ESSENTIAL MICROSOFT OFFICE 2016: Tutorials for Teachers

Copyright © Bernard John Poole, 2016. All rights reserved.

MORE ON WORD PROCESSING

2 Working with larger documents

LEARNING OUTCOMES
In Lesson 1, you learned how to create, edit, and save a new document (the Conference Call letter).
You practiced moving around the page on the screen. You carried out simple formatting and
updating: adjusting margins, adding, deleting, and changing text. You learned to use the spelling
checker. Finally, you used the printer to produce a hard copy (printed) version of your document
on paper.
You should be beginning to think of the computer as a tool for processing data of all kinds in
much the same way as sculptors or wood carvers think of a hammer and chisel as tools for creating
forms out of stone or wood. Word has many functions that are designed to help you mold your
writing into a work of art.
In this tutorial you will review what you learned in Lesson 1. Then you will be introduced to
functions of Word that are especially valuable when working with longer documents. Amongst
these are the following:
 tools for formatting text
 bullets and numbered lists
 more on indenting text
 creating sections and columns of text
 finding and replacing text
 moving and copying text within a document
 setting off a block of text with a border
 adding graphics to a Word document

A caveat before you begin: You'll find it easiest to use the tutorial if you follow the directions
carefully. On computers there are always other ways of doing things, but if you wander off on your
own be sure you know your way back!

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2.1 GETTING STARTED

Before we begin
Recall from Lesson 1 that the default settings of your version of Word 2016 may not show the
ruler at the top of the page. You may also find that the default spacing is too wide. Let’s start out
by making sure these two settings are the way you need them to be.
Open a New blank document in Word and click on the View tab to bring up
the View Ribbon, then locate the Show Group and, if necessary, click to put
a check mark (tick) in the box next to Ruler (Fig. 2.1)
This will display the ruler bar at the top of your Word document (Fig. 2.1).

Fig. 2.1 The Office 2016 ruler

You may also need to set the line spacing to single spaced before you proceed because the default
setting on the computer you are using may be other than single spaced. Here’s the easiest way to
do this.
Click on the Home Ribbon Tab, then in the Styles Group (Fig. 2.2), click on
the icon for No Spacing

Setting up for the tutorial

This tutorial is designed to give you practice working with a longer document since this presents
challenges that do not arise when dealing with documents that are no more than a page or two in
length. Rather than have you type in a long paper of your own, the Work Files for Office 2016
come with a document prepared for the exercises in this tutorial.

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 ESSENTIAL MICROSOFT OFFICE 2016: Tutorials for Teachers
Copyright © Bernard John Poole, 2016. All rights reserved.

Make sure you have in one of the computer’s USB ports your USB drive
containing your Work Files for Office 2016
The name of the document you will be working with is Term Paper. You will find this document
in the Practice folder which is inside the Miscellaneous Files folder of the Work Files for Office
2016. Here are the steps to open it.
From the File menu select Open, then in the Backstage View click on Browse
In the Open dialog box that pops up, scroll if necessary in the left hand frame
in order to locate the USB drive icon, then click once on the icon in order to
open it
Now navigate to the Work Files for Office 2016 folder and double click on it
to open the folder, then double click to open the Miscellaneous Files folder
There are five folders in the Miscellaneous Files folder: Alphabet, Merge Documents, Other
Documents, Practice Documents, and Templates. The document you are going to use for this set
of exercises is in the Practice folder.
Double click on the Practice Documents folder to open it, then double click
on the document Term Paper and wait while Word opens it
You are going to make lots of changes to this Term Paper document, including fixing grammar
and spelling errors that have been purposefully introduced. But you do not want to lose this original
version of the Term Paper, so you need to first save it somewhere else on your USB drive. The
ideal place will be in your Data Files folder amongst your Word Documents, as you did for Lesson
1.
In the File menu select Save As, then, in the Save As Backstage View, click
on Browse
In the Open dialog box that pops up, scroll if necessary in the left hand frame
of the dialog box in order to locate the USB drive—then click once on the icon
in order to open it
Now locate and double click on the Work Files for Office 2016 folder to open
it, and double click to open the Data Files folder
Finally, double click to open the Word Documents folder and click on Save
As you are working your way through this tutorial, you can now safely hit Ctrl+s frequently
to save your work as you go along. Every time you save the Term Paper document, you will
be replacing and updating the version that is in your Data Files folder. The original document,
which is in the Practice Documents folder of your Miscellaneous Files, will remain
untouched.
You are ready to begin work.
Inserting Page Numbers
It would be useful to insert page numbers in the Term Paper for easier reference as you work your
way through the remainder of this tutorial. You can insert page numbers in either the header or the
footer of your document. Word takes care of keeping the numbers sequenced as your page
numbering changes. You can also set the starting page number if you should want to start page
numbering at some number other than 1. You will learn how to do this later in this lesson.

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Here, then, is how you insert page numbers into your document.
From the Insert Ribbon > Header & Footer Group, click on Page Number
This will bring up the Page Numbering menu of options (Fig. 2.3).

Fig. 2.3 Page Numbering options

Click on the Top of Page option to show the menu of page number styles for
the top of the page (Fig. 2.3 above), then, in the sub-pop up menu, select
Accent Bar 2 for the page numbering style
Right away, the page number is inserted in the Header of the page so you can see how it looks.

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 ESSENTIAL MICROSOFT OFFICE 2016: Tutorials for Teachers
Copyright © Bernard John Poole, 2016. All rights reserved.

Notice that the cursor is waiting in the Header section of the page where you just inserted the Page
Number. Notice, also, that the Header and Footer Tools > Design Ribbon appears at the top of the
Word 2016 window (Fig. 2.4). In other words, you are now working in the Header section of the
Term Paper document.

Header and Footer Tools

Design Ribbon

Fig. 2.4 Opting for Different First Page (no page number on the first page)
Often you don’t want to show the page number on the first page of a document. To set the option
for no page number on Page 1, here’s what you do.
In the Header and Footer Tools Design Ribbon > Options Group, click to
place a check mark/tick in the box next to Different First Page (Fig. 2.5)

Click to put a check mark/tick in the box

next to Different First Page in order to
remove the page number from the first page

Fig. 2.5 Different First Page option

Starting page numbering at a custom page number
It is beyond the scope of these tutorials to check out other Page Numbering features of Word but
there is one feature you might like to know about and later try for yourself. If you wanted to start
a document at some page number other than 1 you would, in the Insert Ribbon or the Header and

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Footer Tools > Design Ribbon, click on the Page Number icon and then click on the Format Page
Numbers... menu item to bring up the Page Number Format dialog box (Fig. 2.6).

Fig. 2.6 The Page Number Format dialog box

Say you wanted to start the page numbers at page 12 (because your document is in two separate
files, for example, the first file or document being 11 pages long). In the Page Number Format
dialog box you would click on the radio button next to Start at:, type the number you want for the
Start at: page (12, for example), then click on OK. Simple as that!

2.2 MORE TOOLS FOR FORMATTING TEXT

A word about default settings
Your installation of Word has default settings for the typical printed page.
 The default margins are set at 1", top and bottom, left and right.
 The default spacing between lines may or may not be single spaced, depending on how the
version of Word you are using has been configured.
 The default alignment is probably left (the text is aligned to the left margin).
 The default style is most likely normal (no underlining, boldface, and so forth)
 The default color of the text is black.
The font selected for the Term Paper document is Times New Roman (because that is how it was
saved in the Miscellaneous Files folder). The size of the characters throughout is 10 point.
In general, there is no point changing default settings unless they are unsatisfactory. But you
can reset any of the format options to meet your needs.
A word about WYSIWYG
WYSIWYG (computerese, pronounced "wizzywig") is an acronym for "What You See Is What
You Get." It is used to describe computer systems such as the one you are using, where the

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 ESSENTIAL MICROSOFT OFFICE 2016: Tutorials for Teachers
Copyright © Bernard John Poole, 2016. All rights reserved.

appearance of a document on the screen is what you will get on paper when you print it out. As
you make formatting changes to your document, they will show on the screen so that you can
visually check the effect of the changes before printing.
The exercises that follow will give you the opportunity to practice formatting text as you
reformat the Term Paper document.
Setting the margins
The easiest way to change any of the four margins on a page is in the Margins menu.
In the Layout Ribbon > Page Setup Group, click on Margins to bring down
the Margins menu (Fig. 2.7)

Fig. 2.7 The Margins menu

As you can see (Fig. 2.7), the normal margins are 1" top and bottom and left and right. These
settings are fine for the purposes of this tutorial, so we’ll leave them as they are. If your settings
are different than these, you’ll need to change them to normal so they are the same as those
illustrated in Fig. 2.7.
If necessary, in the Margins menu, click on Normal
Remember that you can use the Margins menu to change any of the margins on your printed page.
If you want to customize your margins in ways other than the options in the Margins menu, you
would click on the Custom Margins… option at the bottom of the Margins menu (see Fig. 2.7
above) to bring up the Page Setup dialog box (Fig. 2.8 on the next page).
Let’s check out these Page Setup options now before moving on.

