful negotiations with this new group. We look forward to having the opportunity to get to know your executive team better and to a very delightful dinner and evening. Sincerely
Patrick V. Ray
President and CEO
109-d2
1. Key the memo on the next page in the open document.
Memo
2. Create a 2-column, 7-row table; split column B into two columns and distribute the columns equally; format the table as follows: a. Apply Medium Shading 1 – Accent 1 Table Style. pommery memo
b. Merge the cells in row 1; increase the height to 0.4"; center the title vertically and horizontally; apply 14-point Heading font and White Font color. c. Bold and center the column headings in columns B and C and center the data in those columns.
LESSON 109
ASSESSMENT
MODULE 18
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
560
d. Use the appropriate formula to multiply the data in column B times 225 to complete column C. Apply the number format #,##0. e. Add a row at the bottom of the table; key Totals in column A and use the appropriate formula to sum columns B and C; use the same number format as used for the data in the columns. 3. Verify that the numbers are correct. 4. Add a copy notation for Patrick V. Ray and your initials. 5. Proofread and continue to next document. (109-d2)
Miyo Mitsui
Da-Shawn Archie
Current date
Investment Results
Thank you for giving me the opportunity to participate on the Grand Opening program. You put together an excellent group of potential investors. You and Pat both did a superb job in presenting Pommery Limo Service as a very successful, client-oriented company and as having tremendous momentum and growth potential. Having a very receptive audience makes it much easier to showcase the investment opportunities that Pommery Limo Service offers. Several individuals in the audience have followed up and have already committed to making an investment in the company. Their commitments are shown in the following table. Houston Investors Names
Shares
Robert and Courtney Blakewood
500
Carlos and Gabriela Ramirez
575
Andrew and Laura Blankenship
610
Jacob and Naomi Goldberg
850
Christopher and Rebecca Alvarez
998
Dollar Value
Several other participants have expressed an interest in the company and requested additional information. We will follow up with them and try to convert them to investors.
LESSON 109
ASSESSMENT
MODULE 18
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
561
1. Prepare an announcement that will be sent to all Pommery Limo Service employees.
109-d3
2. Apply Hardcover theme, Landscape orientation, and Narrow margins.
Announcement
3. Tap ENTER 11 times to position the insertion point at 4.4". Increase the font size to 18 points and key the information shown below. Center the text. Apply italic to RSVP. 4. Insert a Horizontal Scroll Banner from Shapes. Size it 1.5" high by 10" wide and align the top of the shape with the first blank paragraph on the page. 5. Key the text Pommery Limo Service—Company Picnic; grow the font to 36 points to fill the banner; apply Fill – White, Drop Shadow text effect. 6. Use the keyword picnic and search clip art for a suitable clip to depict a picnic. Size it 2.0" high and center it below the banner. (See illustration below.) 7. Proofread and preview the document. 8. Check and close. (109-d3)
Saturday, May 15 from 10:30 a.m. to 7:30 p.m. Lakeshore Shelter 10 Bring the family Celebrate Pommery’s best quarter ever! Food, beverages, and recreational activities provided RSVP by May 10 to
[email protected]
WORKPLACE SUCCESS W HUGH SITTON/DIGITAL VISION/JUPITER IMAGES
Employee Empowerment
LESSON 109
ASSESSMENT
Employee empowerment refers to allowing employees to participate actively in decision making relative to their jobs. Employees cannot truly be empowered unless they have the knowledge, skills, and ability to make good decisions that affect their jobs. Empowerment requires training and experience as well as a desire on the part of the individual employee to make contributions and decisions relative to the job being performed.
MODULE 18
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
562
Lesson 110
Assessment
WARMUP KEY YBOARDING PRO O DELUXE 2
Lessons/110a Warmup A
ALL LE TTE RS
Skill Building 110b
Timed Writing
gwam
3'
5'
Today, a huge number of white-collar workers use computers in
4
2
Most of these workers also have access to the
8
5
Using the Internet for work purposes is becoming more
13
8
their daily work.
1. Key one 3' timed writing on each paragraph; key at your control rate.
Internet.
and more common and, most of the time, is quite effective.
2. Key one 5' timed writing; key at your control rate.
Some
17 10
organizations are finding, though, that a number of their workers
21 13
do abuse the Internet. The abuse tends to occur in two forms.
26 15
The first type of abuse they find is that a large number of
30 18
employees visit sites that are not related in any way to their work.
34 21
Some of the sites that workers visit contain material that is very
39 23
offensive to others.
43 26
The problem is more serious when offensive
e-mails or material from websites are sent to other employees.
In
48 29
some cases, the courts have found that these materials create a
52 31
hostile work environment. The second type of abuse is the waste of
56 34
work time. Employees who spend excessive amounts of time surfing
61 36
the Internet simply are not doing the work they are paid to do.
65 39
A number of large companies are trying to deal with this
69 41
problem by buying software that they use to track the sites that
73 44
workers access from their computers. These companies warn all of
78 47
their employees that visiting offensive sites at work can have major
82 49
consequences and might even result in job loss. They tend to be a
87 52
little more lenient on the time abuse issue and often treat the
91 54
Internet the same way that they deal with the telephone.
95 57
Limited
personal use of the Internet or e-mail is not a major problem. the use becomes excessive, then action is taken. 3' 5'
LESSON 110
ASSESSMENT
1 1
2
100 60 103 62
4
3
2
If
3
MODULE 18
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
563
Applications 110c
When you complete a document, proofread it, check the spelling, and preview for placement. Click the Check button when you are ready to error-check the test. Review and/or print the document analysis results.
Assessment Continue Check
110-d1
1. Key the report shown on the next page with footnotes and a cover page. Apply Hardcover theme.
Report
2. Apply Title style and Subtitle style to the title and subtitle on the first two lines. 3. Apply Heading 1 style to all headings in the report. pommery logo
4. Apply square bullets to the three mission paragraphs in the Mission statement. 5. Insert footnotes where noted in parentheses () in the text. Key the footnotes that are shown at the end of the report. 6. Insert a SmartArt Name and Title Organization Chart at the top of page 2. Key and format as follows: a. Top shape: Patrick Ray; Title: President & CEO b. Assistant shape: Lynn West; Title: Executive Assistant c. Left shape, bottom row: Da-Shawn Archie; Title: Senior VP & CFO d. Center shape: Anna Garcia; Title: Senior VP & COO e. Right shape: Mason Lee; Title: Executive VP f. Make sure the titles for the four executives have the same size font—9 points; the Assistant title will be 8 points to fit in the placeholder. g. Format the graphic 2.6" by 6" and position in Top Center with Square Text Wrapping. Tap ENTER below the graphic and key the next paragraph. 7. Insert a Continuous section break at the top of the first page and insert a Pinstripes cover page. Format as follows: a. Key the title and subtitle in the appropriate placeholders; pick the current date; key the company name and your name in the appropriate placeholders. b. Insert the pommery logo data file. Position the logo in Middle Center with Square Text Wrapping. 8. Insert a Motion (Odd Page) header. Remember to break the link for both the header and footer before inserting the header to number the pages. 9. Change the page number to 1 on the first page of the report; do not show the number on the first page. 10. Preview and proofread the report carefully. 11. Check and close. (110-d1)
LESSON 110
ASSESSMENT
MODULE 18
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
564
Pommery Facts Company Overview Pommery Limo Service (Pommery) is a company specializing in providing limousine services. Pommery is headquartered in Chicago, Illinois, with its main office located at 1340 N. Astor Street. Mission Pommery’s mission is to: Provide its customers with safe, reliable transportation, quality service, and outstanding value. Offer its employees an environment that fosters teamwork and customer service and that also rewards integrity and productivity. Deliver superior value to its shareholders. Company Pommery Limo Service, a Delaware corporation founded in January 2008, currently has a fleet of 192 stretch limos and 450 executive cars. Pommery provides limo service for more than 65,500 trips per month.(1) An experienced, highly competent management team leads Pommery Limo Service. Senior management emphasizes teamwork, empowerment, productivity, and employee development. Employee stock options provide incentives to employees to focus on quality, productivity, and profitability. The organization chart on the next page shows our Senior Executive team. The executive team is in the process of developing a team of regional presidents. Our first regional president, Miyo Mitsui, was named in the Southwest region. The new regional office in Houston serves other cities in Texas, Louisiana, Oklahoma, Colorado, and Arizona.(2) [Insert SmartArt graphic here] Pommery Limo Service became profitable in its tenth month of existence and continues to be profitable. The company operates as a lean, efficient organization. Average costs per mile (ACM) have dropped approximately 10 percent. Yield per vehicle has increased more than 25 percent.(3) Market Pommery Limo Service provides service to destinations in 18 cities in 12 states located in the Midwest, Southwest, and Atlantic Coast regions. The more than 65,500 trips per month provide transportation services to a much larger group of passengers.(4) The primary market is defined by city size. In large cities, trips per vehicle per day are more than double those in smaller
LESSON 110
ASSESSMENT
MODULE 18
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
565
markets. However, time per trip is significantly lower in the smaller cities due to greater traffic in the larger markets during the evening hours as well as during the typical business hours. Services The mix of services is composed of business executive services, major event services, and general limo services. The primary services are those provided for business executives. Business executive services include an array of services depending on the needs of the customer. Business services are provided to executives of the company and to guests who visit the company. Strategy Pommery Limo Service strives to become the dominant limo service in the cities it serves. Pommery also plans to expand its geographic area over the next three years. Pommery’s core competencies involve providing safe, high-quality, luxury services that are cost effective. All other services provided are designed to facilitate and enhance the continual development of the core competencies.(5) To implement this strategy, Pommery Limo Service must expand its service in the cities it currently serves as well as expand into other areas. Footnotes 1. The number of passengers accommodated far exceeds the number of trips made per month. 2. The next regional office will serve the Atlantic Coast region. The location has not yet been determined. 3. Airport trips also tend to increase the time per trip in larger cities with major airports. 4. Major events and general limo services average two to four passengers per trip. Executive travel averages one or two passengers per trip. 5. Currently, 72 percent of our customers provide repeat business. More than 30 percent of our business customers use our services more than 25 times per month.
BOOKMARK B www co www.collegekeyboarding.com Module 18 Practice Quiz Project 3 Palm Beach Pet Center II
LESSON 110
ASSESSMENT
Note: Project 3 Palm Beach Pet Center II is located on the College Keyboarding website. The documents are included in Keyboarding Pro DELUXE 2. This project can be downloaded and completed in the same way that Project 2 Palm Beach Pet Center I was completed.
MODULE 18
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
566
MODULE
19
Master Word Commands Lesson Lesson Lesson Lesson Lesson
111 112 113 114 115
• Apply additional table commands. • Apply additional graphic commands. • Apply additional text and report commands.
Master Table Commands Master Graphics Master List Elements Master Reports Assessment
Lesson 111 New Commands
LEARNING OUTCOMES
• Quick Tables • Draw Tables
Master Table Commands • Move Columns or Rows • Gridlines
• Repeat Header Row
D E S I GN O F MOD U LE S 19 AND 20
TIP If you have not already done so, download the data files for Modules 19 and 20 from www.collegekeyboarding.com. Select 18e, Keyboarding and Word Processing, Complete Course and then Data Files from the Student Resources Section.
Modules 19 and 20 are designed to be completed using Word 2010 software without the assistance of Keyboarding Pro DELUXE 2 software to open, close, or check documents. Therefore, it is important that you manage your own files carefully. Set up a folder for each module. Name the folders Module 19 and Module 20. After you have completed each job, preview and proofread it carefully; then save it using the name shown in parentheses at the end of the last step in the drills and applications.
Q U I C K TAB L E S Quick Tables are built-in or preformatted tables that can be inserted in a document. The tables consist of sample data that can be selected and replaced with your own data. The Quick Tables gallery consists of five types of tables: •
Calendars
•
Double table
•
Matrix
•
Tabular list
•
Tables with subheads
The tables can be modified to accommodate different types of data. Often, a small tabular list table is printed on an index card to use as a reminder.
LESSON 111
MASTER TABLE COMMANDS
MODULE 19
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
567
To insert a Quick Table: Insert/Tables/Table/Quick Tables 1. Follow the path to display the gallery of Quick Tables. 2. Select the desired type of table. 3. Select the data in each cell and key your data in its place. 4. Delete rows or columns not needed.
QU I CK TA BLES
D RILL 1
1. Insert the Tabular List table from the Quick Tables gallery. 2. Select the data in each cell and key the data shown at the right.
TUESDAY’S APPOINTMENTS
TIME
3. Delete the unused rows.
Robert Jessup
10:15
Staff Luncheon
12:00
Budget Committee Meeting
1:30
Training Webinar
3:30
Gloria Martinez
4:30
Page Layout/Page Setup/Size/More Paper Sizes 4. Set the paper size to 4" high and 6" wide. Center the table horizontally. If you have access to a printer that can accommodate index cards, print the table. 5. Save and close. (111-drill1)
D R A W TAB L E
TIP The Ruler should be displayed. If it is not, click the View Ruler button to display it.
Draw Table can be used to create a table or add cells, rows, or columns to an existing table. When Draw Table is activated, the mouse pointer turns into a pencil. An eraser is provided to remove unwanted lines.
To draw a table: Insert/Tables/Table/Draw Table 1. Follow the path. The Draw Table tool automatically activates, and the mouse pointer becomes a pencil. 2. Draw the outside borders using the Ruler to size the table. Dotted lines on the Ruler correspond to the position of the pencil. This table is 3" high by 4.5" wide. Note the red arrows pointing to the Ruler.
LESSON 111
MASTER TABLE COMMANDS
MODULE 19
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
568
3. Draw additional lines to create cells, rows, or columns where desired within the borders of the table. 4. Click the Eraser tool to activate it and then click a line to remove it.
DRA W TA BLE
D RILL 2
6. Use the Eraser to remove lines not positioned correctly.
Insert/Tables/Table/Draw Table 1. Use the pencil to draw a rectangle 3" high and 4.5" wide.
7. Select the five rows and size them 0.4" high.
2. Draw a vertical line 0.5" from the left border to create a one-cell column.
8. Key the text shown below. Remove the space after the first line in the top row.
3. Draw a horizontal line 0.5" from the top border, from the line you just drew to the right border.
9. Format the headings using 14-point, bold format. Center text as shown.
4. Draw a vertical line from the top border to the bottom border 1.25" from the right border.
10. Save and close. (111-drill2)
5. Draw four horizontal lines to create five rows to the right of the column and below the top row created in steps 2 and 3.
TA BL E FO R MATS In this activity, you will work with multipage tables—viewing gridlines, moving columns and rows, and repeating the header row on the second and subsequent pages of a table.
View Gridlines Gridlines display in dotted-line format the boundaries of cells, rows, and tables that do not have borders. Gridlines make it easier to work with selected portions of a table. Gridlines do not print when a document is printed. If borders are added, the gridlines are behind the borders and do not display.
LESSON 111
MASTER TABLE COMMANDS
MODULE 19
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
569
To view gridlines: Table Tools Layout/Table/View Gridlines 1. Click in the table. 2. Click View Gridlines. Note in the illustration at right that gridlines make the table easier to read and thus easier to edit.
Move Row or Column After creating a table, it may be necessary to reorganize the information to place it in proper sequential order. Columns and rows can be moved within the table by selecting them and dragging to the desired position or by using Cut and Paste. You can move an entire row or column, or move the contents of a row or column. To move the contents of a row or column, you must have a blank row or column available to paste the contents into.
To move an entire row or column: 1. Select the row or column that you wish to move.
TIP To select an entire row, click to the left of the row with the diagonal white arrow. To select an entire column, click at the top of the column with the downward-pointing black arrow.
2. Position the mouse over the selection and then drag to the desired position, to the left of the first word in the table cell that will be to the right of the moved column or below the moved row; release the mouse button.
To move the contents of a row or column: 1. Empty the contents of a row or column where you want to move text, or create a new row or column at that position. 2. Drag over the contents of the row or column to be moved to select the text. 3. Click Cut to remove the text. Click in the first cell of the empty row or column where the data will be moved and click Paste. -or- Drag the selected text to the first empty cell and drop it.
Repeat Header Rows When tables are more than one page long, the header row or rows should be repeated on each page to simplify reading the table. The Repeat Header Rows command is used to display the headings on each page of the table. Note that any changes in the header rows can only be made on the first page.
To repeat header rows: Table Tools Layout/Data/Repeat Header Rows 1. Select the header row or rows. 2. Follow the path and click Repeat Header Rows.
LESSON 111
MASTER TABLE COMMANDS
MODULE 19
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
570
D RI LL 3
F ORMAT TABLE
1. Open the data file volunteers and display the gridlines. 2. Select the entire ID# column and drag it to the left of the first column so that it becomes the first column. Adjust the column width to 1". 3. Select the text in row 4, which has the ID# 04, and click Cut to remove the data from that row. The row should now be empty. 4. Select the text in row 5, which has the ID# 03, and drag the selected text to row 4, which has no data in it.
volunteers 8. Apply Align Center to columns A A, D, E, and F; apply Align Center Left to columns B and C. 9. Select rows 1 and 2 (heading and column heading rows) and click Repeat Header Rows. 10. Insert Plain Page Number 3 at the top of the page and do not show the number on the first page. 11. Preview the second and third pages to view the header rows.
5. Click in the first cell of empty row 5 and click Paste.
12. Click View Gridlines to turn the gridlines off.
6. Insert a row above row 1 and merge cells in the new row. Apply Light Shading – Accent 1 table style.
13. Save and close. (111-drill3)
7. Key the heading Town Hall Meeting Volunteers; apply Cambria 14-point font. Center the heading vertically and horizontally. Size the row 0.5" high.
QUICK
Check your document against the illustrations below.
C O N TR O L WHE RE TAB LE D IV ID E S A multiple-page table will be divided wherever a page break occurs. Shorter tables within documents may also be divided at the page break. Table properties can be used to prevent a table row from breaking across pages or to force a table to break across pages at a particular row.
LESSON 111
MASTER TABLE COMMANDS
MODULE 19
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
571
To control where a table is divided:
TIP
Table Tools Layout/Table/Properties
If you force a page that has header rows repeating to break, you will lose the header row formatting.
1. Click the Row tab on the Table Properties dialog box. 2. Clear the check from Allow row to break across pages to prevent a row from breaking. -or1. Click in the row that you want to appear on the next page. 2. Press CTRL + ENTER.
CONT R OL WHER E TABLE DI VI DES
D RI LL 4
1. Open the data file budget, display the table gridlines, and click in the last row on page 1. 2. Click the Row tab in the Table Properties dialog box. 3. Deselect the option Allow row to break across pages. Preview the document.
budget
5. Note that the row once again across pages. i breaks b 6. Click in the Variable Costs row and press CTRL + ENTER. 7. Turn the gridlines off. Note that the row was moved to the next page. 8. Save and close. (111-drill4)
4. Access the Row tab in the Table Properties dialog box again and select Allow row to break across pages.
Applications
1. Open the data file memo form and key the memo shown on the next page. 2. Insert a 5-column, 5-row table; key the data; and format the table as follows:
111-d1
a. Size all rows 0.3" high.
Memo with Table
b. In column A, apply Align Center Left. In columns B, C, D, and E, apply Align Center. Apply bold, White font to the headings. c. Apply AutoFit Contents.
memo form
DISCOVER Text can be wrapped around tables in the same way that it is wrapped around graphics.
Table Tools Layout/Table/ Properties 1. Click in the table. 2. On the Table tab of the Table Properties dialog box, click Around text wrapping.
d. Start at the upper-left corner of the table, and draw a one-cell column the height of the table; size it 0.4" wide. Key Finance 3012 in the column. Use vertical text that reads from bottom to top. Apply Align Bottom Center and bold, White font. e. Apply Brown, Accent 3 shading to the new column and to the headings row. f. Click in the table and apply Around text wrapping. g. Drag the table and position it at the left margin below the second line of the memo. 3. Use a Tabular List Quick Table to create the second table. Delete any extra rows. Apply Around text wrapping and position the table at the first line of the last paragraph at the left margin. 4. Compare your document to the illustration at the bottom right side of the next page. 5. Save and close. (111-d1)
LESSON 111
MASTER TABLE COMMANDS
MODULE 19
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
572
Students in Finance 3012
Jan Blackwell
Current date
Grade Analysis
Several of you have requested information about the overall grades in the Finance 3012 course at this point in the semester. The following table provides you with the highest, lowest, median, and average scores for each test and for the term project. Class Information
Test 1
Test 2
Test 3
Project
Highest score
97
99
96
98
Lowest score
42
56
57
70
Average score
71
75
81
84
Median score
70
73
80
88
Note that the lowest grades were earned on the first test, which is not unusual. Grades improved significantly on the second test and were also good on the third test. Overall, the projects met the standards that were provided at the beginning of the course and were excellent. As noted in your syllabus, the average score of the first three tests is weighted 50 percent of the final grade. The project and the comprehensive final exam are each weighted 25 percent of the final grade. If any of you would have questions about this analysis or your performance in this course, please come to my office during the following office hours for next week. Remember that the final review session is scheduled on Friday at 10:30.
