Professional Documents
Culture Documents
TechFactors, Inc.
E-mail address: info@techfactorsinc.com
Website: www.techfactorsinc.com
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Trademark of TechFactors, Inc.
DESKTOP PUBLISHING
Fifth edition, 2013
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Lesson 1
III.Introduction
Today, even students can generate professional-looking documents because of the
desktop publishing (DTP) software available in their PCs at home. With or
without templates, making publications is simple as long as one knows the
creative options involved in DTP.
The brochure is only one among the many types of desktop publications.
Commonly used by businesses, brochures have varied forms and they present a
particular product or service to new, repeat, and potential customers. In this
exercise, the students will be able to get a glimpse of what lies ahead in this
courseware by analyzing one type of publication.
IV. Instructions
Identify and explain the phases of desktop publishing based on the sample.
V. Discussion
Ask the following questions for discussion purposes:
1. What other elements could you change in order to make the design
appropriate for your purpose?
2. How important are the images, words, and colors?
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3. Printing/Uploading
4. Image
5. File Preparation
6. Text
7. Design
8. Image
9. Setup
10. Text
Second Part
The TFI brochure was constructed through the following steps:
1. Determine the purpose and target audience of the brochure.
2. Visualize the appropriate design and on what medium it will be printed.
3. Develop textual and graphic contents.
4. Construct the brochure using desktop publishing software.
5. Prepare the final softcopy of the brochure for printing.
You will find the brochure in its PDF format in the Teacher CD.
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Lesson 2
III.Introduction
Before plunging into the world of desktop publishing, the students have to be
familiar first with the word processing features of the program used in the book,
Microsoft® Word. They should also be able to hone their organizational skills and
sharpen their English language proficiency on the given text.
IV. Instructions
Edit and format the Word file provided (see the file named “Lesson2_Input.doc” in
the Teacher’s CD) according to the following specifications:
a. Underline the chapter name only (not including the chapter number), then
put it in boldface.
b. Justify all the paragraphs.
c. Indent the first sentence of every paragraph.
d. Remove the double-spacing in-between paragraphs.
e. Leave one space between the chapter name and the first paragraph.
f. Find the term “live” in the passage (not the one in the title at the last line)
and put it in boldface.
g. Correct the adverb that was misspelled.
h. Change the words in British English (those with red jagged lines, excluding
the proper nouns) into Standard American English.
i. Set the words inside quotation marks in boldface italics.
j. Every first letter of the paragraphs in the first page should be in Times New
Roman, font size 14pt.
k. The whole docment should be in gray-80%, Verdana, font size 11.5pt.
l. The chapter name and the last line should be in black, Verdana, font size
12pt.
m. Right-align the last line. Italicize and underline the title, excluding the
comma (,).
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n. Write your name, class number, year and section, and the date today
centered and on separate lines at the bottom part of the page, two lines
after the last line. Their font size should be 11pt only.
o. Save the file as “DTP_Lesson2_Exercise_<YourName>.”
V. Discussion
Ask the following questions for discussion purposes:
1. What other sections could you change in order to make the document
more pleasing to the reader’s eyes?
2. Can you give the directions on how to change the page orientation into
landscape and how to alter the margins?
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Chapter 9. Interest in the Arts
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thrilled you. It will thrill you again. You have even talked about it, in an
expansive mood, to that lady—you know whom I mean. And all you can
positively state about the C minor symphony is that Beethoven composed
it and that it is a “jolly fine thing.”
Now, if you have read, say, Mr. Krehbiel’s “How to Listen to
Music” (which can be got at any bookseller’s for less than the price of a
stall at the Alhambra, and which contains photographs of all the
orchestral instruments and plans of the arrangement of orchestras) you
would next go to a promenade concert with an astonishing intensification
of interest in it. Instead of a confused mass, the orchestra would appear
to you as what it is—a marvelously balanced organism whose various
groups of members each have a different and an indispensable function.
You would spy out the instruments, and listen for their respective sounds.
You would know the gulf that separates a French horn from an English
horn, and you would perceive why a player of the hautboy gets higher
wages than a fiddler, though the fiddle is the more difficult instrument.
You would live at a promenade concert, whereas previously you had
merely existed there in a state of beatific coma, like a baby gazing at a
bright object.
