Microsoft Word is a text editor that can be part of the Microsoft Office suite or a separate program installed on your computer. The program can be used to write letters and various types of documents, which may include graphics and images. This guide explains how to open Microsoft Word, launch, create and save a new document using the Windows 7 operating system.
Do not be afraid that something may not work out or go wrong. This program was created for users, and it is thought out to the smallest detail so that you can use it as conveniently as possible. And of course, in every business, the main thing is training, do not be afraid to make mistakes. If you accidentally clicked in the wrong place, there is always a curved arrow in the upper left corner that allows you to undo the last action. You can also do this using the keyboard shortcut Ctrl and Z.
The last piece of advice before starting the detailed instructions for using the Windows text editor is . This is especially important when working with voluminous texts or serious documentation. Anything can happen: they can turn off the electricity, the laptop can be discharged and turn off, and no one is safe from breakdowns. Losing important files and then spending hours recovering them is not the most pleasant thing to do. All you need is to click on the floppy disk in the upper left corner from time to time.
The program can be found in the Start menu under "Microsoft Office". Follow these step-by-step instructions to launch a document in Microsoft Word.
Program navigation
How to select (highlight) text
Selecting or highlighting text allows you to change the selection in terms of style, font and/or color, and even replace words if necessary. Follow these step-by-step instructions to select text in a document.
Step 1. The mouse is used to select text. As you move, the pointer will change.
Step 2. Move the pointer to the beginning of the required fragment. Click and hold the left mouse button. As you do this, move the pointer to where you want to stop the selection. As you move the mouse, the text will be highlighted. When you have finished your selection, release the left mouse button.
The selected text can now be formatted or modified.
You can copy text using the Ctrl+C keys. Delete text - Backspace.
Changing the size and font
The following actions can help make your text more interesting and attractive. The text can be changed in different ways.
Text alignment
Sometimes the created document may require a different arrangement of paragraphs. By default, text is left-aligned. However, text can be aligned both right-aligned and centered.
On a note! Select all text Ctrl + A.
You can change the selected text using a combination of keyboard shortcuts, which is sometimes easier:
- Center - select the text, press Ctrl + E.
- Right - Ctrl + R.
- Fit Width - Ctrl + J.
- Align left - Ctrl + L.
How to make text bold, italic, or underlined
The ability to change the font style can make your document more interesting. Different text styles, such as bold or italic, can make it stand out. Underlining can be useful for headings.
- bold - Ctrl + B;
- italics - Ctrl + I;
- underline - Ctrl + U.
Copy and paste
There is no need to talk about the importance of these two functions. They significantly save our time, allow us to insert without retyping it, as it was in the days of typewriters.
You can also do this using hotkeys. Everything is the same as last time: press Ctrl and C at the same time to copy the text, and Ctrl and V to paste.
How to create a numbered or bulleted list
Using numbered or bulleted lists can help highlight items or show important steps, hierarchy, or sequence of something.
To stop adding new elements and return to standard text, click the numbering icon again at the top of the document.
The bulleted list is created in the same way, the only difference is 1 step. Instead of the "Numbering" button, click on the "Markers" button, it is located to the right.
There is another way to create a list. First, the user enters all the items in the list, each necessarily on a new line. When all the items are typed, select them all and click either on the numbering or on the markers, depending on which list you need.
You will get the same result. These are different ways and there is no right or wrong, the main thing is that the goal is achieved. Use the method that is convenient for you.
They help to structure information, present it in a more presentable form. This skill is indispensable.
- Step 1. On the top toolbar, go to the "Insert" tab.
- Step 2 Click on the table icon. A window will open in front of you in which you need to select the number of cells. You can do this by entering the numbers manually. To do this, on the panel that appears, click on the "Draw Table" area.
You just have to fill in the fields. If you suddenly need additional rows or columns, you do not have to redo it entirely. Left click in the table area. In the menu that appears, click "Insert" and select the appropriate option.
This basic knowledge should form your basic principles of working with text. Let's highlight the main ones:
- The text is entered where the blinking cursor is and nowhere else.
- To change a character, word, line, paragraph, or entire text, it must first be selected. It is necessary that the computer understands what exactly it should perform actions on.