LESSON 111
Day
Hours
Monday
8 to 10
Tuesday
1 to 3
Wednesday
9 to 11
Thursday
2 to 4
MASTER TABLE COMMANDS
MODULE 19
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
573
1. Open the data file itinerary and key the information below to complete the itinerary.
111-d2 Itinerary with Header Repeated itinerary
2. Tap ENTER after each entry to make the itinerary more readable. 3. Insert a blank row above each row that contains the day, date, and location. Bold the data in these entries. 4. Repeat the header row (and the blank row below it) on the second page. 5. Check to see if any rows broke at the top of page 2. Deselect Allow row to break across pages to keep the row from breaking. 6. Preview, save, and close. (111-d2)
7:00 p.m.
Dinner meeting with the Program Planning Committee in Boardroom 2 of the Hankin Hill Hotel. The purpose of the meeting is to begin planning for next year’s Summit scheduled to begin on June 6 in New Orleans, Louisiana. See Travel folder for additional information.
Thursday, June 4
Washington, D.C.
9:00 a.m.
Conference sessions. See conference program for detailed schedule information.
12:30 p.m.
Lunch as guest of Leslie Martin and Lynn Bordelon. Meet in lobby of the Hankin Hill Hotel to walk to the restaurant.
2:00 p.m.
Conference sessions. See conference program for detailed schedule information. No plans made for dinner.
LESSON 111
Friday, June 5
Washington, D.C.
1:00 p.m.
Depart for Ronald Reagan Washington National Airport (Executive Conference Service provides transportation). Bill Smith will return with you. Meet in the lobby of the Hankin Hill Hotel.
2:45 p.m.
Leave on Freedom Flight 861 at 2:45 p.m. and arrive in Atlanta at 3:51. Leave Atlanta on Freedom Flight 1683 at 4:45 p.m. and arrive in Mobile at 5:28.
MASTER TABLE COMMANDS
MODULE 19
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
574
Lesson 112 New Commands
New Commands
• Reset Clip Art and Pictures • Screenshot
Master Graphics • Text Box Formats • Grammar and Style Settings
• AutoCorrect Settings • Hyphenation
R E S E T C L IP ART AND PICTU RE S You can reverse changes to pictures and clip art using the Reset Picture command. In Module 12, you learned how to add captions to pictures and other objects to make them easy to identify.
112b
To reset pictures and clip art: Picture Tools Format/Adjust/Reset Picture 1. Select the picture that has had adjustments made to it. 2. Click Reset Picture to return it to original settings.
RESE T CLI P AR T AND PI CTUR ES
D RI LL 1
1. In a new document, search clip art using the keywords white bunny rabbit; insert the first clip that displays. Size it 3" high and position in Top Center with Square Text Wrapping. 2. Insert andy from the data files and position in Bottom Center with Square Text Wrapping. Crop the picture close to the image of the puppy; size it 3" high. 3. Apply the following adjustments to both images: a. Compress the picture and apply the correction Sharpen 50%.
andy
4. Preview both images; then resett th the pictures to the original settings. 5. Right-click the white bunny rabbit; select Insert Caption. 6. Click New Label and key Bunny. The number 1 will be added automatically. 7. Right-click Andy and insert a caption with the new label Andy. The number 1 will be added automatically. 8. Save and close. (112-drill1)
b. Apply 300% color saturation and Sepia recolor. c. Apply the artistic effect Paint Strokes.
WORKPLACE SUCCESS W IMAGE COPYRIGHT ORANGE LINE MEDIA 2010. USED UNDER LICENSE FROM SHUTTERSTOCK.COM
Build Workplace Relationships
LESSON 112
Employees in effective workplaces develop good working relationships. While many factors are important in creating good relationships, three factors seem to stand out. 1. Being courteous and using good manners. Sensitivity, empathy, and remembering the Golden Rule make a big difference in the workplace. 2. Building trust. Honesty, competence, meeting commitments, and developing credibility are key components of building trust. 3. Resolving workplace conflict. Learn to disagree without being disagreeable. Prevention is often better than resolving conflict.
MASTER GRAPHICS
MODULE 19
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
575
S C R E E NS HO T Screenshot enables you to capture a picture of an open screen and insert it in a new document. You can also use Screen Clipping to capture only a portion of the screen.
To create a screenshot and insert it in a new document: Insert/Illustrations/Screenshot 1. Open the window you wish to capture and then open a new document. 2. Click Screenshot to display the available window or windows. 3. Select the thumbnail of the screen you wish to capture to insert it in your document.
To clip a screenshot and insert it in a new document: Insert/Illustrations/Screenshot 1. Open the window you wish to capture and then open a new document. 2. Click Screenshot to display the available windows.
PHOTO COURTESY SUSIE VANHUSS
3. Click Screen Clipping and use the mouse to frame the area you wish to capture. The captured area will be inserted in your document.
CLIP A P I CTUR E
D RI LL 2
1. Open the data file rhino. In a new document, use Screen Clipping to capture the area around the two rhinos. 2. Position in Top Center with Square Text Wrapping.
rhino 4. Add a Bevel Rectangle picture i t style. t 5. Compress the picture. 6. Save and close. (112-drill2)
3. Size the picture 3.5" high.
LESSON 112
MASTER GRAPHICS
MODULE 19
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
576
TE X T B O X FORMATS In Lesson 86, you worked with preformatted text boxes, linked text boxes, and drew and applied basic formats to text boxes. You have also added text to shapes (which in effect become text boxes) and formatted them using the tools on the Drawing Tools Format tab. In this lesson, you will learn to use additional text box formats from the Drawing Tools Format tab and how to save a text box to the Text Box Gallery.
To use Shadow, Glow, and 3-D Rotation text effects: Drawing Tools Format/WordArt Styles/Text Effects 1. Draw and select the text box; then follow the path to display the Text Effects options. Each option has a right arrow that displays a gallery of options for that effect. Click the arrow on each option to view available styles. 2. Click the desired option and style to apply it.
To change text direction and align text in a text box: Drawing Tools Format/Text/Text Direction or Align Text 1. Draw and select the text box; then follow the path to display the Text Direction options. Note that though labeled differently, they are the same options you used to change text direction in tables. 2. Click the desired option. 3. To align the text, display Align Text options and click Top, Middle, or Bottom.
To save selection to Text Box Gallery: Insert/Text/Quick Parts 1. Select the text and/or graphic you wish to save as a Quick Part. 2. Follow the path to display the Quick Parts Gallery. Click Save Selection to Quick Part Gallery to display the Create New Building Block dialog box.
LESSON 112
MASTER GRAPHICS
MODULE 19
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
577
3. Key the name of the Quick Part in the Name box. 4. In the Gallery box, select Text Boxes. 5. Click the drop-list arrow on the Category box and select Create New Category. 6. Key the name of the new category and click OK. 7. Key the description. Click OK.
8. To insert the text box, click Text Box and select the object from the Text Box Gallery.
D RI LL 3
SAVE T O T EXT BOX GALLERY
Create a graphic consisting of two text boxes. 1. Draw the first text box and format it as follows: a. Size the text box 2" high and 0.6" wide. b. Key Register Today and format the text using 22-point Olive Green, Accent 3, Lighter 40% text. Apply Rotate all text 90° (reads top to bottom) and align in the Center. Apply Shadow Offset Top text effect. c. Apply Olive Green, Accent 3, Darker 50% shape fill. 2. Draw the second text box and format it as follows: a. Size the box 2" high and 3" wide; position it adjacent to the first text box as shown at right. b. Key Art Expo and Auction and format the text using 22-point font. Align text in the Middle.
5. Select the outside border of the grouped text boxes and save the selection to create a new building block. Make sure the group (both boxes) is selected. Note: You will save only the text boxes; do not include the caption.
c. Apply Olive Green, 8-pt glow, Accent color 3 text effect.
a. Key Registration Graphic in the Name box.
d. Apply 3-D Rotation Perspective Contrasting Right text effect.
b. Create a new category named Art Foundation.
e. Apply Olive Green, Accent 3, Lighter 80% shape fill.
c. Key the description Graphic for Registration Brochure.
3. Select both text boxes and group them. Position in Top Center with Square Text Wrapping.
6. Save and close. (112-drill3)
4. Add the caption: Figure 1 Graphic for Brochure Front Cover
LESSON 112
MASTER GRAPHICS
MODULE 19
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
578
HY P HE NATION Graphics are frequently used in documents with columns or in one-column documents with text wrapped around them or around tables. Hyphenation bl H h i can often improve the appearance of text in documents with graphics and tables. Hyphenation can be done manually or automatically.
To hyphenate a document: Page Layout/Page Setup/Hyphenation 1. Follow the path to display the Hyphenation options. 2. Select either Automatic or Manual. 3. Click Hyphenation Options to change options such as setting the limit on consecutive hyphens or the Hyphenation zone, if desired.
G R A MMAR AND STYLE SE TTING S Grammar and style settings are part of the options that can be set for the Proofing tools. These settings determine the way that grammar and writing style are checked.
To change grammar and style settings: File/Options
TIP After you have made changes in grammar and style settings, click Recheck Document in the Word Options dialog box to reset the Spelling and Grammar Checkers and recheck the document.
LESSON 112
1. Follow the path to display the Word Options dialog box. Then select Proofing. 2. Click the Writing Style drop-list arrow; select Grammar Only or Grammar & Style. 3. Click Settings to display the Grammar Settings dialog box. Deselect Grammar options you do not wish to check. Scroll down and deselect Style options that you do not wish to check.
MASTER GRAPHICS
MODULE 19
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
579
HY P HE NAT I ON/ PR OOFI NG TOOLS
D RI LL 4 Page Layout/Page Setup/Hyphenation
b. Scroll down to the Style section and deselect Passive sentences.
1. Open the data file hyphenation and click Automatic to hyphenate the document. 2. In the Hyphenation dialog box, use the spin arrow in the Limit the consecutive hyphens to box to select 2.
File/Options 3. Change the following grammar and style settings: a. In the Require section of the Grammar and style options, select always for Comma required before last list item.
hyphenation
c. Click Recheck Document. 4. Check the document to see that hyphenation has been applied and that there are no more than two consecutive hyphens in the document. 5. Check to see if grammar errors are marked where commas are required before the last list item. Add the commas where the errors are marked. 6. Save and close. (112-drill4)
A U TO CO R R E CT E XCE PTIONS You are familiar with adding and deleting AutoCorrect entries from previous lessons. In this lesson, you will learn to add exceptions to AutoCorrect entries. The AutoCorrect Exceptions dialog box has three tabs to allow different types of exceptions to corrections that are normally made by the dictionary. See illustrations below. 1. First Letter. Exceptions added to this tab prevent AutoCorrect from capitalizing the first word after an abbreviation. Many abbreviations are already listed. You can add additional abbreviations. 2. INitial CAps. In some cases, names have two consecutive capital letters that should remain capitalized. IDs is already listed. You can add additional entries. 3. Other Corrections. This list includes words that are similar to other words in the dictionary that should not be corrected. Many British and Canadian words fit into this category.
DISCOVER D Note that th you can delete an item you added to the list by selecting it and clicking the Delete option. See the center illustration above.
To add AutoCorrect exceptions: File/Options 1. Follow the path to display the Word Options dialog box, and click Proofing. Then click AutoCorrect Options to display the AutoCorrect dialog box. 2. Click Exceptions to display the AutoCorrect Exceptions dialog box. 3. Click the appropriate tab (First Letter, INitial CAps, or Other Corrections) to add the exception. 4. Key the exception, click Add, and check Automatically add words to list. 5. Click OK three times to return to your document.
LESSON 112
MASTER GRAPHICS
MODULE 19
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
580
AU T OCOR R ECT EXCEPTI ONS
D RI LL 5 File/Options
1. In a new document, follow the path; click Proofing; and then click AutoCorrect Options. 2. In the AutoCorrect options, click Exceptions to display the AutoCorrect Exceptions dialog box. Add the following exceptions. Remember to check Automatically add words to list for each one. a. On the first tab, add the abbreviation abd., which stands for “all but dissertation.”
b. On the second tab, add the name BRod, which is a name used by Benjamin Rodney. c. On the third tab, add harbour, the Canadian and British spelling of harbor. 3. Key the text shown below on the left. Check to see that the exceptions you added were implemented. Your text should look like the illustration shown below on the right. 4. Save and close. (112-drill5)
Congratulations, BRod, you have reached the abd. milestone in your education. We are sure that everyone at Halifax East Harbour Tour Company is very proud of your accomplishment.
Applications
1. Open the data file trails and apply automatic hyphenation. Set Hyphenation options: Hyphenation zone: 0.2"; consecutive hyphens: 2.
112-d1
2. Apply Grammar and Style settings: Do not check for passive sentences.
Report with Table and Graphics
3. Create a graphic by drawing and formatting two text boxes as follows. a. Draw the first text box; size it 2" high and 1" wide. Apply Red standard color shape outline. b. Set text direction to Rotate all text 270° (read bottom to top); key Research Highlights in the box and align text in Center. Apply 22-point heading font and Red, Text 2 color.
trails
c. Apply Shadow Perspective Diagonal Upper Right text effect.
TIP
d. Apply 3-D Rotation Off Axis 1 Left shape effect.
It may be easier to format the graphics and table in a separate document and copy and paste them in the report as shown in the Quick Check.
e. Draw the second text box; size it 1.9" high by 2.7" wide. f. Apply Red, Text 2, Lighter 80% shape fill and Red standard color shape outline. g. Key Controllable Factors in 16-point heading font and Red, Text 2 color. h. Define a new bullet with a heart from the Symbol font. Key three bulleted items: Exercise, Diet, and Not Smoking. Apply 14-point body font in Red, Text 2 font color. i. Group the two boxes and apply Tight text wrapping. Position the graphic as shown in the Quick Check. Add the caption: Figure 1 Research Highlights. Align the caption at the left with the slanted box in the graphic.
TIP Adjust the position of captions if you see large gaps in line spacing of wrapped text.
4. Use boardwalks as the keyword and search for a clip showing a boardwalk. Position it as shown in the Quick Check. Format the clip as follows: a. Crop the photo attractively; size the clip 1.4" high. b. Apply the Soften 25% correction and Paint Brush artistic effect. c. Apply Tight text wrapping, position the graphic as shown in the Quick Check, and add the caption: Figure 2 Boardwalk Construction Proposed.
LESSON 112
MASTER GRAPHICS
MODULE 19
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
581
Healthy Heart Trails Project Component
Primary Sponsor
Estimated Time
Estimated Cost
Trail design
Coastal
6 weeks
$ 22,500
Highway work
County
8 weeks
30,000
Parking lot
Coastal
4 weeks
26,000
Visitor’s Center
Healthy Heart
8 months
100,000
Walking trails
Coastal
8 months
80,000
Bike trail
County
2 years
400,000
Total Project
All
2 years
$658,500
5. Key the table above with alignments as shown. Press SHIFT + ENTER after the first line of the column headings to set headings on two lines. Format the table as follows: a. Apply Table Colorful List – Accent 5. Apply AutoFit Contents. b. Set row 1 height to 0.4", row 2 to 0.35", and the remaining rows to 0.2". c. Apply 26-point Arial font to the heading in row 1. Bold the headings in B2–D2. d. Apply Around text wrapping and Align Right. Position the table as shown below.
TIP
e. Add caption below the table: Figure 3 Time and Cost Estimates
Adjust the caption text box to be as wide as the table to avoid text wrapping problems.
6. Search clip art for family on bicycles and insert the clip as shown below. a. Apply the Sharpen 50% correction and Paint Brush artistic effect. b. Size the picture 1.4" high and position as shown. c. Reset the picture. d. Add the caption: Figure 4 Family-Friendly Trails. 7. Preview, save, and close. (112-d1)
QUICK
Check your document against the one shown below.
Insert photo of family on bicycles.
Insert photo of boardwalk.
LESSON 112
MASTER GRAPHICS
MODULE 19
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
582
Lesson 113 New Commands
New Commands
• • • •
Master List Elements
AutoFormat for Bullets and Numbering Stop Automatic Lists Restart or Continue Numbering Set Number Value
• Sort a List • Define a New Bullet • Nonbreaking Space
A UTO FO R MAT FOR B U LLE TS AND NU MB E RING AutoFormat As You Type, one of the AutoCorrect options, allows you to create bulleted and numbered lists automatically.
To view AutoFormat As You Type Options for bulleted and numbered lists: File/Options/Proofing/AutoCorrect Options 1. Follow the path and click the AutoFormat As You Type tab. 2. In the Apply as you type group, note that the Automatic bulleted lists and Automatic numbered lists checkboxes are selected, verifying that the default settings are “on.” To turn off the automatic defaults so that bulleted lists or numbered lists are not automatically created, click to deselect the checkbox.
S TO P AU TO MATIC LIST CRE ATION
TIP Press CTRL + Z to turn off automatic list creation.
Often as you begin to key a numbered list, you may decide to turn off the automatic numbering for a particular list, or you may decide to turn it off completely.
To stop automatic list creation using the AutoCorrect Options icon:
TIP Select a bulleted or numbered list and click the Bullets or Numbering button to remove bullets or numbering.
1. After the first number is keyed, the AutoCorrect Options icon displays to the left of the number. 2. Click the AutoCorrect Options icon, and click Undo Automatic Numbering to turn it off for that particular list. -orClick Stop Automatically Creating Numbered Lists to turn off automatic numbering completely. Note: Clicking Control AutoFormat Options will take you to the AutoFormat As You Type tab in the AutoCorrect dialog box.
LESSON 113
MASTER LIST ELEMENTS
MODULE 19
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
583
AU T OFOR MAT
D RI LL 1
File/Options/Proofing/AutoCorrect Options
3. Tap ENTER three times after the list.
1. In a new document, verify that automatic bulleted and numbered list options are selected as AutoCorrect options.
4. Turn off automatic numbered lists. Set a decimal tab at 0.25" and a left tab at 0.5". Tap the TAB key, key 1. and tap TAB. Key Bulleted lists.
2. Key 1. and tap the Space Bar. Key the items below on a separate line as a numbered list of Word 2010 commands: 1. Bulleted lists
2. Numbered lists
3. Cover page
4. Document themes
5. Key the remaining items in the list. Note how the numbers align correctly at the decimal point.
5. Section breaks
6. Table of contents
6. Select the first nine lines in the second list and remove space after paragraphs.
7. Index
8. Custom margins
7. Save and close. (113-drill1)
9. Citations
10. SmartArt
R E S TA R T O R CONTINU E NU MB E RING Word generally knows to restart the numbering of a new numbered list at 1. However, when subparagraphs separate items in a numbered list, you may need to make adjustments. The easiest approach is to begin keying the desired number followed by a period and space. The AutoCorrect Options icon then displays to the left of the number. If necessary, click the drop-list arrow and click either Continue Numbering or Restart Numbering as needed.
TIP
Occasionally, you may need to set the numbering value.
Click in the numbered list; rightclick, and click either Restart at 1, Continue Numbering, or Set Numbering Value.
To set numbering value: Home/Paragraph/Numbering/Set Numbering Value 1. Click the numbers in the numbered list and follow the path above. 2. In the Set value to box, key the desired number.
D RI LL 2
NU M BE R I NG
1. Open the data file favorites and position the insertion point below the last line. Click Numbering to begin a numbered list. Click the AutoCorrect Options icon, and click Continue Numbering. 2. Key the names as follows with each being a separate number: Beagle, Bassett Hound, Yorkshire Terrier, and Dachshund.
LESSON 113
MASTER LIST ELEMENTS
favorites 3. Tap ENTER twice at the end of the list. Key the sentence: My three favorite dogs are as follows: 4. Tap ENTER. Begin numbering at 1 and key Shih Tzu, Bulldog, and English Cocker Spaniel. If necessary, set the value to begin numbering at 1. 5. Save and close. (113-drill2)
MODULE 19
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
584
S O R T A L IS T After a bulleted list is keyed, the user may find it useful to sort the list. Text can be sorted in ascending order (A to Z) or descending order (Z to A).
To sort a list: Home/Paragraph/Sort 1. Select the list to be sorted and follow the path above. 2. In the Sort by box, select Paragraphs. In the Type box, select Text. 3. Click Ascending or Descending order.
SORT
D RI LL 3
1. Open the data file dogs and select the bulleted list.
dogs 3. Save and close. (113-drill3)
2. Sort in ascending order.
D E FI NE A NE W B U LLE T New bullet symbols can be added to a document or to the Bullet Library to customize bulleted lists.
