Operate A Word Processing Application Basic

LG-ITICOR241A OPERATE A WORD PROCESSING APPLICATION (BASIC)
LEARNER’S GUIDE
OPERATE A WORD PROCESSING APPLICATION (BASIC)
Published by
HEART TRUST/NATIONAL TRAINING AGENCY
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This material is protected by copyright. Copying this material or any part of it by any means,
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*** 2004 ***
Version 1 LRDU –FEB. 04

TABLE OF CONTENTS
PAGE
Introduction.......................................................................................................................... 1
Welcome ................................................................................................................... 1
This Competency Unit.................................................................................................... 1
Before You Start ............................................................................................................. 2
Planning Your Learning Programme ............................................................................. 2
Self-Assessment Checklist ............................................................................................. 3
How To Use This Learner’s Guide ................................................................................ 5
Using the Computer and other Resources...................................................................... 6
Method of Assessment.................................................................................................... 7
Element 1: Create Documents .............................................................................................. 8
Self-Assessment Checklist ........................................................................................... 15
Element 2: Customise Basic Settings to Meet Page Layout Conventions ....................... 16
Element 3: Format Document .............................................................................................. 22
Element 4: Create Tables ...................................................................................................... 27
Element 5: Add Images ......................................................................................................... 34

Element 6: Print Word Processing Documents.................................................................. 38

ITICORO0241A OPERATING A WORD PROCESSING APPLICATION (BASIC)
LG-ITICOR0241A
OPERATE A WORD PROCESSING
APPLICATION (BASIC)
INTRODUCTION
Welcome
Welcome to the Learner’s Guide for Unit of Competency “Operate a Word Processing
Application (Basic)”. This is just one of a number of Learner’s Guides produced for the
Information Technology stream of the Information Technology Industry, and it is designed to
guide you, the learner, through a series of learning processes and activities that will enable you to
achieve the specified learning outcomes for the competency unit.
The content of this guide was developed from the Competency Standard ITICOR241A, which is
one of the basic building blocks for the National Vocational Qualification of Jamaica (NVQ-J)
certification within the industry. Please refer to your Learner’s Handbook for a thorough
explanation of standards and competencies, and how these relate to the NVQ-J certification.
You are also advised to consult the Competency Standard and assessment instrument for a better
understanding of what is required to master the competency.
This Competency Unit
“Operate a Word Processing Application (Basic)” addresses the knowledge and skills
requirements to effectively operate a word processing application. There are six main areas or
elements:
Element 1: Create documents
Element 2: Customise basic settings to meet page layout conventions
Element 3: Format document
Element 4: Create tables
Element 5: Add Images
Element 6: Print word processing documents
Version 1 LRDU – FEB. 04 1

As you go through each element, you will find critical information relating to each one. You are
advised to study them carefully so that you will be able to develop the necessary knowledge,
skills and attitudes for operating a word processing application.
Before you start
Before you start this Learner’s Guide, you need to:
a. Obtain a Learner’s Logbook. You will use it to record evidence of your new
skills/competence. As you demonstrate your new skills, record your activities and have your
learning facilitator sign off on them. This will allow you to provide evidence of your
competence when you are being assessed against the competency standard.
b. Ensure that you have access to the facilities and equipment necessary for learning.
c. Ensure that your learning resources are available.
d. Ensure that you are wearing suitable clothing, that tools and equipment are safe, and that the
correct safety equipment is used.
e. Plan your learning programme (see below)
f. Understand how to use this Learner’s Guide (see below)
Planning your learning programme
The self-assessment checklist on the following page will assist you in planning your training
programme and it will help you to think about the knowledge and skills needed to demonstrate
competency in this unit. As you go through the checklist you will be able to find out what
elements you have already mastered and which ones you will need to pay more attention to as
you go through the learning process.
To complete the self-assessment checklist, simply read the statements and tick the ‘Yes’ or ‘No’
box. You should do this exercise now.

