Shelly Cashman Series Microsoft Office 365 and Publisher 2016 Comprehensive Loose Leaf Version 1st Edition Starks Solutions Manual

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Microsoft Publisher 2016 Instructor’s Manual 2-1
Microsoft Publisher 2016

Module 2: Publishing a Trifold Brochure
A Guide to this Instructor’s Manual:
We have designed this Instructor’s Manual to supplement and enhance your teaching experience
through classroom activities and a cohesive module summary.
This document is organized chronologically, using the same heading in red that you see in the
textbook. Under each heading you will find (in order): Lecture Notes that summarize the section,
Teacher Tips, Classroom Activities, and Lab Activities. Pay special attention to teaching tips, and
activities geared towards quizzing your students, enhancing their critical thinking skills, and
encouraging experimentation within the software.
In addition to this Instructor’s Manual, our Instructor’s Resources also contain PowerPoint
Presentations, Test Banks, and other supplements to aid in your teaching experience.
Table of Contents
PUB 49: Introduction
PUB 49: Project—Park Brochure
PUB 51: The Brochure Medium
PUB 52: Creating a Trifold Brochure
PUB 56: Copying, Cutting, and Pasting
PUB 59: Typing Paragraphs of Text
PUB 61: Swapping Pictures
PUB 64: Resetting Pictures and Picture Styles
PUB 70: Shapes
PUB 73: Editing the Inside Panels of a Brochure
PUB 77: Stylistic Sets
PUB 79: Online Pictures
PUB 83: Captions
PUB 88: Checking the Publication
PUB 91: Previewing and Printing
PUB 92: Printing Considerations
PUB 95: Packaging the Publication for the Printing Service
PUB 97: Summary
End of Module Material
Objectives
Students will have mastered the material in Module Two when they can:
© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as
permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom
use.
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Instructor’s Manual 2-2
Microsoft Publisher 2013 Essential Concepts and Skills
• Discuss advantages of the brochure • Edit captions and caption styles

medium • Check the spelling of the entire
• Choose brochure options publication
• Copy and paste with paste options • Run the Design Checker
• Wordwrap text • Choose appropriate printing services,
• Swap pictures using the scratch area paper, and color libraries
• Use a picture as a background • Package a publication for a printing
• Insert and format a shape service
• Use stylistic sets
• Search for online pictures
• Arrange thumbnails
TEACHER TIP
You may choose to gather a number of real-world trifold brochure examples students can use for
evaluation purposes as they work through this module
PUB 49: Introduction

LECTURE NOTES
• Define the term brochure
CLASSROOM ACTIVITIES
1. Class Discussion: Ask students to discuss the kinds of brochures that they have come across
recently. For which business or organization was the brochure created? What did the brochure look
like? What kind of information did the brochure contain?
2. Critical Thinking: Why are brochures popular advertising or information media for businesses and
other organizations?
3. Quick Quiz:
1. Another name for a brochure is a(n) ____. (Answer: Pamphlet)
PUB 49: Project—Park Brochure

LECTURE NOTES
• Use Figures 2-1a and 2-1b to illustrate the trifold brochure that students will create in this
module
ROADMAP
• Customize the brochure template options such as page size, color scheme, and font scheme
• Edit template text and objects
• Swap pictures and use picture backgrounds
• Create picture styles and shapes
• Use stylistic sets to enhance brochure text
• Search for online pictures
• Insert captions for each photo
use.

• Check the publication for errors

• Pack the publication for a printing service
TEACHER TIP
You may choose to invite an experienced individual who uses desktop publishing software to create
brochures or other publications for a business or organization to speak to the class on planning,
creating, and printing publications.
1. Class Discussion: Why is it important to spend time brainstorming ideas for a new brochure?
2. Critical Thinking: Why might a brochure be an effective medium to inform students about
professional internships at a zoo?
3. Group Activities: Break students into groups and then give each group a real-world trifold
brochure to evaluate. Ask students to identify the parts of the brochure (using Figures 2-1a and 2-1b
as their guide) and the brochure’s text box, shape, and graphic elements. Then have each group report
back to the class on the group’s evaluation of the brochure’s effectiveness at communicating its
advertising or information message.
4. Quick Quiz:
1. Brochures commonly have a wider audience than flyers. True or False? (Answer: True)
2. Brochures generally have a shorter shelf life than flyers. True or False? (Answer: False.
Brochures typically have a longer shelf life than flyers)
PUB 51: The Brochure Medium