To define a new bullet: Home/Paragraph/Bullets 1. Follow the path above and click the Bullets drop-list arrow. 2. Click Define New Bullet. 3. Click Symbol and select a symbol to add. -orClick Picture and select a picture to add. -orClick Picture and then click Import and add one of your pictures. 4. Click OK twice to accept the new bullet. The new bullet is added to the Document Bullets Gallery. To add a new bullet to the Bullet Library, right-click the bullet in the Document Bullets Gallery and click Add to Library. To remove, right-click the bullet and click Remove.
LESSON 113
MASTER LIST ELEMENTS
MODULE 19
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
585
NE W BULLET
D RI LL 4
pet rules
1. Open the data file pet rules and define a new picture bullet for the first list. Click the Picture tab. In the Search text box, key right pointers and click Go. Select the second selection. Click OK two times. Apply the bullet to all items in the first list.
3. Define a new symbol bullet for the second list. In the Symbol dialog box, select Wingdings from the Font list. Select the hand holding a pencil (Wingding 63). Click OK twice. Add to the Bullet Library.
2. Click the Bullets drop-list button and note the new bullet is displayed under Document Bullets. Right-click the new bullet and add it to the Bullet Library.
4. Save and close. (113-drill4)
IM POR T BULLET
D RI LL 5
1. Open 113-drill4. Select the first list, open the Define New Bullet dialog box, and click Picture. Click Import and select the data file fred as the picture bullet. Click Add and then click OK twice.
fred 2. Click on the picture bullets to select the bullets. Click Grow Font to increase the font size to 14 point to enlarge the picture. 3. Save and close. (113-drill5)
N O N B R E AK ING SPACE S A nonbreaking space (sometimes called a hard space) is inserted between words instead of a regular space to prevent wordwrap from breaking word groups inappropriately at the end of the line. Style rules recommend that word groups read as a group should display on the same line. Examples include the following: December 13 593 miles
April 2011 Carla Wells, Ph.D.
Mr. Jones
page 203
Wayne T. Simpson, II
9:30 a.m. A. W. Smith
Use the following guidelines to assist you in breaking longer word groups.
TIP
December 12, 2011
Break after the day of the month.
Avery W. Smith
Break after the middle initial.
395 Juniper Street
Break after the street name.
Hattiesburg, MS 39401
Break after the city.
the following tips: (1) Memorize your password (2)
Break before the number to keep the number with the text.
To insert a nonbreaking space: Use the following shortcut to insert a nonbreaking space: CTRL + SHIFT + Space Bar.
Insert/Symbols/Symbol/More Symbols 1. Follow the path above and click the Special Characters tab. 2. Click Nonbreaking Space. The symbol (°) displays where a nonbreaking space is inserted. Hint: Click the Show/Hide button to display formatting marks.
LESSON 113
MASTER LIST ELEMENTS
MODULE 19
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
586
NONBR E A K I NG SPACE
D RI LL 6
2. Insert nonbreaking spaces where needed for the remaining sentences.
1. Open the data file nonbreaking space and delete the space after 10 in the first sentence. Insert a nonbreaking space to prevent 10 a.m. from breaking. Click Show/Hide to view the symbol for the nonbreaking space.
Applications 113-d1 Edit Report procedures
nonbreaking space
3. Save and close. (113-drill6)
1. Open the data file procedures, select the steps for effective proofreading, and apply an automatic numbered list. 2. For the second list, define a new bullet by selecting the Wingdings font and then the eyeglasses (fourth item). Sort the list in alphabetical order. Add the new bullet to the Bullet Library. 3. At the end of the document, key the numbered list below. Apply the Colorful List – Accent 2 table style to the table. Be sure to continue numbering after the table. 4. Go back to the second list of common errors and key the following error at the end of the list: All proofreaders’ marks were not noted, and corrections were not made to the document. Re-sort the list. 5. Proofread the document for word groups that require a nonbreaking space and insert where appropriate. 6. Save and close. (113-d1)
1. Apply the custom theme created for the company. 2. Set a left tab at 3.25". Key the date, writer’s name, and title at the 3.25" tab. 3. Key the salutation Dear + Last Name unless directed differently by the writer. 4. Enclosure notations are listed to ensure that the recipient understands what items have been enclosed. Key each notation on a separate line. Set a tab at 1" to align the multiple items. See example below: Enclosures:
Contract Memo of Agreement
5. Key Sincerely as the standard complimentary closing. 6. Use mixed punctuation by keying a colon after the salutation and a comma after the complimentary closing. 7. If a table is included in the letter, apply the Colorful List – Accent 2 table style as shown below. Adjust the space before the paragraph following the table by adding space before the paragraph (Home/Paragraph/Line and Paragraph Spacing/Add Space Before Paragraph).
Table Title
LESSON 113
MASTER LIST ELEMENTS
MODULE 19
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
587
8. Align multiple copy notations at the 0.5" default tab. 9. Send blind copies as an exception. Key bcc on the copy that is stored on the company server; do not key on the original letter being mailed to the recipient of the letter.
113-d2
1. Turn off automatic list numbering.
Test
2. Set a decimal tab at 0.25" and a left tab at 0.5". Key the quiz below. Hint: CTRL + T applies a hanging indent for numbered items requiring more than one line. You will need to press CTRL + T twice to align with the left tab. 3. Preview, save, and close. (113-d2)
Dining Etiquette Quiz Directions: Read each statement carefully. If the statement is true, write True on the answer sheet. If the statement is false, write False. 1. The water and tea goblet are placed to the right side of the dinner plate. 2. The bread plate is placed on the left side of the dinner plate. 3. The napkin fold goes toward your knees. 4. Start with utensils on the outside of the plate first. 5. Dessert utensils are often at the top of the place setting. 6. Sit tall with your elbows off the table. 7. Bring the fork to your mouth without leaning over the plate. 8. Take cues from the host on what to order. 9. Order items that are easy to eat and carry on a conversation. 10. Always watch your host for cues, and only place your napkin in your lap after the host places the napkin in his/her lap.
LESSON 113
MASTER LIST ELEMENTS
MODULE 19
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
588
Lesson 114 New Commands
New Commands 114b
DISCOVER D Select Browse Object Button
Master Reports
• Odd/Even Headers/Footers • Modify Table of Contents
• Edit Table of Contents Options • Hyperlinks
O D D A ND E V E N HE AD E RS/ FOOTE RS Designing odd and even headers and footers can add sophistication to a long report. For example, the document title may be displayed on odd-numbered pages and chapter or section titles on even-numbered pages. Number odd pages on the right side of the page and even pages on the left side of the page.
To create odd and even headers or footers: Insert/Header & Footer/Header or Footer 1. Position the insertion point in the first page of the document (odd page).
Click the Browse Object h Select S l B Obj button at the bottom right of the screen to display 12 options for browsing a document.
2. Follow the path above and select a header or footer labeled (Odd Page); e.g., Puzzle (Odd Page). 3. Click Different Odd & Even Pages to select this option. 4. Click Next to move to the even-numbered header or footer. 5. Click Header or Footer and select a design labeled (Even Page); e.g., Puzzle (Even Page).
DIF FE R E NT HEADER S
D RI LL 1
report
1. Open the data file report and position the insertion point in the header of the first page. Insert the Puzzle (Odd Page) header. Click Different Odd & Even Pages.
4. Click the Select Browse Object button and browse by table. Then browse by headings. Then click the Go To button, and go to page 2. Click Close.
2. Click Next to move to the Even Page header. Insert the Puzzle (Even Page) header. The report title displays automatically. Click Different First Page to suppress the header on the first page.
5. Click the Select Browse Object button, click Find, and find all occurrences of forms analysis. 6. Save and close. (114-drill1)
3. Click the Select Browse Object button and browse this report by page. Click the up and down arrows to move between pages.
DIF FE R E NT HEADER S
D RI LL 2
1. Open the data file full report and position the insertion point in the footer of page 2 of Section 1. Insert the Plain Number 2 page number style; change format to lowercase Roman numerals. 2. Go to the header of page 1 of Section 2. Click to deselect Different First Page if selected. Click Different Odd & Even pages. Click Link to Previous to break the links between the headers. At the prompt, click No. Begin numbering at 1. 3. Insert the Motion (Odd Page) header.
full report
5. Insert the Motion (Even Page) header. Key the document title if necessary. Click to select Different First Page. 6. Go to the Even Page Footer on page 2 of the report. Click Link to Previous to break link. 7. Go to page ii of Section 1 and insert the Plain Number 2 page number style in the footer. 8. Save and close. (114-drill2)
4. Click Next to go to the Even Page Header. Click Link to Previous to break the link between Sections 1 and 2.
LESSON 114
MASTER REPORTS
MODULE 19
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
589
M O DI F Y TAB LE OF CONTE NTS By default, the built-in heading styles are automatically used to generate a table of contents. When the Heading 1 style is applied in the document, the table of contents displays the TOC 1 style and so forth. It is very simple to modify the TOC styles to create a table of contents according to your specifications.
To modify a table of contents style: References/Table of Contents/Table of Contents/Insert Table of Contents 1. Follow the path to display the Table of Contents dialog box. Click the Formats drop-list arrow and select From template. 2. Click Modify to display the Style dialog box. 3. Click on TOC 1 1 and click Modify 2 . The Modify Style dialog box displays. 4. Make the desired changes. Note the changes in the sample text shown in the dialog box. 5. Click the Format drop-list arrow 3 to display additional formatting options. 6. Click OK three times until all the dialog boxes have been closed. h b l d Note: If you are editing a previously generated table of contents, click OK to the prompt Do you want to replace the selected table of contents?
1
TIP
2
To add a modified style to the Quick Style list, click to select Add to Quick Style list option at the bottom of the Modify Style dialog box.
LESSON 114
MASTER REPORTS
3
MODULE 19
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
590
D RI LL 3
TABLE OF CONTENTS
ergonomics
References/Table of Contents/Table of Contents/ Insert Table of Contents
b. Click on the Format button and click Font. Click the Small caps option. Click OK.
1. Open the data file ergonomics and position the insertion point on the second page after the cover page. At 2" key Table of Contents and apply the Title style. Follow the path above to insert a table of contents.
c. Click Format again and click Paragraph. Change the Spacing After to 12 point. Click OK twice.
2. Click Modify and make the following changes to modify two table of contents styles.
d. Click TOC 2 and click Modify. Change to Calibri (Headings), 12 point, and italic. 3. Save and close. (114-drill3)
a. Click TOC 1 and click Modify. Change to 14 point and bold. Select Red standard font color.
TA BL E O F C ONTE NTS OPTIONS By default, the Heading 1 style is assigned the TOC 1 level, Heading 2 style is TOC 2, and so forth. It is very easy to reassign the styles to different TOC levels. For example, Heading 2 may be assigned as TOC 1, Heading 3 as TOC 2, and Heading 4 as TOC 3.
To select different TOC levels: References/Table of Contents/Table of Contents/Insert Table of Contents 1. Follow the path and click Options. 2. In the Available styles list, edit to remove all heading assignments. 3. Key the desired level to match the appropriate style to the desired TOC level; e.g., key 1 for Heading 2. 4. Click OK.
D RI LL 4
TABLE OF CONTENTS
1. Open 114-drill3.
3. Click in the table of contents and remove it.
2. In the body of the report, select the first Level 1 heading, Position Yourself Properly, and apply the Heading 2 style. Repeat for the other Level 1 headings. Select each paragraph heading (Level 2) and apply the Heading 4 style. Hint: If you do not see Heading 4, apply Heading 3 and then Heading 4 will display. You can then apply the desired Heading 4.
4. Generate a new table of contents using the new styles. Click Options and change the TOC levels as follows: Key 1 for Heading 2 and 2 for Heading 4. Note: The format of TOC 1 and TOC 2 remains the same. You have just generated the table of contents using different styles applied in the document.
LESSON 114
MASTER REPORTS
5. Save and close. (114-drill4)
MODULE 19
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
591
HY P E R L INK In addition to linking to existing files, Web pages, or a place in a current document, you may hyperlink to create a new document or to an e-mail address.
To create a hyperlink to a new document: Insert/Links/Hyperlink 1. Select the text or object to be hyperlinked. If text is selected, it will display in the Text to display box 1 . 2. Follow the path above to display the Insert Hyperlink dialog box. In the Link to pane, click Create New Document. 3. Click the Change 2 button. Browse and locate the desired location for storing this new file. In the File name box, key the new filename. In the Save as type box, select the desired type of document; e.g., Documents (Word), Workbooks (Excel), Presentations (PowerPoint), etc. Click OK. 4. In the When to edit section, click Edit the new document now. Click OK. The new document displays. Key the document. Click Save when finished.
1
2
D RI LL 5
HY P E R LI NK
1. Open the data file training memo and select the word schedule in the last sentence. Insert a hyperlink to create a new document. 2. Save the new file in the location directed by your instructor. Save as a Documents file (.docx) and name the file training schedule. Click OK.
training memo 3. Choose to edit the document now. In the new document that opens, key the schedule shown below in a table. Apply the Light Shading – Accent 5 table style and apply bold and alignment as shown. Save and close the schedule. 4. Save and close the memo. (114-drill5)
Training Schedule
LESSON 114
Novice
Proficient
Power
January 7
January 14
January 21
March 3
March 10
March 17
May 6
May 13
May 20
November 5
November 12
November 19
MASTER REPORTS
MODULE 19
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
592
To create a hyperlink to an e-mail address: Insert/Links/Hyperlink 1. Position the insertion point where the hyperlink is to be inserted. 2. Follow the path above to display the Insert Hyperlink dialog box. 3. In the Link to pane, click E-mail Address. 4. In the E-mail address box displays in the address.
1
, key the e-mail address. Note: mailto: automatically
5. Click the ScreenTip button 2 and key the text you wish to display when the mouse is hovered over the hyperlinked text. Click OK. 6. In the Subject box 3 , key the subject of the e-mail. Click OK.
2
1
3
D RI LL 6
HY P E R LI NK
1. Open 114-drill5. Select Lynn Maybury’s name in the From section of the heading.
4. In the Subject box, key Upcoming Word Processing Sessions.
2. Insert a hyperlink to her e-mail address:
[email protected].
5. Save and close. (114-drill6)
3. Click ScreenTip and key E-mail me at
[email protected].
LESSON 114
MASTER REPORTS
MODULE 19
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
593
Applications 114-d1
1. Open the data file dress, select the name Joyce Hodnett in the footnote, and insert a hyperlink to her e-mail address:
[email protected]. Key Dress Policy as the subject of the e-mail. 2. Use the Select Browse Object button to find the word here below the table of photos and insert a hyperlink to create a new document. Save the new file as directed. Save as a Documents file (.docx) and name the file dress for success.
Edit Report dress
3. In the new document, key the title Dress for Success and apply Title style. Insert a 2-column table. Search the Internet for at least two photographs illustrating acceptable dress for casual Friday. Save and close the document. 4. Position the insertion point at the top of the first page of the report. Insert a Continuous page break. Double-click in the header and deselect Different First Page. Click Link to Previous to break the link to the headers in Sections 1 and 2. Go to Footer and click Link to Previous to break the footer link. Click Go to Header. 5. Insert the Motion (Odd Page) header in the first-page header position. Click Different Odd & Even Pages. Click Page Number and click Format Page Numbers. Change page number to start numbering at 1. 6. Click Next to move to the Even Page Header and insert the Motion (Even Page) header. Accept the automatic document text that displays. Click Different First Page. 7. Preview, save, and close. (114-d1)
114-d2
1. Open 114-d1. Position the insertion point in Section 1 and insert a page break.
Table of Contents
2. On the new, blank page, create a table of contents for this report. In the General formats, select From template and modify the table of contents headings as follows:
DISCOVER Insert Current Date and Time in Header/Footer
Header & Footer Tools Design/Insert/Date & Time From the available formats shown, click on the desired date and time format.
TOC 1: 14 point, standard Dark Blue font color, 1.5 line spacing, and 4 points after the paragraph. Click the Format button and click Tabs. Change the tab leader to None. 3. Key Questions. as a paragraph heading to introduce the paragraph that lists seven questions. Apply the Heading 2 style to the heading; do not include the period in the selection when applying the style. 4. Key Examples. as a paragraph heading to introduce the four pictures. Apply the Heading 2 style; do not include the period. Update the table of contents. 5. Modify the TOC 2 heading as follows: Arial font, 12 point, single spacing, and 4 points after the paragraph. 6. Position the insertion point in the Even Page Footer on page 2. Insert the time using the format 3:31 PM. Do not update automatically. 7. Position the insertion point in the Odd Page Footer on page 3 and click the Align Text Right button. Insert the current date using the format May 31, 2010. Do not update automatically. 8. Preview, save, and close. (114-d2)
114-d3 Table of Contents Options
1. Open 114-d2. Select the first Level 1 heading Current Dress Practices and apply the Heading 2 style. Repeat for the other Level 1 heading. Select each paragraph heading (Level 2) and apply the Heading 3 style. 2. Click in the table of contents and remove it. Insert a new table of contents using the new styles. Click Options and change the TOC levels as follows: Key 1 for Heading 2 and 2 for Heading 3. 3. Go to the Odd Page Header, delete the error message, and key the report title. 4. Preview, save, and close. (114-d3)
LESSON 114
MASTER REPORTS
MODULE 19
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
594
Lesson 115 Applications 115a
Assessment
When you complete a document, proofread it, check the spelling, and preview for placement. When you are completely satisfied, save and close the document. Then move to the next document and repeat the process until you complete all documents.
115-d1
1. In a new document, key the renovation plan shown on the next page. Apply Oriel theme.
Renovation Plan
2. Apply the following settings to the document: a. Apply Automatic hyphenation; limit to two consecutive hyphens. b. Apply Grammar & Style settings to require a comma before the last list item and deselect checking passive sentences. Correct any sentences marked. c. Add moulding as an AutoCorrect Exception on the Other Corrections tab so that the spelling will not be changed to molding. 3. Apply Title style to the title, Subtitle style to the subtitle, and Heading 1 style to all headings. 4. Preview the Quick Check on page 597 to determine the appropriate placement of the tables. 5. Use the following information to draw and format the first table. Key the information shown for Figure 1 following the plan text. a. Draw a table 3.5" wide and 2" high. b. Draw a line about 0.4" below the top border for the first row. c. Draw four lines below the first row. Draw a vertical line in these four rows about 1" from the right border. d. Size the first row 0.4" high; size the remaining rows 0.3" high. e. Draw another row across the bottom of the table and format it the same as the previous row. Key Total in the first column and use the SUM(ABOVE) formula to compute the total for the second column. f. Apply Medium Grid 1 – Accent 1 to the table. g. Format the first row with 16-point font and apply Align Center. h. Apply Align Center Left to the first column, and Align Center to the second column. Bold the column headings. i. Move row 5, Materials, to row 4 below Labor. 6. Create a Tabular List Quick Table and key the information shown in Figure 2 below the plan text. Apply Light List – Accent 1. Position the table as shown in the Quick Check. 7. Insert captions for the tables as shown below each table. 8. Preview and proofread. 9. Save and close. (115-d1)
LESSON 115
ASSESSMENT
MODULE 19
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
595
Renovation Final Plan Prepared for Patrick Ray by Robert Hart This plan confirms all of the details and costs involved in converting a closed utility closet in your home to an open beverage center area that adjoins the kitchen and matches the décor. The drawing of the area has already been approved by you, and a copy has been provided to you. The costs are summarized in Figure 1. Demolition The initial work involved is to remove the wall closing off the utility closet as well as the moulding and baseboards in the closet area. Then an assessment can be made to determine if hardwood flooring can be added to the area where the wall was removed or whether the entire closet area will need to have new flooring. The flooring quote is based on new flooring in that area. Electrical Work The electrical work includes adding appropriate receptacles for the new appliances, moving light switches to the designated places and removing current fluorescent lighting and replacing it with canned spots. Cabinetry Cabinetry is being custom designed to match the kitchen cabinets. The cabinets are being built offsite and will be brought in and installed according to the agreed-upon schedule. Cabinets accommodate an under-counter beverage center and a large, full-size beverage center with a cabinet and pullout shelf between the two appliances. Appliances The appliances have been the major factor controlling the schedule. A ship date has been confirmed, and the final project schedule is shown in Figure 2. The small under-counter beverage center is due on May 18 and will be installed when the cabinets are installed. The large beverage center is due on May 20 and will be installed on May 21. Final Inspection The final painting and inspection is scheduled for May 24. This schedule is approximately two weeks earlier than we originally anticipated. We believe that the schedule is very realistic and will be met.
LESSON 115
ASSESSMENT
MODULE 19
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
596
Confirmed Quotations Components
Amount
Labor
1,850
Cabinets built and installed
1,200
Materials
1,050
Appliances
9,575
Figure 1 Confirmed Quotations
Component
Date
Closet demolition Electrical work Wallboard repair Install flooring Paint prime coat Cabinet installation Appliances Final paint
5/3 5/6 5/10 5/11 5/12 5/18 5/21 5/24
Figure 2 Schedule
QUICK
LESSON 115
Check your document against the one shown below.
