3 01

Computer Applications I
6411
Unit B Overview
Software Applications for Business

Unit B carries a course weight of ninety percent. It is presented in three competencies and six
objectives. The point of these objectives is to teach understanding of the components,
characteristics, and uses of business documents and publications, spreadsheet formulas and
functions, charts, and database objects, and methods of multimedia presentation delivery and
development.
Students are using APPLY (C3) as a means to UNDERSTAND (B2) the content of this unit.
Following procedures/guidelines (APPLY C3) for developing business documents, publications,
spreadsheets, and databases, provides necessary relevance that enables student
UNDERSTANDING (B2).
Competency 3.00 – Understand documents and publications used in business.
Objective 3.01: Understand business documents. The purpose of this
objective is for students to be able to differentiate between different types of
documents used in business and determine the most appropriate document for a
given situation. In the first part of the objective, students will learn text,
paragraph, and page formatting techniques and why they are applied to
documents. In the next part of this objective, students will learn the uses and
components of common business documents. Students will determine which
document is appropriate in a given situation and apply appropriate formatting to
produce professional quality documents.
Reinforcement activities from Glencoe Microsoft Office 2003 have been added in the
Instructional Activities section of the guide. The activities may be used as needed. A
culmination project has also been provided at the end of the guide. The teacher is the best
judge of when and if to include the activities presented in the culmination project. Each
activity of the project may be inserted after the corresponding lesson or the entire project
can be saved until all documents have been introduced and practiced. Teachers may add
additional activities and are encouraged to collaborate via the yahoo business educators
group by emailing them to NCBEteachers@egroups.com.

Objective 3.02: Understand business publications. In this objective students
will examine common types of publications used in business and the purposes of
each. They will also learn about design principles as they apply to business
publications and how to tailor a publication to the characteristics of the target
audience.

6411 – Computer Applications I Summer 2008, Version 2 Unit B Overview

Competency 4.00 – Understand spreadsheets, charts, and graphs used in business.
Objective 4.01: Understand spreadsheets used in business. In this
objective, students will learn how and why to format a spreadsheet as well as
how to manage and communicate data through the application of formulas and
functions.
Objective 4.02: Understand charts and graphs used in business. In this
objective, students will examine common charts used in business. Based on
their understanding of the characteristics of each chart and how each chart is
used to convey data, students will be able to describe which charts are the most
appropriate means of data representation.
Competency 5.00 – Understand databases used in business.
Objective 5.01: Understand database tables used in business. In this
objective, students will examine the characteristics of database tables, which are
the fundamental building blocks of all databases. They will learn how data is
classified and formatted within tables and how tables are arranged within
databases to organize information. Students will also examine the functions and
characteristics of database relationships. Finally, students will learn how raw
data can be imported into a database table.
Objective 5.02: Understand database queries, forms, and reports. These
objects are examined and compared through student activities to enable
understanding of their functions in a business setting.
Competency 6.00 – Apply procedures to use presentation software in business
Objective 6.01: Understand uses of presentation software and methods of
distribution. In this objective, students will categorize appropriate and
inappropriate uses of multimedia presentations and methods of presentation
delivery and distribution.
Objective 6.02: Apply procedures to develop multimedia presentations
used in business. In this objective, students will learn the step-by-step
procedures for developing a multimedia presentation using presentation
software.

6411 – Computer Applications I Summer 2008, Version 2 Unit B Overview

6411
COURSE Unit B Software Applications for Business
Computer Applications I
Understand documents and publications used
COMPETENCY 3.00 B2 32%
in business.
OBJECTIVE 3.01 B2 22% Understand business documents.

• Why is formatting applied to fonts, paragraphs, and pages?
• What documents are commonly used in a business setting?

ESSENTIAL • What are appropriate formatting guidelines for business documents and why is
QUESTIONS formatting important?
• Which business document is the most appropriate means of communication in a
given business situation and why?
• How are support tools used in word processing?

Student goals for this objective:
• Format fonts, paragraphs, and pages consistently and in accordance with current
formatting guidelines
• Use business documents to effectively communicate information
• Decide which document is appropriate in a given situation and format the document
using the appropriate components and with a professional appearance that is consistent
with the policies set forth by the business or industry for which the document is prepared
• Note: Because organizational preference dictates specific placement of components,
emphasis in this objective is placed on students’ ability to differentiate between
documents and their inherent components and to format them with a professional
appearance free of grammar and spelling errors
UNPACKED CONTENT
I. Introduction to Formatting, Alignment, and Page Setup
A. Font formatting – appearance, size, and attributes of text. The format chosen
for font is important for communication purposes
1. Bold – used to emphasize a specific word
2. Italics –used to indicate book titles and other published works
3. Underline – used to indicate links to web pages and should be reserved
for that purpose in most cases
4. The accent symbol, such as in the word résumé is used to indicate
emphasis during pronunciation
5. Style – a format tool used to apply global font formats to text
6. Subscripts and superscripts – used respectively in chemical definitions,
such as H2O, and for footnotes or reference purposes, such as in
Webster’s Dicitonary1
7. Small caps may be used to format titles or headings in a document

6411 – Computer Applications I Summer 2008, Version 2 Unit B – 3.01 – page 96

UNPACKED CONTENT

8. A serif font is one that has small attributes at the tips of each letter, often
used in the body of a letter or report
9. A sans serif font does not include the attributes at the tips of each letter,
commonly used in title texts
B. Paragraph formatting–arrangement of text within paragraphs on a page
Properly and uniformly formatted paragraphs are also important for
communication purposes
1. Indents – used to indicate a new paragraph and offset long quotes
2. Line spacing can be set for single, one and a half lines, double, or triple
3. Borders and shading are used together or separately to emphasize a
specific textual element in a document
4. Bullets/numbers are used to list items
a. Use bullets when the items are non-sequential
b. Use numbers for procedural lists that must be accomplished in a
specific order
5. A hanging indent is most often used in reference materials
• The first line of a hanging indent begins at the left margin and all
remaining lines of the paragraph are indented five spaces from the left
margin
6. Endnotes/footnotes – used to add reference and commentary
information to textual content
a. Endnotes are source references that are placed on a Notes page
at the end of a document. Within the document, each reference is
indicated by a superscripted number or symbol
b. Footnotes are source references that are placed at the bottom
(foot) of the same page and are indicated by a superscripted
number or symbol within the document
7. Cut and paste is a tool used in paragraph formatting that allows the user
to move text from one location to another
8. Paragraph headings are keyed in bold and followed by a period at the
beginning of a paragraph to give the reader a quick idea about the
content of the paragraph
9. Tabs are used to align and organize data into groups and subgroups
a. A left justified tab allows text to be aligned on the left margin
b. A right justified tab allows text to be aligned at the right margin
c. A dot leader tab places a series of periods between two sets of
tabs or a tab and a margin
10. Tables – used to arrange text in columns and rows and are helpful in
presenting, organizing, and clarifying information
C. Page formatting – arrangement of text on a page. The arrangement of text on a
page is the culmination of text and paragraph formatting that presents the final
picture and communicates a message to a reader