The foundations of a genuine, systematic knowledge of music might
be laid. You might specialize your inquiries either on a particular form of
music (such as the symphony), or on the works of a particular composer.
At the end of a year of forty-eight weeks of three brief evenings each,
combined with a study of programs and attendances at concerts chosen
out of your increasing knowledge, you would really know something about
music, even though you were as far off as ever from jangling “The
Maiden’s Prayer” on the piano.
“But I hate music!” you say. My dear sir, I respect you.
What applies to music applies to the other arts. I might mention Mr.
Clermont Witt’s “How to Look at Pictures,” or Mr. Russell Sturgis’s
“How to Judge Architecture,” as beginnings (merely beginnings) of
systematic vitalizing knowledge in other arts, the materials for whose
study abound in London.
“I hate all the arts!” you say. My dear sir, I respect you more and
more.
I will deal with your case next, before coming to literature.
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Lesson 3
III.Introduction
In desktop publishing, you will be importing and exporting images of different file
formats. The quality of graphics – pictures, edited images, clip arts, etc. – matters
in all kinds of publications, not only in DTP. So, for starters, let us experiment a
bit with Paint, the Microsoft® program for creating and editing images, and
displaying and editing photographs.
IV. Instructions
Manipulate an image based on the sample and specifications given.
V. Discussion
Ask the following questions for discussion purposes:
1. What other elements could you change in order to make the design more
creative?
2. How important are the tools in Paint in editing images?
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3. What are the different ways of manipulating images?
You will find the sample image named “Lesson3_Output.jpg” in the Teacher CD.
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Lesson 4
III.Introduction
Particular desktop publishing projects such as cards employ the same design
elements. For example, a greeting card design could also be applied to a business
card with a few minor changes in execution, but the principles are constant.
IV. Instructions
Create a business card based on the sample and specifications given.
V. Discussion
Ask the following questions for discussion purposes:
1. What other elements could you change in order to make the design
appropriate for your purpose?
2. How important is your design with regard to your occupation?
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VI. Answer Key
The card was constructed through the following steps:
1. Set the margins at 0.5" on all sides.
2. Under the Insert tab, in the Illustrations group, click the [Shapes] button.
Choose the rectangle.
3. Draw a 2" x 3.5" rectangle.
4. Draw another rectangle and assign fill effects. Set the text wrapping to
“Through.”
5. Add the accent lines and modify their colors.
6. Insert a clip art to serve as logo. Set the text wrapping to “Through.”
7. Add the text box with no fill for the job title. Set the text wrapping to
“Through.”
8. Add the text box with no fill for the name. Set the text wrapping to
“Through.”
9. Add the text box with no fill for the contact details. Set the text wrapping
to “Through.”
10. Group the elements of the card and copy and paste to produce multiple
cards per sheet.
You will find the sample named “Lesson4_Output.doc” in the Teacher CD.
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Lesson 5
III.Introduction
Sometimes you may require your students to make reports (or term papers) for
your classes. One way they can add creativity to their reports is by adding design
elements to their layout.
IV. Instructions
Create a newsletter based on the sample and specifications given.
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V. Discussion
Ask the following questions for discussion purposes:
1. What other elements could you change in order to make the design
appropriate for your purpose?
2. How important are the images, words, and colors?
3. How important is your design with regard to your purpose?
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On the second page:
6. Enter the texts.
7. Open Microsoft® Excel. Create a spreadsheet similar to the one above.
8. Copy the table from the Excel spreadsheet to Word.
9. Create a graph in Excel.
10. Copy the graph from Excel to Word.
You will find the sample named “Lesson5_Output.doc” in the Teacher CD.
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Lesson 6
III.Introduction
In the lesson, we saw how a greeting card is designed using a template. However,
what if we choose to be more creative and give our greeting card our own
personal touch? We can do this by creating a greeting card from scratch. A little
personal touch really goes a long way.
IV. Instructions
Create a greeting card based on the sample and specifications given.
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V. Discussion
Ask the following questions for discussion purposes:
1. What other elements could you change in order to make the design
appropriate for your purpose?
2. How important is your design with regard to your purpose?
You will find the sample named “Lesson6_Output.doc” in the Teacher CD.