ASSESSMENT
MODULE 19
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
597
1. Open the data file meetings and insert the Motion (Odd Page) header for odd pages and Motion (Even Page) for even pages. Do not capitalize the word for in the report title in the even page header. Suppress the header on the first page.
115-d2 Edit Report
2. Insert a blank page at the top of the document. Modify the table of contents headings as indicated below and then create a table of contents. Key the title Table of Contents at 2" and apply Title style.
meetings
TOC 1: Change to Arial, 14 point, bold, Green, Accent 6, Darker 50% font color. Change spacing after paragraph to 12 points. TOC 2: Change to Arial, 12 point, and italic. 3. Select Cameron Maslin’s name in the first footnote and insert a hyperlink to his e-mail address:
[email protected]. Key the ScreenTip E-mail Cameron Maslin at
[email protected]. Key the subject Productivity Analysis Report. 4. Select the bulleted list and define a new bullet using the Wingdings symbol font. Select Wingding 172. Sort the list in alphabetical order. 5. In the first footnote, insert a nonbreaking space to prevent March and 15 from being separated on two lines. 6. Preview and proofread. 7. Save and close. (115-d2)
BOOKMARK B www co www.collegekeyboarding.com Module 19 Practice Quiz
LESSON 115
ASSESSMENT
MODULE 19
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
598
MODULE
Share and Secure Content
20
LEARNING OUTCOMES
Lesson Lesson Lesson Lesson
116 117 118 119
Lesson 120
Customize Templates Use the Internet to Share Files Manage Files Check Document Content and Apply Protection Assessment
Lesson 116
• Create and modify templates. • Save files on SkyDrive, post blogs, and use e-mail attachment. • Save as other file types. • Manage document versions. • Apply protection to document.
Customize Templates
New Commands
• Templates Overview • Normal Template • Available Templates
New Commands
TE M P L ATE S OV E RV IE W
• Download Template and Create New from Existing Template
• Create a New Template • Content Controls • Modify a Template
Templates are preformatted documents that can be used to create multiple documents with the same formats. Templates may contain styles, formatting commands, macros, text, and graphics. You will download templates from Office.com, create templates from existing documents, modify templates, and manage them.
116a
N O R M AL TE MPLATE Each time you start Word and create a new document, you use the Normal template. This template contains the Word defaults that you have been working with throughout this course. It also uses the Office document theme. Even though changes can be made to this template, it is better not to do so. Any changes made to the Normal template will affect all future documents that you create.
A V A I L AB L E TE MPLATE S A number of template options are available:
LESSON 116
•
Blank or Normal template
•
Recent templates (those you have used recently)
•
Sample templates (those placed on hard drive during installation)
•
My templates (those that you created and customized)
•
Office.com Templates (displays folders that show the categories of templates that can be downloaded from the Microsoft website)
CUSTOMIZE TEMPLATES
MODULE 20
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
599
D O W NL O AD TE MPLATE AND CRE ATE NE W FR O M E X IS TING TE MPLATE File/New 1. Click in the Search Office.com for templates box searching arrow or tap ENTER.
1
and key Memo. Click the Start
1
2. Preview the options that display and select the one, such as Memo (Professional design), that you want to use; click Download.
TIP You must have an Internet connection to download the template.
3. Check the title bar and note whether the document opens as a Microsoft Word document or in Compatibility Mode. Compatibility Mode means the document was an earlier version rather than a Word 2010 document. 4. Click the File tab and then Convert to change the document to a Word 2010 document. When the dialog box displays asking you to confirm the conversion, click OK. The title bar no longer displays Compatibility Mode. 5. Click in the Company Name box and key a name such as VanHuss & VanHuss, Inc. Drag the box to expand it so that the name will appear on one line. 6. Select the text below the line and clear the formatting (Home/Styles/More/Clear); then apply the desired format such as Calibri 11-point font.
To save as a new template:
TIP
File/Save As
Your instructor may direct you to save your templates to a different location such as a flash drive.
1. Follow the path to save the template; then key a name such as VanHuss Memo in the File name box. Change the Save as type to Word Template and click Save. 2. Click File, New, and then My templates. Note that your new template appears in the My Templates dialog box.
LESSON 116
CUSTOMIZE TEMPLATES
MODULE 20
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
600
To create a new document with the template:
TIP
File/New/Available Templates
If you saved the template to a flash drive, open the template and save as a Word document.
1. Follow the path and click My templates to display the Personal Templates tab. 2. Select the new template; check to see that Create New Document is selected. Click OK. 3. Key the new document and save it.
D RILL 1
CREAT E NEW TEMPLATE FR OM EXI STI NG TEMPLATE
1. In a new document, key Memo in the Search Office.com for Templates box.
5. Select the text below the line, clear the formatting, and apply Calibri 11-point text. Save the template as vanhuss memo.
2. Tap ENTER. Select Memo (Professional Design) and download it.
6. Use the new template to key the memo shown below.
3. Convert the document from Compatibility Mode to a Word 2010 document.
7. Save and close. (116-drill1)
4. Key VanHuss & VanHuss, Inc. in the Company Name box; drag the box to expand it so the name fits on one line.
To: Pat VanHuss From: Susie VanHuss cc: Connie Forde date Re: Customized Template for VanHuss & VanHuss xx
Current
This template was downloaded from Office.com Templates in Compatibility Mode because it was created in a previous version of Microsoft Word. I converted it to a Word 2010 document. Note that the template was customized with our company name. Having our name stored with the template makes us more productive as we prepare memos.
C R E ATE A NE W TE MPLATE If you put a lot of time in creating a document that may be used as a template for future documents, you can convert it to a template easily by saving it as a Word template (*.dotx).
To save a document as a Word template: File/Save As 1. Prepare the content you want to include in the template. 2. Follow the path, key the document name in the File name box, and then choose Word Template in the Save as type box. Click Save.
LESSON 116
CUSTOMIZE TEMPLATES
MODULE 20
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
601
C O N T E NT C ONTROLS Content controls are fields that control the variable content in a form. Two examples of content controls are the Rich Text Content Control and the Date Picker Content Control. Rich Text Content Control is used to control precise formulations of text and formatting to promote consistency. Date Picker Content Control provides uniform formatting for the date. A calendar displays as reference, making it easier for the user to choose the date.
To insert content controls from the Developer tab: Developer/Controls/Rich Text Content Control or Date Picker Content Control 1. Display the Developer tab on the Ribbon (File/Options/Customize Ribbon/Select Developer). 2. Position the insertion point where you wish to insert the Rich Text Content Control or the Date Picker Content Control and insert it. 3. To add a label (directions) for the Rich Text field, click Design Mode and then click Properties to display the Rich Text Content Control Properties dialog box.
4. In the Rich Text Content Control Title box, key the label or instructions for the field and click OK. 5. In the Date Picker Properties dialog box, select the way you want the date to display and click OK. Review the information on the next page. You will create a new template for that invitation. The Inn features a new faculty art exhibit each month in its gallery. The same invitation is used each month except for the two items of variable information— the name of the faculty member and the date the exhibit opens. These items can be selected and updated each time you prepare a new invitation, or you can insert fields (Rich Text and Date Picker) with content controls for the variable information.
LESSON 116
CUSTOMIZE TEMPLATES
MODULE 20
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
602
CREAT E NEW TEMPLATE
D RILL 2 File/Save As
1. In a new document, create the invitation shown on the next page. Insert a Bevel shape from Basic Shapes. Use Lucida Bright 20 point for the first and third lines and 14 point for the second line. Apply bold. 2. Use Colored Fill, White Outline – Accent 2 text box style; change the fill to Red, Accent 2, Darker 50%. 3. Use 28-point Monotype Corsiva font to key the text of the invitation, except use 36-point font for the name.
5. On the date line, key Opening and then insert a Date Picker; click Design Mode and then Properties; select the Date style shown. 6. Save the template as a Word Macro-Enabled Template named SCU Invitation in the My Templates folder or to another location specified by your instructor. 7. Use the template to create the invitation shown below. 8. Key the Name Dr. Cynthia Kohler in the first text box, and select the date two weeks from today from the Date Picker. 9. Save and close. (116-drill2)
4. Insert a Rich Text control for the name; click Design Mode and then Properties. In the Title box, key Key Name. (Developer/Controls)
M O DI F Y A TE MPLATE
TIP If you saved the template to a flash drive, modify it and then save as a template with the same name to replace the existing file.
LESSON 116
1. To modify a template, open it (check to see that Template is checked so that it will open as a template) and make changes directly in it. 2. Save the edited document, replacing the existing file.
CUSTOMIZE TEMPLATES
MODULE 20
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
603
M OD I FY A TEMPLATE
D RILL 3
1. Open 116-drill2 and change Its faculty in the second line to Our faculty.
Applications 116-d1 New Template from Existing Template
2. Save and close. (116-drill3)
1. In a new document, download the Fax cover sheet (Professional design) template; convert it to a Word 2010 document. Key VanHuss & VanHuss, Inc. in the Company Name box; expand to fit on one line. 2. Key the contact information: 120 East Main Street Ada, OK 74820-5602 phone: 580-555-0188 fax: 580-555-0143 www.vanhuss&vanhuss.com 3. Save as a Word template named vanhuss fax. The template will be saved in My Templates unless your instructor directs you to save it elsewhere. Close the template. 4. Reopen vanhuss fax from My templates; key the fax below. Save and close. (116-d1)
To: Dick Tassin From: Your Name Fax: 580-555-0139 Phone: 580-5550152 Re: New Template cc: Connie Forde mark for review This fax was formatted using our new template.
116-d2 Modify Template
You got feedback from Dick Tassin and Connie Forde that the body text was too small for a fax. 1. Open the vanhuss fax template; select the body text and change to Cambria, 12-point text. Save and close the template, replacing the existing file. 2. Use the modified template to prepare the same fax you did in 116-d1, except change the last sentence to This fax was formatted using our revised template. 3. Save and close. (116-d2)
116-d3
1. Open SCU Invitation and change the text in the bevel shape as shown below.
Modify Template
South Central University (change text to 28-point font) Nursing Department (change text to 24-point font) 2. Open the modified template and complete the Rich Text and Date Picker boxes as shown below. 3. Save and close. (116-d3)
Cordially invites you to attend The 2011 Nursing Pinning Ceremony (Key Name box) On (Use Date Picker to select May 26, 2011) At 6:00 p.m. In the Baylor Auditorium at South Central University Reception to follow 7 p.m. to 8 p.m.
LESSON 116
CUSTOMIZE TEMPLATES
MODULE 20
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
604
Lesson 117
Use the Internet to Share Files
New Commands
• Use e-mail to send document • Use fax to send document
New Commands
U S E E - MAIL TO SE ND A D OCU ME NT
• Use the SkyDrive • Publish a blog
The process of sending a document via e-mail is now simplified and less cumbersome. You can create, format, and edit the document in Word; when you are ready to send the document, click the Send Using E-mail command. Your e-mail screen opens with the Word file as an attachment. The receiver must have Microsoft Word on her or his computer to open your document. If the reader does not have Word, or if you do not want the reader to be able to edit your document, you can choose to send the attachment in PDF or XPS format. Word will save the document in the PDF or XPS format and then attach a copy to your e-mail.
117a
If you save the document on a Web server, such as SkyDrive, you can use the option to Send a Link. This creates an e-mail and places a link to the saved file on the Web server; the recipient clicks the link to open the file. Word provides five options for sending documents you create as an e-mail:
Send as Attachment
An e-mail message is created with a copy of the document as an attachment.
Send a Link
The document must be saved to a Web server before this option becomes available. This creates an e-mail message with a link to the document.
Send as PDF:
Word saves a PDF version of the document and then creates an e-mail with the PDF attachment.
Send as XPS
Saves an XPS version of the document and then creates an e-mail with the XPS attachment. (XPS format is similar to PDF but not as widely used.)
Send as Internet Fax
You must subscribe to an Internet fax service before using this option. Word sends the document to that service for faxing.
To use e-mail to send a document: File/Save & Send/Send Using E-mail 1. Key the document and save it. 2. Follow the path to display an e-mail screen. Select one of the options for sending the e-mail. 3. The document name is listed as an attachment and also in the Subject line. If you selected the Send a Link option, the link is displayed in the e-mail message box. 4. Key the address of the person to whom you are sending the e-mail; key your message. 5. Send the e-mail.
LESSON 117
USE THE INTERNET TO SHARE FILES
MODULE 20
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
605
U SE E - MA I L TO SEND A DOCUMENT
D RI LL 1 File/Save & Send/Send Using E-mail
1. Open the data file poster and save it as flu poster. 2. Follow the path to display the Send Using E-mail options.
poster
4. Key the following message: Please print the attached flyer and post it on the bulletin board in the classroom. 5. Send the e-mail to your instructor.
3. Click Send as Attachment; the e-mail screen displays.
U S E FAX TO SE ND A D OCU ME NT Most people who send an occasional fax use the traditional method of printing out the document and then using a separate fax machine to send the fax. Your computer can be configured to fax the document directly from Word; this is a more efficient method of faxing, particularly if you send a lot of faxes. Word can also use the Internet to send a document facsimile, which is referred to as Internet or online faxing. Internet faxing provides the flexibility of sending and receiving faxes from any location that has Internet access. To fax directly from Word, you will need to have a fax modem installed in your computer, or use a fax service.
To use a fax modem to send a document: File/Print Use of a fax modem requires proper installation of a built-in fax modem, connection to a phone line, and installation of Windows Fax and Scan software. 1. Open the document to be faxed. 2. Follow the path to display the print options. 3. Select Fax from the printer drop list. 4. Follow the prompts that display to send the fax. The prompts will differ depending on the version of Windows that you are using.
LESSON 117
USE THE INTERNET TO SHARE FILES
MODULE 20
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
606
To use a fax service to send a document: File/Save & Send/Send Using E-Mail/Send as Internet Fax If you do not have a fax modem installed on your computer, but you do have access to the Internet and you have Outlook installed, you can subscribe to an Internet fax service to send faxes. After you subscribe, you can follow the steps below to send a fax. 1. Open the document to be faxed. 2. Follow the path until a fax header displays at the top of your document. Key the recipient information and the subject in the header. 3. Click Send to fax the document.
U S E THE S K YD RIV E Microsoft SkyDrive is an online storage that allows you to share documents, movie clips, music, and photos with others. Microsoft provides 25 GB of storage space, so you may consider using this online storage to back up important files. Storing the files on SkyDrive makes it convenient to access them from anywhere that you have an Internet connection. To access the SkyDrive, you will need to have a Windows Live ID and create a SkyDrive account. The explanation below will walk you through the steps of creating a Hotmail e-mail account that also serves as a Windows Live ID. You will then save a Word file to the SkyDrive.
Create a Windows Live ID and Access the SkyDrive 1. Use an Internet browser to go to www.hotmail.com. (If your computer opens with MSN on the screen, you can click the Hotmail link in the upper left.) If you do not have a Hotmail account, click the Sign up button on the left and key the information to set up your e-mail account. If you already have a Hotmail account, key your Windows Live ID and password on the right and click Sign in.
LESSON 117
USE THE INTERNET TO SHARE FILES
MODULE 20
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
607
2. Hover the mouse over Windows Live. 3. Click SkyDrive.
Save to SkyDrive 4. Open the Word file that is to be saved on SkyDrive.
5. Click File, Save & Send, and then Save to Web. 6. Click Save As. A dialog box may display asking you to key your e-mail address and Password.
1
7. A Save As dialog box displays with letters and numbers in the save in location 1 . (This may take a few minutes.) 8. Click Save and then close your document. The SkyDrive screen now displays.
LESSON 117
USE THE INTERNET TO SHARE FILES
MODULE 20
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
608
View File on SkyDrive 9. Click the My Documents folder to view the file that you uploaded. 10. Click the file to open it. Two options are available for editing the file: Open in Word 1 or Edit in Browser 2 . 11. Click Sign out in the upper-right corner of the screen; then exit.
1
2
SAVE FI LE TO SK YDR I VE
D RI LL 2
tree count
File/Save & Send/Save to Web
4. Sign in to Hotmail and access your SkyDrive.
1. Follow the directions on page 607 to create a Windows Live ID.
5. View your file in the My Documents folder.
2. Open the data file tree count and save it on the SkyDrive.
6. Sign out of the SkyDrive when finished.
3. Close the tree count file that displays on your screen.
BLOGS A blog is a journal or log that is posted on the Internet for others to view and to accept comments from readers. In fact, the term blog was created from the words web and log. Blogs hosting sites, such as Blogger, WordPress, and Live Journal, provide publishing tools to post the blogs. Many blogging sites are free.
A C C ES S B L OG AND COMME NT You can locate a blog by using a search engine to find blogs on a topic or by using the URL if you know it. Many large companies have blogs. For example, if you search for Microsoft Office blogs, you will find blogs about the applications and other services Microsoft offers, such as Microsoft Office Web Apps. The URL is http://blogs.msdn. com/b/officewebapps/.
D RI LL 3
VIEW BLOG AND COMMENT
1. Use the information above to access the Microsoft Office Web Apps blog. Select and read one article on the blog.
3. Key your name and the comment below; then click Post. This article was very interesting and helpful.
2. At the end of the article, add a comment.
LESSON 117
USE THE INTERNET TO SHARE FILES
MODULE 20
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
609
C R E ATE A B LOG ACCOU NT The way you create an account varies depending on the blog site. Most sites provide a Wizard that leads you through the steps. You will create and register a blog account using WordPress as the service provider. Then you must register the blog account and activate it. Once your account is activated you are ready to begin blogging.
To sign up for a WordPress account: 1. Key the URL WordPress.com in your browser. 2. Click Sign up now on the right side of the web page. 3. The form shown below on the left displays. Key your name, a password, and then key the password again to confirm it. Key your e-mail address and check the Legal flotsam box confirming that you have read and agree to the terms of service. Click Next. 4. The form shown below on the right displays. Note that it will contain your Web address which consists of your name (the domain).wordpress.com. It also has your blog title which you may change later. Check the Privacy option: Check the desired option. For your first blog, select Block Search Engines. Only allow normal visitors. Later you can edit it and make it public. 5. Click Signup.
TIP If you receive a message that your username has already been used, try adding your middle initial or adding a number after your name.
6. WordPress sends you an e-mail when your account has been setup with a message with your Username that is similar to the one shown below.
7. Click the link in the e-mail to activate your account. You can register at that point or when you create your first blog you must register the account.
LESSON 117
USE THE INTERNET TO SHARE FILES
MODULE 20
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
610
To register your blog account: File/New/Available Templates 1. In a new document, select the Blog post template and click Create. The Register a Blog Account dialog box displays. Choose Register Now. 2. The New Blog Account wizard will configure Microsoft Word to post your blog. Choose WordPress as your blog provider and click Next.
3. Complete the New WordPress Account dialog box that displays. Click in the Blog Post URL box and key your domain name (your name) so that your URL address will be yourname.wordpress.com/xmlrpc.php.
4. Enter your User Name and Password. Check Remember Password and click OK. 5. Click OK when the message indicates your registration was successful. Your blog page displays and you are ready to key your blog.
LESSON 117
USE THE INTERNET TO SHARE FILES
MODULE 20
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
611
To create your blog using Word 2010: 1. On the blog page, click [Enter Post Title Here] and key the title of the blog. Key the text of your blog below the title. When finished, on the top of the screen under the Blog Post tab, select Publish and then either Publish or Publish as Draft. Publish will post your blog directly to the Internet. Publish as Draft will save your blog in your Draft folder and will not post to the Internet until you specifically choose to Publish it. 2. When you publish the blog, a message will display indicating that when Word sends information to the blog service provider, it may be possible for other people to see that information. Click Yes to continue. 3. A notification is posted at the top of the blog when it has been posted.
CREAT E A CR EATE A WOR DPR ESS BLOG
D RI LL 4
1. Create a WordPress blog account following the directions on pages 610–611.
3. Continue with 117-d1 to create a blog in Word and publish it.
2. Register the WordPress account following the directions on pages 611–612.
Applications
1. Open a new Blog post from the Available Templates. 2. Click [Enter Post Title Here] and key Checkpoints: A Nuisance or a Lifesaver?