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Fig. 2.8 The Custom options in the Page Setup dialog box
In the Margins menu click on the Custom Margins… option to bring up the
Page Setup... dialog box
This will bring up the Layout menu of options. Notice that there are three tabs in this dialog box.
 The Margins tab, aside from setting customized margins, lets you select Portrait or
Landscape (sideways) orientation.
 You can also click on the Paper tab to tell Word 2016 the size of the paper you’re using.
 If you click on the Layout tab, you can select if you want to number the pages differently for
even and odd pages, or for a different first page (as we have already done for this tutorial),
or if you want to number the lines on each page in a document—which is very useful if you
are working on a document with a friend or classmate or the members of a committee and
you all want to easily locate where one of the group thinks a change should be made in the
document (Page 6, line 22, for example).
Take a few moments to check out these various options, then, without making
any changes, click OK to close the Page Setup... dialog box
Aligning text
Alignment involves adjusting the margins of your text so it is lined up either to the left margin, the
right margin, or on both left and right margins of the page (often called justified text). Alignment
also includes the option to center text. The Term Paper document is currently left aligned
throughout. Fig. 2.9 illustrates where to find these tools in the Home Ribbon Paragraph Group.

Text alignment tools

Fig. 2.9 The Text Alignment Tools in the Home Ribbon’s Paragraph Group

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 ESSENTIAL MICROSOFT OFFICE 2016: Tutorials for Teachers
Copyright © Bernard John Poole, 2016. All rights reserved.

The first alignment icon highlighted in Fig. 2.9 (previous page) indicates left alignment, the second
indicates center alignment, the third indicates right alignment, and the fourth indicates justified
alignment. Let’s see how the different alignment options affect the appearance of your work.
Justified text
When you align text on both margins, called justified text, both sides of your text run flush with
the right and left margins. Seeing is believing, so carry out the steps that follow to see the effect
of this option. First you need to select the entire document so that can set the margins for justified
from page one to the last page of the document. This takes a second.
From the Home Ribbon > Editing Group, choose Select > Select All (or
simply press the Quick Keyboard command Ctrl+a) to highlight the entire Term
Paper document
Remember, if you make a mistake, it’s not a problem! You can undo whatever you did by
selecting Undo... from the Quick Access toolbar at the top left of the Word window or just hit
Ctrl+z). You can do this multiple times to return to a point where you want to resume your work.
Now, with the entire document highlighted, click on each Text Alignment
rectangle in turn and scroll up and down in the document so you can see
how your text looks each time you change the alignment
You want the final version of the document to be justified, so finish this
exercise by clicking on the icon for Justified text (aligned on both margins—
the last of the four alignment icons highlighted in the Paragragh Group)
Now click anywhere on the Term Paper document to deselect the highlighted
text, then Save this updated version of the Term Paper in your Word
Processing folder inside your Data Files folder (or simply hit Ctrl+s since
you already set up to save the file in this location)
Notice that the margins on both sides of the screen are now aligned to be flush with the left and
right margins except lines that do not reach all the way across the pages (such as the title lines and
some of the lines at the end of paragraphs).
Centered text
Centered text stands out on a page and is often used for titles. The following exercise steps you
through the process of centering the titles on the first page of the Term Paper document.
First, scroll all the way back to the beginning of the Term Paper document
Now, select all 3 Title lines at the top of the first page (including the author's
name), then in the Home Ribbon > Paragraph Group, select the Center
Alignment icon
After you have centered the title lines, click anywhere in the text of the
document, then save your work in progress (Ctrl+s)
Choosing font faces
Font faces come in all shapes and sizes, and you probably have at least a couple of dozen or more
available to you on your Windows computer. Times New Roman font comes standard with all
Windows computers, so the text displayed on your screen is almost certainly in this font since the
Term Paper document was saved with this font.

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Times New Roman is a serif font, which means it has serifs.1 Serifs are the small marks (flourishes)
used to complete a letter (Fig. 2.10).

serifs Times New

Roman font

The serifs are the little extra lines (circled) that complete the letters

sans serifs Arial font

Fig. 2.10 Serif (Times) and sans serif (Arial) font faces
A sans serif font doesn't have these flourishes, as you can see if you look closely at a font such as
Arial (Fig. 2.10 above).
In general, serifs improve readability by increasing the definition of letters. However, the clean
lines of sans serif fonts can prove easier to read in some contexts, especially, for example, with
larger font sizes. Sometimes you may need to set off one font against another (as in these tutorials)
so sans serif fonts such as Ariel and Comic Sans MS will often come in handy.
It will be useful for you to practice changing fonts. The object of this exercise is for you to
learn how to change fonts and to give you the opportunity to discover the wide variety of fonts you
can use. Complete the following exercise for practice.
From the Home Ribbon > Editing Group choose Select All (or Ctrl+a) to
highlight the entire Term Paper document
In the Home Ribbon > Font Group, click on the down arrow (Fig. 2.11) to drop
down the list of available fonts on your computer

Click on this down arrow to

view the many fonts available
in Word

Fig. 2.11 The menu of available fonts

1 Sans is French for "without." So Sans Serif refers to fonts without the extra little flourishes that embellish the
letters.

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 ESSENTIAL MICROSOFT OFFICE 2016: Tutorials for Teachers
Copyright © Bernard John Poole, 2016. All rights reserved.

Position the mouse pointer over any one of the fonts in the Font menu and
notice that you have a Live Preview on the page of how the font will look if you
were to select it for the Term Paper
Do this for several different fonts. Each time, check the letters carefully to see what type of font
you have chosen. Is the font you chose serif or sans serifs? Do you like any particular fonts?
Which is your favorite font?
Very important: For the sake of this tutorial you need to set the entire Term Paper document to
Times New Roman font after you have finished checking out some of the many fonts available
with MS Word. This is because the relative sizes of fonts may create variations in the page numbers
of the Term Paper document we’re working with, and this may affect the directions for the rest of
the tutorial.

So, repeat the steps above (Select All and choose the Times New Roman
font) to return the document to the 10 pt Times New Roman font
Now you are going to choose a different font just for the table on page 1 of the Term Paper
document. The Table begins with the header Skill or Concept and ends with ISTE Foundational
teacher concepts and skills.

First, click anywhere in the document to deselect any highlighted text

Use the mouse and drag to select (highlight) all the items in the table on page
1 (from the Title—Skill or Concept to the caption—Table 1 ISTE
Foundational teacher concepts and skills)—22 lines in all
Now select Arial as the font for the text in the table, then click anywhere to
deselect the selected text, and Save your work (Ctrl+s) before you move on

Changing the point size of text

The size of fonts is measured in points.
9 point is quite small;

12 point is standard;

36 point is quite large.

The smallest font size is a point size of 4 (tiny); the largest possible font size is 255 (huge). The
font size for the body of the Term Paper document can be left at 10 pt. But it would be interesting
to use a larger point size for the Title lines and we will also need to reduce the font size for the text
in the Table which will end up on Page 2 after we’re done with the following exercises. Let’s start
with the Title lines.
Go to the beginning of the Term Paper document and highlight the first Title
line on the first page: FIRST THINGS FIRST
In the Home Ribbon > Font Group use the Font Size tool to select 36 pt (Fig.
2.12)

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Note this small arrow, which

you’ll later click on to bring up the
Paragraph dialog box

Fig. 2.12 Changing the size of fonts

Now there's a headline for you! Complete this exercise by changing the size of the remaining Title
lines as follows:
Make the second line of the title (the sub-title) to 24 pt and the author's name
to 18 pt, then Save your work (Ctrl+s)
Inserting Page Breaks
It is often the practice to keep an Abstract on a page by itself, ahead of the main body of a paper.
So, for this exercise you are going to set a page break after the Abstract.
Still on page 1 of the Term Paper, click to position the cursor immediately
ahead of the word ISTE, at the beginning of the section title “ISTE
Foundational concepts and skills” (half way down page 1)
Now, in the Insert Ribbon > Pages Group click on Page Break
In the View menu make sure Print Layout is selected so you can see the effect
of the Page Break—scroll up and down between pages 1 and 2 so that you can
see how the Page Break works, then hit Ctrl+s before moving on
Notice that Word moves the “ISTE Foundational concepts and skills” section to a new page (Page
2) following the Abstract. Thus the Abstract will now print on page 1 by itself, after the title lines.
Practice makes perfect
Let’s try this again by inserting a Page Break before the text which follows the Table of ISTE
Foundational teacher concepts and skills. Here again are the steps to do this:
Position the cursor just about a third of the way down page 2 of the document,
at the beginning of the line which reads “It will be useful to examine these
concepts and skills more closely.”
Insert a Page Break here, too (Insert Ribbon > Pages Group and click on
Page Break), then hit Ctrl+s

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Changing the layout of the Skill or Concept table

There are some formatting changes you need to make to the Skill or Concept table that is on Page
2 of the Term Paper document. When you are done Page 2 will have a layout similar to Fig. 2.13.