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Lesson 7
III.Introduction
Advertisements come in many forms. One way through which advertisers
promote products or ideas using printed material is through posters. Posters need
to both catch the viewer’s attention and get the message through. As a student of
desktop publishing, it is crucial that the skills learned in the lesson concerning
proper advertising design be applied well.
IV. Instructions
Create a poster based on the sample and specifications given.
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V. Discussion
Ask the following questions for discussion purposes:
1. What other elements could you change in order to make the design
appropriate for your purpose?
2. How important are the images, words, and colors?
3. How important is your design with regard to your purpose?
You will find the sample named “Lesson7_Output.doc” in the Teacher CD.
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Lesson 8
III.Introduction
For this exercise, ask the students to create a brochure about your school. The
brochure must promote the way your school advances information technology
education. Naturally, the brochure must contain the name, logo, address, and
contact numbers of your school. Images must be chosen and used wisely, and a
well-written content must be in place.
IV. Instructions
Create a brochure based on the given guidelines:
1. You must create the brochure using Microsoft Word. Open the program.
2. Click the MS Word logo Office button. Choose New on the drop-down
menu.
3. Under Microsoft Office Online (Office.com), click Brochures (and
booklets). You will need an Internet connection.
4. Select a Brochure template. Remember, the template you choose
determines the design, size, and the number of folds and panels your
brochure will have. Make sure you choose the right template for the
brochure you have in mind.
5. Click Download. Your chosen template will open as a new document.
6. Go to work. Modify the content. Remember, your brochure should explain
why and how your school teaches information technology.
7. Replace the images and other graphics (for this, you must have the pictures
ready and saved on your computer). You may want to use images of school
buildings and grounds, or pictures of the computer lab with your teachers
and classmates in it.
8. If you like, you can tweak the design and layout of the template. For
example, you can use the colors of your school, insert an image of the
school mascot, or include a map of the school’s location. Be creative.
9. Save then print your output. Make sure you use a glossy paper of the right
size, and have it printed on both sides.
10. Fold the brochure accordingly and submit it to your teacher.
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V. Discussion
Ask the following questions for discussion purposes:
1. What other elements could you change in order to make the design
appropriate for your purpose?
2. How important are the images, words, and colors?
3. How important is your design with regard to your purpose?
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Lesson 9
III.Introduction
A brochure or pamphlet is a form of advertising, commonly used to introduce a
product or company, or to disseminate information in general, such as for
information campaigns. We will now use what we have learned in Microsoft
Publisher to create a simple brochure.
You may choose any subject for your brochure, such as:
1. Introducing a new school organization
2. Awareness campaigns for preventing diseases such as Dengue Fever
3. Your province and the scenic spots that tourists can visit
IV. Instructions
Create your brochure using the default 11” x 8.5” blank page option in Backstage
View. When Publisher loads the page, insert the ruler guides for brochures by
clicking on Guides under Page Design and selecting the 3 columns with Heading
option. You will now fill your brochure with design and text elements using what
you have learned in the lesson.
Your brochure design should cover the back of the paper as well. Insert a new
page by clicking on the Insert Tab, then clicking on the Page Option at the far left
end of the Ribbon. Under the dropdown menu, choose Insert Duplicate Page so
you won’t have to manually insert ruler guides.
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When you are done with the brochure, save it as a Publisher file (.pub) and as a
PDF file by selecting the PDF option in the Save As dialog. Show your work to the
teacher.
V. Discussion
Ask the following questions for discussion purposes:
1. What other elements could you change in order to make the design
appropriate for your purpose?
2. How important are the images, words, and colors?
3. How important is your design with regard to your purpose?
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Lesson 10
III.Introduction
In radio and television, once something is aired, it immediately becomes available
for listeners and viewers. The same is true in Web publishing. Your material
becomes accessible to readers right after you publish it. The difference is that in
the Web, published materials can remain available for a long time after
publication. You do not have to wait for a specific timeslot to access a program
like in the radio or television. You can go find a Web page whenever you please.
The Web is like a library that never closes.
IV. Instructions
Draft a layout of a Web publication based on the sample and specifications given.
Here is an example of a Web publication with its specifications:
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V. Discussion
Ask the following questions for discussion purposes:
1. What other elements could you change in order to make the design
appropriate for your purpose?
2. How important are the images, words, and colors?
3. How important is your design with regard to your purpose?
You will find the sample named “Lesson10_Output.doc” in the Teacher CD.
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