117-d1
3. Key the following text as the body of the blog.
Post a Blog
SOURCE: CYPRESS COLLEGE POLICE DEPARTMENT
The main purpose of a checkpoint is to reduce the number of traffic collisions and fatalities caused by people who drive under the influence or without a driver’s license. Checkpoints make the public aware that these laws are being enforced and will deter people from driving if they are intoxicated or are without a driver’s license. In a state such as California, you can lose your car for 30 days if caught driving without a license or with a suspended license. If you are convicted of driving with a revoked or suspended license, two points will be placed on your license. The average cost of being caught driving with a suspended license is $1,000 after impound fees, fines, and insurance adjustments. A second offense of driving with a suspended license in five years is a misdemeanor offense and will result in jail time. Your car will be taken and sold as part of the penalty. The average cost of a DUI arrest is $7,000 after fines, attorney’s fees, impound fees, and insurance adjustments. You may be sentenced to jail time and be placed on probation for up to three years. (continued)
LESSON 117
USE THE INTERNET TO SHARE FILES
MODULE 20
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
612
4. Click Publish. Click Yes to continue when the message displays indicating that when Word sends information to the blog service provider, it may be possible for other people to see that information.
117-d1 continued
5. A notification displays at the top of the blog stating that the blog was published. 6. Close the document and save. 7. Go to http://yourname.wordpress.com and view your blog.
117-d2
1. In a new document, at line 2", key Proposed Guidelines for and then tap ENTER. Key Granny Units or Accessory Apartments. Apply Title style to both lines.
Send File as PDF E-mail Attachment
2. Key the following as body text.
1.
The property shall be zoned for, and occupied as, a single-family residence.
2.
There shall be no more than two (2) tenants per granny flat. Each tenant shall be a minimum of 62 years of age. These limitations apply whether the unit is rented/leased or not. Recordation (by the County Recorder) of a legally binding Land Use Restriction (setting for the minimum age of occupants) shall be required prior to issuance of a building permit.
3.
A granny flat may be either detached from the main residence or attached. It is subject to the following size requirements. a. If detached, the maximum unit size shall be 1,200 sq. ft. b. If attached, the maximum unit size shall not exceed 30 percent of the existing living area.
3. Save and close. (117-d2) 4. Send the file as a PDF attachment to an e-mail. Send the e-mail to your instructor. Key the following message in the e-mail.
The proposed guidelines were prepared by the Development Review Committee. If these guidelines are acceptable to you, please forward them to the Planning Division.
1. Open 117-d2.
117-d3 Save File to SkyDrive
2. Save the file on the SkyDrive. 3. Close 117-d2. 4. Sign in to Hotmail and access your SkyDrive. 5. View your file in the My Documents folder. 6. Sign out of the SkyDrive when finished.
LESSON 117
USE THE INTERNET TO SHARE FILES
MODULE 20
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
613
Lesson 118 New Commands
New Commands
• Change File Format • Use Compatibility Checker
Manage Files • Manage Document Versions • Mark Document as Final
FI L E FO R MATS IN W ORD 2010 Word 2010 uses a default file format, .docx, that was developed to improve document and computer security. Files saved in .docx format are more compact, which will result in lower storage requirements and faster communication time. The default format is simply referred to as a Word document. Generally, it will be used for most of the documents you prepare.
118a
The commonly used file types and their extensions are: •
Word Document (.docx)—Word 2007 and Word 2010 documents.
•
Word Macro-Enabled Document (.docm)—a document with a macro or programming code.
•
Word 97-2003 Document (.doc)—a document compatible with Word 97 through Word 2003 versions.
•
Word Template (.dotx)—a Word 2007 and Word 2010 document saved as a template.
•
Word Macro-Enabled Template (.dotm)—a Word document with a macro saved as a template.
•
Rich Text Format (.rtf)—a document saved in a generic word processing format supported by most word processing programs.
•
Plain Text Format (.txt)—a document saved without formatting.
S A V E TO APPROPRIATE FORMATS A document created in Word 97-2003 or older version was saved as a .doc file. Word 2010 and Word 2007 files are saved as .docx, .dotx, or .docm files. If you are sharing your document with users of versions of Word older than Word 2007, the people you are sharing with will not be able to open your document. They will either have to install the Microsoft Office Compatibility Pack (a free download from Microsoft), or you will have to save your document as a Word 97-2003 file.
To save an existing Word 2010 document in a different format: File/Save As 1. Open the document you want to convert to a different format. 2. Follow the path to display the Save As dialog box, and click the Save as type drop-list arrow. Choose the format in which the document is to be saved.
LESSON 118
MANAGE FILES
MODULE 20
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
614
Another way of changing the file type is to click File, choose Save & Send, and then Change File Type. Select the file type that you want the file saved as, and then click Save.
SAVE T O A PPR OPR I ATE FOR MAT/ CH A NGE FI LE FOR MAT
D RILL 1
File/Save As 1. Open the data file memo and save it as a Word 97-2003 Document. 2. Preview and close. (118-drill1a) 3. Reopen 118-drill1a and save it in Plain Text format. (File/Save & Send/Change File Type).
memo
4. Click Save in the Save As dialog box. Click OK in the File Conversion dialog box to finish saving the file. Preview and close. (118-drill1b) 5. Click File and then Recent. A list of recent documents you worked with displays. You should see your two memo files displayed, each with a different file extension (118-drill1a.doc and 118-drill2b.txt). 6. Click Cancel to close the dialog box.
C O M P ATIB IL ITY CHE CK E R When you save a Word 2010 file in an older file format, such as .doc, the older versions of Word may not be able to support some of the new features in Word 2010. The Compatibility Checker displays a dialog box telling you that content in the document may be changed or may not be fully editable after the document is saved in the older format.
To use the Compatibility Checker: File/Save As/Choose Desired Format 1. Follow the path and click Save in the Save As dialog box. You can also use the Change File Type feature. 2. The Compatibility Checker displays. Review the summary of changes that will not be supported when saving in the older version. Click Continue to complete the saving process.
LESSON 118
MANAGE FILES
MODULE 20
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
615
To check for issues: File/Info/Check for Issues/Check Compatibility The Compatibility Checker displays when you save a document in a format that is different from the current one. If you need to check to see if there are compatibility issues before saving the document, the Check for Issues button in the Info section of the File tab allows you to check to see if there are compatibility issues between the Word 2010 version and earlier versions of Word. The same Compatibility Checker dialog box that displays when you save the document in an older version displays, listing incompatible issues.
To check for compatibility issues: 1. Open the Word 2010 document. 2. Click the File tab and select Info. 3. Click the Check for Issues button and select Check Compatibility.
U SE COMPATI BI LI TY CHECK ER
D RILL 2
annual report
1. Open the data file annual report. Select the SmartArt at the end of the document. Click Insert, then SmartArt and notice the options that display in the dialog box. Click Cancel.
3. Select the SmartArt; then click SmartArt on the Insert tab. The Word 2003 Diagram Gallery displays. The Word 2010 SmartArt options are no longer available.
2. Save as a Word 97-2003 Document named 118-drill2. (The Compatibility Checker dialog box displays; read the list of compatibility issues and then click Continue.)
4. Click Cancel to close the Diagram gallery; then close the document without saving.
C O M P ATIB IL ITY MOD E If you open a document that was created in Word 2007 or older, you will see [Compatibility Mode] displayed next to the document name in the title bar. Compatibility Mode allows you to work on documents that were created in earlier versions. Working in Compatibility Mode has some limitations; you will not be able use some of the new features that are available in Word 2010, such as the new WordArt. If you are working on a Word 2007 or older document and want to use the Word 2010 features, you can easily convert the document by clicking the File tab and selecting Convert. When the Convert dialog box displays, click OK to complete the conversion. [Compatibility Mode] no longer displays in the title bar.
LESSON 118
MANAGE FILES
MODULE 20
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
616
M A N A G E D O CU ME NT V E RSIONS Microsoft Word 2010 can be set to save document drafts automatically. Once the draft versions are saved, you have the ability to view and compare the draft versions. In addition, you can manage the different versions of the document by viewing, deleting, or recovering them. This feature is especially useful if you forget to save your document before exiting Word or if your computer crashes. The first step in working with document versions is to set Word to make backup copies of documents at designated intervals automatically. After setting the time interval for creating backup copies, you will need to activate the backup feature.
To activate AutoRecover and set backup intervals: File/Options 1. Follow the path and in the Word Options dialog box, click Save. Use the spin arrows 1 to change the time in the AutoRecover information box.
1
2
3
2. Click Keep the last autosaved version if I close without saving 3. Click Advanced in the left pane of the Word Options dialog box
2 3
and click OK. .
4. Scroll down to the Save option and click Always create backup copy
4
. Click OK.
4
LESSON 118
MANAGE FILES
MODULE 20
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
617
Autosaved copies of the document are listed in the Backstage View. Click the File tab and select Info; a list of the autosaved copies is shown under Versions. Most of these autosaved files will be deleted when you close the file. Manage Versions allows you to recover draft versions or delete all draft versions that were autosaved. Click the Manage Versions drop-list arrow and choose Recover Unsaved Documents to view a list of files that were autosaved by the computer; autosaved documents are given the file extension .asd. Click on one of the files and choose Open. If you need to keep the file, click the Save As button in the Recovered Unsaved File bar. Click Delete All Draft Versions if you no longer want to have draft versions of the document.
SE T COMP UTER TO CR EATE BACK UP COPI ES
D RILL 3 File/Options
3. Select the option that will always create a backup copy.
1. In a new document, change the Save AutoRecover information to every 1 minute.
4. Click OK.
2. Click Keep the last autosaved version if I close without saving, if it is not already checked.
R E C O V E R D OCU ME NT D RAFTS If you are working on a document and accidentally close it without first saving the file, you can open the autosaved version of the document and compare it with the previous version that was saved.
To recover an unsaved version of the document: File/Info 1. Open the last saved version of the document and then follow the path. 2. You should see under Versions that a Word document was created today and was closed without saving. This version of the document contains your latest changes.
LESSON 118
MANAGE FILES
MODULE 20
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
618
3. Click on the file listed to display the document on the screen. 4. The Recovered Unsaved File bar displays at the top of the document. Click the Compare button.
5. A comparison of the original document and the autorecovered draft version displays on the screen. The left pane 1 lists a summary of the revisions that were found in the draft version. The center window 2 is the compared document. The window on the top right 3 contains the original document, and the window in the lower right 4 shows the revised document.
3
2
DISCOVER 4
Switch Windows View/Window/Switch Windows;
1
Click drop-down arrow and click desired window.
6. Switch back to the window that displays the updated version. Click the drop-list arrow, and choose the filename with the .asd file extension.) 7. The autosaved version displays; click the Restore button on the Recovered Unsaved File bar. Click OK to overwrite the last saved version. The version with the changes has now replaced the previous saved version.
U SE A UT OR ECOVER AND M ANA GE VER SI ONS
D RILL 4
File/Info 1. Open the data file password guidelines.docx. 2. Key Arondale Medical Center left-aligned in the header; key Computer Information Systems Department right-aligned. 3. Key Updated May 16, 201- centered in the footer.
password guidelines
6. Click the File tab. Click the version of the document listed as Today, time (when I closed without saving). 7. Click the Compare button in the Recovered Unsaved File bar. 8. Click the Switch Windows drop-list arrow and choose password guidelines.asd. 9. Restore the file and overwrite the last saved version.
4. Close the document without saving.
10. Close the remaining windows without saving.
5. Open password guidelines.docx.
11. Delete all unsaved versions of documents.
LESSON 118
MANAGE FILES
MODULE 20
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
619
M A R K D O C U ME NT AS FINAL If you are creating a document that will be electronically shared with others, you may want to mark it as final so that the recipients know that it is the final version and will not plan on making additional changes. The Mark as Final setting makes the document read-only. This command is not a security feature; it serves only as an advisory notice. Recipients can click the Edit Anyway button and make additional changes. Recipients using earlier versions of Word will not have the document marked as final, nor will their document be in Read-Only mode.
To mark a document as final: File/Info 1. Open the document that is to be marked as final and follow the path. 2. Under Permissions, click Protect Document to display the Protect Document list. 3. Choose Mark as Final from the drop list. 4. Click OK to allow the document to be marked as final and then saved. 5. The Save As dialog box displays. Key the name of the document in the File name box and change the location where the file is to be saved, if necessary. A dialog box displays telling you that the document is now marked as final and that typing, editing commands, and proofing marks are turned off. Click OK. If you are marking a previously saved document, then the marked file will automatically save over the previous unmarked file; Word will not ask you to rename the document. 6. Click the Home tab to return to the document. You will see a Marked as Final bar displayed at the top of the document. The title bar displays [Read-Only] next to the document name.
7. When you click on the various tabs, you will see that the editing features are grayed out, or deactivated. If you click on the Edit Anyway button in the Marked as Final Bar, the Read-Only status is removed and the editing features are once again activated on the ribbons.
M ARK A S FI NAL
D RILL 5 File/Info
1. Open the data file password guidelines. Resave it as 118-drill5. 2. Protect the document and mark it as final. 3. Click OK when the dialog box displays telling you that the document is marked as final and that editing commands are turned off.
password guidelines 5. Click various tabs to see that the editing features have been deactivated on the Ribbon. 6. Click the Edit Anyway button in the Marked as Final Bar. Click the various tabs again to see that the editing features have been restored. 7. Close the document without saving.
4. Click the Home tab to display the document. Notice that [Read-Only] displays in the title bar.
LESSON 118
MANAGE FILES
MODULE 20
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
620
Applications
1. Open the data file poster.
118-d1
2. On the View tab, click New Window. Notice that poster:2 displays in the title bar of the newly opened window.
Use Manage Versions
3. Use Switch Windows to return to your original file and notice that poster:1 now displays in its title bar. Save it as 118-d1. 4. View the two files side by side and notice that the content in each file is identical. Close both files.
poster
5. Reopen 118-d1. Insert the following text in the footer: revised (insert current date). Insert an appropriate clip art below the table.
DISCOVER
6. Close the document without saving. NOTE: Be sure your AutoRecover settings are set according to the instructions on pages 617–618.
New Window View/Window/New Window
7. Open 118-d1. Use Manage Versions to open the document listed as Today, time (when I closed without saving).
A new window opens that contains a view of the current document.
8. Compare the documents and then switch windows and choose the file named 118-d1.asd. 9. Restore the file and Overwrite the last saved version with the selected version. Scroll to the bottom of the document and verify that the footer and clip art are in the document. 10. Click on the File menu; under Versions, right-click the autosaved document, and choose Delete This Version. Click Yes to confirm the deletion. 11. Print the document and close. (118-d1)
1. Open 118-d1. Save as 118-d2 in Word 97-2003 Document format.
118-d2 Compatibility Checker and Mark as Final
LESSON 118
2. Click Continue in the Compatibility Checker dialog box. Notice that the WordArt was converted to Normal text. 3. Mark the document as Final. Use the Internet to fax a copy of the document to your instructor.
MANAGE FILES
MODULE 20
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
621
Lesson 119 New Commands
Check Document Content and Apply Protection
• Use Document Inspector • Set and Remove Passwords
• Set Formatting and Editing Restrictions • Restrict Permissions to Documents
New Commands
D O C UME NT INSPE CTOR
119a
The Document Inspector can be used to remove any comments, personal data, tracked changes, or other unwanted information from the documents you share with others. Note the types of items that the Document Inspector can search for and remove.
TIP
To use the Document Inspector:
Save your file before using Document Inspector. It may not be possible to restore data that the Document Inspector removes.
File/Info/Check for Issues 1. Open the document you want to inspect.
1
2. Follow the path to display the Check for Issues drop menu. Select Inspect Document. If prompted to save your document, choose Yes. The Document Inspector dialog box 1 displays. 3. In the Document Inspector dialog box, select all the boxes for content you want the Document Inspector to search for and remove. All six boxes are selected by default. Then choose Inspect 2 . A second Document Inspector dialog box appears, listing the content found. Note the type of information found in the results box.
2
4. Review the results in the Document Inspector results box. If you want to remove the information, select the Remove All button 3 next to the type of content you want to remove from your document. The items are removed and the dialog box is updated.
3
5. When you are finished, choose either Reinspect 4 or Close and save the document. 4
LESSON 119
CHECK DOCUMENT CONTENT AND APPLY PROTECTION
MODULE 20
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
622
U SE T HE DOCUMENT I NSPECTOR
D RILL 1 File/Info/Check for Issues 1. Open the data file truacc-letter.
2. Display the Document Inspector dialog box. 3. Select all the checkboxes if necessary; then choose Inspect. 4. Review the results in the dialog box.
truacc-letter
5. Click the Remove All button next to Comments, Revisions, Versions, and Annotations and the Remove All button next to Document Properties and Personal Information. Do not select the Remove All button next to Headers, Footers, and Watermarks. 6. The items are removed and the dialog box is updated. When you are finished, click Close. 7. Check and close. (119-drill1)
S E T A ND R E MOV E PASSW ORD S You can protect documents you share with a password so that only people with access to the password can use them. Word allows you to set two different passwords. One will allow users to open a document; the other will allow users to modify a document. You can specify passwords for both actions if you wish, but use a different password for each. Passwords are case-sensitive. This means that you can specify uppercase and/or lowercase letters. You must also remember your password. If you forget it, it cannot be retrieved. Ideally, you should not write down your password; but if you do, make sure to place it in a safe location. Do not tape it to your monitor. Do not tell anyone your password.
To set a password: File/Save As/Tools 1. Open the document you want to password-protect. 2. Follow the path to display the Tools drop-down menu to open the General Options dialog box.
1
. Choose General Options
1
3. Do one or both of the following: •
Key a password in the Password to open box 2 if you want users to enter a password before they can view the document. -or-
•
Key a password in the Password to modify box 3 if you want users to enter a password before they can save changes to the document.
Note: If you use both passwords, they must be different.
LESSON 119
CHECK DOCUMENT CONTENT AND APPLY PROTECTION
MODULE 20
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
623
4. Click OK, and then rekey the password(s) in the Confirm Password dialog box. Click OK again. 5. In the Save As dialog box, click Save. If prompted, click Yes to replace the existing document.
2 3
To change or remove a password: File/Save As/Tools 1. Open the password-protected document, using the appropriate password(s). 2. Follow the path to display the Tools drop-down menu. 3. Choose General Options to open the General Options dialog box. 4. Perform the following action of your choice: •
To change a password, select the existing password and then key a new one. Click OK. When prompted, rekey your password to confirm it; then click OK. -or-
•
To delete a password, select the existing password and tap DELETE. Click OK.
5. In the Save As dialog box, choose Save. If prompted, choose Yes to replace the existing file.
SE T PA SSWOR DS
D RILL 2
5. Open 119-drill2. Key the password in the Password dialog box that displays and choose OK.
File/Save As/Tools 1. Open the data file midlands report. 2. Open the General Options dialog box. In the Password to open text box, key 2bontbt!tQ and choose OK. 3. In the Confirm Password box, key 2bontbt!tQ and click OK. 4. Check and close. (119-drill2)
TIP
6. Open the General Options dialog box. 7. Select the dots (replacing the password) in the Password to open text box, tap DELETE, and choose OK. 8. Save and close. (119-drill2)
S E T F O R MATTING AND E D ITING RE STRICTIONS
If you choose not to assign a password, all users can change formatting and editing restrictions.
LESSON 119
midlands report
Word’s Restrict Editing options allow you to set formatting and editing restrictions on your documents. Formatting restrictions allow you to limit the ways reviewers can make formatting changes to your document. Editing restrictions let you choose from among several editing options, such comments or tracked changes to edit part or all of a document. Use h as using i Start enforcement to apply the restrictions you have set.
CHECK DOCUMENT CONTENT AND APPLY PROTECTION
MODULE 20
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
624
To set formatting restrictions: Review/Protect/Restrict Editing 1. Follow the path to open the Restrict Formatting and Editing task pane. 2. In the Formatting restrictions section of the task pane, select the Limit formatting to a selection of styles checkbox, and then choose Settings to open the Formatting Restrictions box.
3. In the Formatting Restrictions box, you can specify which styles a user can apply or change. When you are finished, choose OK. A dialog box displays asking if you want to remove formatting or styles that are not allowed. Choose Yes. 4. Under Start enforcement, select Yes, Start Enforcing Protection. The Start Enforcing Protection dialog box opens. 5. To assign a password to the document so that only reviewers who know the password can remove the protection, key a password in the Enter new password (optional) box, and then reenter it to confirm the password. Click OK. The Restrict Formatting and Editing task pane will show that the document is protected from unintentional editing.
To set editing restrictions: Review/Protect/Restrict Editing 1. Follow the path to display the Restrict Formatting and Editing task pane. 2. In the Editing restrictions section of the task pane, select the Allow only this type of editing in the document checkbox.
LESSON 119
CHECK DOCUMENT CONTENT AND APPLY PROTECTION
MODULE 20
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
625
3. Open the drop-down menu of Editing restrictions and select the editing options 1 you want to limit. 4. If you want to give some people editing options for specific pieces of the document, you can select areas in the document and then choose which users (a group or individuals) can edit the selected areas of the document 2 . Choose the drop-list arrow next to the group or individual name to find the next region or all regions that the group or individual can edit, or to remove permissions for the group or individual.