LECTURE NOTES
• Define the term in-house
• Use Table 2-1 to illustrate the benefits and advantages of using the brochure medium
1. Class Discussion: Why is a brochure generally more expensive to publish than a flyer or
newsletter?
2. Group Activities: Break students into groups; ask each group to identify a real-world brochure’s
benefits and advantages based on the four aspects (exposure, information, audience, and
communication) itemized in Table 2-1.
PUB 52: Creating a Trifold Brochure

LECTURE NOTES
• Define the terms page size, form options, order form, response form, and sign-up form
• Use Figures 2-2 and 2-3 to illustrate selecting a brochure template
• Review the steps to open and maximize the page navigation pane
use.

• Use Figure 2-4 to illustrate editing text in the right panel

• Use Figure 2-5 through 2-7 to illustrate using the AutoCorrect Options button
• Use Figure 2-8 to illustrate editing text in the middle panel
TEACHER TIPS
You may choose to emphasize the use of templates by reminding students of the benefits they
experienced when using a flyer template in Module 1.
You may choose to note that brochures also have a “target” audience or audiences. Determination of a
brochure’s target audience is also an important part of the planning process.
1. Class Discussion: Ask students to describe a brochure’s turnaround documents.
2. Class Discussion: What should students consider when choosing a brochure’s color scheme?
3. Critical Thinking: How do you decide on a brochure’s content? Why might it be useful to have
someone else evaluate your work if you are creating objects from scratch?
4. Quick Quiz:
1. _____, which appear on page 2 of a brochure, include Order form, Response form, and Sign-
up form. (Answer: Form options)
2. The Response form displays fields for the description of items ordered as well as payment
information. True or False? (Answer: False. The Order form displays these fields)
5. Assign a Project: Ask students to determine a brochure type, purpose, audience, shelf life, and
layout. Students should create a planning document to which they can add other items as they work
through the chapter. (This brochure is called the “personal brochure” in the remaining sections of
this instructor's manual.)
PUB 56: Copying, Cutting, and Pasting

LECTURE NOTES
• Define the terms Office Clipboard, Windows Clipboard, copying, cutting, pasting, Paste
Options
• Use Table 2-2 to illustrate methods for copying, cutting, pasting, and deleting text
• Use Figures 2-9 and 2-10 to illustrate copying and pasting
• Use Table 2-3 to illustrate paste options
• Use Figures 2-11 and 2-12 to illustrate selecting a paste option
use.

1. Class Discussion: What is the difference between the Office Clipboard and the Windows
Clipboard?
2. Class Discussion: How is cutting different from deleting?
3. Critical Thinking: Compare the various methods or copying, cutting, pasting and deleting text.
Which seem the most efficient? Why?
4. Quick Quiz:
1. The _____ is a temporary storage area that holds up to 24 items copied from any Office
program. (Answer: Office Clipboard)
2. _____ is the process of copying an item from the Office Clipboard into a publication.
(Answer: Pasting)
PUB 59: Typing Paragraphs of Text

LECTURE NOTES
• Define the terms wordwrap, hard return, formatting mark, and nonprinting character
• Use Figure 2-13 to illustrate editing heading text in the left panel
• Use Figure 2-14 to illustrate displaying formatting marks
• Use Figures 2-15 to illustrate wordwrapping text as you type
TEACHER TIP
You may choose to explain to the students that differences in wordwrap relate to the printer being
used and that it is possible that the same publication could wordwrap differently if printed on
different printers.
1. Class Discussion: How might formatting marks be helpful during the design of a brochure?
2. Quick Quiz:
1. A(n) _____ is a special character that Publisher displays on the screen, but is not visible on a
printed publication. (Answer: Formatting mark)
2. You can press CTRL+SHIFT+Z to display formatting marks: True or False? (Answer: False,
you should press Y, not Z)
PUB 61: Swapping Pictures

LECTURE NOTES
• Define the scratch area, swap icon, portrait, and landscape
• Use Figures 2-16 and 2-17 to illustrate inserting multiple pictures from a storage device
• Use Figures 2-18 through 2-21to illustrate swapping pictures
• Use Figures 2-22 and 2-23 to illustrate using a picture as a background
TEACHER TIP
use.

