Methods of learning how to use microsoft word

Kyle Pew delivers a comprehensive overview of Microsoft Word in his video course. This is a paid resource, but well worth the cost. Students love his course, making it one of the highest rated and bestselling courses on Udemy. We love Kyle Pew here at Webucator as well. So much so that Kyle is one of our top go-to instructors for onsite Microsoft Word Classroom Training.

This detailed 2-hour free video covers the most popular features of Word. If you open the video description, you will see clickable bookmarks to take you to specific modules like formatting, charts, mail merge, macros, and more. Tutorials at Microsoft. You can get fast accurate information about using Microsoft Word right at Microsoft. Visit the Microsoft site to find written, step-by-step instructions along with how-to videos.

Microsoft offers everything from the basics like formatting text, to more specific information such as using Word for school and improving accessibility.

Live online training brings the instructor-led classroom experience to anyone with a computer and an internet connection. Almost all Microsoft Training companies offer instructor-led online training now.

Webucator was one of the first Microsoft partners to deliver all of our Microsoft classes in an instructor-led online format. Join a live instructor in a WebEx classroom. The training feels just like a traditional classroom experience. You chat with the instructor and the other students, participate in hands-on exercises, and ask questions at any time. Everyone connects by calling in on their phone, using their computer speakers, or using a webcam.

To keep everyone engaged and active in the class, we strive for a small class size — less than 10 students. The trainer. Talk with the trainer before your class and look for a solution where you can have continued access to the trainer after the class.

At Webucator, we encourage students to email questions to the instructor after their training. Our instructors often will hear from a student long after their training, and they are always happy to help!

Although online resources like video courses and tutorial sites have flooded the market, many professionals still prefer learning from a live instructor. Most training centers have moved away from the traditional classroom delivery to live online formats instead. If you live near a large city, you might find a nearby training center that offers in-person public Microsoft Word classes.

A local college or a university might also provide Microsoft Word classes as part of their professional development catalog. Contact the companies that come up. Be sure to confirm that the trainer would be physically in the classroom with you. Some centers will have you come into a classroom near you, but you will actually end up watching the class from one of their computers, with the instructor in a different location. If at least 8 people at your company need Microsoft Word Training, try bringing the instructor to your office to deliver a class.

It should appear as a single paragraph. Read carefully through the summary Word created. Does it seem accurate? Does the abstract read smoothly or is it choppy, abrupt or confusing? Pretend, for a moment, that this was not computer generated, but something written by you to be submitted for instance on the class Web page.

Critique the abstract in the space below. Would you submit this abstract as representative of your paper and your writing?

Why or why not? How would you revise it? Reread the summary. Keep playing with the percentage until you have what you consider to be the best 'raw material' for an abstract of your paper. You will be editing and revising this, don't worry if you have to include extra material to get in all the ideas you want to include. Cut and paste the text from your abstract here.

Percentage: Abstract:. You are going to revise this material in a moment, but first, take a look at exactly what parts of your paper the computer selected to create your abstract. To do this, return to your paper file and click OK to clear away the summary and return to the argument itself. Select AutoSummarize again, but this time, select the option to hightlight key points and click OK.

Set the percentage control window to the same percentage you used to create your abstract. Scroll through your paper and observe what parts of your paragraphs--and how much of the paragraphs-- the computer is using. How much 'other' material did you have to include to get a complete outline of your argument? Did the computer skip over some of your topic sentences and conclusions? Comment on the patterns you notice and reflect on what they might suggest.

Now cut and paste the raw material above into the box below and revise it into a concise and accurate abstract for your paper. Your abstract should be no more than sentences approximately 1 to 2 sentences per paragraph. It should provide a reader with a quick summary of all your main points, and the ideas should 'flow' together smoothly. It should not read like a list.

It should read like an overview of an argument. Revised Abstract:. When you are done, print out a copy of this page only this page. You will be giving a copy of your paper and your abstract to a peer partner to review.

Word offers a range of powerful tools to help workshop writing, especially when used in conjunction with the overhead projector. Word allows you to highlight text in different colors, track editorial changes made to a document, or move text around in order to try out a variety of organizational or stylistic strategies. Students participated in the following writing workshop during the class preceding the final draft due date.

The essay assignment asked students to analyze a single scene from one of three early horror films, focusing on the narrative and cinematic elements at play in the scene. The excerpts represented the three main problems students had with their drafts: their paragraphs tended to be diffuse discussing several technical elements that served different functions; paragraphs often had little discernible connection to the thesis; and formal film terminology was absent or misused.