1
5. Under Start enforcement, select Yes, Start Enforcing Protection. The Start Enforcing Protection password box displays. 6. To assign a password to the document so that only reviewers who know the password can remove the 2 protection, key a password in the Enter new password (optional) box, and then confirm the password. Click OK. The Restrict Formatting and Editing task pane will show that the document is protected from unintentional editing, and will show what regions of the document you can edit.
D RILL 3
SE T FOR MATTI NG AND EDI TI NG REST R I CT I ONS
password guidelines
1. Open the data file password guidelines and then open the Restrict Formatting and Editing task pane.
6. In the Restrict Formatting and Editing pane, select the Stop Protection button. Key your password; then click OK.
2. Select Allow only this type of editing in the document box.
7. Choose Allow only this type of editing in the document to remove the check mark. When prompted, choose Yes. You are now able to make editing changes.
3. Make sure No changes (Read only) is displayed in the drop-down menu. 4. In the Exceptions (optional) section, choose the Everyone box.
8. Save and close. (119-drill3)
5. Choose Yes, Start Enforcing Protection button. When the Password box displays, key (and rekey) a strong password of your choice. Choose OK.
R E S TR IC T PE RMISSIONS TO D OCU ME NTS The Restrict Permissions feature allows you to limit another user’s ability to read, copy, print, or make changes to a document. This helps you protect important or private information from being accessed by unauthorized users. By restricting permissions, you can change permission level and set various options. To use Restrict Permissions, you will need to be working on an Information Rights Management (IRM) server. If you do not have access to an IRM server, you can use Microsoft’s IRM service if you have a Windows Live ID. In the Permission dialog boxes, you can change permission levels and set various options. •
LESSON 119
Users with Read permission can read a document but cannot copy, print, or change it.
CHECK DOCUMENT CONTENT AND APPLY PROTECTION
MODULE 20
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
626
•
Users with Change permission can read, edit, and save a document but cannot print it.
•
Users with Full Control permission can do anything to a document.
Additionally, options that you can set include: •
Specify a document’s expiration date.
•
Allow users to print a document.
•
Allow users with read access to copy content.
•
Allow users to access content programmatically.
•
Specify an e-mail address users can send a message to requesting additional permissions.
If a document with restricted permission is forwarded to an unauthorized person, a message appears with the author’s e-mail address or website address so the individual can request permission for the document. If the document author did not include an e-mail address, unauthorized users get an error message. Before a computer can be used to restrict permissions, it needs to be configured to create or use rights-protected content. The steps below will walk you through the steps of configuring the computer to use Microsoft’s IRM service. You must have a Windows Live ID to use Microsoft’s IRM service. If you do not have a Windows Live ID, follow the directions on pages 607–608 to obtain one before starting this lesson.
To configure the computer to use Microsoft’s IRM service: File/Info/Protect Document 1. Open a document to which you want to restrict permissions, and follow the path to display the Protect Document drop-down menu. Select Restrict Permissions by People and then choose Restricted Access.
LESSON 119
CHECK DOCUMENT CONTENT AND APPLY PROTECTION
MODULE 20
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
627
2. The Service Sign-Up dialog box displays. Choose Yes, I want to sign up for this free service from Microsoft 2 ; then click Next. 3. In the dialog box, select Yes, I have a Windows Live ID and click Next. 4. Key your e-mail address and password and click Sign in 3 .
2
5. In the Select computer type screen 4 , indicate whether you are using a private computer or a shared computer. Click the I accept button.
3
4
6. A screen displays indicating that your computer has been configured to create or use rights-protected content. Click Finish. 7. In the Select User dialog box, select your e-mail address and click OK.
LESSON 119
CHECK DOCUMENT CONTENT AND APPLY PROTECTION
MODULE 20
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
628
To restrict permissions to documents: 1. In the Permission box, click Restrict permission to this document. 2. In the Read and Change boxes, add e-mail addresses for those to whom you want to grant permission. You can click Read or Change to select user names from your address book. 3. To customize permissions, choose More Options. In this dialog box, you can change permission levels or add further permissions to a document, such as setting an expiration date or allowing printing. To give someone Full Control permission, click Access Level; then select Full Control in the Change list.
4. After you assign permission levels, choose OK. A message bar appears, indicating that the document is rights managed. If you need to make any access permission changes to the document, choose Change Permission.
RE ST R I CT PER MI SSI ONS T O DOCUMENTS
D RILL 4
Perform steps 1–7 in Restrict Permissions to Documents to set up the Microsoft IRM service on your computer before performing this drill.
File/Info/Protect Document 1. Follow the path and in the drop-down menu, select Restrict Permissions by People and choose Restricted Access. In the Select User dialog box, select your Windows Live ID and click OK. 2. Click Restrict permission to this document.
midlands report
3. In the Read box, key
[email protected]. You do not want to grant permission for anyone to make changes to the document; leave the Change box empty. Choose OK. 4. Click the Home tab to return to the document. Notice that a message bar appears below the Ribbon indicating that permissions are restricted. Click the Change Permission button on the message bar. 5. Click Restrict permission to this document to remove restrictions; then choose OK. 6. Check and close. (119-drill4)
LESSON 119
CHECK DOCUMENT CONTENT AND APPLY PROTECTION
MODULE 20
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
629
STOCKLITE 2010/SHUTTERSTOCK.COM
WORKPLACE SUCCESS W
Applications
Using Passwords Many people protect documents—and their computers—with passwords to ensure that only those with permission can access them. However, passwords that are easy for other people to decipher are not especially helpful. Even someone with minimal technical skill can easily obtain tools to decode weak passwords. To keep your documents and computer safe, use the following tips to help you create good passwords. •
Avoid using personal information such as your name, street address, or birthday—these are easy to guess. You should also not use real words; attackers can use special programs that can try every word in the dictionary to hack into your computer.
•
Use strong passwords. Strong passwords combine uppercase and lowercase letters, numbers, and symbols (for example, T4!iq9#3P). Passwords should also be at least eight characters long—more is better.
•
Consider using a passphrase. Instead of creating a hard-to-remember password from random characters, you might use a phrase or line from a favorite song or poem and create the password using the first letter from each word. For example, using the line “Hail, hail the lucky ones, I refer to those in love,” you could create a password like H,hTL0,!R2t1L. By using a zero in place of the o in ones, substituting the number 2 for the word to, and using an exclamation point in place of the I, you will have a strong password that uses a variety of character types.
•
Use different passwords for each type of document or application you are trying to protect. You should also change your passwords at least every month or two. Do not reuse a password for at least one year.
•
Finally, if you use a large number of passwords, consider using a password management program to remember your passwords and store them securely. Such tools as Account Logon and Roboform maintain a list of usernames and passwords in encrypted form; some even fill in the information for you automatically when you need to use it.
1. Open the data file truacc-memo. Save the file as 119-d1. Run the Document Inspector on the document.
119-d1
2. Search for all types of content.
Use the Document Inspector
3. After you review the results, select the Remove All buttons next to each type of content the Document Inspector found.
truacc-memo
LESSON 119
4. Save and close. (119-d1)
CHECK DOCUMENT CONTENT AND APPLY PROTECTION
MODULE 20
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
630
119–d2
1. Open the data file leppard. Set a password to modify the document. Use a strong password of your choice.
Set Passwords
2. Save and close. (119-d2) 3. Open 119-d2. Key the necessary password in order to add the text below as a final paragraph. Format the heading and text the same as the rest of the document.
leppard
4. Save and close. (119-d2)
Action Recommended The Leppard Outpatient Center is critically needed and will enhance the current services offered to patients in the region. The project should be implemented as soon as the necessary approvals are obtained.
119–d3
1. Open the data file party planning. Save as 119-d3.
Set Editing Restrictions
2. Set an editing restriction to allow only comments. Do not allow any exceptions. Create a strong password of your choice to protect the document.
party planning
3. After you have set the editing restrictions, select $4170.00 in the Total Cost row of the table and add the following comment: Ann: Will this figure be OK? 4. Save and close. (119-d3)
119–d4
1. Open the data file grupo azteca. Save as 119-d4.
Control Access to a Document
2. Restrict permission to the document. Give Read permission to Vera.Osecki@ kanozacorp.com; give Change permission to
[email protected]. Set the permissions to expire one week from today. 3. Add the text shown below. Format the document attractively and then save it.
grupo azteca
4. Set a password to open the document. Use M!hal%l2B as the password. 5. Mark the document as final. 6. Save and close. (119-d4)
The festival is planned and administered by Martín Randall Music Management, and admission is available exclusively through Grupo Azteca. The festival package includes the following: • Admission to seven concerts, all of which are private. • Accommodations for five nights. You choose from a range of six carefully selected city-centre hotels. The choice of hotel determines the price you pay. • Flights between the United States and Spain with British Airways and Iberia. (There is a price reduction if you make your own arrangements for getting to Seville.) • Three dinners (with wine), all breakfasts, and interval drinks. • Coach travel between the airport and your hotel, and on a few occasions within Seville.
(continued)
LESSON 119
CHECK DOCUMENT CONTENT AND APPLY PROTECTION
MODULE 20
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
631
119–d4
• Lectures on the music and short talks on other aspects of Sevillian history and culture.
continued
• All tips and taxes. • The assistance in Spain of a team of Spanish-speaking festival staff. Contact Alberto Gonzalez at +52 555 351 5500 Bosque de Duraznos No. 61, 4° Piso Bosques de las Lomas 11700, D.F. Mexico
119–d5
1. Open 119-d4. You will need to use the password you created in the previous exercise to open the document.
Protect a Document
2. Key the following as the final bulleted item: Practical and cultural information and a detailed program booklet. Hint: You will need to turn off the Mark as Final status to do this. 3. Save the document as 119-d5; then add an editing restriction allowing no further changes to the document. When prompted, do not enter a password. 4. Save and close. (119-d5) 1. Open 119-d5.
119–d6 Prepare a Document for Sharing
2. Turn off the editing restrictions you set in the previous exercise. If the document is in Compatibility Mode, convert it to a Word 2010 document. Select the title, click Insert, then WordArt and Select Fill – Olive Green, Accent 3, Powder Bevel. Arrange the main and secondary headings so that they display attractively on the page. Save the document as 119-d6. 3. Run the Compatibility Checker and Document Inspector. Remove all items the Document Inspector finds. 4. Remove password protection from the document. 5. Save the document in Word 97-2003 Document format and close. (119-d6)
LESSON 119
CHECK DOCUMENT CONTENT AND APPLY PROTECTION
MODULE 20
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
632
Lesson 120 Applications 120c
Assessment
When you complete a document, proofread it, check the spelling, and preview for placement. When you are completely satisfied, save and close the document. Then move to the next document and repeat the process until you complete all documents.
Assessment 1. Open the data file globalization report and add the text shown below directly under the heading From the CEO’s Perspective, using the same style as the other paragraphs in the document.
120–d1 Control Access to a Document
2. Set a password to modify the document, using C#jep9*wZ4 as the password, and mark the document as final.
globalization report
3. Save and close. (120-d1)
In recent years, however, business has changed. The cloth used for your seats has always come from cotton farms in the southern U.S., but you now have a choice of using cotton grown in Southeast Asia instead. Originally you dismissed the idea when you were told it would save only half a cent per square yard of fabric, but decided to accept the deal when you realized this would add up to over $20 million in savings each year. A revolution in a developing South American nation changed laws concerning importing automobiles, and as a result your company is now able to sell its products in a new market. However, the citizens of this country have very different taste in cars, preferring smaller, more economical models than your U.S. consumers. You needed to hire designers experienced in working on such cars, so you contacted automotive engineering firms in Europe. Since all of these smaller cars will be sold overseas, it did not make sense to produce the cars in the US, so your company decided to open a new factory in Peru, fully complying with all of that nation’s labor laws. Workers there gladly accepted wages forty percent lower than American workers demand, so it only made sense to pay them less, and pass this savings on to your consumers. Some advisors are suggesting that by moving more of your production overseas, you can save billions each year in labor costs.
LESSON 120
ASSESSMENT
MODULE 20
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
633
120–d2
1. Open 120-d1. You will need to use the password you created in the previous exercise to open the document.
Prepare a Document for Sharing
2. Use the Search and Replace feature to replace two occurrences of US with U.S. Change the title of the document to Globalization in the 21st Century. Turn off any protection features as needed to accomplish this. 3. Run the Compatibility Checker and the Document Inspector. Remove all items the Document Inspector finds. 4. Remove password protection from the document and save it in Word 97-2003 Document format. Close the file. (120-d2)
120–d3
1. Open the data file globalization title page.
Mark Document as Final
2. Run the Compatibility Checker and Document Inspector. Accept any changes you are prompted to make. 3. Mark the document as final. Close the file. (120-d3)
globalization title page
120–d4
1. In a new document, click File, then New to display the Available Templates window.
Customize Template and Save to SkyDrive
2. Under Office.com Templates, click Forms. Click the Business folder. 3. Select the Credit Card Form, and then click the Download button. 4. In the header, replace B&J Mobile Service with Dr. Linda Smith, MD. 5. Click to the left of the ¶ at the end of the ISSUE DATE line. Insert the Date Picker Content Control. Then delete the underscore line, as it is no longer needed. 6. Insert the Date Picker Content Control for EXPIRATION DATE, and then delete the underscore line. 7. Replace the text below FAX OR MAIL TO: with the following:
Dr. Linda Smith, MD 287 Harris Court, Suite D Monterey, CA 93940-1234 831-555-1021 831-555-1002 fax 8. Save the file as a template. (120-d4) 9. Save a copy of the template on the SkyDrive.
BOOKMARK B www co www.collegekeyboarding.com Module 20 Practice Quiz
LESSON 120
ASSESSMENT
MODULE 20
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
634
Reference Guide Capitalization Number Expression Punctuation Proofreading Procedures Proofreaders’ Marks Addressing Procedures Folding and Inserting Procedures Letter Parts Block Letter Modified Block Letter Envelope Letters with Special Parts Two-Page Letter Memo with Table Newsletter with Graphics Personal Business Letter Resume Business Reports Report Cover Page Table of Contents Report with Citations Bibliography Page Index
REFERENCE GUIDE Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
REF2 REF2 REF3 REF4 REF4 REF4 REF4 REF5 REF5 REF5 REF5 REF6 REF6 REF7 REF7 REF7 REF7 REF8 REF8 REF8 REF9 REF9 REF9
REF1
REF2 Capitalize
Number Expression
1. First word of a sentence and of a direct quotation. We were tolerating instead of managing diversity. The speaker said, “We must value diversity, not merely recognize it.” 2. Names of proper nouns—specific persons, places, or things. Common nouns: continent, river, car, street Proper nouns: Asia, Mississippi, Buick, State St. 3. Derivatives of proper nouns and geographical names. American history German food Tampa, Florida
English accent Ohio Valley Mount Rushmore
General guidelines 1. Use words for numbers one through ten unless the numbers are in a category with related larger numbers that are expressed as figures. He bought three acres of land. She took two acres. She wrote 12 stories and 2 plays in the last 13 years. 2. Use words for approximate numbers or large round numbers that can be expressed as one or two words. Use numbers for round numbers in millions or higher with their word modifier. We sent out about three hundred invitations. She contributed $3 million dollars.
4. A personal or professional title when it precedes the name or a title of high distinction without a name. Lieutenant Kahn Mayor Walsh Doctor Welby Mr. Ty Brooks Dr. Frank Collins Miss Tate the President of the United States
3. Use words for numbers that begin a sentence. Six players were cut from the ten-member team. 4. Use figures for the larger of two adjacent numbers. We shipped six 24-ton engines. Times and dates
5. Days of the week, months of the year, holidays, periods of history, and historic events. Monday, June 8
Labor Day
Renaissance
6. Specific parts of the country but not compass points that show direction. Midwest
the South
northwest of town
7. Family relationships when used with a person’s name. Aunt Helen
my dad
Uncle John
Section 2
page 2
verse 7
line 2
9. First and main words of side headings, titles of books, and works of art. Do not capitalize words of four or fewer letters that are conjunctions, prepositions, or articles. Computers in the News
We shall meet from two until five o’clock. 6. Use figures for times with a.m. or p.m. and days when they follow the month. Her appointment is for 2:15 p.m. on July 26, 2011. 7. Use ordinals for the day when it precedes the month. The 10th of October is my anniversary.
8. Noun preceding a figure except for common nouns such as line, page, and sentence. Unit 1
5. Use words for numbers that precede o’clock (stated or implied).
Raiders of the Lost Ark
Money, percentages, and fractions 8. Use figures for money amounts and percentages. Spell out cents and percent except in statistical copy. The 16% discount saved me $145; Bill, 95 cents. 9. Use words for fractions unless the fractions appear in combination with whole numbers. one-half of her lesson
10. Names of organizations and specific departments within the writer’s organization. Girl Scouts
our Sales Department
5 1/2
18 3/4
Addresses 10. Use words for street names First through Tenth and figures or ordinals for streets above Tenth. Use figures for house numbers other than number one. (If street name is a number, separate it from house number with a dash.) One Lytle Place
Second Ave.
142--53rd St.
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Punctuation Use an apostrophe 1. To make most singular nouns and indefinite pronouns possessive (add apostrophe and s). computer + ’s = computer’s Jess + ’s = Jess’s anyone’s one’s somebody’s 2. To make a plural noun that does not end in s possessive (add apostrophe and s). women + ’s = women’s men + ’s = men’s deer + ’s = deer’s children + ’s = children’s 3. To make a plural noun that ends in s possessive. Add only the apostrophe. boys + ’ = boys’ managers + ’ = managers’ 4. To make a compound noun possessive or to show joint possession. Add apostrophe and s to the last part of the hyphenated noun. son-in-law’s Rob and Gen’s game 5. To form the plural of numbers and letters, add apostrophe and s. To show omission of letters or figures, add an apostrophe in place of the missing items. 7’s A’s It’s add’l Use a colon 1. To introduce a listing. The candidate’s strengths were obvious: experience, community involvement, and forthrightness. 2. To introduce an explanatory statement. Then I knew we were in trouble: The item had not been scheduled. Use a comma 1. After an introductory phrase or dependent clause. After much deliberation, the jury reached its decision. If you have good skills, you will find a job. 2. After words or phrases in a series. Mike is taking Greek, Latin III, and Chemistry II. 3. To set off nonessential or interrupting elements. Troy, the new man in MIS, will install the hard drive. He cannot get to the job, however, until next Friday. 4. To set off the date from the year and the city from the state. John, will you please reserve the center in Billings, Montana, for January 10, 2011. 5. To separate two or more parallel adjectives (adjectives could be separated by and instead of a comma). The loud, whining guitar could be heard above the rest.
6. Before the conjunction in a compound sentence. The comma may be omitted in a very short sentence. You must leave immediately, or you will miss your flight. We tested the software and they loved it. 7. Set off appositives and words of direct address. Karen, our team leader, represented us at the conference. Paul, have you ordered the DVD-ROM drive? Use a hyphen 1. To show end-of-line word division. 2. In many compound words—check a dictionary if unsure. • Two-word adjectives before a noun: two-car family • Compound numbers between twenty-one and ninety-nine. • Fractions and some proper nouns with prefixes/suffixes. two-thirds ex-Governor all-American Use italic or underline 1. With titles of complete literary works. College Keyboarding Hunt for Red October 2. To emphasize special words or phrases. What does professional mean? Use a semicolon 1. To separate independent clauses in a compound sentence when the conjunction is omitted. Please review the information; give me a report by Tuesday. 2. To separate independent clauses when they are joined by conjunctive adverbs (however, nevertheless, consequently, etc.). The traffic was heavy; consequently, I was late. 3. To separate a series of elements that contain commas. The new officers are: Fran Pena, president; Harry Wong, treasurer; and Muriel Williams, secretary. Use a dash 1. To show an abrupt change of thought. Invoice 76A—which is 10 days overdue—is for $670. 2. After a series to indicate a summarizing statement. Noisy fuel pump, worn rods, and failing brakes—for all these reasons I’m trading the car.
Use an exclamation point After emphatic interjections or exclamatory sentences. Terrific! Hold it! You bet! What a great surprise!
Reference Guide Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
REF3
REF4 Proofreading Procedures
Addressing Procedures
Proofread documents so that they are free of errors. Error-free documents send the message that you are detail-oriented and a person capable of doing business. Apply these procedures after you key a document. 1. Use Spelling & Grammar to check the document. 2. Proofread the document on screen to be sure that it makes sense. Check for these types of errors: •
Words, headings, and/or amounts omitted.
•
Extra words or lines not deleted during the editing stage.
•
Incorrect sequence of numbers in a list.
3. Preview the document on screen using the Print Preview feature. Check the vertical placement, presence of headers or footers, page numbers, and overall appearance. 4. Save the document again and print. 5. Check the printed document by comparing it to the source copy (textbook). Check all figures, names, and addresses against the source copy. Check that the document style has been applied consistently throughout.