You may choose to remind students of the horizontal alignment buttons on the Formatting toolbar:
Align Text Left, Center, Align Text Right, and Justify. You may also choose to demonstrate how to
open the Paragraph dialog box by clicking the Line Spacing button on the Formatting toolbar.
1. Class Discussion: What is the scratch area and how is it used?
2. Describe how difficult or easy it is to swap pictures.

3. Critical Thinking: Why do many brochures use pictures in the background?
4. Quick Quiz:
1. ____ pictures are taller than they are wide. (Answer: Portrait)
2. Pictures that are ____ oriented are wider than they are tall. (Answer: Landscape)
LAB ACTIVITIES
1. Have students practice applying a picture to the background of their personal brochures.
PUB 64: Resetting Pictures and Picture Styles

LECTURE NOTES
• Define the terms Reset command, picture styles
• Use Figures 2-24 and 2-25 to illustrate resetting a picture
• Review the step for resizing a picture
• Use Figures 2-26 through 2-28 to illustrate applying a picture style
• Use Figures 2-29 through 2-31 to illustrate changing the border color and weight
• Use Figures 2-32 through 2-34 to illustrate changing the font color
• Use Figure 2-35 to illustrate autofitting headings
• Use Figure 2-36 to illustrate increasing the font size of the story
TEACHER TIP
You may choose to remind students that photographs found online are protected by copyright law;
students must have permission to use photographs owned by others. You may also choose to advise
students on your school’s format for noting the source of photographs in publications.
1. Class Discussion: Explain why the picture on the front of the brochure will be slanting up and to
the right.
2. Class Discussion: How do you change the border color and weight?
PUB 70: Shapes

LECTURE NOTES
use.

• Use Figures 2-37 and 2-38 to illustrate inserting a shape

• Use Figures 2-39 through 2-41 to illustrate recoloring a shape
• Use Figure 2-42 to illustrate sending a shape backwards
BREAK POINT: TAKE A BREAK, IF DESIRED, AND RESUME THE STEPS IN THE TEXT AT A
LATER TIME.
PUB 73: Editing the Inside Panels of a Brochure

LECTURE NOTES
• Define grouped object
• Use Figure 2-43 to illustrate switching to page 2
• Use Figure 2-44 to illustrate inserting and formatting a shape
• Use Figure 2-45 to illustrate editing the left panel on page 2

• Use Figure 2-46 to illustrate editing the middle panel on page 2
• Use Figure 2-47 to illustrate editing the form
1. Class Discussion: Why would a shape need to be formatted?
2. Critical Thinking: How do group objects help readers understand the information in a brochure?
3. Project: Have students brainstorm appropriate group objects for their personal brochures.
4. Quick Quiz:
1. Publisher forms consist of text boxes, graphic boxes, and ____ grouped together in an
attractive and usable format. (Answer: Lines)
PUB 77: Stylistic Sets

LECTURE NOTES
• Define stylistic set, glyph, serif, sans serif, stylistic alternate, and typography
• Use Figures 2-48 through 2-50 to illustrate formatting with a stylistic set
1. Class Discussion: After defining glyph, ask students to give examples of glyphs.
2. Critical Thinking: How can swashes enhance a font? How might they add interest to text in a
brochure?
3. Critical Thinking: How might a stylistic alternate set enhance the font in a brochure?
4. Quick Quiz:
use.

1. What does “sans serif” mean? (Answer: Without flourish)

2. Do all fonts have a stylistic alternate? (Answer: No, only some fonts have a stylistic alternate.)
3. ____ refers to specialized effects and fonts. (Answer: Typography)
LAB ACTIVITIES
1. Have students choose a stylistic set for the headings in their personal brochures. While doing it,
they should point to each stylistic set and watch the live preview in the text box.
PUB 79: Online Pictures