Self-Assessment Checklist
Operate A Word Processing Application (Basic)
Element 1 Create documents Yes No
1. I can open documents and add text and symbols ( ) ( )
2. I can add, select, copy, delete or move paragraphs within

a document ( ) ( )
3. I can check and amend documents in accordance with

organisational requirements ( ) ( )
4. I can use manuals, user documentation and on-line help to

overcome problems ( ) ( )
5. I can correctly save documents to directory/folder ( ) ( )
Element 2 Customise basic settings to meet page layout

Requirements Yes No
1. I can change font type, size and colour to enhance the

appearance of the document ( ) ( )
2. I can apply alignment and justification options and line spacing

options ( ) ( )
3. I can accurately modify margin sizes to suit the purpose of

the document ( ) ( )
4. I can demonstrate how to view multiple documents at any

one time ( ) ( )

Element 3 Format document Yes No
1. I can use italics, bold, underline and hyphenation as required ( ) ( )
2. I can correctly demonstrate the use of various tools when

drafting a document ( ) ( )
3. I can accurately close and save documents to disk following

correct procedures ( ) ( )
Element 4 Create tables Yes No
1. I can correctly insert a basic table into a word processing

document ( ) ( )
2. I can appropriately customise cell attributes to meet

formatting and data requirements ( ) ( )
3. I can correctly insert and delete columns and rows as

necessary ( ) ( )
4. I can use borders and other formatting tools according to

organisational style requirements ( ) ( )
Element 5 Add Images Yes No
1. I can correctly insert and customise images and/or graphics

in a document ( ) ( )
2. I can correctly position and resize images to meet document

formatting needs ( ) ( )
Element 6 Print word processing documents Yes No
1. I can accurately preview document in print preview mode ( ) ( )
2. I can correctly select basic print options ( ) ( )
3. I can correctly print information from installed printer ( ) ( )

How did you do?
If you ticked all or most of the ‘Yes’ boxes then you might not need to go through the entire
guide. Ask your learning facilitator to assist you in determining the most appropriate action you
should take.
If you ticked a few of the ‘Yes’ boxes or none at all then you should work through all of the
guide, even though some of the material may be familiar to you.
Plan your learning based on your answers. Be sure to involve your learning facilitator in the
planning process.
How to use this Learner’s Guide
This Learner’s Guide is designed to assist you in working and learning at your own pace.
We suggest that you:
• Go through the sections/elements as they are presented (starting at Section 1)
• Check your progress at each checkpoint to ensure that you have understood the material
• Observe the icons and special graphics used throughout this guide to remind you of what you
have to do and to enhance your learning. The icons and their meanings are as follows:
Complete Assessment Exercise

This exercise requires you to think about the knowledge and skills
that you have or will develop in this competency unit.
Definition Box
Words/phrases are defined or explained in this box. The
words/phrases being explained are in bold print.
Checkpoint
This denotes a brain teaser and is used to check your
understanding of the materials presented. No answers are
provided for the questions asked.

Activity
This denotes something for you to do either alone or with
the assistance of your trainer/supervisor.
Reference
Points you to the reference materials and other support
documents or resources used in compiling the unit content.
• Ask your learning facilitator for help if you have any problems with the interpretation of the
contents, the procedures, or the availability of resources.
• Complete each activity as you come to it. If the activity requires you perform an actual task,
be sure to tell your learning facilitator when you get to that activity so that he/she can make
any arrangements, if necessary.
• Get your learning facilitator to sign and date the Learner Logbook when you have completed
an activity.
• Complete the self-assessment checklist at the end of each section or element.
When you have worked through all elements of the guide, and when you can tick every ‘Yes’
box, you are ready for assessment and should ask your learning facilitator to assist you in making
the arrangements to have your performance assessed.
Using the Computer and Other Resources
Where your activities refer you to the library, computer and Internet resources, ask your learning
facilitator to assist you with locating these resources. If you are getting your training in an
institution, there may be a library and a computer laboratory. If this is not the case, visit the local
library and find out what resources are available.
If you are new to the computer and the Internet, someone in the computer room should be able to
show you how to use these resources.
Please note that in many of your activities you have been referred to information on the Internet.
This is because the Internet has a vast amount of information that can help you in acquiring the
particular competencies. We would like to advise you, however, that we cannot guarantee that
all the sites will be available when you need them. If this happens, ask your learning facilitator
to assist you with locating other sites that have the information you require.

Method of Assessment
Competency will be assessed while you are actually performing the tasks related to this
competency. This may be in a real workplace or a simulated situation that accurately relates to
the work situation. You are advised to consult the associated competency standard for further
details relating to the assessment strategies.
You may now start your learning. Have fun while you work!

