Once you insert SmartArt, click in one of the text areas and type what you want. On the Insert tab, click Online Video. Now, you can search YouTube for a video through the box that pops up, or you can insert an Embed Code from the web.
To insert a picture from your computer, go to the Insert tab and select the Pictures tool; this will bring up a dialog box that will let you search a picture in your computer files.
Click Insert when you find the image you want to use, and the picture will insert itself. You can resize the picture by clicking and dragging one of its corners. Make sure you have the picture selected first, which you can do by clicking it once.
Layout options are available for inserted images. The quickest way to change the layout is to select the picture and then click the little box just to the right as you see here:. That box brings up Layout Options. Each of these options has a different way that it adjusts text when you move the image around the document. When you have a picture selected, there are tons of different effects you can add.
Picture styles are good to use, and you can preview them by just hovering the mouse over one before clicking. The settings are similar to formatting a picture. If you want to overlap the shape onto a picture, move it in the right spot, and then right-click to choose either Send to Front or Send to Back, which will reorganize which image is showing first. These options are also on the formatting tab; menus that pop up when you right-click are just more convenient.
You can change margins by using the Margins tool on the Layout tab. There are a few default options that you can use, but you can also create custom margins to make more specific adjustments.
Page Layout options are right next to the Margins tool. Use these options to change the document to a portrait or landscape layout.
The landscape layout pretty much turns the page on its side so that it is wider than it is tall. The easiest way to add a blank page is to insert a page break.
You can click Page Break at any point in the document, and it will jump the cursor down to the next blank page. This tool is under the Insert tab.
The header and footer tools are also on the Insert tab. Use these to add information that you want to show on every page of the document. It will bring up some options you can change as to which pages you want printed, the printer it will print to, and orientation. Click Page Setup at the bottom to pick more specific criteria for printing. Practice making documents using these skills and apply them to future projects.
Also, check out the other tutorials for Microsoft Office to learn more essential skills. In my opinion, if all webmasters and bloggers made just right content material as you probably did, the net will likely be much more useful than ever before.
I typed my math lesson plans trying to use table, and it took forever. How to Use Google Keep. Google Drive Tutorial. Gmail Tips and Tricks. Microsoft Word Tutorial. Microsoft Tutorials. And at his wedding gift. His wedding gift, clasped round my throat. A choker of rubies, two inches wide, like an extraordinarily precious slit throat. After the Terror, in the early days of the Directory, the aristos who escaped the guillotine had an ironic fad of tying a red ribbon round their necks at just the point where the blade would have sliced it through, a red ribbon like the memory of a wound.
And his grandmother, taken with the notion, had her ribbon made up in rubies; such a gesture of luxurious defiance. That night at the opera comes back to me even now I saw him watching me in the gilded mirrors with the assessing eye of a connoisseur inspecting horseflesh, or even of a housewife in the market, inspecting cuts on the slab. I'd never seen, or else had never acknowledged, that regard of his before, the sheer carnal avarice of it; and it was strangely magnified by the monocle lodged in his left eye.
When I saw him look at me with lust, I dropped my eyes but, in glancing away from him, I caught sight of myself in the mirror. And I saw myself, suddenly, as he saw me, my pale face, the way the muscles in my neck stuck out like thin wire. I saw how much that cruel necklace became me. And, for the first time in my innocent and confined life, I sensed in myself a potentiality for corruption that took my breath away.
The next day, we were married. Word also provides a range of outlining features that allow students to take a paper and convert it into an outline. Step 1: Read the following paper. As you finish each paragraph, type out what you think the most important idea in other words, the thesis of the paragraph is.
What is the general claim of the paragraph? Be sure to write out the thesis in a single, grammatically correct sentence. Therefore that friendship cannot occupy the most important part of the story.
While this friendship concerned Marya a lot, she eventually discovered that other things--her work and especially her writing--played a much more important role in her life. Marya gave up her friendship with Imogene because it took up too much time, time in which she could do more important things like writing.
Marya saw writing as the most important thing in her life because writing overcame the destructive effects of time, while friendship just passed the time. It's hard to say exactly why Marya wanted to be Imogene's friends, but whatever the reason was, it wasn't the most important thing in Marya's life.
Marya of course didn't initiate the friendship. Imogene pursued her. Marya never planned to be Imogene's friend; it happened to her like an accident. But Marya had some curiosity towards Imogene.