- Once you select the text, you can do whatever you want with it. You can practice, select a fragment and alternately click on the buttons that are located on the "Home" tab. You will notice which features can be used together and which are mutually exclusive.
- Don't forget to save your changes so you're safe.
- Use those methods of solving the problem you are facing that are convenient for you.
Video - Word for Beginners
Necessarydistinguish two stages of work:
research process withfixation obtained results, observations, conclusions and description of the study FOR OTHERS, i.e. for people who are experts in the same field of knowledge, but may not be familiar with the subtleties, details of your narrow problem. This is the reader, on whose perception the text of the work should be oriented. You describe the results and results of the study you have already completed, so the main task at this stage is to organize the presentation of material for a person who is not familiar with your "kitchen".
It is useful to highlight the mostimportant and secondary in the material, to successfully arrange the information so that the logic of proving the problem, the sequence of disclosure of the purpose and objectives of the work is clear from the TEXT. Mosteasy way - organization of the material from the general to the particular. First, a general classification of the material, indicating the criteria for dividing it into groups and subgroups. If the division turns out to be too fractional, then you must decide on which phenomena to dwell on in this work in detail and why? Your choice will determine the initial division of the chapter into paragraphs, parts, etc. The plan looks the simplest, where each group of facts (or aspect of the description) corresponds to a separate part of the text. Thus, based on the characteristics of the material and aspects of its analysis, you will determine the structure of the text. The structure of the main part of the work is consistent with the supervisor. Then it is useful to separate the part of the facts that you can explain using the information available in the literature. Describe these facts, explain them. If you disagree with something, see contradictions or a different solution to the problem, then state it with reason. Pay attention: are there other interpretations of such facts? What specifically can you clarify or refute? Why? How useful is your solution? Groups of facts that are not described in existing publications or not mentioned at all, try to interpret them yourself, based on the theoretical concepts known to you. Qualitative-quantitative experimental data, both your own and those obtained by other researchers, can be used as methods of substantiation.
For serious study and memorization of a large amount of information, it is necessary to learn rational techniqueswork with text . The ability to work with the text of the book will not only help to remember the read text for a long time, but will also teach you to briefly formulate and express the main thoughts.
We propose to divide all ways of reading into groups. Each time, before you start reading, you need to choose a certain mode in accordance with the goals, objectives and time budget.
Basic ways of reading:
deep reading;
selective reading;
reading-browsing;
reading-scanning.
Let's consider each of these methods separately.
Deep reading. In this reading attention is paid to the details, they are analyzed and evaluated. Some high school teachers call in-depth reading analytical, critical, creative. This way of reading is considered the best in the study of academic disciplines. With such reading, a schoolboy or student does not just read the text and finds out incomprehensible places, but, based on his knowledge and experience, examines the issue critically, creatively, findsTstrengths and weaknesses in the explanations, gives an independent interpretation of the provisions and conclusions. Their interpretation, their view make it easier to remember the material read, increase the student's activity in the classroom. In this way, material is usually read on a new, unfamiliar topic, tables.
Selective reading - a kind of speed reading, in which individual sections of the text are read selectively. In this case, the reader seems to see everything and does not miss anything, but fixes his attention only on those aspects of the text that he needs. This method is very often used when rereading a book after previewing it. Naturally, the speed of such reading is much higher than the speed of ordinary reading, since the pages of the book in this case are flipped until the desired section is found. It is read in depth.
Read-View used to preview the book. This is an extremely important way of reading, which, despite its simplicity, few master. The remarkable Russian scientist N. A. Rubakin mastered it to perfection. Here is how his son, prof. A. N. Rubakin: “He read amazingly quickly, or rather, determined the book, its value. I took the book in my hands, ran through the preface, searched the table of contents for the most important provisions of the author, by which one could judge his views, looked through the conclusion - and the diagnosis of the book and its contents was made.
Scanning. The name itself speaks of the nature of such reading: it is a quick scan in order to search for a surname, a word, a fact. If you purposefully develop and train the visual apparatus and especially peripheral vision, it is possible, when looking at a page of text, to instantly see the desired surname, title, necessary quote.
The main types of records when working with scientific text
Work on compression begins with a careful reading of the text and highlightingkey words and sentences. Key words and sentences carry the main semantic load in the text. Based on the selection of keywords and sentences, they composeplantext.