ELEMENT 1: CREATE DOCUMENTS
LEARNING OUTCOMES
As you go through this element you need to ensure that you acquire the necessary knowledge,
skills and attitudes to create documents. Your learning facilitator is there to assist you through
the different activities, so that on completion you will be able to:
1. Open document and add text and symbols according to information requirements
2. Add, select, copy, delete or move paragraphs within a document
3. Check and amend text in accordance with organisational and task requirement
4. Use manuals, user documentation and on-line help to overcome problems with document
production presentation
5. Save document to correct directory/folder
DOCUMENT PREPARATION SKILLS
The way in which a document is prepared is an essential part of effective communication in any
business. A document is usually one of the most effective means of passing information to
employees, employers and clients.
Always remember that every document (whether for internal or external communication), is an
opportunity for you to promote a good image of your company.
Word processing software, also called a word processor, allows you to create, save, edit and
format documents in preparation for output. Document output includes printing, displaying on a
monitor, e- mailing, faxing or posting on the Internet.
Word processing software is used to develop documents such as:
• Letters
• Memos
• Reports
• Newsletters
• Web pages
Word processing software has many features to make documents look professional and visually
appealing. You can:
• change the shape and size of characters in headings

• change the colour of characters
• organise text into newspaper-style columns-incorporate audio clips, video clips, and
many types of graphical images and tables

Popular word processing software includes:

• Microsoft Word
• Microsoft Works
• Corel WordPerfect
NB: The information in this Learner Guide assumes a Windows operating system. If you
have another system, please consult with your learning facilitator.
Open Documents and Add Text and Symbols
The first step in creating a document is to open a blank page so you can begin typing. With most
applications, a blank page will automatically appear when you start the application. If you are
using Microsoft Word, for example, double clicking on the Word icon, will start the programme
and a blank page will appear on the screen. You are now ready to add text and other symbols as
required.
You should note, however, that the creation of a document involves several sequential steps:
1. Planning - This first step involves understanding the purpose of your document and
its contents.
2. Entering - Having planned your document, you can begin entering the contents by
typing in the text and other symbols as noted above.
3. Editing -- Making changes to your document is known as editing. This is the stage at
which you correct spelling and or grammatical errors and otherwise revise the content
of your document by adding or deleting information.
4. Formatting - Making your document visually appealing and more readable is called
formatting. This can be done during entering or close to when you are completing the
document.
5. Printing - The final step is to print a hard copy of the document. It includes
previewing the document on screen as it will appear when printed. Previewing the
document allows you check the document’s overall appearance and to make any final
changes needed before printing.
Here are some important points that you must note when creating a document:
• Identify source for data to be entered

• Accuracy and speed is of utmost importance
• Always use a new document for different tasks/assignments
• Text should be typed in accordance to grammar specification.
• Symbols should be placed in the appropriate places only in the document

ACTIVITY
Ask your learning facilitator to have you and your colleagues

demonstrate entering text.
In undertaking this assignment did you consider speed and accuracy?
MANIPULATION OF PARAGRAPHS IN A DOCUMENT

(Adding, Selecting Copying, Deleting or Moving Paragraphs within a Document)
For you to effectively manipulate paragraphs within a document there are some very important
word processing skills which you must master:
• How to insert paragraphs in a existing document

• How to select a paragraph
• How to copy and paste text
• How to cut and paste text
TIP: The placement of the cursor is very important when manipulating a paragraph.
Refer to: http://baycongroup.com/wlesson4.htm#find

http://www.compusmart.ab.ca/alummis/beginnerword
ACTIVITY
Ask your learning facilitator to assist you in practicing

manipulation of paragraphs.

CHECKPOINT
Can you name the steps for copying or moving a paragraph

within a document?
CHECK AND AMEND TEXT
Before a document is presented, it must be checked and amended in accordance with

organisational and task requirements. To amend a document is to edit it.
Checking the document means using the following tools:

• Spelling and Grammar check
• Thesaurus
• Auto correct
• Find and Replace
• Auto text
ACTIVITY
Define the terms listed above. Ask your learning facilitator to

check them for you.
Refer to: http://www.baycongroup.com

CHECKPOINT
What is the value of the spelling and grammar check?
USE DIFFERENT HELP FEATURES
You will need to use different sources to help you overcome problems when preparing a
document, for example:
1. Microsoft manuals – these usually come with the software and provide details of
2. Websites – Many search engines are available for your assistance. Ask your learning
facilitator to guide you.
3. The office assistant - This feature is accessed by selecting Help from the Menu Bar and
selecting the office assistant. Follow the instructions provided thereafter.
ACTIVITY
Define the term search engine and identify at least 3. Identify

a problem and with the help of your learning facilitator, find a
solution using a search engine of your choice.
CHECKPOINT
Identify three methods that help you to prepare documents.

Share your answers with your learning facilitator.