UNPACKED CONTENT

1. Margin – the amount of white space around the sides of a document
2. Page orientation –landscape (wider than tall) or portrait (taller than wide)
3. Headers and footers add global information to a document, such as
page numbers and document titles
4. Page breaks may be manual or automatic and are used to manage the
content on a page
a. A soft page break occurs automatically through the word wrap
feature of the word processing software and text is simply
continued to the next page when the space on the previous page
is exhausted
b. A hard page break is performed manually when a new page is
needed for a break or change in content
5. Columns are used to format text for documents such as newspapers and
newsletters
6. Borders are used in page formatting to add lines around text or graphic
images
II. Business Documents - Business documents are formats and methods of
communication. In business, many documents are used and each has a specific
purpose and consists of specific components
A. Résumé
1. Purpose – a brief and accurate summary of educational and work
experiences used when applying for a job
2. Components:
a. Identifying information – name, address, phone number(s),
email address
b. Education
i. Listed in chronological order beginning with the most
recent
ii. If not graduated yet, list date of expected graduation
iii. Include courses enrolled that directly relate to the position
sought
c. Experience or Employment history - Listed in chronological
order, beginning with most recent
d. References – Listed with permission of the reference
e. Optional Information
i. Objective – A concise statement of your purpose, usually
addresses a specific job
ii. Activities and interests, such as reading, skiing, hiking,
Boy Scouts, choir, and fishing, etc.
iii. Community service such as volunteering at the local
hospital or animal shelter, Big Brother, tutoring, etc.


UNPACKED CONTENT

iv. Awards and recognitions that indicate leadership ability,
service to others, expertise
v. Languages spoken – especially applicable when applying
to companies with international holdings and interests or in
communities with diverse cultures
B. A business letter is
1. Purpose - a form of communication used to convey a formal message
to one or more parties
• Examples of uses:
o Company’s communication to stockholders
o Superintendent’s communication to parents
o Bank’s communication to customers
2. Components (in order):
a. Letterhead (optional) – preprinted information in the header and
sometimes in the footer that usually contains the company name,
address, email address, logo, and other contact information
b. Dateline – the date the letter is written, spelled out, such as April
30, 2010, not 4-30-2010
c. Attention line (optional) – keyed on the first line of the inside
address and used to address a specific person or job (Sales
Manager) within an organization
d. Inside address – the name of the addressee, name of the
business, street address, city, state abbreviation, and zip
e. Salutation – the greeting, such as Dear Mr. Cox
f. Subject line (optional)
i. Keyed below the salutation because it is considered part of
the message
i. Key the word Subject in all caps, followed by a colon and
the topic, also in all caps
ii. Used to give the reader a quick overview of the topic
g. Message – the letter content. Key paragraphs in single space
format with a double space between
h. Complimentary closing – the goodbye, such as Sincerely
i. Company signature (optional) – the keyed name of the company
in all caps, placed a double space below the complimentary close
j. Writer’s signature block – the author’s name and title, which
may be keyed on one or two lines, depending on length
k. Reference initials – the initials of the typist of the letter and
sometimes the author as well (keyed first)


UNPACKED CONTENT

l. Enclosure notation (optional) – indicates that another document
is included with the letter. Sometimes the enclosures are
identified. Example: Enclosure: Résumé
m. Copy notation (optional) – indicates the names of other parties
who have received copies of the letter.
C. Personal business letter
1. Purpose – correspondence between an individual and another individual
or a corporate entity, sent as a hard copy or as an email attachment
• Examples of use:
o Formal thank you note
o Letter of complaint
o Letter of application to accompany a résumé
2. Components: Same components as those required of a business letter
AND the return address of the author at the top of the document
D. A memo is a
1. Purpose – a form of communication used within an office, business, or
organization, which deals with subjects of permanent record, such as
a policy notice or a change in office procedures. Emails, on the other
hand, are considered temporary communication. May be sent as a hard
copy, as an email, or as an email attachment
• Examples of use:
o Communicate a hiring policy to office managers
o Communicate a severe weather policy to employees
2. Components:
a. Date
i. May be keyed first either at center point or at the left
margin
ii. Spell the date out – April 30, 2010, not 4/30/2010
b. Headings
i. TO – addressee(s)
ii. FROM – sender(s)
iii. DATE – if not keyed at the beginning
iv. SUBJECT – brief summary of memo content
c. Body – message
d. Writer’s name and signature (optional)
i. Used to authenticate the memo
ii. OR Author may authenticate by writing his/her initials
beside his/her name in the headings section


UNPACKED CONTENT

e. Special notations (optional) – such as attachment or copy
notation
E. An agenda
1. Purpose – a list of items to be discussed or acted upon, prepared before
meetings, events, and conferences
• Examples of use
o Topics that will be covered at the next staff meeting
o Topics and speakers that will present at the next board
meeting
2. Components:
a. Heading section – the organization name, date, location, and
time of the meeting centered at top
b. Body – time slots, topics, and speakers/presenters
F. Minutes
1. Purpose – used to describe the discussions, decisions, and actions that
occurred during a business meeting
• Examples of use
o Detailed minutes from a company meeting of stockholders
including the pros and cons of each discussion point
o The minutes of the State Board of Education
o A meeting of the PTSA Grounds Committee to decide where
to plant shrubs
2. Components:
a. Heading information
i. Name of organization or committee
ii. Type of meeting, for example Regular Board Meeting
iii. Date and time of meeting
iv. Location of the meeting
b. Call to Order – formal declaration by the chairperson of the
meeting that it has officially begun
c. Approval of Minutes – review of previous minutes by board
members
d. Committee Reports – progress reports presented by sub-
committee chairs
e. Old Business – unresolved discussions from a previous meeting
f. New Business – new topics and issues
g. Adjournment – notation of who adjourned the meeting
h. Signature line for recording secretary