As they viewed the projected essay excerpts, the class analyzed weaknesses and developed strategies for revision. During the workshop, students asked to view the linked clips to confirm details or to point out cinematic elements the writer had missed.

Explanation of Highlighting: The yellow highlighting marks a passage connected with the first part of the thesis--that technical elements of the scene separate Dracula and Van Helsing from the other characters. Although the passage suggests that a pattern of alternating close-ups distinguishes these two characters from other characters in the scene, the class thought that the idea needed further explication, perhaps in another paragraph.

The green highlighting indicates an idea that the class thought detracted from the analysis in the rest of the paragraph. The blue highlighting marks a passage the class viewed as connected to the thesis. Students suggested that the writer make this passage the focus of the paragraph. They also suggested that the writer connect the editing of the close-ups and the issue of knowledge. Van Helsing's growing knowledge is conveyed through editing, and it is this knowledge that pits him against Dracula.

I knew how severe I had been and how bad things had been. The one who is doing his work and getting satisfaction from it is not the one that poverty bothers. I thought of bathtubs and showers and toilets that flushed as things that inferior people to us had or that you enjoyed when you made trips, which we often made. There was always the public bathhouse down at the foot of the street by the river. My wife had never complained once about these things any more than she cried about Chevre d'Or when he fell.

She had cried for the horse, I remembered, but not for the money. I had been stupid when she needed a grey lamb jacket and had loved it once she had bought it. I had been stupid about other things too. It was all part of the fight against poverty that you never win except by not spending. Especially if you buy pictures instead of clothes. But then we did not ever think of ourselves as poor. We did not accept it. We thought we were superior people and other people that we looked down on and rightly mistrusted were rich.

It had never seemed strange to me to wear sweatshirts for underwear to keep warm. It only seemed odd to the rich. We ate well and cheaply and drank well and cheaply and slept well and warm together and loved each other.

And everyone stared at me. 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.

Word is designed to help you create professional-quality documents. Word can also help you organize and write documents more efficiently. When you create a document in Word, you can choose to start from a blank document or let a template do much of the work for you. From then on, the basic steps in creating and sharing documents are the same.

And Word's powerful editing and reviewing tools can help you work with others to make your document great. Tip: To learn about new features, see What's new in Word Word templates come ready-to-use with pre-set themes and styles.

All you need to do is add your content. Each time you start Word, you can choose a template from the gallery, click a category to see more templates, or search for more templates online. When you open a document that was created in earlier versions of Word, you see Compatibility Mode in the title bar of the document window. You can work in compatibility more or you can upgrade the document to use Word To save your document online, choose an online location under Save As or click Add a Place.

When your files are online, you can share, give feedback and work together on them in real time. Note: Word automatically saves files in the.

To save your document in a format other than. To save your document as you continue to work on it, click Save in the Quick Access Toolbar. Open your document in Read Mode to hide most of the buttons and tools so you can get absorbed in your reading without distractions. Note: Some documents open in Read Mode automatically, such as protected documents or attachments. Press page down and page up or the spacebar and backspace on the keyboard.

You can also use the arrow keys or the scroll wheel on your mouse. Word marks all additions, deletions, moves, and formatting changes. Read Track changes to learn more. All in one place, you can see how your document will look when printed, set your print options, and print the file.

Under Print , in the Copies box, enter the number of copies you want. Under Settings , the default print settings for your printer are selected for you. If you want to change a setting, just click the setting you want to change and then select a new setting.

For details, see Print a document. For more on the fundamentals of using Word, see What's new in Word With Word for the web, you use your web browser to create, view, and edit the personal documents that you store on OneDrive. If your organization or college has a Microsoft plan or SharePoint site, start using Word for the web by creating or storing documents in libraries on your site.

Save changes. Word saves your changes automatically. Look on the status bar at the bottom left corner of Word for the web. It will either show Saved or Saving. Because your document is online, you can share it by sending a link instead of an email attachment.

People can read it in their web browser or mobile device. Type and format text, add pictures, adjust the layout of the page, and more. For more advanced editing, click Open in Word.

To work together in Word for the web, you edit a document as you normally would. If others are also editing it, Word for the web alerts you to their presence. You can see everyone who is currently working in the document by clicking in the ribbon.