SAVING DOCUMENTS TO DIRECTORY/FOLDER
DIRECTORY In word processing, to save means to store, or

preserve, the electronic files of a document
An orgnisational unit, or container, permanently on diskette, hard disk or magnetic tape.
used to organise folders and files into As you create a new document or edit an existing one,
a hierarchical structure. You can the input and changes are displayed onscreen and are
think of a directory as a file cabinet stored in your computer’s memory. To create a
that contains folders that contain permanent copy of your document, you must save it
files. Many graphical user interfaces as a file on a disk. As a safeguard against losing your
use the term folder instead of work, if there are power interruptions or other kinds,
directory. Word automatically save as you are working.
Documents that are saved are automatically stored in
a special format and location until you save them.
When you re-start Word after power failure or other problem that happened before you saved
your document, Word opens all automatically saved documents so that you can save them.
Although Word creates automatic backup files while you are working, you must still save your
work frequently.
The organising of files into directory/folder is very critical in the storage of files. This usually
allows the easy retrieval of these files for future use.
To save documents to directory/folder the following must be known:
• How to save a document

• How to create a directory/folder
• The copying of a file into a directory/folder
CHECKPOINT
What is the difference between a folder and a directory?
ACTIVITY
Ask your learning facilitator to assist you in practising how to

save documents in directory/folder.

Refer to:
Cashman Vermatt, Shelly, Microsoft Word 2000, Thomson Learning, Project
WD1.27-1.28

ARE YOU READY TO PROVE YOUR COMPETENCY?
Now that you have completed this element, see whether you have fully grasped all the components by doing
the following Self Assessment.
Checklist 1 Yes No
1. I understand how to open documents and add text and symbols

according to information requirements ( ) ( )
2. I can explain how to add, select, copy, delete or move paragraphs

within a document ( ) ( )
3. I understand how to check and amended in accordance with

organizational and task requirements ( ) ( )
4. I understand how to use manuals, user documentation and on-line

to overcome problems with document production presentation
( ) ( )
5. I know how to save documents to the correct directory/folder ( ) ( )
Checklist 2 Yes No
1. Opening of documents and the addition of text and symbols

are done according to information requirements ( ) ( )
2. Paragraphs are added, selected, copied, deleted or moved

within a document ( ) ( )
3. Text is checked and amended in accordance with organizational

and task requirement ( ) ( )
4. Manuals, user documentation and one-line help are used to

overcome problems with document production presentation. ( ) ( )
5. Document is saved to correct directory/folder ( ) ( )

ELEMENT 2: CUSTOMISE BASIC SETTINGS TO MEET PAGELAYOUT

CONVENTIONS
LEARNING OUTCOME
skills and attitudes to customize basic settings to meet page layout conventions. Your learning
facilitator is there to assist you through the different activities, so that on completion you will be
able to:
1. Change font type, size and colour to enhance the appearance of the document
2. Apply alignment and justification options and line spacing according to document
formatting requirements
3. Modify margin sizes to suit the purpose of the documents
4. Demonstrate how to view multiple documents at any one time
CUSTOMISING BASIC SETTINGS
Every Word document is based on a document template which is a document file that includes
predefined settings that can be used as a pattern to create many common types of documents.
Software comes from the manufacturers with default settings. Default settings are the settings
automatically used by a programmee unless the user specifies otherwise, thereby overriding
them. For example, most word processing programmes will automatically prepare a document
single-spaced, left-justified, with 1-inch right and left margins unless you alter these default
settings.
It was pointed out earlier that planning is an essential part of creating a document. Depending on
the nature of the document that you will be creating, it may be necessary for you to change the
default (basic) settings to be consistent with the conventional page layout for that particular
document. For example, the format of a resume would be different from the format of a report.
Legal documents, such as leases and sales agreements, have a different format to a letter.
The following list highlights some of the changes you may have to make to the default settings to
customize your document.
Types of Formatting Features
• Font Style
• Font type
• Font Size
• Text colour
• Borders and patterns

For more information use the following:
Refer to: Williams Delize and Delroy, CXC lecture series MSWord 2000 and
Windows, LMH Publishing House, pages 37-41
CHECKPOINT
What is the difference between font style and font size?
ACTIVITY
Practise using the features above, in the document you are

working on. Ask your learning facilitator to assist you. Have
the changes enhanced the appearance of your document?
ALIGNMENT, JUSTIFICATION AND LINE SPACING OPTIONS
It is important to understand that the setting of page layout conventions will enhance the
presentation of a word processing document.
To do this you must know the types of alignment and line spacing options that meet the
convention of the document you are preparing. The following options are available:

Alignment Options
• Align right
• Align left
• Center
• Justify
Line Spacing Options
• Single
• 1.5 lines
• Double
• At least
• Exactly
• Multiple
CHECKPOINT
Can you list the number of ways in which a paragraph can be

aligned?
ACTIVITY
Find 3 different documents that require the different types of

page layout conventions, and create these documents. Ensure
that all options of page layout conventions are followed.