UNPACKED CONTENT

G. Research report (MLA)
1. Purpose – a multi-page document that usually contains several sub-
topics of information related to one main topic
• Example of use:
o A marketing research report summarizing the supply and
demand statistics for a new product
2. Components
a. Title page (optional) – includes the name of the document,
writer’s name, teacher/professor’s name (optional), and date of
publication
b. Title – (required) – the identifying information keyed in the top left
margin of the report
c. Header –writer’s last name and the page number
d. Body – the content
e. Parenthetical citations –reference note keyed in the body of the
report
f. Endnotes/Footnotes – another type of reference format used in
reports, but recommended for use only when necessary to add
commentary or clarify
i. Endnotes are typically used to add commentary
ii. References are used to cite a source
g. Works Cited – a complete listing of references cited
parenthetically in the report and keyed on a separate page
h. Notes – a complete list of resources and references used to
accompany endnotes and keyed on a separate page
H. Table of contents
1. Purpose – used to accompany a report, document, or manuscript to list
the topics and subtopics in the order in which they occur
• Example of use:
o Chronological listing with page numbers of contents of an
accompanying research report
2. Components
a. Table of Contents (title)
b. List of topics and subtopics and their respective pages
c. Page number – in roman numeral style at the bottom of the page
III. Software support features are tools inherent in a software package that add efficiency
and reduce unnecessary duplication of repetitive tasks in document processing
A. Mail merge is a feature that allows a user to create mass mailings of letters,
mailing labels, and other documents and personalize the information in each


UNPACKED CONTENT

B. Macros are tools that allow a user to program repetitive tasks into the computer’s
memory so that they can be quickly accomplished with the touch of a couple of
keys that the user has selected
C. Track changes is a feature used when editing documents that allows the user
and other editors to view changes that have been made to the document
D. Search and replace is a feature that allows global edits to a document
E. Styles are global formats for headings and other text within a document
F. The format painter is a feature that allows a user to copy the format of text to
other areas in a document
G. Comments is a feature used to add editorial remarks to a document
H. Templates and Wizards are features used to automate the creation of
documents. A template contains fields that are completed by the user. A wizard
uses a template and adds helpful prompts for the user


INSTRUCTIONAL ACTIVITIES

Instructional Activities Relevancy Resources
1.  Distribute What Do You Know About Font  Introduces/ reviews  What Do You
Formatting? to students and instruct them font formatting, Know About
to complete the activity to the best of their provides practice and Font
ability allows teacher to Formatting?
 Tell students that it’s okay if they don’t assess student activity and key
know how to apply all of the formats and mastery level of font
that this activity is simply a demonstration formatting
of what they know at this moment in time  This activity determines
 Allow several minutes for students to work the level of instruction
independently needed related to font
formatting
 Discuss the difference between serif and
sans serif font  Students will be able to
visualize the various
 Using a digital projector, invite student
formatting styles
volunteers to take turns demonstrating and
describing the procedures used to format  Helps students
each item in the activity UNDERSTAND (B2)
font formatting
 For any items that students are unsure
about, take over as demonstrator and
discuss the process used to apply the
format
 Monitor/facilitate students as they follow
along at their computers
 Once the class has completed the activity
together, instruct students to work
independently and provide their own
examples of each item in the What Do You
Know About Font Formatting? activity
and describe why each format is used
 Provide instruction for saving and
submitting their work
 As a class, discuss why each format is
applied, such as why underline is reserved
for hyperlinks and web pages, and allow
time for students to confirm or edit their
answers on the activity sheet

Continued on next page



2.  Distribute the Guided Practice:  Helps students  Guided
Paragraph Formatting activity to students UNDERSTAND Practice:
 Using a digital projector, discuss and (B2)paragraph Paragraph
demonstrate how to apply the paragraph formatting Formatting
formats while students follow along at their  Helps students activity and key
computers UNDERSTAND (B2)
 Upon completion of the activity, ask the various formats
students to compare their previous used in business
knowledge to what they learned in this documents and the
activity reasons for formatting
 Did they learn new formatting
techniques?
 If so, what were they?
 What purpose does a dot leader tab
serve?
 Discuss the difference between a source
note and a footnote
 Demonstrate how to format a footnote and
a source note
 As a class, discuss why the specific
formats were applied in this activity and
allow students time to record notes on their
activity sheet
 For example, paragraphs are indented
to help the reader transition to the next
topic
 Bullets are used to help organize
information and make it more user-
friendly for the reader
3.  Distribute Independent Practice:  Helps students  Independent
Paragraph Formatting to students. UNDERSTAND (B2) Practice:
Instruct students to complete the activity formats used in Paragraph
independently business documents Formatting
 Monitor/provide assistance as needed and the reasons for activity and key
formatting
 Facilitate a class discussion using the
questions listed at the end of the activity
 Instruct students how to save and submit
their work
Reinforcement activities may be found in Lesson (Less.). 2, Ex. 4, 5, 8, 11, 12, 14, & 16 of Glencoe
Microsoft Office 2003 (for paragraph formatting)



4.  Preparation: Prepare several tables  Helps students  Examples of
ahead of time to use in class demonstration UNDERSTAND (B2) tables in
 Demonstrate the basics of table formatting the principles of various formats
as students take notes on the Table formatting word from textbooks
Formatting Notes page processing documents or other
sources
 Guide students through the development of
teacher-generated tables that have the  Table
following features: Formatting
Notes
• Basic two row and two column
• Basic three column and two row with a
title merged across the cells at the top
• Shaded column and row headings
• Various borders
• Various cell alignments
• Merged cells
• Adjusted column and row widths
• Added and deleted columns
 Discuss why tables are used and why
formatting is applied
 For example, why are column headings
usually centered?
 Why is the information arranged in
columns and rows?
5.  Distribute Guided Practice: Table  Helps students  Guided
Formatting to students UNDERSTAND (B2) Practice: Table
 Using a digital projector, discuss and formatting for business Formatting
demonstrate the activity while students documents activity and key
follow along at their computers  Describes expectations  Table
 Monitor and provide assistance as needed for formatting tables Formatting
Rubric
 Distribute the Table Formatting Rubric to
students
 Review the rubric with students to deliver
expectations for keying tables