LECTURE NOTES
• Define online pictures and arrange thumbnails
• Use Figures 2-51 through 2-53 to illustrate searching for online pictures
• Use Figures 2-54 and 2-55 to illustrate selecting multiple pictures by dragging
• Use Figure 2-56 to illustrate arranging thumbnails
• Use Figure 2-57 to illustrate swapping, placing and resetting pictures
1. Class Discussion: What search engine does Publisher 2016 use?
2. Critical Thinking: Why would selecting multiple pictures be helpful?
3. Critical Thinking: Describe how you arrange thumbnails.
4. Quick Quiz:
1. To swap pictures, _____ the picture you want to the desired location. (Answer: drag)
2. What tab needs to be open to get to the picture menu? (Answer: Insert tab)
LAB ACTIVITIES
1. Have students practice arranging thumbnails and then swapping pictures in their brochure.
PUB 83: Captions

LECTURE NOTES
• Define caption
• Use Figures 2-58 and 2-59 to illustrate editing captions
• Use Figures 2-60 and 61 to illustrate ungrouping
• Use Figure 2-62 to illustrate adjusting font sizes on page 2
• Use Figures 2-63 through 2-65 to illustrate using the Caption gallery
TEACHER TIP
use.

Warn students that if they are trying to delete a caption that they must be sure to delete the text box
as well as the text. If the caption is part of a group, tap or click once to select the group, then point to
the border of the text box and tap or click to select it. Finally, press the DELETE key to delete the
caption text box.
1. Class Discussion: Ask students when captions might be helpful in a brochure. Should you always
use a caption when using a graphic figure or photo? Why or why not?
2. Class Discussion: Why would ungrouping be needed?
3. Quick Quiz:
1. A ____ can be as simple as a figure number, or it can identify people, places, objects, or
actions occurring in a graphic. (Answer: Caption)
2. The ____ button is under the Home tab l Arrange Group. (Answer: Ungroup)
LAB ACTIVITIES
1. Ask the students to point to each of the thumbnails in the Caption gallery and watch how the
graphic and caption change.
PUB 88: Checking the Publication

LECTURE NOTES
• Define Design Checker
• Use Figures 2-66 and 2-67 to illustrate checking the spelling of an entire publication
• Use Figures 2-68 and 2-69 to illustrate running the Design Checker
1. Class Discussion: Ask students to give examples of the types of errors they might find when
proofreading a brochure.
2. Class Discussion: Will the Design Checker fix any problems with a publication automatically?
3. Quick Quiz:
1. Publisher does not look for grammatical errors. True or False? (Answer: True)
2. The _____ finds potential design problems in the publication, such as objects hidden behind
other objects. (Answer: Design Checker)
3. You cannot check the spelling of just a section of a publication. True or False? (Answer: False.
You may select certain text to check the spelling of just that selection.)
LAB ACTIVITIES
1. Have students proofread each other’s personal brochures and make a list of all errors to be
corrected or suggested changes to be made. Each student then uses his or her reviewer’s list to edit
their own personal brochure.
use.

BREAK POINT: TAKE A BREAK, IF DESIRED, AND RESUME THE STEPS IN THE TEXT AT A
LATER TIME.
PUB 91: Previewing and Printing

LECTURE NOTES
• Use Figures 2-70 and 2-71 to illustrate previewing multiple pages and printing
1. Class Discussion: Ask students why it is a good idea to preview each page before printing when you
are working with multi-page publications.
2. Class Discussion: What is the best way to preview a brochure?
PUB 92: Printing Considerations

LECTURE NOTES
• Define outsource, set up, 20 lb. bond paper, glossy paper, linen paper, blade-coated paper,
RGB, libraries, black-and-white printing, spot color, spot-color printing, color-matching
library, separated, process-color printing, image setter, printing plates, digital printing, and
brochure paper
• Use Table 2-4 to discuss choosing a printing option
1. Class Discussion: When do businesses outsource? What special considerations must you make
when preparing a publication for outside printing?
2. Critical Thinking: Before deciding on the best printing option, why should you ask yourself
whether the quality of photos and color is a high priority for you?
3. Critical Thinking: Why is it important to consider the kind of paper on which you want your
brochure to be published?
4. Critical Thinking: What are some color-related decisions to make before printing? Why is it
important to make such decisions?
5. Quick Quiz:
1. When creating a brochure from scratch, it is best to _____ the publication for the type of
printing your want before you place objects on the page. (Answer: Set up)
2. _____ stands for three colors — red, green, and blue — used to print the combined colors of a
publication. (Answer: RGB)
3. The CMYK color model defines color as it is absorbed and reflected on the printed page not in
its liquid state. True or False? (Answer: True)
use.