Before Imogene ever approached her, Marya found herself staring "at the blonde girl in her political science class" who wore "a handsome camel's hair coat" and "an engagement ring with a large square-cut diamond" This attraction, however, didn't seem to have any reason, or at least any particular importance.
Marya throughout the story stared at a lot of people, but doesn't end up friends with any of them, except Imogene. Again I would say the friendship depended more on Imogene than Marya.
Though her relation with Imogene confused her for a while, Marya came to realize that work held more importance for her. Marya worried constantly whether she did enough work. This didn't mean her work at the library. If anything, she regretted the time her job took from her. What worried her was schoolwork. She wanted to work hard at it. She even enjoyed it. But fear motivated her as well. She thought nothing mattered as much as success, even her own health.
She felt that only "one's personal accomplishment" mattered in life. In the story two kinds of accomplishment mean the most to Marya: school and writing. As I will explain later, because of the problem time created in her life, writing proves more important than anything else. What created this preference from writing over schoolwork was her attitude toward time.
The idea of time kind of scared her. In fact, Marya got quite hung up on the idea of time. We are either borne along by it, or drowned in it" Here Marya reveals her fear that time would destroy her. She asked herself, "Wasn't time the precious element that would carry her along to her salvation" ?
Marya obsessed over the destructive effects of time. Her thoughts about the photographs of the old athletes express her feelings:. Another rowing team. Hopeful young men, standing so straight and tall; their costumes slightly comical; their haircuts bizarre.
An air of team spirit, hearty optimism, doom Marya thinks of doom when she sees this picture because the picture reminds her that those men eventually died. I think Marya expresses this sense of doom in other places in the story as well, like when Phyllis's mother and sister came to clean out Phyllis's room: "And then the waters close over your head.
Marya is thinking her about the doom that overcame Phyllis: doom comes like a flood, then washes you away into oblivion. Marya's obsession over this phrase is a sign that she considered this more than just Phyllis's problem.
It was a personal problem for Marya too, because the source of the problem was time itself, something Marya couldn't escape. I believe Marya believes that "doom" was another word for "time. The first problem Marya experiences with the problem of time comes from not having enough of it, so she gets rid of Imogene in order to have more time for work.
I think the writing was on the wall from the very beginning of their relationship. In the coffee house with Imogene's friends, when Marya thought she "should have been elsewhere" , that other place was back at her room or in the library working. She always felt that "she hadn't In her journal she writes the following words on the subject of friendship: "She hadn't time This last quote points out what really bothered Marya about friendship, that it isn't permanent.
Eventually she thought conversations with anyone, whether Imogene or not, wasted her time. This sense of impending doom scares Marya, but she has a game plan. Just after she thinks the thoughts about the rowing team, she decides "she really should leave And the work that could save her is writing.
Without writing, she's doomed to destruction like the rowers. But if she could become a writer, she'd have an indestructible existence. We know she believes this when she says "a writer's authentic self By becoming a writer she too could have an "authentic self" that "endured. People would know her "authentic self" long after the end of her "life.
But Marya doesn't want to just pass the time. Marya's quotation of Thoreau expressed her need to avoid such frivolity: "How can anyone kill time without injuring Eternity?
Step 2: Retype each thesis statement below: 1 2 3 4 5. What you have here is a reverse outline of the paper. It is called "reverse" because the outline was written after the paper was written. Based on this reverse outline, evaluate the argument of the paper by answering the following questions:.
How did the subsequent subordinate claims support the main claim? In other words, based on your reverse outline, describe how the supporting points that each paragraph brought out supported the main claim for the paper? Do you get a sense of the progression in the subordinate claims? In other words, can you see how the supporting points follow one from the other? Step 3: Pick out one paragraph from the paper to examine in further detail. How did the details presented support the general claim of this paragraph?
How are the ideas within the paragraph related to each other? In other words, how has the writer tried to make the paragraph cohere, to make it flow together?
Has the writer considered possible objections to the general claim of the paragraph? Moreover, because students can easily change their prose in Word, you can create exercises that allow them to explore a variety of options for word choice, syntax, and source integration.
Go ahead and type your answers right into the prompts below. The following exercise will give you some further practice in using quotations smoothly, effectively, and correctly in your own writing.