Fig. 2.13 ISTE table after formatting changes have been completed
Scroll to page 2, if necessary, and highlight the title of the table (Skill or
Concept) by dragging across it (or triple click on it)
In the Home Ribbon > Paragraph Group click on the center alignment icon
With the title of the Table still highlighted, in the Font Group make 14 pt the
point size of the title Skill or Concept, and, still in the Font Group, click on
the Bold icon (that’s the icon that looks like a big ‘B’) or hit Ctrl+b
Now highlight the caption at the end of the table (Table 1 ISTE Foundational
teacher concepts and skills), center it and change its point size to 8 pt, then
hit Ctrl+s again to save the changes you have made

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The table on Page 2 of your Term Paper document should now look like Fig. 2.14.

Fig. 2.14 Page 2 after current updates

Spacing before and after paragraphs
Sometimes it is easier to read a list of items if they are slightly separated one from the other by
what is called white space (the parts of a page where there is no text). Let’s do this next.
Once again, drag with the mouse to select (highlight) all the items in the BODY
of the table (from Demonstrate ability... at the beginning of the table to …roles
of the learner and the educator at the end of the table)
Now, in the Home Ribbon > Paragraph Group, locate the small arrow in the
lower right corner of the Paragraph Group (see Fig. 2.12 on page 51) and
click on it to bring up the Paragraph dialog box (Fig. 2.15)

Change the
Spacing > Before:
to 6 pt

Fig. 2.15 Paragraph dialog box

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 ESSENTIAL MICROSOFT OFFICE 2016: Tutorials for Teachers
Copyright © Bernard John Poole, 2016. All rights reserved.

Change the Spacing > Before: setting to 6 pt, then click on OK

Click anywhere in the text to remove the highlighting (deselect it), then check
the effect of the changes you have just made
Notice how much easier it is now to pick out each of the items in the Skill or Concept table.
Before proceeding, you’d better save your work up to this point (Ctrl+s)

2.3 BULLETS AND NUMBERED LISTS

Numbered lists
For the next exercise you are going to use the Bullets and Numbering Styles in Word 2016 to
number each of the items in the Table of ISTE Foundational Teacher Skills or Concepts on page
2 of the Term Paper document.
You can use any of several numbering and bullet styles. You can also start numbering from a
number other than 1. You would need to know how to do this, for example, if you broke up a
numbered list into two sections with text in between the two sections that is not numbered. Here’s
how you make sure to start the numbers for a numbered list with the number you want.
Again, select (highlight) all the items in the body of the table (from
Demonstrate ability... to …roles of the learner and the educator)
In the Home Ribbon > Paragraph Group click on the Numbering tool arrow
to drop down the menu of Numbering options (Fig. 2.16)

Numbering
tool

Click here if
you want to
start
numbering at a
value other
than 1

Fig. 2.16 Numbering Library menu

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In the Numbering Library menu, click on the first numbering option (next to
the None option—Fig. 2.16 above)
Word immediately numbers each item in the table and uses a hanging indent so that the numbers
stand out and are easy to see.
If you wanted to start numbering from a number other than 1, you would do this by clicking
on the last option in the Numbering menu (Set Numbering Value… Fig. 2.16 above) and, in the
dialog box that pops up (Fig. 2.17), you would set the Set value to: at whatever value you want.

Fig. 2.17 Settings for Customizing a Numbered List

For our purposes, however, we want to start at 1, so click on OK
Bulleted lists
If you wanted a different style of numbering, or if you wanted bullets instead of numbers, or even
an outline numbering style, you would select the Bullets tool from the Paragraph Group, and click
on whatever style you wanted.
Designing your own bullets
You can even design and use your own bullets! Here's how you do this.
Make sure all 13 items in the ISTE table on page 2 (NOT the title or the caption)
are still highlighted, and in the Home Ribbon > Paragraph Group click on the
down arrow to the right of the Bullets tool to bring up the Bullet Library (Fig.
2.18)

Fig. 2.18 Bullet Library menu

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 ESSENTIAL MICROSOFT OFFICE 2016: Tutorials for Teachers
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Click on the last menu item: Define New Bullet… to bring up the Define New
Bullet dialog box (Fig. 2.19)

Fig. 2.19 Define New Bullet dialog box

As you can see, you can select different fonts for a bullet. Let's check this out.
Click on the Font… button and check out the options for fonts, styles, size,
color, and so forth, which let you change the appearance of the bullets, then
click on Cancel when you're done, since you’re not going to make any font
changes right now
You also can select from a large set of characters and symbols for your bullets.
Still in the Define New Bullet dialog box (Fig. 2.19 above), click on the
Symbol… button to check out this option, and, as you can see, there are
bunches of different characters and symbols you can select for bullets for your
bulleted lists
After you’ve spent a few moments checking out the Symbol bullet options, click
on Cancel to close the Symbol dialog box without making any changes
Finally, you can select your own picture for a Bullet, which you are going to do next. If you wanted
to design your own bullet by using a picture, you would need to have a picture already saved on
your disk. In other words, you can make a bullet out of any picture you have saved on a disk.

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For this exercise you'll use a picture that has been prepared in the Miscellaneous Files folder in
your Work Files for Office 2016.
Still in the Define New Bullet dialog box (Fig. 2.19 above), click on the Picture
button to bring up the Insert Pictures dialog box (Fig. 2.20)

Fig. 2.20 Insert Pictures dialog box

Click on the Browse button and, in the Insert Picture dialog box that pops
up, drag in the left hand frame to locate your USB drive and click on it to
open it
Now navigate to the Work Files for Office 2016 > Miscellaneous Files >
Practice Documents folder and, in the Practice Documents folder, double
click on the Teacher Bullet, then click on OK
Voilà! Your table should now like Fig. 2.21.

Fig. 2.21 ISTE Table after current updates

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Highlight the contents of the body of the Table once again (but NOT including
the centered Table Title (Skill or Concept) at the top, or the centered caption
(Table 1 ISTE, etc.) at the bottom
Change the point size of the text to a point size of 12, then use the mouse to
drag the Right margin indent marker (Fig. 2.22) just 2 hash marks to the
left—that’s left, not right! (a ¼" only—Fig. 2.22)

Fig. 2.22 Moving the Right margin indent marker

The extra ¼" of space on the right side of the table will come in handy shortly when you put a
border around the Table. But before you do that, first you need to push the caption at the bottom
of the table down a tad to allow for the border.
Click to put the cursor at the beginning of the table’s caption (before Table 1
ISTE Foundational… etc.) and in the Home Ribbon > Paragraph Group click
on the down arrow then, in the Paragraph dialog box that pops up, increase
the Spacing > Before: to 12 pt, click on OK and hit Ctrl+s
Now you have room to put the border around the table.
First, for item #1 in the Table, click to put the cursor immediately before the
word “Demonstrate...”, then hold down the shift key and click at the end of the
last item in the table—after the word “educator.”
This will select all 13 items in the table
Now, in the Home Ribbon > Paragraph Group, click on the down arrow for
the Borders tool to bring up the drop down menu of Border options (Fig. 2.23)

Click on the down

arrow in the Borders
tool in the Paragraph
Group

Click this option to

put a border around
the outside of the
selected objects in
the Skill or Concept
table

Fig. 2.23 The Borders tool

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Click anywhere in the document to remove the highlighting

Compare the ISTE table illustrated in Fig. 2.13 on page 52 with the changes you have just made
to the ISTE Table on Page 2 of the your own Term Paper document. It should look much the same.
Save your work again (Ctrl+s)

2.5 USING TAB STOPS

Inserting Tab Stops
Let’s take a short break from the Term Paper exercise and learn about Tab Stops using a new blank
document.
From the File menu select New, then click on the Blank Document icon
Tabs are very useful for lining up text in columns, as illustrated in Fig. 2.24.
Andrew Freshman 186 90.35
Mary Senior 95 85.50
Teresa Sophomore 87 87.90
Bernard Senior 210 100.00
Josephine Junior 123 78.25
Fig. 2.24 Typical columnar organization of data
In the table in Fig. 2.24 the first column has a list of names aligned left. The second column has a
list of academic year designations which are centered on the column. The third column has whole
numbers which are usually aligned right. Finally there is a column of decimal numbers which are
aligned around the decimal point.
If you have never used Tab Stops before, you may find them confusing. The exercise that
follows will help you understand what Tab Stops are all about and how they work.
The purpose of Tab Stops is to help you align data in columns, as in the table above. One thing
you should never do in a word processor is use the space bar to try to line data up in columns; this
is a surefire recipe for getting things out of line.
Notice the Tab selector icon at the left edge of the Ruler bar—top left corner of the Word
window (Fig. 2.25).

Tab selector icon

Fig. 2.25 The Tab selector icon to the left of the ruler bar
The Tab selector icon is set by default for left alignment (it even looks like the letter “L”). This
means that, if you click anywhere along the ruler to set a Tab Stop while this tab icon is selected,

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a left Tab Stop will be set at that place in the ruler. If you use the Tab key on the keyboard to tab
across to that Tab Stop, you will be left aligned on it, and any text you type will proceed from the
left to the right of the Tab Stop. Practice with these tab stops will help you understand.
You are now going to put four different Tab Stops along the ruler bar. Fig. 2.26 shows the Tab
Stops you should end up with for the correct alignment of the data in the table illustrated in Fig.
2.24 on the previous page.