Plan is a guide to the text, a list of the main ideas of the text. A good plan clearly reflects the main content of the text and makes it easy to remember. This is the shortest text entry.
The plan could be:
nominal and thesis
simpleAnddifficult
The plan has a number of advantages. Hereflects the logic of the presentation of the text, and a well-written plan reveals the content of the text.With the help of the plan, the contents of the source can be restored to memory.Based on the plan, further notes are made: theses and abstract of the text.
Algorithm for drawing up a complex plan
Formulate the main idea of the text.
Highlight the main ideas of the text (subtopics).
Group the text around the main ideas of the text, breaking it into parts.
Title each section. The title should bebriefand answer the question:“What is this part of the text talking about?”
Headings are consecutively numbered with Roman numerals.
Large parts of the text are divided into smaller ones and titled. Highlight the subparagraphs of the plan in the main part and number them with Arabic numerals.
The hardest part of working on a plan is to articulate the headings clearly.A well-designed plan is fifty percent of the success of all work on the text. This is the basis for makingthesesAndabstract.
The main mistakes when drawing up a plan:
The inaccuracy of the wording of the points of the plan: it is not clear what is being discussed in this part, excessive brevity or vagueness.
Items of plans are not interconnected, there is no logical connection between items and sub-items.
The text is divided into parts regardless of the selected thoughts.
Excessive fragmentation of the text, many small subparagraphs that are a simple listing of facts.
Drafting of abstracts
To draw up abstracts for each item of the plan, it is necessary to briefly write down the main idea of the selected part of the text. Abstracts are the golden mean between the headings of the points of the plan and the written retelling of the text.
Abstracts - a brief, consistent presentation of the main ideas of the text.
note-taking can be done in three ways:
Citation (full or partial) of the main provisions of the text;
Transmission of the main ideas of the text "in your own words";
Mixed option.
All options involve the use of abbreviations.
analyze the content of each fragment of the text, highlighting relatively independent in meaning;
highlight the main information from each part, removing the redundant;
write down all the information important for subsequent recovery in your own words or quoting using abbreviations.
To visualize the differences between plan , thesis And abstract you can refer to the table:
| Plan | Thesis | Abstract |
| Answers the question: About what does it say in the text? | Answers the questions: About what does it say in the text? What does it say in the text? | Answers the questions: About what does it say in the text? What does it say in the text? How Does the author prove and confirm his thoughts (examples, facts)? |
Working with text is a lot of different things. This is the search for the right texts, this is the correct reading of the texts you need, this is the ability to write clear, vivid and lively texts yourself.
Effective Reading
How to find the right text and the right information? First, you need to understand and decide what you really want, what are your goals. Secondly, you need to read the right books. Thirdly, these books need to be read correctly, and not like you :).
Reading is different. It is important for one whether the book will be interesting and exciting, for the other - what results it will allow to achieve. Some read because reading is exciting and because it is a way to pass the time, others read to achieve their goals. Let's call the first reading process, track the results after each book read. This is the most important skill.
Therefore, the general direction remains: if you pick up a book, especially if you start reading it, you must clearly know what you will read in it, how long you will do it, what result you expect from reading and where are the results of reading in your life. apply.
When an author writes something, he himself has not always figured out what he wants to say. But he writes. The task of the reader in this case is to understand what the author would write if he understood his own thoughts. The higher the clarity of the writer's thinking, the more meaningful, clear and logically structured texts he writes. The better your LAT (logical text analysis) skill is worked out, the better and faster you understand texts. And not only in written texts, but also in oral ones - you begin to better understand what the people you are talking to want to tell you.
Any dough requires skill and skillful hands. Not every housewife will be able to cook a magnificent fragrant flour product the first time. To cope with this task, we suggest that you familiarize yourself with the basic rules for working with the test.
1. To make pastries fluffy and soft even the next day, diluted potato starch should be added to the dough. Another necessary condition that helps to make pies even tastier is well-risen dough. A prerequisite, which is sifted flour enriched with oxygen.