Select a quote from the following passage to complete each sentence. First, read through the examples carefully. What I am saying is that generalizations from within are every bit as fragmenting as scrutiny from without. From my boyhood I have read and heard all manner of statistical facts and figures about black people. Reginald McKnight, p. You need to be sure you are using the correct methods to add the quote to your sentence.
Each sentence can be complete several ways; be sure that whatever way you choose, you use the correct signals and punctuation. You may add words or alter the prompt slightly.
McKnight wants to show that statements made by other black people can be just as harmful as those made by white people:. McKnight uses the image of sharks biting to explain how vicious people can be about each other. Students can use Word to develop and modify evaluation rubrics. Rationale: In this exercise students use the Insert Table feature of Word to develop a grading rubric for essays which they will then apply to peer essays and, finally, to their own writing.
The nice thing about doing this on the computer is that students can then print out a copy which looks official and which all group members can read. Spending the time making their own chart, agreeing on definitions and criteria for each score and then applying this rubric to their own work is a great way to both examine closely the elements of a good essay and begin to be able to systematically evaluate their own writing.
For students in particular, I think this exercise is useful in helpful empower students to evaluate their own work and begin to establish some control over their ability to understand and improve their grades. The group aspect reinforces all those good group skills and makes what could be a fairly dry exercise much more fun. There can be some tension around grading each other, so I retain final authority in assigning grades, but find that their grading gets more and more effective the more they do it until sometimes I have few changes to make.
First place you cursor in your document where you want the table to be. Then Left click on the icon that looks like a mini-table with a blue band at the top--the one without an Excel symbol on it. Hold down the mouse as you draw the size of your chart.
When your chart is the size you want, release the mouse button, and the chart will drop in where your cursor was. Students work together one student creates the table and types in information OR everyone makes their own after agreeing on criteria to label the chart terms to define on one axis and scores on the other and define the criteria for scoring an essay.
At the end of an assignment sequence, you can ask create a short reflection exercise that allows students to reflect upon both their essay and the usefulness of activities in the sequence. Students can type their responses into the document and save the file to an evaluation folder.
How did the process of writing this essay help you to develop as a cinema studies thinker and writer? Did comparing and contrasting two films give you any insight into patterns and shifts in the horror genre?
Which elements of your first draft thesis paragraph, use of evidence, organization, etc. How have those revisions made the essay stronger? Which aspects of the writing process for this essay did you find easy? Which did you find difficult? Please offer a grade for each of your peer reviewers, using the following scale and explaining to what extent each reviewer's comments helped you to revise. Plus: An extremely useful evaluation Check: A mostly useful evaluation Minus: Not very useful overall perhaps not complete.
How did the process of reviewing other writers' work influence your revision process? Was the flexibility of the peer critiquing method paper, Word useful? Do you have any suggestions for organizing the peer critique process for Essay 3? Did issues discussed in the conference and my comments on your paper or Web site help you to revise your work? Which activities and homework responses, brainstorming sheet, discussion of lecture arguments and responses, in-class clip analyses and comparison presentation, essay workshop did you find most and least helpful in writing your first draft?
What types of activities and homework would you like to do in preparation for our next paper, an analytical essay that incorporates research? Word is a powerful program with more features than it is possible to cover in a manual of this scope.
However, the following table highlights some of the features available through Word that are most useful to a writing classroom. More extensive information on how to use these features can be found in the on-line Word Help menu and in the sample exercises in this manual that make use of these features.
Identify all the details or collections details that seem significant, troubling, important, or intriguing to you. These could be images, objects, specific words or phrases, ideas, relations. Mark on the paper as much as you want to—go ahead and underline words and make notes in the margins.
Now, type out a list of the actual phrases or sentences that you have identified, and one by one reflect on what interests you about the details you have chosen.
What is enlightening or puzzling or interesting about them? What seems to be happening—plot-wise—in the story at this point? This is a good time to talk to students about backing up their work.
Close the document and exit Microsoft Word. Show students what will happen if they try to exit the program or close the document without saving it first. The word processing program will prompt students as to whether or not they want to save the changes to their new document. Regardless of how old we are, we never stop learning.
Classroom is the educational resource for people of all ages. Based on the Word Net lexical database for the English Language. See disclaimer. Explore this article To open a new document To make Type a document Save the document Close the document. Challenge students to change the color of the print, insert a graphic or a border or make their type bold or italicized.
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