The Envelope feature inserts the delivery address automatically if a letter is displayed. Title case, used in the letter address, is acceptable in the envelope address. An alternative style for envelopes is uppercase with no punctuation. Business letters are usually mailed in envelopes that have the return address preprinted; return addresses are printed only for personal letters or when letterhead is not available. The default size of Word is a size 10 envelope (4 1/8" by 91/2"); other sizes are available using the Options feature. An address must contain at least three lines; addresses of more than six lines should be avoided. The last line of an address must contain three items of information: (1) the city, (2) the state, and (3) the ZIP Code, preferably a 9-digit code. Place mailing notations that affect postage (e.g., REGISTERED, CERTIFIED) below the stamp position (about line 1.3"); place other special notations (e.g., CONFIDENTIAL, PERSONAL) below the return address about line 1".
6. If errors exist on the printed copy, revise the document, save, and print.
REGISTERED
7. Verify the corrections and placement of the second printed copy.
Proofreaders’ Marks horizontal # Add space
or
lc
Lowercase Move left
Align Move right Bold Move up
Cap or
Capitalize
Folding and Inserting Procedures Large envelopes (No. 10, 9, 7¾) Step 1
Step 2
Step 3
Move down Close up Paragraph Delete
sp Spell out
Insert
“
“
or Insert quotation marks
. . . or stet Let it stand;
tr
Transpose Underline or italic
Step 1: With document face up, fold slightly less than 1/3 of sheet up toward top. Step 2: Fold down top of sheet to within 1/2" of bottom fold. Step 3: Insert document into envelope with last crease toward bottom of envelope.
ignore correction
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Letter Parts Letterhead. Company name and address. May include other data. Date. Date letter is mailed. Usually in month, day, year order. Military style is an option (day/month/year). Letter address. Address of the person who will receive the letter. Include personal title (Mr., Ms., Dr.), name, professional title, company, and address. Remove the extra spacing in the letter address. Salutation. Greeting. Corresponds to the first line of the letter address. Usually includes name and courtesy title; use Ladies and Gentlemen if letter is addressed to a company name. Body. Message. Key in default 1.15 line spacing; tap ENTER once between paragraphs. Complimentary close. Farewell, such as Sincerely.
Writer. Name and professional title. If the name and title are keyed on two lines, remove the extra spacing between the lines. Initials. Identifies person who keyed the document (for example, tr). May include identification of writer (ARB:tri). Enclosure. Copy is enclosed with the document. May specify contents. If more than one line is used, align at 1" and remove the extra spacing between the lines. Copy notation. Indicates that a copy of the letter is being sent to person named. If more than one line is used, align at 0.5" and remove the extra spacing between the lines. Note: To remove extra spacing between lines, click the down arrow on the Line and Paragraph Spacing command and select Remove Space After Paragraph.
Professional Office Consultants, Inc. 584 Castro St. San Francisco, CA 94114-2201 415-555-8725 415-555-8775 (FAX)
2"
Dateline
IMAGE MAKERS
Tab at about 3.25"
2
}
Letter address
2"
5131 Moss Springs Road Columbia, SC 29209-4768 803-555-0127
2
}
Remove extra spacing
1
Remove extra spacing
1
1
1
1 1 1
Body 1
1
1 1
2
Remove extra spacing
Complimentary close
2
Writer’s name & title Reference initials
}
1
Remove extra spacing
Enclosure
}
Copy notation
}
1
1
Remove extra spacing }
Remove extra spacing
0.5" tab
Block Letter (Open Punctuation)
Modified Block Letter (Mixed Punctuation)
Envelope
Reference Guide Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
REF5
REF6 Letters with Special Parts Letters and memos longer than one page require a header on the second and subsequent pages. Appropriate placement of the following special letter parts are illustrated below: mailing notation, postscript, attention line, subject line, blind copy notation, and reference line.
Two-page header
Mailing notation
Postscript
Monica A. Carter Communication Consultant 100 Main Street Clinton, MS 39056-0503
TIME MANAGEMENT, INC 5131 Moss Springs Road Columbia, SC 29209-4768 803-555-0127
Attention line
Reference line Subject line
Blind copy notation; do not key on original
Attention Line, Line Subject Line Line, and Blind Copy Notation
Reference Line
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Memo with Table
Newsletter with Graphics 0.5"
The return address may be keyed immediately above the date, or you may create a personal letterhead as shown here.
Personal Business Letter
Resume
Reference Guide Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
REF7
REF8 Business Reports Margins: Tap ENTER three times to begin first page of report and reference page at 2"; default 1" top margin for succeeding pages; default 1" for bottom margin. Unbound report: Side margins 1" Leftbound report: Side margins 1.5" Titles: Title style. Main words capitalized.
Spacing: Default 1.15 line spacing; paragraphs blocked. Tap ENTER once between paragraphs. Page numbers: Second and subsequent pages are numbered at top right of the page. One blank line follows the page number. Side headings: Heading 1 style. Main words capitalized. 0.5"
Page Number 2"
Title style
Heading 1 style
Explanatory Footnote
Page 1 1, Leftbound Report with Explanatory Footnote
Page 2 2, Leftbound Report (Page Number Style)
Reports with Preliminary and Appendix Pages Take advantage of the reference features of Word 2010 when producing reports. The table of contents, bibliography page, and index are generated automatically. The references are entered in the report using the Citations command.
Title Page Using Cover Page Feature
Table of Contents
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Bulleted list
Unbound Report with Citations, Page 1
Page 2 of Report with Alphabet Header and Footer
Bibliography Page
Index
Reference Guide Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
REF9
Command Summary Align Text
Home/Paragraph/Align Text Left, Center, Align Text Right, or Justify
AutoCorrect
File/Options/Proofing AutoCorrect Options AutoCorrect Exceptions
Bibliography
References/Citations & Bibliography/Bibliography
Blank Page Page Break
Insert/Pages/Blank Page Insert/Pages/Page Break
Blog Post
File/Save & Send/Publish as Blog Post
Bookmark
Insert/Links/Bookmark
Breaks
Page Layout/Page Setup/Breaks
Bullets and Numbering
Home/Paragraph/Bullets or Numbering
Center Page
Page Layout/Page Setup/Page Setup Dialog Box Launcher/Layout tab/Vertical alignment/Center
Character Spacing
Home/Font/Font Dialog Box Launcher/ Advanced tab
Check for Issues Document Checker
File/Info/Check for Issues; Select Inspect Document, Check Accessibility, or Check Compatibility
Citations—Insert Citation—Add Source
References/Citations & Bibliography/Insert Citation; Select Add New Source from drop-down list.
Citation—Edit
Click citation; Select Edit Citation from drop-down list.
Citation—Delete
Click citation; Select Convert citation to static text and tap DELETE.
Citations—Manage Sources
References/Citations & Bibliography/Manage Sources
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
REF10
Clip Art—Format
Picture Tools/Format
Clip Art—Insert
Insert/Illustrations/Clip Art
Close Document
File/Close or Close button at top right of screen
Columns—Create Columns—Unequal Width
Page Layout/Page Setup/Columns Page Layout/Page Setup/Columns/More Columns
Cover Page
Insert/Pages/Cover Page
Custom Themes—Colors Fonts Effects—Apply and Save Current Theme Default Theme
Page Layout/Themes/Colors/Create New Theme Colors Page Layout/Themes/Fonts/Create New Theme Fonts Page Layout/Themes/Themes/Save Current Theme Home/Styles/Change Styles/Set as Default
Cut, Copy, and Paste
Home/Clipboard/Cut, Copy, or Paste
Date and Time
Insert/Text/Date & Time
Document Properties
File/Info/Properties display on right side
Document Themes
Page Layout/Themes/Themes
Drawing Canvas
Insert/Illustrations/Shapes/ New Drawing Canvas
Drop Cap
Insert/Text/Drop Cap
E-mail
File/Save & Send/Send Using E-mail
Envelopes and Labels
Mailings/Create/Envelopes or Labels
Exit Word
File/Exit
Command Summary Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
REF11
REF12
Find, Replace, and Select Go To Browse Object
Home/Editing/Find, Replace, or Select Home/Editing/Find/Go To Select Browse Object to go to objects
Footnotes Endnotes
References/Footnotes/Insert Footnote References/Footnotes/Insert Endnote
Format Painter
Home/Clipboard/Format Painter
Grammar and Style Settings
File/Options/Proofing
Hanging indent
Ruler/Indent Markers
Header and Footer
Insert/Header & Footer/Header or Footer
Help
Click Help button or File/Help
Hyperlink
Insert/Links/Hyperlink
Hyphenation
Page Layout/Page Setup/Hyphenation
Increase/Decrease Indent
Home/Paragraph/Increase Indent or Decrease Indent
Indent
Page Layout/Paragraph/Indent
Indent Marker
Ruler/Indent Markers
Index—Mark Entry Insert Index Update Index
References/Index/Mark Entry References/Index/Insert Index References/Index/Update Index
Insert File
Insert/Text/Object/Text from File
Internet Fax
File/Save & Send/Internet Fax
Line and Page Breaks
Home/Paragraph/Paragraph Dialog Box Launcher/ Line and Page Breaks tab
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Line Spacing
Home/Paragraph/Line and Paragraph Spacing
Mail Merge Select Recipients Edit Recipient List Insert Merge Field Address Block Greeting Line
Mailings/Start Mail Merge/Start Mail Merge/ Step by Step Mail Merge Wizard/Select Recipients or Edit Recipient List Mailings/Write & Insert Fields/Insert Merge Field, Address Block, or Greeting Line
Margins
Page Layout/Page Setup/Margins
Mini toolbar
Appears when text is selected
Multilevel List
Home/Paragraph/Multilevel List
Navigation Pane
View/Show/Navigation Pane
Open New/Existing Document
File/New or Open; then locate the file
Orientation
Page Layout/Page Setup/Orientation
Page Borders Page Color Paper Size
Page Layout/Page Background/Page Borders or Page Color Page Layout/Page Setup/Size
Page Numbers—Insert
Insert/Header & Footer/Page Number
Paragraph Borders and Shading
Page Layout/Page Background/ Page Borders/Borders or Shading
Paste Options button
Home/Clipboard/Paste/Click a Paste Option
Picture—Format
Picture Tools/Format
Command Summary Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
REF13
REF14
Picture—Insert
Insert/Illustrations/Picture/Locate and select picture/Insert
Print
File/Print
Protect—Restrict Formatting and Editing
Review/Protect/Restrict Editing/Select desired formatting and editing restrictions/Click Start enforcement/Assign a password
Protect Document—Mark as Final
File/Info/Permissions/Protect Document/Mark as Final
Protect Document— Encrypt with Password
File/Info/Permissions/Protect Document/Encrypt with Password
Protect Document— Restrict Editing
File/Info/Permissions/Protect Document/Restrict Editing
Protect Document— Restrict Permission by People
File/Info/Permissions/Protect Document/Restrict Permission by People/Restricted Access
Quick Access Toolbar
Upper-left corner of screen/Use down arrow to customize
Quick Parts Building Blocks Organizer
Insert/Text/Quick Parts Insert/Text/Quick Parts/Building Blocks Organizer
Remove Space After Paragraph
Home/Paragraph/Line and Paragraph Spacing
Restrictions—Set Password
File/Save As/Tools/Select General Options/Key a password to open box and/or to modify box
Restrictions— Remove Password
File/Save As/Tools/Select General Options/Key a new password or select the password and tap DELETE
Ruler—View
To display: Click View Ruler button -or- View/Show/Ruler
Save and Save As
File/Save or Save As Saved in DOCX format unless another type is selected.
Note: Requires access to IRM server or Windows Live ID
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Save to Flash Drive (Removable Disk)
File/Save or Save As; Click Removable Disk or Flash Drive name and key filename
Save in New Folder
File/Save or Save As; Click New Folder and key name
Save As Template
File/Save As; Key name and in Save as type box, select Word Template; Word defaults to Templates folder
Save and Send Change File Type
File/Save & Send/Change File Type or Create PDF/ XPS Document
Save as File Types
File/Save & Send/Change File Types Choose from following options: Document, Word 97-2003 Document, OpenDocument Text, Template, Plain Text, Rich Text Format, Single File Web Page, Save as Another File Type
Screenshot
Insert/Illustrations/Screenshot
Section Breaks
Page Layout/Page Setup/Breaks; Select the desired section break from the list.
Shapes—Format
Drawing Tools/Format
Shapes—Insert Add Text to Shapes
Insert/Illustrations/Shapes Click in the shape and key the text
Show/Hide
Home/Paragraph/Show/Hide
Show/Hide White Space
Print Layout View/Position insertion point at top or bottom of page/Click to show or hide white space
SkyDrive
File/Save & Send/Save to Web
Slider: Zoom in or out
Click Slider/Move left or right to zoom in or out
SmartArt—Design or Format
SmartArt Tools/Design or Format
Command Summary Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
REF15
REF16
SmartArt—Insert
Insert/Illustrations/SmartArt
Sort
Home/Paragraph/Sort
Space Before and After Paragraph
Page Layout/Paragraph/Spacing
Special Characters Nonbreaking Space
Insert/Symbols/Symbol/More Symbols/Special Characters tab
Spelling and Grammar
Review/Proofing/Spelling & Grammar
Split Panes
View/Window/Split
Status line Styles—Change
Home/Styles/Change Styles
Styles—Insert
Home/Styles/Quick Styles
Symbol
Insert/Symbols/Symbol Insert/Symbols/Symbol/More Symbols
Table of Contents
References/Table of Contents/Table of Contents
Table of Figures
References/Captions/Insert Table of Figures
Table Tools/Design or Layout
Table Tools/Design or Layout
Tables—Adjust Column Width using the Ruler
Ruler/Column Marker/Drag to appropriate position
Tables—Decimal Tab in Table
Select Column/Click Tab Selector button/Select decimal tab/Click appropriate position on Ruler
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Tables—Insert Table Draw Tables Quick Tables
Insert/Tables/Table/Insert Table Insert/Tables/Table/Draw Tables Insert/Tables/Table/Quick Tables
Tables--Insert Using the Table Grid
Insert/Tables/Table/Drag to select number of rows and columns
Tabs—Bar, Left, Center, Right, and Decimal
View Ruler/Tab Alignment Button/Click on Horizontal Ruler
Tabs—Modify Tabs using Horizontal Ruler
Select desired tab; Click and drag the tab to the desired location on the ruler.
Tabs—Modify Tabs using the Tabs dialog box
Home/Paragraph/Paragraph Dialog Box Launcher/ Tabs
Tabs—Set Leaders Tabs
Home/Paragraph/Paragraph Dialog Box Launcher/ Indents and Spacing/Tabs
Templates
File/New/Available Templates
Text Box
Insert/Text/Text Box
Text Formats —
Home/Font/Click desired text format command (Font, Font Size, Grow Font, Shrink Font, Change Case, Clear Formatting, Bold, Italic, Underline, Strikethrough, Subscript, Superscript, Text Effects, Text Highlight Color, Font Color)
Thesaurus
Review/Proofing/Thesaurus
Track Changes
Review/Tracking/Track Changes
Command Summary Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
REF17
REF18
Track Changes—Review Changes
Review/Changes/Accept, Reject, Previous, or Next
Track Changes—Show Markup
Review/Tracking/Display Markup Options, Show Markup, or Reviewing Pane
Track Changes—Change Tracking Options
Review/Tracking/Track Changes/Change Tracking Options
Translate
Review/Language/Translate/Choose Translation Language/Select word to translate and Bilingual Dictionary displays
Versions—Manage
File/Info/Manage Versions
Versions—Recover Draft Versions Delete Draft Versions
File/Info/Manage Versions/Recover Unsaved Documents or Delete All Unsaved Documents
Vertical Page Position
To turn on: Right-click status bar/Click Vertical Page Position
Views—Document
View/Document Views/Select view
Views—View Buttons
Select view buttons on status bar
View—Arrange All View Side by Side Split Panes New Window Switch Windows
View/Window/Arrange All View/Window/View Side by Side View/Window/Split View/Window/New Window View/Window/Switch Windows
Watermark
Page Layout/Page Background/Watermark
WordArt—Format
Drawing Tools/Format
WordArt—Insert
Insert/Text/WordArt
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Index A control of, 3, 30
Abbreviations, 37 Acceptance letters, 543 Adding/moving/clearing tab, 128–129 Address, letter, 116 Agenda, 484 Alignment, 87; commands, 86, 260; page, 104; text, in table cells, 144 Ampersand (&), control of, 54 Apostrophe (’), control of, 22 Applicant tracking systems, 538 Application letters, 542–543 Applications: academic report, 188; agendas, 484; application letters and forms, 542–543; assessment, 106, 133, 158, 200, 228; block letter/envelope, 122, 134; block letters, 118, 131, 232, 291, 293; building blocks, 289; calculations, 326–329; character spacing, symbols, and special character, 222; citations, 377–381; compose and edit, 99; cover pages, 167, 168, 175, 272; create, save, and print a document, 78, 85; create table, apply table style, adjust cell sizes, 140, 141, 146, 159; data source, 406–407; document themes, 268, 271, 276; document with endnotes, 199; document with graphics, 209, 210, 215, 216; document with tabs, 132; edit and proofread, 99; edit letter, 130; edit report, 175, 199, 188, 202; edit unbound report, 167, 168; employment documents, 534; envelopes, 303, 412–413; format title, headings, and paragraphs, 92; heading, indent, format painter, 105; insert and delete columns and rows, 159; insert and delete rows, 147; insert column, insert row, and merge, 147; invitations, 105, 417; itinerary, 494; leftbound reports, 175, 197–199, 201, 202, 349; letterhead, 291; linked text boxes, 465–466; lists, 355; mail merge, 398–402, 416; memo with picture and shapes, 230; memo with tab, 130; memos, 112, 132, 134, 231, 285; minutes, 489; modified block letters, 127, 131, 134, 233, 297, 299; multiple-page report, 179; navigation tools, 373, 374; news releases, 498; newsletters, 226, 229, 451, 464, 465, 471; page layout, 276–278; paragraphs, 268, 270; pictures, 268–269; pull quotes, 464; Quick Parts, 289–290; reference pages, 188, 379; reformat document, 105; report with graphics, 238; report with table, 234, 235; reports, 349, 358; resumes, 155, 535, 539–540; revise report, 179; sidebars, 464; SmartArt, 270–271, 450; SOAP notes, 523; styles, 262; table with indented lines, 147; table with shading, 160; table with table style, 151; tables, 265–266, 321–322; templates, 282; Track Changes, 486, 492; unbound reports, 167, 349 Arrange all view, 357 Assessment, 2, 58–59, 106–107, 133–134, 158–160, 200–202, 228–230, 310–312, 340–342, 391–395, 420–423, 478–480, 501–504, 531–533, 550–552, 559–566 Asterisk (*), control of, 56 At (@), control of, 56
Attention line, 293 AutoCorrect, 96; exceptions, 580 AutoFit, 142
B
control of, 16–18, 27 Backgrounds, 271, 459–461, 469–470 Backspace key, control of, 53 Banners, 223 Bibliography, creating, 379. See also Citations Bilingual dictionary, 98 Blank page, 272 Blind copy notation, 293 Block letters, 113–119, 291, 293. See also Modified block letters Blogs: accessing, 609; creating, using Word 2010, 612; registering the account, 611; signing up for WordPress account, 610 Body of the letter, 116, 291 Bookmarks, 373, 514; deleting, 374; inserting and naming, 373; navigating with, 373; showing, 374 Border command, 260 Borders, 86, 219–220 Boxes, text, 464, 465–466 Brackets [ ], control of, 56 Breaks, 192–193 Building blocks, 289; block letter format, 291, 293; creating, 289; minutes, 489; modifying, 290; Quick Parts, 289–290 Building Blocks Organizer, 295–296 Built-in document themes, 454–455 Bullets command, 86, 163, 260; autoformat, 583; defining a new bullet, 585; sorting a list, 585 Business letters, 291; block letter format, 115–117; modified block letters, 124–127, 297; multi-page, 302; parts, 116, 120, 122, 291; reviewing, 231–233; special parts, 293