SELECTING MARGIN SETTINGS
Setting appropriate margins is said to be the most important feature in preparing a word
processing document. This is so, because it gives your document a balanced look thereby
enhancing the presentation of your document. Once again, you must be mindful of the type of
document that you are preparing as this is an important consideration when setting your margins.
In order to effectively select margin settings within a document there are some very important
word processing features, which you must know:
• Page setup
• Increase or decrease margin
Refer to: Cashman Vermatt , Shelly, Microsoft Word 2000, Thomson Learning,
Project WD1.29-1.31
CHECKPOINT
What are some of the consequences if you fail to set document

margins?
What are the necessary steps to select margins?
ACTIVITY
Ask your learning facilitator to show you how to adjust margin

settings.

VIEWING MULTIPLE DOCUMENTS
You will have many instances when you will need to view multiple documents at any one time.
Mastering this procedure gives you the advantage of being able to manipulate and manoeuvre
between documents for cutting, copying and pasting as well as to see reference material in other
documents. Your computer’s memory may limit the number of documents you can have open.
The techniques available include the following:
• Know how to open more than one document

• Copying or moving text between documents
• Fitting more that one document window on the screen
• Minimizing and restoring documents
NB: Although you can have multiple document windows at the same time, only one can be
active. The active window is the window that you are working in and is the only one
affected by the commands you use.
ACTIVITY
Ask your learning facilitator to assist you in practising viewing

multiple documents.
Note: Multiple windows can be viewed from the desktop (See object below)

Now that you have completed this element, check to see whether you have fully grasped all the components
by doing the following self assessment.
Checklist 1 Yes No
1. I understand how to change font type, size and colour to

enhance the appearance of the document ( ) ( )
2. I can explain how to apply alignment and justification options

and line spacing according to document formatting requirements ( ) ( )
3. I know how to modify margin sizes to suit the purpose

of the document ( ) ( )
4. I understand how to view multiple documents at any one time ( ) ( )
Checklist 2 Yes No
1. Font type, size and colour are changed to enhance the appearance
of the document ( ) ( )
2. Alignment and justification options and line spacing are applied

according to document formatting requirements ( ) ( )
3. Margin sizes are modified to suit the purpose of the document ( ) ( )
4. Ability to view multiple documents at any one time is

demonstrated ( ) ( )

ELEMENT 3: FORMAT DOCUMENT
LEARNING OUTCOMES
skills and attitudes to format documents. Your learning facilitator is there to assist you through
the different activities, so that on completion you will be able to:
1. Use toggle keys and hyphenation as required and within organization guidelines
2. Use various tools correctly throughout the drafting of a document
3. Save and close documents to disk following correct procedures
TOGGLE KEYS AND HYPENATION
Formatting a document means determining its appearance to make it more readable and
attractive. You have several choices. The use of toggle keys (icons used to change the format of
text), and hyphenation tools will help you to create documents that are balanced and professional
in appearance.
Read up and make notes on hyphenation and toggle keys in the following text:
Refer to: Cashman Vermatt , Shelly, Microsoft Word 2000, Thomson Learning,
Project WD1.29-1.31
CHECKPOINT
• On what toolbars are the toggle keys and hyphenation

found?
• What are toggle keys? What purpose do they serve?
• What is the purpose of the hyphenation feature? Why is it
used?

USE OF VARIOUS TOOLS
In addition to bold, italics and underline, there are many other text formatting tools available for
you to add interest or emphasis to your document. These include:
• Strikethrough
• Superscript
• Subscript
• Hidden
• Small Caps
• All Caps
• Colour
• Bullets and Numbers
• Indents
Use the following reference to help you understand these formatting tools:
Refer to: O’Leary Timothy and Linda (1996), Windows 95, McGraw Hill,
WP 84-WP95
CHECKPOINT
1. What is the effect on your document of the 4 types of

indent?
2. How would you create an itemized list?
3. How does the use of bulleted and numbered lists enhance
the appearance of your document?
ACTIVITY
Ask your learning facilitator to assist you in practising using

the text tools noted above.