6.  Distribute Independent Practice: Table  Helps students  Independent
Formatting to students and instruct them UNDERSTAND (B2) Practice: Table
to complete the activity as directed the purpose and Formatting
 Monitor students while they complete the components of tables activity
activity and assist as needed through independent  Table
practice, application, Formatting
 Once students have completed the activity,
discussion, and Rubric
follow up with the question, “What purpose
reflection
do you think tables serve?”
Reinforcement activities may be found in Less. 5, ex. 4 & 9 of Glencoe Microsoft Office 2003 (for
tables)
7.  Preparation: Distribute the Guided  Helps students   3.01
Practice: Page Formatting file to UNDERSTAND (B2) Documents/GP
students ELECTRONICALLY how to format pages Page
 Distribute Guided Practice: Page Formatting
Formatting Instructions to students   3.01
 Using a digital projector, discuss and Documents/GP
demonstrate the page formatting as Page
directed while students follow along at their Formatting key
computers  Guided
 Discuss why each format is applied Practice: Page
Formatting
 For example, paragraph headings are
Instructions and
used to describe the main topic of the
key
paragraph to which they are attached
8.  Preparation: Distribute the IP Page  Helps students   3.01/
Formatting file to students UNDERSTAND (B2) Documents/IP
ELECTRONICALLY (located in the 3.01 formats used in Page
Documents folder) business documents Formatting
 Distribute the Independent Practice: Page   3.01/
Formatting Instructions to students Documents/IP
 Instruct students to complete the activity Page
independently Formatting key
 Facilitate/provide assistance as needed  Independent
Practice: Page
 Using questions at the end of the activity
Formatting
facilitate a class discussion
Instructions,
 Instruct students how to save and submit Questions, and
their work key
9.  Distribute the Font, Page, and Paragraph  Assesses what  Font, Page, and
Formatting Review activity for students to students Paragraph
complete independently UNDERSTAND (B2) Formatting
 Review answers as a class once all about formatting Review activity
students have completed the activity and key

Reinforcement activities may be found in Less. 2, ex. 1, Less. 3, ex. 12, 13 & 14, Less. 4, ex. 9 & 10,
Less. 5, ex. 3 of Glencoe Microsoft Office 2003 (for page formatting)



10.  Distribute What Do You Know About  Assesses what  What Do You
Business Documents? to students. students Know About
 Instruct students to identify the documents UNDERSTAND (B2) Business
that they know on page 1 of the activity about formatting Documents?
business documents activity and key
 The next two pages of the activity contain a
and previews future
three column table.
instruction about
 Column 1 lists each document that will business document
be discussed, demonstrated, and formatting
practiced in the activities that follow
 Instruct students to write any
information they know about each
document in Column 2
 Column 3 will be used upon completion
of all activities related to business
documents
 Students will take detailed notes about
each document later in the activities that
follow. For now, ask for student input while
reviewing their answers and providing a
broad overview of the use of each
document
 Instruct students to place a check beside
the documents that they correctly identified
 Instruct students to file the activity sheet in
their notebooks for later use
11.  Distribute the Business Documents  Reviews the purpose  Business
Checklist to students and expectations of Documents
• Students should use the document to keying business Checklist
keep track of their completed work and documents  Business
grades  Helps students Documents
 Distribute the Business Documents UNDERSTAND (B2) Rubric
Rubric to students performance criteria
• Business Document Rubric will be
used to assess student performance on
each business document
• Discuss the differences between the
three performance levels



12.  Preparation: Prior to the next activity,   3.01/
send the Document Examples PDF file Documents/
located in the 3.01 Documents folder to Document
students electronically or make it available Examples
to students by placing it on the server
 This file contains examples of each
document listed on the Business
Documents Checklist
 This PDF file will be used as a reference for
students during the demonstrations of
business documents
 Note: The order in which the documents
are taught does not matter
Note: In addition to the reinforcement activities, an optional culmination project has been
provided at the end of the guide. The teacher is the best judge of when and if to include the
activities presented in the culmination project. Each activity of the project may be inserted
after the corresponding lesson or the entire project can be saved until all documents have
been introduced and practiced. Teachers may add additional activities and are encouraged
to collaborate via the yahoo business educators group by emailing them to
NCBEteachers@egroups.com.
Note: The graphic organizers used in the business documents section which follows
contain empty spaces for students to fill in as the information is described and
demonstrated by the teacher. The content for these graphic organizers is located in the
Unpacked Content at the beginning of this objective.
13.  Using a digital projector, display and  Helps students   3.01/
discuss the 2 sample résumés located in UNDERSTAND (B2) Documents/
the 3.01 Documents folder while students the uses and Document
view pages 1-2 of the Document components of various Examples/
Examples PDF file that was sent to them business documents  Examples of
electronically through discussion and résumés from
 Discuss the font and paragraph formats example. Internet,
and the use of white space textbooks, or
 Distribute the Business Document Notes: other sources
Résumé graphic organizer and facilitate  Business
class discussion about résumé Document
components, use, and keying guidelines Notes: Résumé
 Guide students through setting up a Student Notes
resume by demonstrating how to key the
contact information in different font sizes,
adding borders, and adding tabs between
components and their descriptive text.
Allow students to practice and provide
assistance.



14.  Distribute the Independent Practice:  Helps students  Independent
Résumé activity and instruct students to UNDERSTAND (B2) Practice:
use the information from the notes to key the uses and Résumé
the activity components of various  Business
 Follow up with the facilitated discussion business documents Documents
using the following questions: through discussion and Checklist
example.
• What is a résumé?  Business
Documents
• Why is it used?
Rubric
• What are the components of a résumé?
• How should the components be
organized?
• What guidelines should you follow when
keying a résumé?
• Why is accuracy important?
 Instruct students to complete a self-check
using the Business Documents Rubric
before submitting their work
Remind students to check off each
document on the Business Documents
Checklist when completed
Reinforcement activity: p 437 Glencoe Microsoft Office 2003 ( for Résumés)
15.  Instruct students to key a personal  Helps students  Business
résumé and tailor the resume to a job of UNDERSTAND (B2) Document
their interest the uses and Notes: Résumé
 Once completed, students should share components of various Student Notes
their résumés with each other for business documents  No key is
proofreading purposes through discussion and provided for this
example. activity
 (Optional) Invite the CDC to review the
résumés and provide feedback  Business
 Monitor/assist as needed Documents
Checklist
using the Business Documents Rubric  Business
before submitting their work Documents
Rubric
 Remind students to check off each



16.  Using a digital projector, display and  Helps students  Examples of
discuss the 2 sample business letters UNDERSTAND (B2) business letters
located in the 3.01 Documents folder while the uses and from Internet,
students view pages 3-4 of the Business components of various textbooks, or
Documents PDF file that was sent to them business documents other sources
electronically through discussion and  Business
 Distribute the Business Document Notes: example. Document
Business Letter graphic organizer and Notes:
facilitate discussion about the components, Business Letter
keying guidelines, and uses of a business Student Notes
letter.   3.01/
 Guide students through setting up a Documents
business letter by demonstrating margins /Document
and spacing. Demonstrate how to adjust a Examples
letter so that it fits  Independent
appropriately/professionally within the Practice:
margins. Business Letter
 Distribute the Independent Practice: activity and key
Business Letter activity and instruct  Business
students to use the information from the Documents
notes to key the activity Checklist
 Follow up with facilitated class discussion  Business
using these questions: Documents
• What is a business letter? Rubric
• What are the components of a business
letter?
• Why is a business letter used?
• How should the components be
organized?
• What guidelines should you follow when
keying a business letter?
• Why is accuracy so important?
• What are some examples of business
letters used in business?
before submitting their work.
Reinforcement activity: Less 3, ex 1, & p 75-76 Glencoe Microsoft Office 2003 (for Business
Letters)