2. In the dough for pies, bread, pancakes, and any other, with the exception of dumplings, puff, custard, sand, it is recommended to add a handful or a tablespoon of semolina to half a liter of liquid. Try it and you will definitely see that this is just invaluable advice.
4. Keep the room free of drafts. Otherwise, subsequently, a dense crust will form on your pie.
5. If you are kneading yeast dough, then all products should be at room temperature, but not cold, as cold slows down the rise of the dough.
6. Moreover, it is necessary to add warm liquid to the yeast dough, heated to about 30-35ºС. This is necessary so that the yeast in the liquid loses its activity. 
7. Knead the dough with dry hands.
8. Do not rush to put the product directly into the oven. Let it come up for 15-20 minutes. Otherwise, the dough will not rise well and will probably not bake well.
9. So that the filling in the pies does not dry out, bake them over medium heat.
10. It is better to add non-melted butter to any dough, because. melted butter significantly impairs the structure of the dough.
11. All rich products, which include milk, are much tastier, more aromatic, and the crust is more shiny and beautiful.
12. High-quality yeast for dough should be fresh and have a pleasant alcoholic smell. To check the quality of yeast, prepare a dough. Sprinkle lightly with flour. If no cracks appear after 30 minutes, this means that the quality of the yeast leaves much to be desired.
13. Remember that with an excess of sugar in the dough, the pies quickly “blush” and burn, and the fermentation of the yeast dough also slows down, and, therefore, the pies are less fluffy.
14. To improve the fermentation of the dough will help fats, which are softened to a creamy state and which are added at the end of kneading the dough.
15. To make the finished cake crumbly and tender, it is recommended to add only yolks to the dough.
16. For pies, it is better to bake them, it is better to bake them on low heat.
17. The filling will be better felt in the pie if the dough is rolled out as thin as possible.
18. Before spreading the filling on the dough, lightly sprinkle the bottom layer of the dough with starch, so the bottom of the pie will be dry. 
19. In no case do not overexpose the dough, three hours in heat is enough for the dough to rise, otherwise the quality of baking will be much worse.
20. Baking from yeast dough can be greased with milk, optionally sprinkled with poppy seeds, salt, cumin.
21. To achieve a delicious gloss on pastries, grease them with sugar water, milk or a beaten egg. Yolks give a more beautiful shine.
22. All pastries sprinkled with powdered sugar can be lubricated with butter, which will give a special flavor.
23. If you grease the cake with egg white, then a shiny golden crust will form during baking.
24. Take note, the more fat and less liquid in the dough, the more crumbly the flour products are.
25. Excess baking soda gives baked goods an unpleasant dark color and an unpleasant odor.
26. If suddenly the dough turned out to be too wet, then you can put parchment paper on it and roll it through it.
27. Shortcrust pastry is best taken out of the molds when chilled.
28. If you chose raisins as the filling, then before adding it to the dough, you need to roll it in flour.
30. If it's time to put the dough in the oven, and you are busy, then the dough can be covered with paper soaked in water, shaking off the water well.
31. Don't rush to cut a hot cake. In case of emergency, hold the knife in hot water and then quickly dry it, or heat the knife over gas. Hot cakes should be cut with a hot knife.
32. If you cannot remove the cake from the pan, use a string.
Fortune Cookie Recipe
Ingredients:
2 egg whites4 tsp water
3 tbsp vegetable oil
0.5 cup sugar
0.5 cup flour
0.5 tsp cornstarch
1/4 tsp salt
3/4 tsp vanillin
Cooking method:
At the preparatory stage, you need to cut out strips of plain paper about 6-7 centimeters long and 1 cm wide. On these paper strips, you can write wishes, congratulations, whatever your heart desires. Next, let's start preparing the dough. Proteins must be separated from the yolks. Beat egg whites well. Add vanilla, vegetable oil and continue whisking everything together. The mixture should start to foam.In a separate bowl, combine salt, sugar, starch, flour and water. Stir until a homogeneous mass is formed. While beating, gradually add the eggs. The result should be a thick mass. Preheat the oven to 180C. Grease baking paper with butter. Using a spoon, spread the dough in small circles on paper. Leave enough space between circles.
Bake the product until golden brown for about 10-13 minutes. After that, you can attach paper notes. To give the cookies the desired shape, use the side of the mug. Try to bend the liver in half so that the ends visually touch through the mug. Fix the cookie in this state for a while, so it will retain the desired shape.