Note: Other tools are also available through the use of the insert option
(See object below)
CLOSING AND SAVING DOCUMENTS TO DISK
In addition to saving your document as you work, you will also need to save the finished
document to disk. Saving your document to disk in addition to the hard drive is to “back-up”
your work. This means that should your hard drive crash, you would not lose your information
because you had it stored on disk.
ACTIVITY
Ask your training facilitator to assist you in practising closing

and saving documents to various disks.
CHECKPOINT
What is the difference between save and save as?


The object to the left shows how to close a window. The object to the right shows how to
save to a disk

Now that you have completed this element, check to see whether you have fully grasped all the
components by doing the following Self Assessment.
Checklist 1 Yes No
1. I understand how to use italics, bold, underline and

hyphenation as required and within organizational guidelines
( ) ( )
2. I know how to use various tools when drafting a document ( ) ( )
3. I can explain the correct procedures for closing and saving

documents to disk ( ) ( )
Checklist 2 Yes No
1. Italics, bold, underline and hyphenation are used as required

and within organisational guidelines ( ) ( )
2. Various tools are used correctly throughout the drafting of a

document ( ) ( )
3. Closing of documents and saving of documents to disk follows

correct procedures ( ) ( )

ELEMENT 4: CREATE TABLES
LEARNING OUTCOMES
skills and attitudes to create tables in a document. You learning facilitator is there to assist you
through the different activities, so that on completion you will be able to:
1. Insert basic table into a word processing document using the correct procedures
2. Appropriately customise cell attributes to meet formatting and data requirements
3. Insert and delete columns and rows as necessary
4. Appropriately use formatting tools according to organizational requirements
INSERT BASIC TABLE
A table displays information in rows and columns. Rows run horizontally and columns run
vertically. The place at which a row and column intersects is called a cell and its position a cell
address. Data or other information is entered in these cells.
Cell A1
Cell B2
Cell C3
Cell D4
Tables are a very effective tool for presenting information. The table layout organises the
information for the reader and significantly reduces the number of words he/she have to read to
interpret the data. You should use tables whenever it is appropriate so as to make your
documents easier to read.
Read the text noted below for information on how to insert a basic table into a document using
the correct procedures.
Refer to: Cashman Vermatt, Shelly, Microsoft Word 2000, Thomson Learning
Project WD3.52-53

CHECKPOINT
Can you list the procedures for inserting a table into a word
processing document?
2. Match the following
1. Cell __________ a. data that runs horizontally in a table

2. Table __________ b. data that runs vertically in a table
3. Column __________ c. intersection of a row and a column in a table.
4. Row __________ d. display of data that contains rows and columns
ACTIVITY
Ask your learning facilitator to observe you insert a table into

a document.
CUSTOMISE CELL ATTRIBUTES
Having inserted a basic table into your document you may have to customize the cell attributes to
meet formatting and data requirements. For example, a cell that holds someone’s full name
would need more space than the column holding his age.
Below are some terms/functions with which to become familiar:
• Split cells: to divide a cell into additional rows or columns

• Merge cells: the join of more than one cell, so they appear as one
• Use text direction: to alter the orientation of text in a cell
• Insert cell: to insert cell in a table
• Delete cell: to delete cell from table
• Select cell: to choose a text for formatting

ACTIVITY
Ask your learning facilitator to assist you in practising

customising cell attributes.
Refer to: Cashman Vermatt, Shelly, Microsoft Word 2000 Thomson Learning,
Project WD4.53&4.50
Note: The object below will guide you in customising cells.
MANIPULATING ROWS AND COLUMNS
In constructing a table many manipulations may be necessary. As in other applications you will
also have to edit your table which means you may have to add or delete cells in your table. You
may find that you need or no longer need a row or column. This means that you must learn the
mechanics of manipulating rows and columns very well in order to function efficiently. You
must know how to:
• Insert a column in its appropriate section of a table

• Insert a row in its appropriate section of a table
• Delete a column from a section of a table
• Delete a row from a section of a table

ACTIVITY

inserting and deleting rows and columns.
Note: The object below will assist you in inserting and deleting rows or columns.
BORDERS AND OTHER FORMATTINGTOOLS
Several formatting tools are available to enhance the readability and clarity of your document.
These features give you the advantage of deciding how best to present a table in a document.
The applications available are:
• Borders
• Shading
• Auto format
TIP: Follow your organization’s requirements and customs

ACTIVITY
Ask your learning facilitator to assist you in practicing the use

of borders and formatting tools.
Refer to: Cashman Vermatt, Shelly, Microsoft Word 2000, Thomson Learning,
Project WD4.51
NOTE: The object below show how to use borders and other formatting tools