Fig. 2.26 Tab settings for the table in Fig. 2.24

Try the following to practice selecting some of the commonly used Tab Stops before using them
to align data on a page of text.

Click once on the Tab icon button at the left end of the ruler bar, and you’ll
see the icon change to the one for centering text on the Tab Stop (it looks like
an upside down ‘T’ ( ) and indicates that text aligned on it will be centered
on it and, as you type, move to either side of the Tab Stop, left and right)
The Center alignment Tab Stop is the second Tab Stop in Fig. 2.26 above.

Click again (a second time) on the Tab icon button and you’ll see the icon for
right alignment (it looks like a backwards ‘L’ ( ), indicating that text
aligned on it will go to the left of the tab stop as you type, because it’s aligned
from the right)
If you’ve never used Tab Stops before, that must sound confusing, but you’ll see how it works in
a minute when you complete the exercises that follow. The right alignment Tab Stop is the third
one along the ruler in Fig. 2.26.

Finally, click again (a third time) on the Tab icon button and you’ll see the icon
for decimal alignment (this Tab Stop looks like an upside down ‘T’ with a dot
to denote the decimal point ( )—this is for decimal numbers, like dollars
and cents, for example, and makes sure everything is lined up on the decimal
point
Check the decimal alignment Tab Stop on the right hand side of Fig.2.26.
If you continue clicking on the tab icon button, you'll see other Tab Stops and indent markers.
You won't need these for the following exercise. Your task is to reproduce the table illustrated in
Fig. 2.24 on page 59. You’ll need to begin by setting the four Tab Stops as they are illustrated in
Fig. 2.26 above.

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Click on the Tab icon until you see that the left Tab Stop is selected, then click
once at the 1” hash mark on the ruler, as illustrated in Fig. 2.26 above
Click again on the Tab icon to select the center Tab Stop and click once at the
2 ½ ” hash mark on the ruler, as illustrated in Fig. 2.26 above
Click again on the Tab icon to select the right Tab Stop and click once at the
4” hash mark on the ruler, as illustrated in Fig. 2.26 above
Finally, click on the Tab icon again to select the decimal alignment Tab Stop
and click once at the 5” hash mark on the ruler, as illustrated in Fig. 2.26 above
Now, with the Tab Stops in place, you can start to enter the data from the table in Fig. 2.24 on
page 59.

Hit the Tab key to move the cursor across to the first tab, and enter the first
name in the table (Andrew—which will be left aligned on the tab stop)
Hit the Tab key again, and enter the class that goes with the first name
(Freshman—notice how it is centered on the Tab Stop as you type it)
Hit the Tab key again, and enter the rating value that goes with the first name
(186—again notice how it is right aligned on the Tab Stop)
Hit the Tab key again, and enter the test score that goes with the first name
(90.35—and notice how the value is aligned on the decimal point), then hit
the Enter/Return key to go to a new line
Continue in this way until you have entered all five (5) lines of data in the table
By the time you are done entering all the data your table should look like the one in Fig. 2.26 on
the previous page and you should have a good idea how Tab Stops work.

Removing Tab Stops

To remove a Tab Stop, you must position the tip of the mouse pointer on the Tab Stop marker and
drag the Tab Stop down off the ruler, like you’re throwing it away. When you release the mouse
button the Tab Stop will be gone. This is tricky to do if you’re not used to it because the Tab Stop
is small and you have to be very careful to use just the tip of the mouse pointer. Try this for
yourself.

Position the cursor anywhere on the first line of the student records, then
position the tip of the mouse pointer on each of the Tab Stops one by one
and drag the stop down below the ruler, then release the mouse button to
throw it away (this will mess up the layout of the data in that first line, but that’s
OK for now since you’re just practicing)
You can also remove all the Tab Stops at one time (in one go). Here’s how you do this.
Click anywhere on the second student record and then double click on any
one of the Tab Stops

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This brings up the Tabs dialog box (Fig. 2.27).

Fig. 2.27 The Clear All button in the Tabs dialog box
Now click in the Tabs dialog box on the Clear All button
There! All the Tab Stops are gone for that particular student record. To clear the Tab Stops for
ALL the student records in one go, simply highlight all the records (Ctrl+a), double click on one
of the Tab Stops in the ruler bar and, in the Tabs dialog box that pops up, click on Clear All.
Close the document and Don’t Save it; this was just an opportunity for you to
practice using Tabs

2.6 STYLE OF TEXT AND LINE SPACING

When writing, it is often important to draw attention to certain words or phrases by adding
emphasis to them. This can be accomplished by boldfacing, italicizing, or underlining the text.
These options are available from the appropriate icons in the Home Ribbon.
Boldface
Titles and sub-titles should stand out on a page. Increasing the size certainly helps. Using all capital
(uppercase) letters can also add emphasis and draw the eye of the reader. You have seen both of
these techniques applied to the Titles at the top of the first page of the Term Paper document.
Boldface also will improve the three section headers (Abstract, ISTE Foundational concepts
and skills, and References).
Scroll to Page 1, select the Abstract header and make it boldface (Ctrl+b)
Now apply boldface to the two other section headers (ISTE Foundational
Skills & Concepts at the top of Page 2 and Bibliography on page 5)

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Underline
On page 2 of the Term Paper document (the page after the Abstract) we have the table of the 13
ISTE Foundational teacher concepts and skills. Following this table, on pages 3 through 5, each
skill or concept is taken one by one for further explanation. Your task is to underline the skill or
concept at the beginning of each of the 13 sections on pages 3 through 5.
When you do this, you will underline only the words that describe the skill or concept; you
will not include the number of the concept. In other words, you’ll underline only the line or two
of words immediately after the number that states the skill or concept. Fig. 2.28 illustrates what
you need to do.

Fig. 2.28 Underline only each of the Skills or Concepts from the Table on page 2
Here is a step-by-step explanation of how to do the first one.
Scroll down to the beginning of page 3 and, in the first skill or concept, click to
put the cursor immediately before the T of "Teachers..."
Now hold down the Shift key and at the same time click at the end of the skill
or concept (i.e. after the period at the end of the word “...software.") to highlight
the text of the skill or concept, then press Ctrl+u to underline the skill or
concept
That's all there is to it. Go ahead now and underline the remaining 12 skill or concept section titles.
When you have finished this exercise, the underlined section titles will look as illustrated in Fig.
2.28 above.
Don’t forget to save your work when you’ve finished this exercise
Italics
Your next task is to italicize the author's name on the first page. You can probably figure this out
for yourself, but just in case you need help, here are the steps.

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Select the author's name under the title on the first page of the Term Paper
and press Ctrl+i
Line spacing
Papers may be printed with variable spacing between lines. The following steps show you how to
do this in Word.
Select the entire paper by pressing Ctrl+a (Select All)
Now from the Home Ribbon > Paragraph Group, click on the line spacing
icon (Fig. 2.29) and select 2.0 for double-spacing

Click on the down

arrow for the Line
Spacing tool

Fig. 2.29 The Line Spacing tool

Your document was set in single spacing when you loaded it from the Work Files for Office 2016.
Double spacing is required for many written documents and now you know how to do this using
Word.
For the sake of this exercise, however, be sure to return the document to single
spacing (hit Ctrl+a then go back to the Line Spacing tool and select single
spacing—1.0) to reduce the number of pages in the document
Now press Ctrl+s to save your work to date

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2.7 INDENTING TEXT

Adjusting (moving) the Indent Markers
You practiced doing this in Lesson 1, but these indent markers can be tricky to apply, so more
practice will always help.
There are three indent markers on the left side of the ruler bar, one above the other, as illustrated
in Fig. 2.30. The First Line Indent marker is on top, the Hanging Indent marker is in the middle,
and the Left Indent marker is on the bottom—the small box on which the other indent markers sit.

Fig. 2.30 The indent markers in the ruler bar

The indent markers establish where text is aligned in relation to a paragraph as a whole. The First
line Indent marker—it looks like an upside down triangle ( ) is applied only to the first line of
a paragraph. The Left Indent marker and the Hanging Indent marker control the margin for all the
lines after the first line in a paragraph.
Carefully examine Fig. 2.30 to clearly identify each indent marker before
proceeding with the tutorial
Tip #1: Remember that the tip of the mouse arrow is the hot spot. Moving the small indent markers is a
precise task, so be sure to position the tip of the mouse arrow on the indent marker that you want
to move.
Tip #2: When you drag on the Left Indent marker (the small rectangular marker on the bottom—see Fig.
2.30 above) all three of the markers move together. When you drag on the triangular hanging
indent marker that sits on top of the left indent marker (again see Fig. 2.30 above), both the left
indent marker and the hanging indent marker move together, leaving the first line indent
marker, which is above them, in place.

The traditional indent (the First line indent) is commonly used for the first line of paragraphs—
where the margin is set in a few spaces from the rest of the paragraph (Fig. 2.31A).