17.  Using a digital projector, display and  Helps students  Examples of
discuss the sample personal business letter UNDERSTAND (B2) personal
located in the 3.01 Documents folder while the uses and business letters
students view page 5 of the Business components of various from Internet,
Documents PDF file that was sent to them business documents textbooks, or
electronically through discussion and other sources.
 Distribute the Business Document Notes: example.  Business
Personal Business Letter and Letter of Document
Application graphic organizer and review Notes:
the information on the purpose, uses, Personal
components, and keying guidelines for Business Letter
personal business letters Student Notes
 Facilitate a class discussion using the   3.01
following questions: Documents/
• How is a personal business letter Document
different from a business letter in Examples
purpose and format?  Business
Documents
• Why is accuracy important?
Checklist
• What are some uses of a personal  Business
business letter? Documents
 Distribute Independent Practice: Rubric
Personal Business Letter and instruct  Independent
students to complete the activity Practice:
independently Personal
 Monitor/provide assistance as needed Business Letter
 Instruct students to complete a self-check activity and key
 Facilitate a class discussion about the
purpose of a letter of application and the
importance of accuracy and proper
grammar
Reinforcement activity: Less 3, ex 1, & p 75-76 Glencoe Microsoft Office 2003 (for Personal
Business Letters)



18.  Using a digital projector, display and  Helps students  Business
discuss the sample memos located in the UNDERSTAND (B2) Document
3.01 Documents folder while students view the uses and Notes: Memo
pages 6-7 of the Document Examples components of various Student Notes
PDF file that was sent to them business documents   3.01
electronically through discussion and Documents/
 Distribute the Business Document Notes: example. Document
Memo graphic organizer and review the Examples
information on the purpose, uses,
components, and keying guidelines for
memos
 Demonstrate formatting a memo as
students follow along at their computers
 Follow up with a facilitated class discussion
using the following questions:
• Why is a memo used?
• When is a memo used?
• How is a memo used?
• How is a memo formatted?
Reinforcement activity: p 37-38 Glencoe Microsoft Office 2003 (for Memos)



19.  To complete the Independent Practice:  Helps students  Business letter
Memo activity, instruct students to retrieve UNDERSTAND created in
the business letter keyed in Independent (B2).the procedures for Independent
Practice: Business Letter and modify its formatting business Practice:
contents to meet the standards of a memo documents Business Letter
 Describe and demonstrate the procedure  Independent
for retrieving and renaming a file Practice:
 Ask students how they will reformat the Memo key
letter  Business
• Answers should include adding a Documents
heading section, reformatting the date, Checklist
addressee, and sender information,  Business
adding a subject line, and deleting the Documents
salutation and closure Rubric
 Monitor/provide assistance as needed
 Follow up with the question, “What are
some examples of how a memo can be
used?”



discuss the sample agendas located in the UNDERSTAND Document
3.01 Documents folder while students view (B2).the components Notes: Agenda
pages 8-12 of the Business Documents and business uses of Student Notes
PDF file that was sent to them electronically an agenda   3.01
 Distribute the Business Document Notes: Documents/
Agenda graphic organizer while Document
presenting, reviewing, and discussing Examples/
information on the purpose, uses,
components, and keying guidelines for
agendas
 Demonstrate agenda formatting and review
dot leader tabs as students follow along at
their computers
14.  Distribute Independent Practice: Agenda  Helps students  Independent
to students and instruct them to complete UNDERSTAND Practice:
the activity independently (B2).the purpose and Agenda activity
 Monitor students while they complete the components of an and key
activity and assist as needed agenda through  Business
independent practice, Documents
application, discussion, Checklist
and reflection
before submitting their work.  Business
 Remind students to check off each Documents
document on the Business Documents Rubric
 When students have completed the activity,
follow up with the question, “What are some
examples of how an agenda can be used?”
discuss the sample minutes located in the UNDERSTAND Document
3.01 Documents folder while students view (B2).the components Notes: Minutes
pages 13-15 of the Business Documents of minutes through Student Notes
PDF file that was sent to them electronically guided practice   3.01
 Distribute the Business Document Notes: Documents/
Minutes graphic organizer and discuss the Document
purpose, uses, components, and keying Examples/
guidelines
 Demonstrate how to format minutes as



16.  Distribute Independent Practice: Minutes  Helps students  Independent
to students and instruct them to complete UNDERSTAND Practice:
the activity independently (B2).the purpose and Minutes
 Monitor/provide assistance as needed components of minutes Student activity
through independent and key
practice, application, Business
discussion, and Documents
reflection Checklist
 Business
Documents
Rubric
examples of how minutes can be used and
formatted?”
discuss the sample report located in the UNDERSTAND Document
3.01 Documents folder while students view (B2).the purpose and Notes:
pages 19-28 of the Business Documents components of a Research
PDF file business report Report Student
 Distribute the Business Document Notes: through guided Notes
Research Report graphic organizer and practice   3.01
discuss the purpose, uses, components, Documents/
and keying guidelines Document
 Notes: MLA is a style used for reports that Examples/
dictates specific punctuation styles,
abbreviation uses, headings, margins, and
arrangement of text
 (Optional) View MLA PowerPoints at
http://owl.english.purdue.edu/
workshops/pp/MLA.ppt#256,1,Cross-
referencing: Using MLA Format
 www.dianahacker.com/pdfs/Hacker-Daly-
MLA.pdf
 http://owl.english.purdue.edu/owl/resource/557/
01/
 (Optional) Compare MLA and APA formats
and respective uses of each
 Demonstrate how to set up a research
report (title, margins, spacing, etc.) as