C
control of, 14 Calculations, 326–329 Capitalization, 225 Caps lock, 26, 38 Captions, 368, 369, 371, 509 Cell phone etiquette, 141 Cells, 267; merging, 145–146, 314; size, 143–144; splitting, 145–146, 314 Center Page command, 104 Change Styles command, 457 Character spacing, 220 Character styles, 162 Citation source, editing, 387 Citations, 185, 377; copying, 381; creating bibliography or reference page, 379; deleting, 381; inserting, 378 Click Fraud, 433 Clip Art, 207–208, 449; formatting, 269; inserting, 268 Clipboard group, 100–101, 261 Close button, 83 Close command, 257 Closing, complimentary. See Complimentary close Colon (:), control of, 54 Color, fill, 206 Colors, page, 461
Columns: balanced, 223; deleting, 144–145; equal width, 223; inserting, 144–145, 147; lines between, 224; unequal width, formatting, 471; width, 142–143 Comma (,), control of, 15, 29 Commands, 74, 255. See also specific commands; shortcuts, 259, 370, 373 Comments, 483 Compare command, 357 Compatibility Checker, 615–616 Compatibility Mode, 616 Complimentary closing, 116, 120, 291 Composition, 45, 57 Compress Pictures, 269 Content controls, 602 Contextual tab, 265 Contrast command, 449 Convert command, 332 Copy, difficulty of, 28 Copy and paste, 100–101 Copy command, 261 Copy notation, 122, 291, 293 Copyright issues, 163 COUNT function, 328 Cover pages, 164–165, 167, 168, 272 Crop command, 269 Custom themes: create new custom theme, 456; create new theme colors, 456; create new theme fonts, 455; set new defaut theme, 457 Cut command, 100–101, 261 Cut and paste, 101
D control of, 3, 27
Dash (—): control of, 46; spacing with, 50 Data records: filtering, 409; sorting, 322, 408 Data source, editing: alternate, 416; fields, 407; records, 406–407 Date & Time command, 113, 114 Dateline, 116, 125, 291 Dates, 53, 113 Decimal tabs, 316 Default tabs, 24 Delete key, 99 Design tab, 148 Dialog Box Launcher, 100 Display for review, 487 Distribution lists, 285 Documentation, report, 188 Document Inspector, 622 Documents: adding white space, 114; backgrounds, 271, 459–461, 469–470; building blocks, 289; closing, 83; creating from template, 282; hyphenating, 579; mail merge, 402; navigating, 93–95, 172; new, 78, 84; opening existing, 84; properties, 388; preview, 85; printing, 85; proofreading, 109; Restrict Editing option, 624–625; Restrict Permissions feature, 626–629; rough drafts of, 60; saving, 81–83; saving, as template, 282; setting and removing passwords, 623–624; side by side view, 357; viewing, 93–95 Document themes, 173
Index Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
REF19
REF20 Dollar sign ($): control of, 46; spacing with, 50 Drafts, 60, 107 Drawing Tools, 270, 451, 465 Draw Table tool, 568–569 Dress codes, 197–199 Drills, 31–33, 60–65 Drop cap, 218, 451–452
Formulas: recalculation, 327; SUM function, 326; writing, 327 Forward slash (/), control of, 48 Four (4), control of, 42 Fractions, 47
E control of, 7–10, 27, 30
Go To tool, 172, 263 Grammar, check, 96–97 Grammar and style settings, 579 Graphics: adjusting, 449; autocorrect exceptions, 580; borders, 219–220; clip art, 207–208, 449; compressing, 269; cropping, 269; documents with, 447–452; drop caps, 218, 451–452; formatting, 451; grammar and style settings, 579–580; hyphenating documents, 579; pictures, 211; reset clip art and pictures, 575; rotating, 448; screenshot, 576; shading, 219–220; shapes, 205–206; SmartArt, 214–215, 270–271; text box formats, 577–578; watermarks, 459–460; WordArt, 217–218, 451; wrapping text around, 207, 224 Greater than (>) symbol, control of, 56 Greeting. See Salutation Gross-words-a-minute (GWAM) rate, 26 Groups, 74, 255 Guided writing procedures, 49
Editing and Edit menu, 60; AutoCorrect, 96; borders and shading, 219–220; character spacing, 220; Clipboard, 100–101; cut and paste, 101; find and replace, 170–172; Go To command, 172; letters, 240–242; memos, 231–233; reports, 234–240; thesaurus for, 97; tools, 100–101 Editing group, 262–263 Eight (8), control of, 37 Electronic mail. See E-mail Electronic resumes, 539; formatting, 540 Electronic resources, 171–172 E-mail, xiv–xv, 285, 293 Em dash, 221 Employment documents, 547; application letters and forms, 542–543; job acceptance/refusal letters, 543; request for reference, 543; thank-you letters, 543 Employment strategies, 547 Enclosure notation, 122, 291 En dash, 221 Endnotes, 191 Enter, 3, 26 Envelopes, 129–130; creating, 412; mail merge, 398–402, 416 Equal sign (=), control of, 56 Ergonomic keyboards, 44 Etiquette, 141 Exclamation point (!), control of, 50
F
control of, 3, 27 Fields: mail merge, 398–402; from Quick Parts, 289–290 Figures, table of, 368–370 File management, 81 File menu, 257–258 File tab, 257–258 Fill, 206 Fill color, 206 Fill effects, 461 Filtering records, 409 Find command, 262 Find and replace, 170–172 Five (5), control of, 38–39 Flash drive. See USB memory device Folders, 81 Font commands, 75, 256 Font group, 74, 75 Footers, 354; odd and even, 589 Footnotes, inserting and editing, 189–190, 348 Format Painter command, 100, 102, 261 Formatting and Format Menu: alignment, 87; block letter format, 113–119; business letters, 115–117, 125–127; headings, 92; indents, 88; line spacing, 89–90; lists, 86; margins, 103; memos, 110–111; pages, 100–105; paragraphs, 86–92; reports, 165–166, 173–174, 178; tables, 139–141, 142–147; text, 74–75; titles, 92; vertical page position, 109–110
G control of, 19
H control of, 11
Hanging indents, 182–183 Hard returns, 3, 104 Headers, 283–284, 354; odd and even, 589 Heading styles, 92, 262, 361 Help menu, 98 High-frequency words, 36 High-tech etiquette, 141 Home-row position, 3–6 Home tab commands, 74, 75; Clipboard group, 261; Editing group, 262–263; File menu, 257–258; Mini Toolbar, 259; Paragraph group, 260; Quick Access Toolbar, 259; Styles group, 262 Horizontal Ruler, 128 House numbers, 53 Hyperlinks, 361, 374–375, 592–593 Hyphen (-), control of, 46 Hyphenating a document, 579
I control of, 4, 30
Illustrations group, 268 Indents, 86, 260; decreasing, 88; hanging, 182–183, 278; increasing, 88; on Ruler, 278–279; text, 260, 278 Indexes, 371; creating, 372; marking entries, 371; updating, 373 Insert tab, 265; Clip Art, 268–269; date and time, 113, 114; Illustrations group, 268; Pages group, 272; Picture, 268–269; Shapes, 270; SmartArt, 270; symbols and special characters, 221; Table Design, 268; Table Layout, 266–267; Tables group, 138, 265–266; Text from File, 271 Internal citations, 185 Internet, use of, 607–609; blogs, 609–612; using fax to send documents, 606–607; using internet to send documents, 605–606; using SkyDrive, 607–609 Internet activities: applicant tracking systems, 538; Click Fraud, 433 Interoffice memos. See Memos
Invitations, 417 Itinerary, 494
J control of, 3
Job acceptance letters, 543 Job application letters, 542–543 Job refusal letters, 543 Justify text, 86
K
control of, 3 Keep with next command, 177, 349 Keyboard, navigation, 93 Keyboarding Pro, using, 5 Keyboarding skills, value of, 8 Keys, procedure for learning new, 4 Keywords, on resumes, 539
L
control of, 3, 27 Labels, creating, 413 Landscape layout, 103 Layout: page, 74, 103; table, 142 Leader tabs, 523 Left and right bracket [ ], 56 Left Shift, 11 Leftbound reports, 169–175, 349 Legal documents, 509; number expression, 513; using bookmarks, 513–514 Legal pleading template, 509–510 Lesson Menu screen, 5 Lesson Report screen, 5 Less than (<) symbol, control of, 56 Letter address, 116, 291 Letterhead, 116, 291 Letters. See also Business letters: application, 543; job acceptance/refusal, 543; mail merge, 397 Line breaks, 177 Line and Paragraph Spacing command, 260 Line spacing, 86, 89–90, 114 Line Style tool, 149 Line Weight tool, 149 Linked text boxes, 465–466 List commands: AutoFormat As You Type options, 583; setting numbering value, 584; stop automatic list creation, 583 Lists: bullet, 86, 163; formatting, 86, 163; numbered, 86, 163
M
control of, 21–22, 27, 30 Mail merge, 397. See also Mailings tab: editing document, 402; using alternate data source, 416 Mail merge wizard, 398–402 Mailing notation, 303 Mailings tab, 400, 401, 406 Main document, 397 Margins, 103, 276 Markup, 486 MAX function, 328 Medical correspondence, 518 Medical report forms, 527 Memos, 110–111, 112, 285–287; editing, 231–233; headers in, 285; templates, 282–283; with distribution list, 285 Merge. See Mail merge Merge fields, 397 MIN function, 328 Mini toolbar, 77, 259
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Minutes, 489 Mixed punctuation, 125, 297 Modified block letters, 124–127, 297; special letter parts, 299 Money amounts, 53 Mouse, scrolling with, 93 Multi-page letters, 302; special letter parts, 303 Multi-page reports, 176–181 Multilevel List command, 86, 355, 260
N control of, 7–10, 30
Names: of letter writer, 116 Navigation, 93, 172 Navigation tools, 373, 374; bookmarks, 373, 514; hyperlinks, 361, 374–375 New button, 84 New command, 257 New Document screen, 73 New from existing document, 518 New keys, procedure for learning, 4 Newsletters, 451, 464, 465, 471 News release, 498 Nine (9), control of, 42 Nonbreaking spaces, 586 Normal template, 457, 599 Normal style, 162 Notice of motion, 513 Nouns, numbers with, 53 Numbered lists, 86, 163 Number expression, 47, 53 Numbering command, 86, 163, 260; autoformat, 583; restarting numbering, 584; stopping automatic list creation, 583 Numbers: adjacent, 47; approximate, 47; house, 53; with nouns, 53; round, 53 Number sign (#), control of, 48
O
control of, 14, 27, 30 O’clock, 47 One (1), control of, 37 Open command, 257 Outlines, 231
P
control of, 16–18, 27 Page background group, 277 Page borders, 219–220 Page breaks, 177, 183–184 Page color background, 461 Page formats, 94–100; centering, 104; indents, 88; margins, 103; orientation, 79; tabs, 124–125; vertical position, 109 Page Layout tab, 74, 103–104; Page Background group, 277; Page Orientation, 277; Page Setup group, 276; Paragraph group, 278; Themes group, 276 Page numbers, 178; changing format, 363; inserting, 176, 344; preliminary pages, 363; removing from first page, 176, 344 Page orientation, 277 Page Setup group, 276 Pages group, 272 Paper size, changing, 417 Paragraphs, 260, 278; alignment, 87; formatting, 86–87, 92, 101; removing space after, 114–115 Paragraph styles, 162 Parentheses (), control of, 52 Passwords, setting and removing, 622–624 Paste command, 261 Paste functions, 328
Paste option, 101–102 PDA (personal digital assistant), 141 PDF files, 429 Percentages, 53 Percent sign (%), control of, 50 Period (.), control of, 12 Phrases, keying tips, 17 Picture, 268–269 Picture background: removing, 469–470; removing, using Background Removal tools, 470 Pictures, 211, 449; formatting, 269; inserting, 268 Plus sign (+), control of, 56 Portrait layout, 86 Postscript, 303 Pound symbol (#), control of, 48 Preliminary pages, 361–363 Print button, 81 Print command, 257 Printing, documents, 80–82 Print Preview, 81 Professional titles, 225 Proofreaders’ marks, 55, 57, 59, 60 Proofreading, 109 Pull quotes, 464 Punctuation, mixed, 131, 297
Q
control of, 21–22, 27 Question mark (?), control of, 19–20 Quick Access Toolbar, 90–91, 259 Quick Parts, 289–290 Quick Tables command, 137–138, 567–568 Quotation mark (“), control of, 24 Quoted material, 185–187
R
control of, 13–14, 30 Recalculation, 327 Recent command, 257 Records, 453; filtering, 409; sorting, 322, 408 Redo command, 90, 259 Reference initials, 116, 291 Reference line, 299 Reference page, 379 References, 185–187, 189–190 Refusal letters, 543 Replace command, 362–363 Reports, 161–202; cover pages, 164–165; footnotes, 189–190, 348; formatting, 349; index, 371–373; leftbound, 169–172; multi-page, 176–181; navigation tools, 373–375; page numbers, 344, 346; preliminary pages of, 361–364; proofreading, 189; revising, 180–181; sections, 345, 346; table of figures, 368–370; unbound and left, 161–168, 349, 358; with citations, 377–379; with in-built headers and footers, 358 Request for reference letters, 543 Reset Picture command, 575 Restrict Editing option, 624–625 Resumes, 535; electronic, 539; keywords, 539 Review changes and comments, 488 Reviewing pane, 488 Revisions, 180–181 Ribbon, 73, 80, 81, 255 Ribbon tabs, 74; contextual, 265; File, 257–258; Home, 257–263; Insert, 265; Mailings, 398, 402, 406 Right Shift, 13–14 Rotate tool, 448 Rough drafts, 60, 99–100 Round numbers, 53
Rows, 314; deleting, 144–145, 146, 314; distributing, 317; inserting, 144–145, 146, 314 Rulers, 39, 109, 128, 378–379, 315, 316, 356
S
control of, 3, 30 Salutation, 116, 120, 291 Save As command, 81, 257 Save command, 81, 90, 257, 259 Scannable resume, 539 Screenshots, creating, 576 Scroll bars, 94 Section break: breaking links between, 346; deleting, 345; inserting, 345 Sections, 345–346 Sentences: keying tips, 17 Seven (7), control of, 40 Shading command, 219, 220, 260 Shading tool, 148–149 Shapes, 205–206, 270, 448; adding, 205; adding text to, 205; fill color, 205; grouping, 205 Shift, 29; left, 11; right, 13–14 Shortcuts, 259, 370, 373 Show Markup, 486–487 Show/Hide command, 86, 260 Side-by-side view, 357 Six (6), control of, 44 Skill Builder, 31–35, 66–70, 248–253, 434–445 SkyDrive, 607–609 Slash (/), control of, 48 Slider, 93, 94 SmartArt, 214–215, 270–271, 450 SOAP notes, 523 Social networks, 88 Sort command, 86, 260 Sorting: data in tables, 322; records by multiple fields, 408; records by one field, 408 Source Manager, 381, 386, 387 Sources. See Citations Space Bar, 3, 26 Spacing: with abbreviations, 37; character, 150; with dash, 50; with dollar sign, 50; with exclamation point, 50; line, 89–90, 109–110; paragraph, 114–115; with percent symbol, 50 Special characters, 221–222 Speed: difficulty of copy and, 28; gross-words-per-minute (GWPM), 26 Spell check, 96 Splitting panes, 356 Standard operating procedures (SOPs), 255, 425 Stationery, 115 Status bar, 73 Status line, 109 Styles: applying, 162; changing, 173; character, 162; paragraph, 162; table, 150 Styles feature, 134–135, 162 Styles group, 262 Subject line, 299 SUM function, 326 Symbols, 221–222
T
control of, 12, 30 Table appearance: changing border appearance, 320; changing line style, weight, and color, 320–321; shading cells, columns, or rows, 320 Table borders, 149 Table commands: Draw Table, 568–569; Quick Tables, 567–568; table dividers, 571–572; table formats, 569–571
Index Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
REF21
REF22 Table design tab, 268 Table feature, 136 Table layout, changing, 266–267; adjusting column widths and row height, 315; changing table alignment, 315; changing text alignment, 315; changing text direction, 317; distributing rows or columns, 317; inserting and deleting rows and columns, 314; merging and splitting cells, 314 Table menu, 265 Table of contents: adding text to, 363; changing the format, 362; modifying, 590; options, 591; updating, 362; using built-in heading styles, 361 Table of figures, 368; creating, 369; inserting caption, 368; modifying format, 370; updating, 370 Tables, 135–160; bulleted and numbered text in, 332; cells, 145; cell size, 143; centering, 143; column width, 142–143; control where table divides, 572; converting text to table, 332; creating, 134–135, 140; creating, using Insert Table command, 266; creating, using Table grid, 266; design features, 148–153; format guides, 139; layout, 142; line style and weight, 149; moving rows or columns, 570; moving within, 135; repeating header rows, 570–; selecting portions of, 142; shading, 148–149; show/hide feature, 193; styles, 149; sorting in, 322; templates, 194–195; text alignment, 144; tools, 142–144, 148–152; viewing gridlines, 569–570 Tables group, 265–266 Tables style, 321 Tabs, 124–125, 255; adding, 129; clearing, 39, 128–129; decimal, 316; leader, 523; moving, 128–129; on Ruler, 278; setting, 24, 39, 124, 129–130; underline, 523–524 Tabs dialog box, 129 Tabs, Ribbon. See Ribbon tabs. Technique Builder, 31–33, 60–65 Templates, 282; agenda, 484; content controls, 602; creating new, 601; customizing, 599; downloading and creating new from existing, 600–601;
legal pleading, 509–510; modifying, 603; news release,498; normal, 457, 599; options, 599; saving document as, 282; using, 282 Text: adding to shapes, 205; adding to SmartArt, 271; centering, 260; converting table to regular, 333; copying, 100, 261; cutting, 100–101, 261; find and replace, 170, 262–263; formatting, 74–75; indenting, 278; inserting, 271; newsletter, 464; pasting, 100–101; selecting, 74; sidebar, 464; watermarks, 459–460; wordwrap, 20, 24 Text alignment, in table cells, 144 Text boxes, 464; drawing and formatting, 465; formats, 577–578; inserting built-in, 464; linking, 465–466 Text direction in tables, 317 Text from File, 271 Text wrapping, 224–225 Thank-you letters, 543 Themes, document, 173 Themes group, 276 Thesaurus, 97 Three (3), control of, 44 Time, inserting, 113 Timed Writing feature, 34–35, 248–253, 434, 439–443 Title pages. See Cover pages Titles: formatting, 92; of letter writer, 116 Track changes, 486, 492; accepting and rejecting changes, 488; Reviewing Pane, 488; showing markup, 486–487; turning on and off, 486 Trademark symbol, 221 TruAcc, Inc., 241–246 Two (2), control of, 40
V
control of, 22, 27 Vertical page position, 114 Vertical Ruler, 114 Views, 102; arranging, 178; splitting panes, 177–178 Voice activation, 8
W
control of, 15–18, 27 Watermarks, 459; inserting picture, 460; inserting text, 459; inserting, with custom text, 460 White space: adding, 153; show/hide, 196 Widow/Orphan control, 177 Word 2010: commands, 255–263, 265–272; compatibility checker, 615–616; compatibility mode, 616; document in different formats, 614–615; file formats, 614; managing document versions, 617–618; marking a document as final, 620; recovering document drafts, 618–619 WordArt, 217–218, 451 Word Processor, using Timer, 18 Word screen, 73 Words: high-frequency, 36; keying tips, 17 Wordwrap, 20, 24
X control of, 20 Y control of, 23–24, 27 Z control of, 23–24, 27
Zero (0), control of, 38–39
U control of, 20, 27
Unbound reports, 161–167, 349; cover pages, 164–165; formatting, 165–166 Underline tab 523–524 Undo command, 90, 259 USB memory device, 83
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
College Keyboarding 18e Reliable, Dependable . . . and Just Keeps Getting Better College Keyboarding solutions have a track record of ensuring success, and they just keep getting better. With the experience only South-Western provides, you can rely on the new 18th edition to provide proven print and digital solutions for Microsoft® Word 2010. College Keyboarding 18e builds on its time-tested tradition to train, improve, and assess proficiency in Keyboarding and Word Processing skills, ensuring classroom and workplace success. ALWAYS FRESH, ALWAYS NEW To keep you on the cutting edge, College Keyboarding 18e has these new features: •
One series of textbooks and software. Streamlined lessons per text to give you the appropriate number of lessons for your course. The engaging approach of College Keyboarding 18e merges the formatting strengths of the Essentials series with the productivity tools of the Certified series.
•
The “path” for Word commands highlights the relevant learning; instructions are clear, concise, and easier to follow.
•
Tables are introduced earlier so they can be applied within more documents.
•
QuickCheck solutions are provided for challenging assignments to let you know you’re on the right track.
TECHNOLOGY WORKING FOR YOU •
Keyboarding Pro™ DELUXE 2 checks document formats as well as keystrokes, saving you time to learn the skills you need.
•
Almost every document can now be checked in Keyboarding Pro™ DELUXE 2. You’ll have plenty of review and feedback opportunities to master new concepts.
•
Keyboarding Pro™ DELUXE 2 makes it easy to navigate between documents and manage student records, making it the perfect companion for both in-class and online learning.
TA45RA3
For your course and learning solutions, visit www.cengage.com/highered Visit our company website at www.cengage.com Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