Fig. 2.31A Fig. 2.31B

Then there is the indent for a list such as a bibliography—where you set the margin for the first
line back a few spaces from the rest of the paragraph. Word refers to this latter indent as a "hanging
indent" because the lines that follow look as if they are hanging off the first line (Fig. 2.31B).
The Term Paper document that you have on the screen would benefit from the use of both
types of indent markers.
Indenting the first line of paragraphs
Right now in the Term Paper document it is difficult to tell where one paragraph ends and another
begins. Let’s indent the first line of the paragraphs in the Abstract so you can see what a difference
this simple change makes.

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Click at the beginning of the first line of the first paragraph of the Abstract
on page 1 (immediately ahead of the words “The teaching profession…” at
the beginning of the next line after the Abstract header)
Hold down the Shift key and click again at the end of the Abstract in order to
highlight all the Abstract text
Now, on the left side of the ruler bar at the top of the document, position the
tip of the mouse arrow on the First Line Indent marker (the upper marker)
(see Fig. 2.30 on the previous page), hold down the mouse button and drag
this First Line Indent marker to the right a ½ inch (to the ½" hash mark),
then click anywhere to remove the highlighting
Notice how Word indents only the first line of each of the two paragraphs in the Abstract. This
makes it easier to tell where one paragraph begins and another ends.
Pages 3 through 5 of the Term Paper document have 13 numbered sections which discuss each
of the skills or concepts in the Table on page 2. In the next exercise, you are going to indent the
first line of all the paragraphs on pages 3 through 5. Fig. 2.32 illustrates what you need to do.

Indent the first line of all the

paragraphs in each section

Fig. 2.32 Indenting the First line of paragraphs

Let’s do the first numbered Skill or Concept section together, so you see what is required.
Scroll to the top of Page 3 and position the cursor at the beginning of line 3,
immediately before the sentence that begins: “The use of computer-based
systems….”
Hold down the Shift key, and click immediately before the number “2” that
starts the next numbered section
This selects all the commentary in the first numbered section on page 3.
Now, in the ruler bar, drag the First Line Indent marker over to the right to
the ½" hash mark, just as you did for the Abstract on page 2
The first line of the paragraph is indented ½”. Now on to the second numbered section.

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Position the cursor at the start of line 3 of the second numbered section—the
sentence that begins: “Evaluation involves keeping current….”
Hold down the Shift key, and click immediately before the number “3” that
starts the next numbered section
This selects all the commentary in the second numbered section on page 3.
Now, in the ruler bar, drag the First Line Indent marker over to the right (to
the ½" hash mark), just as you just did for the previous section
Continue in the same way and change the First Line Indent for the remaining
paragraphs in sections 3 through 13 on pages 3, 4, and 5 of the Term Paper
document (but do not indent the numbered lines that begin each section and
don’t do anything with the Bibliography section just yet)
This task won't take you long. You might be thinking to yourself: “Why the heck is the lesson
making me do this over and over again?” Well, as any teacher knows, practice makes perfect, and
by the time you’re finished with this tutorial, you’ll feel pretty pleased with what you’ve learned,
so stay with it, OK?
When you are done with this exercise, hit Ctrl+s to save the work completed
to this point
Hanging indents
There are many occasions when it is useful to indent parts of your text using hanging indents. A
hanging indent is where the second and subsequent lines of a paragraph of text are indented to the
right of the first line. For example, you may want to make a list of points with a "bullet" at the
beginning of each point, like this:
 Don't settle down at the computer until you have carefully planned what you want
to do. If you plan ahead you will be sure to do a better job and save yourself a
whole bunch of time!
or like this:
 Don't forget to clean your teeth and make your bed after you've had your breakfast
every morning!
With the text aligned evenly inside the bullet. Bulleted and numbered text is easy to do with
the bulleting and numbering tools built into the word processing software. But it is also
important to know how to use the indent markers to create hanging indents that do not
involve the use of bullets.
For example, hanging indents are used when you write a paper that includes a list of
sources cited, as illustrated in Fig. 2.33.

Fig. 2.33 An example of a hanging indent

Let’s practice this.
Scroll down to the end of the Term Paper document

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Notice that indentation has not yet been used for the Bibliography section, but it should be because
it is standard practice. Without hanging indents as illustrated in Fig. 2.33 above, it would be
difficult to determine where one reference ends and another begins, especially in a long list of
references. Thus, your next task is to use hanging indents to indent this last section of the paper.
Highlight all the references by clicking at the beginning of the first reference
(not the References header), then hold down the Shift key and click again
after the last reference
Position the tip of the mouse arrow on the Hanging Indent marker (the lower
of the two triangular-shaped markers), and drag this Hanging Indent marker
across ½” (4 hash marks) to the right, then let go of the mouse button
When you let go of the mouse button the References section will be adjusted and should now look
like Fig. 2.31B a couple of pages back. Notice how the references are nicely indented after the first
line. That's just the way it should be.
To reinforce this skill, you are now going to work your way once again through pages 3 through
5, creating a hanging indent for each of the thirteen numbered and underlined concepts and skills.
You are going to apply a hanging indent of just ¼”. Let’s do the first one together so you can see
what is required. Fig. 2.34 illustrates how each numbered skill or concept looks when you’re done.

¼” hanging indent

Fig. 2.34 Hanging indents for the numbered items in the Term Paper
Position the cursor immediately before the section number “1.” at the top of
page 3
Use the tip of the mouse pointer to drag the Hanging Indent marker over to
the right just 2 hash marks (¼”)
That’s all there is to it. Notice how the hanging indent improves the appearance of those numbered
underlined sentences.

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Complete the same task for the remaining 12 numbered items on pages 3
through 5 so they end up looking like those illustrated in Fig. 2.34—save your
work when you are done

2.8 CREATING SECTIONS AND COLUMNS OF TEXT

Columns are often useful for documents such as class newsletters. Reducing the width of lines of
text can make for easier reading. In the exercise that follows, you will create a two-column section
within the Term Paper document. The rest of the paper before and after the two-column section
will remain single column.
Here are the steps to do this.
Scroll to the top of page 3 and position the insertion point cursor immediately
before the text: “It will be useful to examine…”
In the Layout Ribbon > Page Setup Group click on Breaks to show the Page
Breaks dialog box (Fig. 2.35)

Fig. 2.35 Inserting a Continuous section break

We want to insert a Section break so that we can start a whole new section of the paper without
the need to go to a new page. This is called a Continuous section break.
In the Breaks menu, in the Section Breaks section, click on the Continuous
option to tell Word to stay on the same page for the new section
You won’t notice any other change in the document yet, but you have told Word that the text that
follows the cursor is a section of its own and can be treated differently from the rest of the paper.

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Next, in the Layout Ribbon > Page Setup Group click on the Columns icon
(Fig. 2.36) and, in the Columns pop-up menu, click on Two columns

Click on the Two

(columns) option in
the Columns menu

Fig. 2.36 The Columns tool in the Layout Ribbon

Scroll to the top of Page 1 of the Term Paper document, and notice that Pages
1 and 2 are still single column text, then scroll down through the document to
the end to take a look at the difference the Columns tool makes
Neat, huh? Notice that everything from page 3 on is now in two-column format.
Now we don’t want the entire rest of the document to be treated as the same section. The
Bibliography section at the end of the document must be single column, like pages 1 and 2. So
what we have to do next is mark the end of the continuous two-column section we just created and
make the Bibliography section single-column.
Scroll down to the end of the document, click immediately before the Section
header Bibliography and, In the Layout Ribbon > Page Setup Group select
Breaks to show the Page Breaks menu (Fig. 2.35 on the previous page)
In the Breaks menu, Section Breaks section, click on the Continuous option
again to tell Word to stay on the same page for the new, final section of the paper
Now, in the Layout Ribbon > Page Setup Group, click on the Columns icon
again (Fig. 2.36 above) and, in the columns pop-up menu, click on One to select
the single column option for the Bibliography section
So, you have now divided the paper into three sections: Pages 1 and 2 are the first section; Pages
3-5, not including the Bibliography, are the second section; and the Bibliography is the third
section. If you had not used the section breaks, your whole document (including the Title lines,
the Abstract, the ISTE Table, and the Bibliography section) would be in two column format. The
section breaks allow you to control which sections of text you want adjusted in certain ways.
Scroll down to the end of the Term Paper, if you aren’t already there
In summary, if you need different formatting for different parts of a document, you would do so
by inserting a section break before AND after each of the sections involved.

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2.9 FINDING AND REPLACING TEXT

It is surprising how often the Word tools Find (Ctrl+f) and Find and Replace (Ctrl+h) come in
handy when you are working with larger documents. You may want to find each place in a
document where a certain word or phrase is used and either delete it, or change it, or correct a
misspelling. Or you may want to jump quickly to a certain page because you have to rewrite
something or insert a sentence. You could scroll through the document looking for what you want,
and you might even eventually find it! But don’t count on it. In any case, this takes time and there
is always the possibility that you might miss the text in question on a first or second pass.
The Word Find function will swiftly and unerringly locate any specific text you seek.
Finding a text string
A point to ponder and some practice before you proceed
When you are using computers, a character is anything that you type at the keyboard (including
numbers, spaces, and punctuation marks). A sequence of characters is often referred to as a
"string" in computerese. In this sense a word is no different than a phrase or even a paragraph
as far as a computer is concerned; both are strings—sequences of characters.
Let’s say you wanted to find every case where the phrase “concepts and skills” occurs in the
Term Paper document. It is often best to start a search at the beginning of a document if you are
not absolutely sure where to find the text you want.
In case you are not already there, use the right scroll bar to scroll to the top
of the first page of the Term Paper document
Place the insertion point cursor at the top of the paper, immediately ahead
of the title FIRST THINGS FIRST
Press Ctrl+f to activate the Find function (or in the Home Ribbon > Editing
Group select Find)
Word now displays the Navigation frame on the left side of the window (Fig. 2.37).