18.  Distribute Independent Practice:  Helps students  Independent
Research Report and the ELECTRONIC UNDERSTAND Practice:
file, Documents/IP Research Report (B2).the purpose and Research
activity, to students and instruct them to components of a Reports activity
use their notes to adjust the format research report  Business
appropriately according to MLA guidelines through independent Documents
AND practice, application, Checklist
discussion, and
 Monitor /provide assistance as needed  Business
reflection
 When students have completed the activity, Documents
follow up with the question, “What are some Rubric
examples of how a research report can be   3.01
used in business?” Documents/ IP
 Where can they find help and references Research
for keying a report in a particular format, for Report activity
keying references, and other support   3.01
documents? (for example, Documents/ IP
www.owl.english.purdue.edu Research
Report key
19.  Using a digital projector, display and  Helps students   3.01
discuss the sample table of contents UNDERSTAND (B2) Documents/
located in the 3.01 Documents folder while the format, Document
students view page 29 of the Business components, and use Examples/
Documents PDF file that was sent to them of a table of contents  Business
electronically Document
 Distribute the Business Document Notes: Notes: Table of
Table of Contents graphic organizer and Contents
discuss the purpose, uses, components, Student Notes
and keying guidelines for a table of
contents
 Demonstrate how to set up a table of
contents and allow students to follow along
at their computers
 Review dot leaders



20.  Distribute Independent Practice: Table of  Helps students  Independent
Contents to students UNDERSTAND (B2) Practice: Table
 Instruct students to key the activity the format, of Contents
independently using their notes components, and use activity and key
of a table of contents  Business
 Monitor/provide assistance as needed
Documents
Checklist
 Business
Documents
Rubric
21.  After all business document activities  Reviews and checks  What Do You
have been completed, instruct students to what students Know About
retrieve the What Do You Know About UNDERSTAND (B2) Business
Business Documents? activity and use about business Documents?
Column 3 to reflect on the knowledge they documents through activity
have acquired about each document self-check
 Instruct students to rate their
competency/comfort level regarding each
document as (1) expert, (2) okay with a little
more practice, or (3) clueless
 Use information from the self-ratings to
provide remediation as necessary and use
student “experts” to help those in need.
 More practice with business documents is
provided in the activities that follow.
22.  Distribute the Business Document  Students will  Business
Decisions activity and instruct students to CLASSIFY (B2) the Document
complete the activity independently uses of various Decisions
 Monitor students/provide assistance business documents student activity
and key
 Upon completion of the activity, review
answers with the class
23.  Distribute Document Formatting Review  Reviews and checks  Document
to students and instruct them to complete what students Review activity
the activity independently. UNDERSTAND (B2) and key
 Review the activity with the class once all about formatting
students have finished



24.  Distribute Business Document  Students will  Business
Components to students and instruct them CLASSIFY (B2) the Document
to classify the components by the components of various Components
documents the components represent. business documents activity and key
 Students work independently or in pairs
 Instruct students to cross check/verify their
answers with other students and settle any
disputed information
 Upon completion of the activity, review
answers as a class and note which
documents share components
25.  Distribute Software Support Features  Software
Notes to students and instruct them to take Support
notes as you give a broad overview of the Features notes
software support features included on the graphic
notes page. organizer
 Instruct students that they will continue to
use the Software Support Features Notes
page as each feature is explained in
greater detail through demonstration,
discussion and practice
 Preparation: Prepare class notes about  By using mail merge,  Teacher-
the mail merge feature to explain the students will better prepared notes
following: UNDERSTAND (B2) on mail merge
• the function of mail merge in the the benefits of using (Refer to
creation of letters, mailing labels, mail merge when unpacked
emails, etc formatting business content)
documents  Guided
• how mail merge has impacted the
Practice: Mail
efficiency of document processing
 Prepares students for Merge activity
• the importance of accuracy and how the next series of and key
one error can easily transfer to all activities that focus on
documents in the merge software support
• the components of a mail merge features by introducing
 Distribute Guided Practice: Mail Merge to them to the topics
students and instruct them to take notes
while you explain the mail merge feature
 Distribute Guided Practice: Mail Merge to
students and instruct them to take notes
and follow along with you at their
computers as you discuss and demonstrate
the activity
 Assist students in creating the data table of
addressees



26.  Distribute Independent Practice: Mail  Helps students  Independent
Merge to students and instruct them to UNDERSTAND (B2) Practice: Mail
complete the activity independently the purpose and Merge activity
 Monitor/provide assistance as needed components of a mail and key
merge through Business
independent practice, Documents
application, discussion, Checklist
examples of how a mail merge can be
and reflection  Business
used?”
Documents
 Provide feedback to students upon
Rubric
completion of this activity in the form of a
grade or a requirement to revise
27.  Distribute Guided Practice: Macros to  Helps students  Guided
students UNDERSTAND (B2) Practice:
 Using a digital projector, demonstrate the the benefits of using Macro
activity and allow students to follow along at macros
their computers
 Discuss the impact of macros on document
processing while students take notes
28.  To complete the Independent Practice:  Helps students  No key or
Create a Macro activity, instruct students UNDERSTAND (B2) handout is
to create a macro called Header with the the usefulness of provided for this
following information macros as a formatting activity
• Student Name tool  Student work
should look
• Computer Applications I
similar to
• Unit: headers used in
• Assignment this guide
 Monitor students while they complete the
activity and assist as needed
follow up with the question, “How will the
macro you created assist you with further
assignments?



29.  Distribute Guided Practice: Software  Helps students  Document on
Support Tools to students and describe UNDERSTAND (B2) Telephone
the purpose and function of each support the use, purpose, and Etiquette
tool while students take notes: benefits of software originally
 Track changes support tools through created in
 Search and replace guided practice Independent
Practice: Page
 Styles
Formatting
 Format painter
 Guided
 Thesaurus Practice:
 Comments Software
 Using a digital projector, complete the Support Tools
activity as students follow along with you at activity and key
their computers
 Facilitate a class discussion about the
effect of these tools on productivity and
accuracy
30.  Distribute Independent Practice:  Helps students  Business letter
Software Support Tools to students and UNDERSTAND (B2) originally
instruct them to complete the activity the use, purpose, and created in
independently benefits of software Independent
 Students will need the letter created in support tools through Practice:
Independent Practice: Business Letter to independent practice Business Letter
complete this activity  Independent
 Monitor/provide assistance as needed Practice:
Software
Support Tools
activity and key



31.  Distribute the Document Culmination  Helps students  Document
Project to students. UNDERSTAND (B2) Culmination
 Review the instructions with the class document purposes Project
and components Business
 Distribute and review the Project
Documents
Checklist with the class and assign a due
Rubric (p 63)
date
 Collaboration
 Instruct students to share their printed work
software/
with each other for proofing and make
website
revisions before submitting
(optional)
 (Optional) To save paper and promote 21st
 No key is
Century Skills, allow students to collaborate
provided for the
using wikis/collaboration software
culmination
 (Optional) Allow students to use each project
other as experts when questions arise in
regards to formatting
 (Optional) Send the emails in the project
as actual emails to the students
 (Optional) Edit the emails so that students
have to determine which document is
appropriate for the scenario described in
the email
 (Optional) Develop additional activities as
needed and as time permits