CHECKPOINT
If you did not use the Table Wizard, describe the process you
would use to create and design a table. Ask your learning
facilitator to verify the accuracy of your answer.

components by doing the following Self Assessment.
Checklist 1 Yes No
1. I know how to correctly insert a basic table into a word

processing document ( ) ( )
2. I can explain the appropriate way to customize cell attributes

to meet formatting and data requirements ( ) ( )
3. I know how to correctly insert and delete columns and rows

as necessary ( ) ( )
4. I know how to use borders and other formatting tools

according to organizational style requirements ( ) ( )
Checklist 2 Yes No
1. Basic table is inserted into a word processing document using

the correct procedures ( ) ( )
2. Cell attributes are appropriately customized to meet

formatting and data requirements ( ) ( )
3. Columns and rows are inserted and deleted as necessary ( ) ( )
4. Borders and other formatting tools are appropriately used

according to organisational style requirements ( ) ( )

ELEMENT 5: ADD IMAGES
LEARNING OUTCOMES
skills and attitudes to add images to a document. You learning facilitator is there to assist you
through the different activities, so that on completion you will be able to:
1. Insert images and/or graphics into a word processing document and customise according
to requirements
2. Ensure that mages and /or graphics are positioned and resized to meet the word
processing document formatting needs
INSERT IMAGES/OR GRAPHICS INTO A WORD PROCESSING DOCUMENT
GRAPHICS: A term used to describe

non-text elements, such as drawings
and pictures that can be added to a
document to represent data or add
visual interest.
TIP: Add graphics to your documents to help the reader understand concepts, to add
interest and to make your documents outstanding.
A graphic object can be a simple drawing object comprising shapes, such as lines and
boxes that can be created using the Drawing toolbar.
A picture is an illustration created by combining lines, arcs, circles and other shapes.
Pictures can be created by using graphic applications such as ‘Paint’ or by using the
features on the Drawing toolbar. Pictures using other applications are stored as graphic
files.
A graphic can be added to your document by copying it to the Clipboard and then pasting a copy
of it into the document. You can also add a graphic by importing the file into the document.
You can also place a graphic object anywhere on a page just as you would text. The graphic
object can then be manipulated and customized as required.

ACTIVITY

inserting and customizing images/graphics.
Refer to: Cashman Vermatt, Shelly, Microsoft Word 2000, Project WD1.43-461
POSITIONING AND RESIZING IMAGES
Having placed a graphic image into your text, you can re-size it by scaling the object, that is,
changing its proportions, or by cropping (cutting off any part of the picture). You can also
change the location of the image in the document, align it with the margins; add captions or a
border. You can also add borders and shading to add special effects.
If you want to be able to move the image freely on the page, you need to add a frame around the
graphic.
• Position the image by selection that section of the document

• Resize an image by selecting the image
CHECKPOINT
Fill in the blanks.
1. Non-text elements such as drawings and pictures are called ___________

2. An invisible box surrounding an image is a _______________________
3. I can re-scale an object by __________________ _________________
4. Some other manipulations that I can accomplish with my image
are________________________________________________

ACTIVITY

positioning and resizing images/graphics.
Note: Use the control boxes around the image to resize and position the image.
Project WD1.46-48

components by doing the following self-assessment.
Checklist 1 Yes No
1. I understand how to insert and customize images and/or

graphics in a word processing document and customise
according to requirements ( ) ( )
2. I know how to position and resize images in a word processing

document to meet formatting needs ( ) ( )
Checklist 2 Yes No
1. Images and /or graphics are inserted in a word processing

document according to document according to requirements ( ) ( )
2. Images are positioned and resized to meet the word processing

document formatting needs ( ) ( )

ELEMENT 6: PRINT WORD PROCESSING DOCUMENTS
LEARNING OUTCOMES
As you go through this element you need to ensure that you acquire the necessary skills and
attitudes to print a word processing documents. You learning facilitator is there to assist you
through the different activities, so on completion you will be able to:
1. Preview document using print preview mode

2. Correctly select basic print options
3. Print from installed printer
PREVIEW DOCUMENT
The preview of a document shows multiple pages (of the document) in a reduced size. This view
allows you to check its layout before it is printed. You are then able to make any editing and
formatting changes while previewing and then print from the preview screen before printing.
To preview document the following you must know:
• How to select the print preview mode