Type your search

string in this box

Here will be a list of The Find function hightlights in

every place in the yellow each occurrence of the
document the search search string, making it easy for
string occurs—in this you to visually locate it in the
example there 10 results document

Fig. 2.37 The Navigation frame for the Find function (Ctrl+f)

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In the Navigation box, type the search string concepts and skills
Word goes ahead and immediately finds every iteration (example), wherever the string (phrase)
occurs in the document—in this case 10 times. Sometimes you may want to search for a string that
has a mix of lower and uppercase letters; for example, a string such as the word Courses (with a
capital or uppercase “C”). In this case you want to tell Word to Match Case. Fig. 2.38a and 38b
illustrate how you do this.

Click on the
small down Then, in the
arrow at the end menu of Find
of the Navigation tools, click on
box to bring up Options… to
the menu of Find bring up the
tools Find Options
dialog box

Fog 2.38a Selecting the Find Options dialog box

Click to put
a check
mark/tick in
the Match
case box

Fog 2.38b Matching upper and lower case characters in a search string
Now, in the Term Paper document, try searching for the following strings,
then write down on a piece of paper how many times each string occurs (it may
be that a string may occur 0 (zero) times—answers in footnote1):
Provide guidance
teacher’s career
problem-solving
student
learning activities
Evaluation
Evaluation involves
multimedia

1 0 (why zero?),1,2,12 (why only 12?),4,1,1,3

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Now complete the following search and insert exercise. You are going to add a sentence to
the Term Paper document. The proposed new sentence is as follows:
Teachers cannot be expected to use computer-based learning systems
effectively unless they acquire these skills and assimilate these
concepts.
You are going to use Ctrl+f to find the location in the Term Paper where the sentence is to be
inserted. Before selecting and entering a string of text for a search, you should take a moment to
think about what the string of text should be. The new sentence is to be inserted immediately after
the sentence that ends with the phrase ‘computerized classroom.’
The phrase ‘computerized classroom.’ is long enough to perhaps be unique. It may well find
the exact location you’re looking for. If you simply typed “classroom” you would find many
“hits”—places in the document where the word “classroom” occurs (8 hits in all). The point is that
you are trying to find a unique phrase which will take you directly to the point in the document
where you want to add the new sentence.
This trick of finding a unique phrase for a search is useful for other purposes when you are
working at a computer, such as when you are trying to find information about a topic using Google.
For example, as a teacher you may suspect that one of your students has plagiarized for a paper
you have assigned them to write. If you extract a suspect phrase from the student’s paper and use
it for a search in Google, you can often quickly find out you if your suspicions are correct.
Here then are the steps to quickly locate and add the proposed new sentence (see highlighted
text above) in the specified location in the Term Paper document.
It is often best to start a search at the beginning of a document if you are not absolutely sure
where the text you want to find occurs.
In case you are not already there, use the right scroll bar to scroll to the top
of the first page of the Term Paper document
Place the insertion point cursor at the top of the paper, immediately ahead
of the title FIRST THINGS FIRST
Press Ctrl+f to activate the Find function (or in the Home Ribbon > Editing
Group select Find)
Word now displays the Navigation frame on the left side of the window (see Fig. 2.37 on age 71
above). Word now needs you to enter the search string.
Start typing computerized classroom. (including the period/full stop) in the
Navigation box, but watch what happens as you type each character of the
phrase—as you type the first ‘c’, Word immediately highlights every ‘c’ in the
document and tells you there are hundreds of matches; as you continue and
type ‘co’, Word highlights the smaller subset of that sequence of characters,
and so on
Continue to type one more character at a time, checking the count in the
Navigation window at left, until there is only 1 result found—surprisingly, for
this document and for this search, a unique match will be identified after you
have typed only the characters computeriz
How about that! Look now at the highlighted phrase in the document and you will see that this
small string of characters is indeed the location of the phrase you’re looking for (‘computerized

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classroom.’). This means that, while you may have a search string in mind, you only need to type
as much of the string as is necessary to identify the unique text you are looking for.
If you mis-typed the search text so that Word is unable to find it, the search will conclude with
“No Matches” and you would have to try again with a corrected sequence of characters or another
phrase altogether.
Once the search is successful, the text you have been looking for is selected (highlighted) in
yellow (Fig. 2.39).

Fig. 2.39 The Found string is highlighted in yellow

You want to insert the new sentence (see above on page 73) immediately after the sentence
that Word has found for you.
Click after the period at the end of the sentence
This puts the insertion point cursor after the phrase "...computerized classroom."
Press the space bar once to put a space after the period, then type the new
sentence: Teachers cannot be expected to use computer-based learning
systems effectively unless they acquire these skills and assimilate these
concepts.
Read it over to check for errors, then Save the changes you have made
Finding and Replacing a multiple occurrence of a text string
Suppose you have just finished typing the Term Paper into Word and saved it on your disk. You
print a draft copy so that you can read it over before producing a finished copy. Amongst other
edits, you decide to change the phrase "concepts and skills", which is a phrase that occurs
throughout the paper. In its place you want the phrase (reversed) to read: "concepts and skills".
Again, you could use your eyes to visually scan through the text on the screen until you find
each occurrence of "concepts and skills" and, each time you find it, change the phrase to "concepts
and skills". But this would take some time and, anyway, you will be likely to miss some of the
changes.
Alternatively, you can use the Find and Replace option to locate each occurrence of "concepts
and skills" and change it to "concepts and skills". Follow these steps to use this function now.
Position the cursor at the beginning of the Title at the top of the document on
Page 1
Press Ctrl+h or, in the Home Ribbon > Editing Group, select Replace

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Word presents the Find and Replace dialog box with the Replace tab selected in the set of index
options and the cursor waiting in the Find what: data entry box (Fig. 2.40).

The Replace Tab is

selected

Click on the More > >

button to bring up the
Search Options (Fig. 2.41)

Fig. 2.40 Replace options in the Find and Replace dialog box

No need to Match Case

for this search

Fig. 2.41 Match Case option (not necessary for this search)

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In the Find what: box type concepts and skills and, in the Replace with: box,
type concepts and skills, then click on the Find Next button
Word goes to work and highlights the first occurrence of "concepts and skills". If you cannot see
this highlighted phrase on your screen, it may be because the Find and Replace dialog box is
covering it. You can move the window around on the screen by dragging on the light pink Title
Bar at the top of the Find and Replace dialog box.
The basic options available to you in the Find and Replace dialog box are as follows. You can:
 Click on the button to Replace All occurrences of the search text in the entire document;
 click on the button to Replace only the one occurrence of the search string;
 or, you can simply click on the button to Find the Next occurrence of the search string
without changing anything.
You should be wary of telling Word to Replace All occurrences of a piece of text unless you
are absolutely sure you know what you are doing. It is surprisingly easy to specify a string of
characters that may not be quite what you had in mind. By telling Word to Replace All occurrences
of a string of text you might result in your document being peppered with unwanted changes.
So be careful! Suppose, for example, you told Word to correct a misspelling where you spelled
receive with the "i" before the "e" ("recieve"). You specify "ie" as the search text, and innocently
tell Word to replace all occurrences of "ie" with "ei" (because you want to correct the misspelling
of “receive.” Well, as it happens, in the Term Paper document the character sequence "ie" occurs
many times (about 50 times!) in all kinds of innocent words (technologies, belief, etc.)!
Should they all be replaced with "ei"? Clearly not. Even “cie” occurs 8 times in the Term
Paper, and so on. So you have to be careful (1) to specify the search text that will get you right
away the result you want, and (2) work your way through the document selecting only the iterations
of the string you want to replace. In our hypothetical case you would type the entire incorrectly
spelled word "recieve." Then you could safely tell Word to replace all occurrences of it with the
correctly spelled word “receive.”
Back to our example, however, the search string (“concepts and skills”) is sufficiently unique
for you to go ahead and Replace All occurrences.
Click on the Replace All button
Word may take a few seconds to make the changes, depending on how fast your Windows
computer is. Soon you will see a window telling you how many occurrences of the search string
were replaced. So… How many were there? There should have been 10 (including the first
occurrence already found).
Click on OK, then close the Find and Replace dialog box, then press Ctrl+s
to save the changes you have made
Scroll to the Table on Page 2. Why does it still say ‘Skill or Concept’ for the Table title? Why
wasn’t it changed to ‘Concept or Skill’? See the footnote for the answer.1
In the course of completing this exercise you may have noticed some spelling and typo errors
in the text. Later in this lesson you will use the Spelling and Grammar feature to clean up the
document. The more you use the word processor, the more you will appreciate the power of the
simple word processing tools such as the ones you have just learned. The best, however, is yet to

1 You searched for ‘skill and concept’, not ‘skill or concept’.

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come and, no matter how good you think your word processing skills are, you should always keep
an open mind about learning more.