Instructional Activities

What do you know about Font Formatting?................................................................. 125
What do you know about Font Formatting? Key ......................................................... 126
Guided Practice: Paragraph Formatting ..................................................................... 127
Guided Practice: Paragraph Formatting Key .............................................................. 128
Independent Practice: Paragraph Formatting............................................................. 129
Independent Practice: Paragraph Formatting Key ..................................................... 131
Table Formatting Notes ............................................................................................... 133
Guided Practice: Table Formatting ............................................................................. 134
Guided Practice: Table Formatting Key...................................................................... 135
Table Formatting Rubric .............................................................................................. 136
Independent Practice: Table Formatting .................................................................... 137
Independent Practice: Table Formatting Key ............................................................. 138
Guided Practice: Page Formatting Instructions .......................................................... 139
Guided Practice: Page Formatting Key ...................................................................... 140
Independent Practice: Page Formatting Instructions .................................................. 141
Independent Practice: Page Formatting Questions .................................................... 142
Independent Practice: Page Formatting Key .............................................................. 143
Font, Page, and Paragraph Formatting Review .......................................................... 145
Font, Page, and Paragraph Formatting Review Key ................................................... 147
What Do You Know About Business Documents? ...................................................... 149
What Do You Know About Business Documents? ...................................................... 150
What Do You Know About Business Documents? Key ............................................... 152
What Do You Know About Business Documents? Key ............................................... 153
Business Documents Checklist ................................................................................... 154
Business Documents Rubric ....................................................................................... 155
Business Document Notes: Résumé .......................................................................... 156
Independent Practice: Résumé .................................................................................. 158
Business Document Notes: Business Letter .............................................................. 159
Independent Practice: Business Letter ....................................................................... 162
Independent Practice: Business Letter Key................................................................ 163
Business Document Notes: Personal Business Letter ............................................... 164
Independent Practice: Personal Business Letter........................................................ 165
Independent Practice: Personal Business Letter Key ................................................ 166
Business Document Notes: Memo ............................................................................. 167
Independent Practice: Memo Key .............................................................................. 169
Business Document Notes: Agenda ........................................................................... 170
Independent Practice: Agenda ................................................................................... 171
Independent Practice: Agenda Key ............................................................................ 172
Business Document Notes: Minutes........................................................................... 173
Independent Practice: Minutes ................................................................................... 175
Independent Practice: Minutes Key ............................................................................ 176
Business Document Notes: Research Report ............................................................ 177
Independent Practice: Report..................................................................................... 180


Business Document Notes: Table of Contents ........................................................... 182
Independent Practice: Table of Contents ................................................................... 183
Independent Practice: Table of Contents Key ............................................................ 184
Business Document Decisions .................................................................................... 185
Business Document Decisions Key ............................................................................. 186
Document Formatting Review ..................................................................................... 187
Document Formatting Review Key .............................................................................. 188
Business Document Components ............................................................................... 189
Business Document Components Key ........................................................................ 190
Software Support Features Notes ............................................................................... 191
Guided Practice: Mail Merge ...................................................................................... 193
Guided Practice: Mail Merge Key ............................................................................... 196
Independent Practice: Mail Merge .............................................................................. 197
Independent Practice: Mail Merge Key....................................................................... 199
Guided Practice: Macro .............................................................................................. 201
Guided Practice: Software Support Tools .................................................................. 202
Guided Practice: Software Support Tools Key ........................................................... 203
Independent Practice: Software Support Tools .......................................................... 205
Independent Practice: Software Support Tools Key ................................................... 206
Guided Practice: Templates and Wizards .................................................................. 207
Document Culmination Project .................................................................................... 208
Checklist of Assignments ............................................................................................ 209


What Do You Know About Font Formatting? Student Activity

Student Name: Period: Date:

WHAT DO YOU KNOW ABOUT FONT FORMATTING?
Directions: Key the items below and apply the font formats directed for each. Below each
item, describe the steps you took to apply the formats and why each format is used.

1. Key Computer Applications I in bold font.

2. Italicize the word champion.

3. Underline words but not spaces in the phrase Pledge of Allegiance.

4. Apply a style other than bold to the phrase Business Reports.

5. Apply a subscript to the 2 in H2O.

6. Key the phrase FBLA Membership Roster in small capital letters.

7. Key Business Classes are Fun! and format the text as serif font.

8. Key the following sentence and insert the é symbol where appropriate.

I sent my résumé to the personnel department at Global Financing, Inc.


What Do You Know About Font Formatting? Teacher Key

WHAT DO YOU KNOW ABOUT FONT FORMATTING? KEY
Directions: Key the items below and apply the font formats directed for each. Below each
number, describe the steps you took to apply the formats and why each format is used.

1. Computer Applications I
Highlight/select the text and use CTRL + B
OR Highlight/select the text and click on the bold button on the formatting
toolbar
OR Highlight/select the text and select format, font, bold
2. champion
Highlight/select the text and use CTRL + I
OR Highlight/select the text and click on the italics button on the formatting
toolbar
OR Highlight/select the text and select format, font, italics
3. Pledge of Allegiance
Highlight/select each word separately and use CTRL + U
OR Highlight/select each word separately and select the underline button on
the formatting toolbar.
OR Highlight/select the phrase and use CTRL + Shift + W
4. Business Reports Answers will vary
5. H2O
Highlight/select the 2 and select format, font, subscript
OR Highlight/select the 2 and use CTRL + =
6. FBLA MEMBERSHIP ROSTER
Highlight/select the phrase and select format, font, small capitals
OR Highlight/select the phrase and use CTRL + Shift + K
7. Business Classes are Fun!
Highlight/select the text and select format, font; choose a font that has
attributes (serifs) on the tips of each letter.
OR Highlight/select the text and use CTRL + D and select a font.