The folded biscuits are then placed in muffin tins. If it does not fit, then the form can be corrected. Bake cookies for another 5-10 minutes until done.
How to teach a student
work independently with the text of the KRK textbook.
One of the solutions to this problem is the organization of systematic work with the KKK textbook at each lesson and at home in three stages: before reading, during reading and after reading. The skills and abilities of working with a book are subsequently designed to help each child in successful self-education.
Stage 1: work before reading.
Work with the heading of a paragraph or chapter. At this stage, it is necessary to internally include each child in reading. A big “plus” in working with the book will be if it is not difficult for students to tell about what will be studied today by the title. When “parsing” the heading, students may have a desire for certain knowledge. All this preliminary work should set the students up for further acquisition of knowledge, i.e., it should serve as an internal motive and then help the students to highlight the main thing in the text. The main technique that a teacher can use at this stage of working with a book is the “Idea Bank” technique, where students “add” their thoughts about what will be studied in the lesson today. At the same time, the teacher hangs out the prepared records of the students' statements on the board (or writes them down) in order to check at the end of the lesson whether the hypotheses put forward by them are correct or not. This technique will teach students to put forward research hypotheses and determine whether they are proven or refuted, which is very important for the formation of students' research skills when working with literature.
The teacher needs to show at the very first lessons how to expressively read the text, formulate the rules, and in the future, constantly achieve the same expressive reading from the students. Such a highlighting of the main should teach children to first see the semantic parts, the key points of the paragraph, and then find and highlight them in the text of the textbook.
Stage 2: while reading.
Direct work with the textbook, reading itself. It must be emphasized here that working with a textbook must necessarily pursue a specific goal, which the teacher first tells the students, and later they themselves will begin to set themselves the goals of reading the textbook, paragraph, chapter.
Main goals Reading a textbook paragraph can be: getting to know the information contained in the selected fragment of the text, understanding the information, memorizing, using information in various educational and life situations, confirming what you have learned or what you knew before, finding examples, confirming scientific facts, working with illustrations.
Depending on the goal, the teacher should organize the reading of the paragraph in one of the ways. Reading Ways:
forward reading,
In-depth reading (for example, when working independently),
selective reading,
Reading-scanning (find examples that confirm this or that fact reported by the teacher),
Reading aloud
Reading to yourself
Reading by roles (further reading),
Reading-study,
Selective reading, viewing.
Working with the book, for a better understanding of the text:
dialogue with the text, questions to the text, putting forward hypotheses and testing them, self-control, filling in the gaps in the text, working with examples, writing out and underlining, highlighting the main thing, drawing up a plan, taking notes, drawing up diagrams, drawings and tables.
The dialogue with the book should be a full-fledged conversation, it is necessary that students have questions when reading. To do this, a consultation lesson is possible, in which children perform one or another amount of work with the help of a textbook, and the teacher acts as a consultant or a discussion lesson, in which students discuss a fragment of the read paragraph of the textbook based on the teacher's questions and independently compose questions to the text. In order to teach students to compose questions to the text themselves, the teacher should, after reading parts of the text, ask questions himself: “What is new in this fragment of the text? What words are not clear? What seems to be the most important? What do you need to remember?" You can use several techniques for working with the text of the textbook.
When doing homework, you must first repeat the explanatory text of the textbook and the answers to questions to it, and only after that proceed with the written assignment.
- With each class, the techniques for working with text become more complicated. Drawing up a plan, theses, should start from the 7th grade, and note-taking, citing - from the 8th-9th grades. It should not be taken literally that children move into the 7th grade and begin to make a plan. No, in the 7th grade, this technique should become the main one when working with the text, and in the previous classes, preliminary work should be carried out that will help students quickly and easily plan paragraphs of CRK textbooks.