2.10 MOVING AND COPYING TEXT WITHIN A DOCUMENT

In Lesson 1 you learned to appreciate the power of a word processor as a tool for writing because
of the ease with which you can edit your work. Now you will learn how to move sections of text
from one place to another within a document.
The ability to move text is crucial to the process of successful writing. Using a traditional
typewriter, you would be lucky if you could get away with doing this by using a pair of scissors
and literally cutting and pasting your document onto new sheets of paper in the sequence that you
required. More often than not you might have to re-type the whole document before you could
submit it for others to read.
The word processor, on the other hand, makes editing tasks such as moving text simple and
fast. You can manipulate the text at will, try ideas on the fly, and save different versions until you
home in on the one best version that makes the desired impact you’re looking for.
Very few, if any, writers write without further editing their work. Indeed, you might say that
bad writers are the ones who can’t be bothered to edit at all. The word processor, however, takes
much of the sting out of editing. Because of this, the software literally helps to make you a better
writer by simplifying the essential task of molding your ideas into nuggets of golden thought.
Moving text within a document
As with all the functions of Word, the steps involved in moving text within a document are simple
enough. In the Term Paper document you are going to move a paragraph from one place to another
within the document. Here are the steps to do this.
Once again, make sure the cursor is positioned at the top of the paper
Use the Find function (Ctrl+f) to locate the phrase: Training is thus important
throughout a teacher’s career
The next step can be tricky for beginners, so don't be surprised if you have to try it a couple of
times before you get it right.
First, click to close the Navigation frame on the left side of the Word window
Next, click to position the insertion point cursor immediately before the word
"Training"
Scroll down if necessary so you can see the rest of the paragraph, then hold
down the Shift Key, and keep it down, while you click at the end of the
paragraph
This will highlight the whole paragraph. Another, quicker, way to highlight a paragraph is by
triple-clicking on it. Now that the paragraph is selected (highlighted), you need to cut it to the
clipboard.1

1 Recall that if you click on the right mouse button while pointing at an object, Word will bring up a context menu
which will allow you to access the cut and paste functions.

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Press Ctrl+x (or from the Home Ribbon > Clipboard Group click on the
scissors icon to Cut the paragraph out of the paper)
Cutting text removes the selected text from the document and transfers it to the clipboard. Once it
is on the clipboard you can move it anywhere you want, either within the same document, or to
some other document altogether.
You are now going to paste the "Training is thus..." paragraph (currently on the clipboard)
immediately after the last paragraph, but before the Bibliography section.
Scroll to the last page of the document and locate the word: Bibliography, look
at the two columns of text above the Bibliography, and click to position the
cursor right at the end of the paragraph that ends “…professional work with
children.”
Hit the Enter key and then hit Ctrl+v (or from the Edit menu select Paste)
If necessary, make any corrections to spacing and so forth
Word completes the paste process in no time at all by pasting the section from the clipboard back
into the document at the insertion point. Now you have a strong concluding statement before your
References are listed in the Bibliography.
Click to position the insertion point cursor immediately before the section title
Bibliography and hit the Enter key to space down and visually separate the
Bibliography at the end of the Term Paper
When you are satisfied that all is well, press Ctrl+s again to save the changes
you have made thus far
Copying text within a document
The process of copying text is almost identical to that of moving text. You select the section of
text you want to copy in the same way as you did when you cut text in the previous exercise. But
now you will have Word paste a duplicate of it somewhere else in the document, leaving the
original text where it is.
For example, let us say you want to copy the title lines of the paper so that they occur not only
at the top of the first page but also at the top of Page 2. The title lines include the two title lines
followed by the author's name—three lines in all. Follow these steps to place a copy of the title
lines at the top of Page 2.

Position the insertion point cursor at the top of the paper immediately before
the title First Things First
Hold down the Shift key while you click immediately before the Abstract
section header (thus selecting the first 4 lines on page 1, including the blank
line after the author’s name)
Press Ctrl+c to copy the selected text to the clipboard
Notice that the original text is still in place—you haven't cut it from the document. All you have
done is transfer a copy of the text to the clipboard.

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Now scroll to the top of the second page of the document and click to position
the cursor at the top of this second page (immediately before the section
header “ISTE Foundational concepts and skills”)
Press Ctrl+v to paste the title lines from the clipboard
Word instantly copies the title lines at the top of page 2.

Scroll down the page (page 2) to check the effect of the copy operation
Uh-oh, look at the Table on page 2. The end of it has slipped down onto page 3 as a result of the
copying of the Titles to the top of page 2. That’s easy enough to fix.

Highlight the 13 Concepts and Skills listed in the table (From ‘Demonstrate
the ability…’ all the way down to ‘…learner and the educator.’), then change
the font pt size from 12 pt to 10 pt
Press Ctrl+s again to save the changes

2.11 CHECKING THE DOCUMENT FOR SPELLING AND OTHER

ERRORS
Now would be a good time to check the document for spelling errors and other typos. This will be
reinforcement of what you learned in Lesson 1.
As you already may have noticed, there are a few errors that have been intentionally introduced
into the document you have been working on.
Before you begin checking for errors, remember that a spelling checker is:
1. only as good as the person using it;
2. unable to pick up grammar or word choice errors (where the word "to" may have been
typed, when "too" or "two" was intended);
3. may find a misspelling when there is none (such as an abbreviation it doesn't recognize, or
two words run together and a space is needed).
You may already have had the experience where you have corrected a student's spelling only to
have the student retort: "But I ran it through the spelling checker!!" Be sure, of course, that you
know how to spell the word in question yourself. Then, assuming you are right, take advantage of
the situation to tell your student that a computer is just a dumb machine—it depends on people for
its intelligent use.
Since the Spelling Checker is only as good as you are, you would be wise to always have a
good dictionary at hand, as every teacher knows. Get into the habit of always looking up words
that are new to you when you come across them in your reading.
This will be the case when you are checking the spelling of the Term Paper document.
There are quite a few important technical terms in the document that you may not have come
across before. Some of them may not be in the Word dictionary. Does this mean you can't check
them? Of course not. Look them up in your dictionary so as to extend your word power. Make this
a lifelong task.
It’s time to go ahead and run the document through the Spelling Checker.

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First put the cursor at the beginning of the Term Paper document then, in the
Review Ribbon > Proofing Group click on Spelling & Grammar (Fig. 2.42)

Click on Change to replace

the misspelled word

Fig. 2.42 The Spelling/Grammar checker at work

Word displays the Spelling frame on the right side of the window, showing the first possible error
the system has found and inviting you to take care of it (Fig. 2.42 above). You can either Ignore
it, Ignore All, Add, Change, or Change All
So… For each word that is highlighted (underlined in blue or red), choose
whether to Ignore (the suggested error), Ignore All (further occurrences of the
same word), Add (the word to the system dictionary that is maintained by Word
on your computer), Change (the word to the suggested correct alternative), or
Change All (including further occurrences of the same word)
As you work your way through the document, notice how often the Spelling/Grammar checker
makes sense of what should be there and makes recommendations that are really, really useful.
You might even be tempted to think the computer has some kind of intelligence. But the fact is
that a lot of spelling and grammar is formal and computable. The computer seems intelligent
because it has been programmed by intelligent humans, like you, so don’t be afraid to make the
computer your friend.
Press Ctrl+s to save the corrected document after you have completed the
spelling/grammar check

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2.12 ADDING GRAPHICS TO A WORD DOCUMENT

For publications such as class news bulletins or magazines, you will often want to include pictures
or images in amongst the text—maybe photos of students, or examples of their art work, or photos
of activities the students have been engaged in, or photos or charts they've made themselves as
part of a project. You also may want to "wrap" the text around the images. The following is an
exercise which will show you how to do simple graphic design work such as this.1
Position the cursor at the beginning of the first line of the Abstract on page 1
of the Term Paper document (immediately before the phrase “The teaching
profession….”) and hit the Backspace key to remove the First Line Indent
Now hit the Del(ete) key to remove the first letter of the sentence (the "T")
then, from the Insert Ribbon > Illustrations Group click on the Pictures tool
In the Insert Picture dialog box, scroll if necessary in the left hand frame in
order to locate the USB drive, then click once on the icon in order to open it
Now navigate to the Work Files for Office 2016 folder, double click to open
it, and double click again to open the Miscellaneous Files folder
There are five folders in the Miscellaneous Files folder: Alphabet, Merge Documents, Other,
Practice, and Templates. The files you are going to use for this set of exercises are in the Alphabet
folder.
Double click on the Alphabet folder to open it, and double click on the picture
file for the letter "T"
The picture of a "T" is inserted at the beginning of the Abstract (see Fig. 2.43). But the picture still
needs to have the text wrapped around it. This is easy enough to do.