6. Group Activity: Divide students into groups and have each group evaluate printing options for
group members’ personal brochures using Table 2-4 as their guide.
PUB 95: Packaging the Publication for the Printing Service

LECTURE NOTES
• Define Pack and Go Wizard Use Figures 2-72 through 2-73 to illustrate using the Pack and
Go Wizard
CLASS ACTIVITIES
1. Class Discussion: Discuss the advantages and disadvantages of the Pack and Go Wizard.
2. Group Activity: Break students into groups. Have each group contact a commercial printer to
research the document formats, costs, and turnaround times for a publication. Include both offline
and online commercial print services.
PUB 97: Summary

LECTURE NOTES
• Review the skills learned in this module
End of Module Material
 Apply Your Knowledge is an assignment that helps students reinforce their skills and apply
the concepts learned in this module.
 Extend Your Knowledge is an assignment that challenges students to extend the skills learned
in this module and to experiment with new skills. Students may need to use Help to complete
the assignment.
 Expand Your World is an assignment where students create a solution that uses cloud or web
technologies by learning and investigating on their own from general guidance.
 In the Lab is a series of assignments that ask students to design and/or format a document
using the guidelines, concepts, and skills presented in this module. The labs are listed in order
of increasing difficulty.
Top of Document
use.

Name: Class: Date:
Productivity App: Productivity Apps for School and Work
1. OneNote will not function at all without an Internet connection.

a. True
b. False
ANSWER: False
POINTS: 1
REFERENCES: PA-2
Syncing a Notebook to the Cloud
QUESTION TYPE: True / False
HAS VARIABLES: False
DATE CREATED: 4/26/2016 7:21 PM
DATE MODIFIED: 4/26/2016 7:26 PM
2. OneNote allows users to convert handwriting to text using the Ink to Text button.
a. True
b. False
ANSWER: True
POINTS: 1
REFERENCES: Converting Handwriting to Text
PA-3
3. It is possible to record audio conversations with OneNote if your computer or device has a camera and/or a
microphone.
a. True
b. False
ANSWER: True
POINTS: 1
REFERENCES: PA-4
Recording a Lecture
4. Microsoft Sway is available as an app on Office365 or at Sway.com.

a. True
b. False
ANSWER: True
POINTS: 1
REFERENCES: Introduction to Sway
PA-6
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Microsoft Publisher 2016

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• Discuss advantages of the brochure • Edit captions and caption styles

PUB 49: Introduction

PUB 49: Project—Park Brochure

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• Check the publication for errors

PUB 51: The Brochure Medium

PUB 52: Creating a Trifold Brochure

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• Use Figure 2-4 to illustrate editing text in the right panel

PUB 56: Copying, Cutting, and Pasting

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2. Class Discussion: How is cutting different from deleting?

PUB 59: Typing Paragraphs of Text

PUB 61: Swapping Pictures

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2. Describe how difficult or easy it is to swap pictures.

PUB 64: Resetting Pictures and Picture Styles

PUB 70: Shapes

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• Use Figures 2-37 and 2-38 to illustrate inserting a shape

PUB 73: Editing the Inside Panels of a Brochure

• Use Figure 2-45 to illustrate editing the left panel on page 2

PUB 77: Stylistic Sets

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1. What does “sans serif” mean? (Answer: Without flourish)

PUB 79: Online Pictures

2. Critical Thinking: Why would selecting multiple pictures be helpful?

3. Critical Thinking: Describe how you arrange thumbnails.

PUB 83: Captions

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2. Class Discussion: Why would ungrouping be needed?

PUB 88: Checking the Publication

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PUB 91: Previewing and Printing

2. Class Discussion: What is the best way to preview a brochure?

PUB 92: Printing Considerations

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PUB 95: Packaging the Publication for the Printing Service

PUB 97: Summary

End of Module Material

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Productivity App: Productivity Apps for School and Work

1. OneNote will not function at all without an Internet connection.

4. Microsoft Sway is available as an app on Office365 or at Sway.com.

Full file at https://testbankuniv.eu/Shelly-Cashman-Series-Microsoft-Office-365-and-Publisher-2016-Comprehensive-Loose-leaf-Version-1st-Editio

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