When reading a textbook, it is necessary to teach students to make notes (pencil!), notes or extracts. The student can write down "ambiguities" in a notebook. These notes can later become the headings of future plans, abstracts, abstracts and comments for discussing issues. Also, extracts make it easier to memorize the text. With them it will be more convenient to compare the texts of several textbooks or study guides. All these are the first skills to perform research work. Another way to take notes without ruining books is through transparent loose leaflets. They are more convenient to use for the analysis of maps, charts and graphs. The use of these slip sheets allows you to note the necessary details, supplying the illustration in the book with its own elements. Also, with the help of these sheets, key words in the text are marked and underlined. Here you can conduct a lesson on instilling the skills of finding key points. During class work with the textbook, students sitting on the first option review and underline the key points in one paragraph, and those sitting on the second option - in the second. Then the students change their transparent sheets and check the correctness of the assignment by a desk mate.
- Making a reading plan. A well-designed plan speaks of the final result, the ability to analyze the text, the degree of assimilation of the content. A plan is a short record that conveys the meaning of a voluminous text. It reflects the sequence of presentation and generalizes the material presented in the textbook, reveals its content. According to the plan, it will be easy for students to recall the content of what they have read. When working with a plan, attention is focused and memory is stimulated.
- The table of contents is the same plan. At the first lessons of the KRK in grade 5, you can play a game where the teacher or one of the students guess the name of the paragraph and inform the students. The rest of the students, in turn, must quickly find the intended paragraph or paragraph using the table of contents by reading a few lines from it. This technique develops attentiveness, speed of reaction.
An important way to write down what you read, especially for high school students, is note-taking. Abstracts can be classified depending on the purpose of the work: planned, textual, free, thematic, overview thematic, chronological. It is also important that the abstract could be used not only by those who compiled it, but also by other students.
Compilation of abstracts. Abstracts - this is the most important thing that is contained in the paragraph of the textbook. This is also a position that absorbs the essence of a significant part of the text, what the author proves or refutes, what he seeks to convince the reader of. Abstracts are valuable for critical analysis of the text. When they are used, the essence of the issue is accentuated or sharpened.
Stage 3: work after reading.
After reading a paragraph or a chapter from a textbook, students must express their attitude, their opinion, their thoughts about what they have read, give their description, and give their examples. It is important that students can compare what they read with what they already know. At this stage of working with the book, it is necessary to return to the title and check the hypotheses put forward before reading.
You can use several techniques for working with the text of the textbook. For example, the game "Guess!". The class is divided into 2 teams: one says the words tags related to a particular paragraph or paragraph sentence (any three words), and the second must quickly find this information in the text of the textbook.
According to the plan, abstracts, and notes drawn up at the second stage, students must repeatedly reproduce the material they read. After reading, processing text and taking notes, students should move on to summarizing in the form of diagrams, tables and figures.
Work with a paragraph of the KRK textbook for students in grades 5-6.
1. Read the heading and try to answer the question: "What will be discussed in this paragraph?".
2. Look through the text of the paragraph, paying attention to illustrations, rules, examples.
3. Read the text. Establish a connection between text and illustrations, rules, examples discussed earlier.
4. How is the main thing highlighted in the text?
5. Give your examples to the text.
6. Divide the text into semantic parts. How many did they get?
7. Name the parts of the text and make a plan.
8. Complete the task in the workbook, use the textbook if necessary.
9. Repeat what you read according to the plan, then without it.
Memo for working with a paragraph of a mathematics textbook for students in grades 7-9.
1. Read the paragraph heading. What do you already know about it? What did you say in class about it?
2. Read the text of the paragraph.
3. Establish a connection between illustrations, drawings and text. Look at the illustrations and try to explain them.
4. Divide the text into parts, title them, write down the plan in a notebook.
5. Retell the theoretical information read from the paragraph, according to your plan.
6. Give your own examples to prove what you read.
7. Make a diagram of the material you read or a tabular version.
Literature:
Demidava model in the MPI project: problems, doubts, discoveries. Methodical instructions for teachers. - Tomsk: Publishing House of Tomsk University, 1998.
Zhokhov mathematics in grades 5 and 6. Guidelines for teachers for the textbook, etc. - M .: Russian Word, 1999.
Nikolaev to be a reader: High school students about the culture of working with scientific. and scientific - popul. books. - M.: Enlightenment, 1982.
Cold intelligence. Research paradoxes. St. Petersburg: Peter, 2002.
Khutorskoy didactics: A textbook for universities. St. Petersburg: Peter, 2001.
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