• How to make adjustment to the print preview mode
ACTIVITY
Ask your learning facilitator to assist you in practising using

the print preview mode.
Project WD3.24-26

Note: The object below display the print preview mode

SELECT PRINT OPTIONS
Most word processing software gives you several options for printing. For example, you can
print several copies of a document. You can print individual pages or a range of pages. (See table
below).
The Print icon on the Standard toolbar will allow you to send the document directly to the printer
or you can access this function through the File Menu. To check the print settings, you need to
use the Print command on the File menu.
The print option gives you the following range options
Option Action
All Prints the entire document
Current page Prints selected page or the page the insertion point is on
Pages Prints the pages you specify by typing page numbers in
text box
Selection Prints selected text only, e.g. odd or even pages
ACTIVITY

selecting the print options.
Note: The object below displays the print option window
Refer to: Cashman Vermatt, Shelly, Microsoft Word 2000, Thomson Learning,
Project WD3.24-26

SELECTING INSTALLED PRINTER
Understanding how to select the installed printer is important. Since most organisations’ printer
is on a network it gives the user the choice of printing the document from a printer of the user’s
choice. Having done all of the above you are ready to print your document.
NOTE: The object below display how to select an installed printer
ACTIVITY:
Ask your training facilitator to assist you
to select the print option and print your document.

Now that you have completed this element, check to whether you have fully grasped all the
components by doing the following self-assessment.
Checklist 1 Yes No
1. I understand how to preview document in print preview mode ( ) ( )
2. I understand how to select basic print options ( ) ( )
3. I know how to print information from installed printer ( ) ( )
Checklist 2 Yes No
1. Document is previewed in print preview mode ( ) ( )
2. Correct basic print options are selected ( ) ( )
3. Information is printed from installed printer ( ) ( )

Operate A Word Processing Application Basic

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LG-ITICOR241A OPERATE A WORD PROCESSING APPLICATION (BASIC)

HEART TRUST/NATIONAL TRAINING AGENCY

Learning Management Services Department

*** 2004 ***

Version 1 LRDU –FEB. 04

Element 1: Create Documents .............................................................................................. 8

Self-Assessment Checklist ........................................................................................... 15

Element 2: Customise Basic Settings to Meet Page Layout Conventions ....................... 16

Self-Assessment Checklist ........................................................................................... 21

Element 3: Format Document .............................................................................................. 22

Self-Assessment Checklist ........................................................................................... 26

Element 4: Create Tables ...................................................................................................... 27

Self-Assessment Checklist ........................................................................................... 33

Element 5: Add Images ......................................................................................................... 34

Self-Assessment Checklist ........................................................................................... 37

Version 1 LRDU –FEB. 04

Element 6: Print Word Processing Documents.................................................................. 38

Self-Assessment Checklist ........................................................................................... 42

Version 1 LRDU –FEB. 04

This Competency Unit

Element 1: Create documents

Element 2: Customise basic settings to meet page layout conventions

Element 3: Format document

Element 4: Create tables

Element 5: Add Images

Element 6: Print word processing documents

Version 1 LRDU – FEB. 04 1

Before you start

Before you start this Learner’s Guide, you need to:

c. Ensure that your learning resources are available.

e. Plan your learning programme (see below)

f. Understand how to use this Learner’s Guide (see below)

Planning your learning programme

Version 1 LRDU – FEB. 04 2

Element 1 Create documents Yes No

1. I can open documents and add text and symbols ( ) ( )

2. I can add, select, copy, delete or move paragraphs within

3. I can check and amend documents in accordance with

4. I can use manuals, user documentation and on-line help to

5. I can correctly save documents to directory/folder ( ) ( )

Element 2 Customise basic settings to meet page layout

1. I can change font type, size and colour to enhance the

2. I can apply alignment and justification options and line spacing

3. I can accurately modify margin sizes to suit the purpose of

4. I can demonstrate how to view multiple documents at any

Version 1 LRDU – FEB. 04 3

Element 3 Format document Yes No

1. I can use italics, bold, underline and hyphenation as required ( ) ( )

2. I can correctly demonstrate the use of various tools when

3. I can accurately close and save documents to disk following

Element 4 Create tables Yes No

1. I can correctly insert a basic table into a word processing

2. I can appropriately customise cell attributes to meet

3. I can correctly insert and delete columns and rows as

4. I can use borders and other formatting tools according to

Element 5 Add Images Yes No

1. I can correctly insert and customise images and/or graphics

2. I can correctly position and resize images to meet document

Element 6 Print word processing documents Yes No

1. I can accurately preview document in print preview mode ( ) ( )

2. I can correctly select basic print options ( ) ( )

3. I can correctly print information from installed printer ( ) ( )

Version 1 LRDU – FEB. 04 4

* 2004 *