Tight Text Wrap

option

Before you hit the Tight

text wrapping option
make sure the “T” has the
handles around it to
show that it is selected

Fig. 2.43 The Tight Text Wrap tool in the Picture toolbar
If you don’t see the handles around the “T” (Fig. 2.43 above), first click on the
picture of the “T” to select it

1 Later, in Lesson 3, you’ll learn how to use Word’s built-in tool for doing Drop Caps.

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In the Picture Tools > Format Ribbon > Arrange Group, click on the Wrap
Text tool (Fig. 2.43) and, from the drop-down menu of Text Wrapping options,
select the Tight option
That's all there is to it! The first letter of the first sentence of the Abstract is now neatly wrapped
around by the text, adding a touch of visual interest to the page. There is one small problem you
may still have to fix, though. The section header “Abstract” has been pushed over to the right by
the graphic T. Here’s how you can fix that.
Click on the “T” graphic to select it (the handles will be around it) then hit the
down arrow key in the lower right of your keyboard a couple of times to
nudge the graphic down till the word Abstract is once more aligned to the
left margin of the page and the top edge of the “T” graphic is aligned with
the text on the first line of the Abstract, then Save your work
Use these up/down/left/right arrow keys any time you need to adjust the exact location of a graphic
on the page. Now it's your turn. Fig. 2.44 shows you what the rest of this exercise entails.

Fig. 2.44 Text wrapped around a graphic

On pages 3 through 5, at the beginning of the first paragraph of the sections that discuss each of
the 13 ISTE Teacher concepts and skills, do the following (Fig. 2.44 above).
Position the cursor at the beginning of the paragraph and hit the Backspace
key to remove the First line indent from the first paragraph, then hit the
Del(ete) key to delete the capital letter at the beginning of the first sentence
From the Alphabet folder replace the capital letter with a graphic of the
appropriate letter of the alphabet, and, using the Picture Tools > Format
Ribbon > Arrange Group, click on the Wrap Text > Tight tool to wrap the
text around the graphic, then use the arrow keys to adjust the graphic so it is
in line with the text wrapped around it

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There will be thirteen letter graphics in all—one for each concept or skill.
Save your work when you are done
Word has a tool called Drop Caps for inserting large characters at the beginning of paragraphs. It
has fewer artistic options than what you have learned above, but it is easy to apply and you can
play with the look and feel by trying out different fonts, font sizes, and font colours. Check it out
in the Insert Ribbon > Text Group.

2.13 CREATING A TABLE CONTENTS

You’re almost done with the tutorial. It is sometimes useful to put a Table of Contents (TOC) at
the beginning of a longer document and there are appropriate ways of doing this. You are going to
add a TOC on a page by itself right after the Title page (Page 1). So the TOC will become Page 2
of the Term Paper document.
Fig. 2.45 illustrates how the TOC will look when you have completed this exercise.

Tab Stop tool

Position a Right Tab
Stop at 6” on the ruler
bar

These are called

Dot leaders

Fig. 2.45 Finished Table of Contents

Click to put the cursor at the end of the Abstract on Page 1
In the Insert Ribbon > Pages Group click on Page Break and scroll down to
the top of the new page (page 2)
Notice that the font size is still 10 pt because that is the font pt size of the title Abstract text. You
need to change that to 16 pt.

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In the Home Ribbon > Font Group, change the pt size to 16 pt, select
boldface, in the Home Ribbon > Paragraph Group select the Centered
option, then type Table of Contents
Hit Enter twice, then select Left justify for the items that go in the Table of
Contents and change the font pt size to 12 pt
Move the Left Indent Marker to the ½” hash mark on the ruler, then type
Abstract for the first item in the TOC
Now you need to set a Tab Stop for the right edge of the TOC where you want all the page numbers
to line up on the right. You also want what are called “dot leaders” to run across the page to visually
connect the TOC item with its page number (see Fig. 2.45 on previous page).
On the Tab Stop tool (over on the far left of the Ruler bar), click twice to
change the Tab stop to Right Tab, then at the 6” hash mark click once on the
Ruler bar to place a Right Tab Stop there (see Fig. 2.45 again)
Now, with the tip of the mouse pointer positioned on this Right Tab Stop at
the 6” hash mark, double click on the Tab Stop to bring up the Tabs dialog
box (Fig. 2.46)

In the Leader
section, click in
the radio
button next to
2, click on the
Set button, then
click on OK

Fig. 2.46 Tabs dialog box

In the Leader section of the dialog box, click on the radio button next to 2…….,
which will give you the dot leaders in the TOC, then click on the Set button,
and click on OK
Dot leaders will now be applied to every item you subsequently type into the TOC.
Hit the Tab key just once to put a line of dots all the way across the page as
far as the Right Tab Stop (these dots, called dot leaders, help the eye flow

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across the page to the correct page number relative to the item in the Table of
Contents to which it refers)
Type the page number 1 and hit Enter
Now type up the rest of the TOC as per Fig. 2.45 on page 83 above.
Move the left indent marker to the 1” hash mark for the 13 Concepts or
Skills, and then move the left indent marker back to the 1/2” hash mark for the
final Bibliography item
Save the document when you’re done creating the TOC
Backing up your Term Paper document
You should know how to do this by now, but if you need a refresher, here are the steps.
Go to File > Save As > Computer > Browse > USB drive > Work Files for
Office 2016 > Data Files > name the document Term Paper Backup > click
on Save
Printing the document
At some convenient time1, print out a draft copy of the entire Term Paper document. Carefully
proofread the printed copy of the paper. Have a dictionary handy. Any words you don't understand,
look them up; extend your vocabulary. Use a pen with some color other than black to correct any
errors you spot that were not picked up by the spelling checker. Go back to the Word document,
correct any errors you find, save the document again, and print a final letter-quality ("Best")
version to present to your instructor.

LOOKING BACK
You have practiced using several new features of Word. The Find and Replace, Cut and Copy text
functions extend the range of tools at your disposal as you go about the process of creating written
documents. You also learned how to format your text, taking advantage of all the features that
enhance the appearance of your documents, features that are so easy to implement now that you
know how.
The Term Paper document now looks quite professional. The important awareness you should
get from this tutorial is that you have a tool in Word which can greatly enhance your ability to
produce quality documents of all kinds—flyers, correspondence, papers, newspapers, ditto
masters, and on and on.
Think of the effect on your students, too. A major objective for you as a teacher is to create
and sustain an environment in which your students will be motivated to learn. Software such as
Word 2016 can surely help you in this task.
Many users of word processors are content to use the computer like a glorified typewriter. To
some extent this is understandable since, inevitably, there is a learning curve involved in mastering
more advanced skills. Now that you have completed this tutorial, however, remember where you
learned each of these new functions. Practice them whenever you use the word processor. Practice
makes perfect, and in no time at all you will be able to set these tutorials aside. You can enjoy the

1 It may not be convenient to run off a copy of the document during a lab session when other students in your class
may be waiting in line for the printer. Also, if you are using your own printer at home and it’s an inkjet printer, you
may want to save ink on the draft copy by using the Quick Print option in the Print Preferences.

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thrill of teaching these skills to your students, thus putting into their hands the tools to grow as
creative writers. Then, indeed, as in so many other ways, you will "touch their future," because
good communication skills are absolutely the key to success in this Information Age.

LOOKING FORWARD
Lesson 6 will give you the opportunity to further practice your word processing skills by
integrating them with other Office components. In Lesson 3, however, you will move on to learn
more about the Office drawing tools.
You should be starting to feel comfortable using the computer. No doubt you find some of the
work tedious, especially that process of backing up all your data. This is because you are learning
the computing skills. When you become proficient with the hardware and software, you will find
that you can complete your work quickly and be more productive with regard to many of the
activities of your profession. You should indeed by now be striking out on your own, already using
Word to support your work in the classroom.
As a teacher you have a responsibility to establish the best possible learning environment for
your students. The best teachers lead by example. If you have worked your way through the first
two of these tutorials you have increased the chances that your students will benefit from an
enhanced learning environment, because your increased facility with, and enthusiasm for, the
computer as a mind tool will inevitably overflow into your classroom. Well done!

SKILL CONSOLIDATION
Complete as many exercises as you can so as to reinforce what you have learned in Lesson 2.
1. Load the document Term Paper onto the Desktop.
 Use the Find and Replace function to locate the words "electronic bulletin board"
 Use the Find and Replace function to replace every occurrence of "conferences" with
"meetings"
 Boldface the title lines at the top of the first page (before the Abstract)
 Move a complete section of your choice so that it follows the section it currently precedes.
2. Underline the word "computer" wherever it appears in the document Term Paper, then adjust
the line spacing to 1½ for the entire Term Paper document.
3. Open up a new word processor document. Call the document "Format Options." Type in a list
of at least ten words, and select a different option for each one: normal, italics, boldface, font
size of 14, font size of 20, centered, underlined, and any combination of these you want. Proof
read it, correct any errors, then print out the document.
4. Work your way through the tutorial on pp. 85-89 which will help you create the Courseware
Evaluation Template illustrated in Fig. 2.42A and 2.42B on pages 77 and 78.

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Fig. 2.42A Page 1 of the Courseware Evaluation Template

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Fig. 2.42B Page 2 of the Courseware Evaluation Template

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