Guided Practice: Paragraph Formatting Student Activity


GUIDED PRACTICE: PARAGRAPH FORMATTING
In this activity, you will follow along with your teacher to format the paragraphs by completing
the following tasks:
• Create a first line indent • Add a footnote
• Change line spacing • Cut and paste
• Add a border to a paragraph • Format a paragraph heading
• Add bullets
Directions:
1. Key the paragraph below
Voting Delegates Each active local chapter is entitled to send voting
delegates from its active membership to the State Leadership Conference.
The number of voting delegates you are entitled is based on the number of
members in your chapter. 1. Under 50 members 2, 50 – 100 members 3,
Over 100 members 4. This form must be submitted to the state office when
sending conference registration materials. Local chapter voting delegates
must be listed on the Voting Delegates Form.
1
North Carolina Future Business Leaders of America State Awards Program,
2001 Edition
2. Apply the following formats:
a. Center and bold the title, Voting Delegates
b. Indent Paragraph 1, which begins with Each active local chapter . . .
c. Format the 3 items that begin with Under 50 and end with 100 members as a double-
spaced bulleted list with the numbers right justified and a dot leader tab. See
example below:
Under 50 members ...................................................................2
d. Paragraph 2 begins with This form must be submitted . . .
e. Add a border around the title
f. Add the footnote
g. Cut the first sentence in paragraph two and paste it at the end of the paragraph
h. Select and apply a format style for the paragraph heading
3. Save and submit according to teacher instructions.


Guided Practice: Paragraph Formatting Teacher Key

GUIDED PRACTICE: PARAGRAPH FORMATTING KEY

Voting Delegates
Each active local chapter is entitled to send voting delegates from its active membership to
the State Leadership Conference. The number of voting delegates you are entitled is based
on the number of members in your chapter.1

o Under 50 members ..................................................... 2

o 50 – 100 members ..................................................... 3

o Over 100 members...................................................... 4

Local chapter voting delegates must be listed on the Voting Delegates Form. This form
must be submitted to the state office when sending conference registration materials.
1
North Carolina Future Business Leaders of America State Awards Program, 2001 Edition.


Independent Practice: Paragraph Formatting Student Activity


INDEPENDENT PRACTICE: PARAGRAPH FORMATTING
Directions: In this activity, you will work independently to apply formats to paragraphs and
answer related questions.

Part I: Key the following paragraph and apply the formats listed below.

The purpose of Future Business Leaders of America (FBLA) is to provide as an integral
part of the instructional program additional opportunities for students (grades 6-12) in
business education and to develop vocational and career supportive competencies and to
promote civic and personal responsibilities.1
1
North Carolina Future Business Leaders of America State Awards Program, 2001 Edition
1. Indent the first line

2. Double space the paragraph

3. Add a footnote

4. Add a border around the paragraph

Part II: Key the following paragraph and apply the formats listed below.
Are You Too Young to Plan Your Retirement?
The average American is now expected to live into his or her 80s. That means that you could
be living on retirement for up to a third of your life. True, your living expenses are likely to be
somewhat lower in retirement than they are now, while you are working and perhaps raising
a family. Think about the money it will take to live comfortably and then multiply it by 20 or
even 30 years. But according to many financial experts, in order to maintain your current
standard of living, you will need 60 to 80 percent of your final working income for every year
of your retirement. It’s a big number and it won’t happen automatically. Don’t forget about
inflation when planning for your retirement. The cost of a movie ticket in 2000 was $9.00. A
movie ticket in 2025 is expected to cost $28.81. A car cost $16,615 in 2000. The same car
will cost $53,180 in 2025. Source: NC 401(k) Plan: Helping You Bild a Better Financial
Future. July 2004. Prudential Retirement.

1. Beginning with the sentence “The cost of a movie ticket in 2000 . . .,” format the
remaining sentences as a bulleted list
2. Select the entire paragraph (except the bulleted list) and format it as a hanging indent.
3. Cut the sentence “Think about the money it will take to live comfortably and then multiply
it by 20 or even 30 years” and paste it after the sentence “But according to many
financial experts, in order to maintain your current standard of living, you will need 60 to
80 percent of your final working income for every year of your retirement.”
4. Format “Are You Too Young to Plan Your Retirement?” as a paragraph heading.
5. Format the source note in hanging indent style


Independent Practice: Paragraph Formatting Student Activity


Part III: Key the answers to the following questions in complete sentences. Save and submit
according to teacher instructions.

1. What are two techniques used to indent a paragraph?
2. Why might paragraphs be double-spaced?
3. What affect did the border have on the text you keyed?
4. What happened when you applied bullets?
5. How did bullets make the list easier to read?
6. What does a hanging indent look like?
7. What is the purpose of a paragraph heading?


Independent Practice: Paragraph Formatting Teacher Key

INDEPENDENT PRACTICE: PARAGRAPH FORMATTING KEY
Directions: In this activity, you will work independently to apply formats to paragraphs and
answer related questions.

Part I:
The purpose of Future Business Leaders of America (FBLA) is to provide as an

integral part of the instructional program additional opportunities for students (grades 6-12)

in business education and to develop vocational and career supportive competencies and

to promote civic and personal responsibilities.1

1
North Carolina Future Business Leaders of America State Awards Program, 2001 Edition

Part II: Key the following paragraph and apply the formats listed below.
Are you too young to plan your retirement? The average American is now expected to
live into his or her 80s. That means that you could be living on retirement for up to
a third of your life. True, your living expenses are likely to be somewhat lower in
retirement than they are now, while you are working and perhaps raising a family.
But according to many financial experts, in order to maintain your current standard
of living, you will need 60 to 80 percent of your final working income for every year
of your retirement. Think about the money it will take to live comfortably and then
multiply it by 20 or even 30 years. It’s a big number and it won’t happen
automatically. Don’t forget about inflation when planning for your retirement.1
o The cost of a movie ticket in 2000 was $9.00.
o A movie ticket in 2025 is expected to cost $28.81.
o A car cost $16,615 in 2000.
o The same car will cost $53,180 in 2025.
1
NC 401(k) Plan: Helping You Bild a Better Financial Future. July 2004. Prudential
Retirement.


Independent Practice: Paragraph Formatting Teacher Key

Part III: Key the answers to the following questions in complete sentences.

1. What are two techniques used to indent a paragraph?
 Use the tab key
 Through the menu bar/ribbon
2. Why might paragraphs be double-spaced?
 To increase readability
3. What effect did the border have on the text you keyed?
 It added emphasis to the paragraph
4. What happened when you applied bullets?
 The items became aligned in a list and each list began with a symbol
5. How did bullets make the list easier to read?
 By drawing the reader’s eye to text that has been enhanced by the bullets
6. What does a hanging indent look like?
 The first line is keyed at the left margin and remaining lines are keyed at a .5 tab
stop
 To give a general idea of the topic of the paragraph


Table Formatting Notes Student Activity


TABLE FORMATTING NOTES
Directions: Use this document to take notes as your teacher guides you through the uses and
formats commonly associated with tables.
Components of a Table

Procedure


Guided Practice: Table Formatting Student Activity


GUIDED PRACTICE: TABLE FORMATTING
Spotlight on the Job

Job Title Spa Manager
A spa manager oversees the operations at a spa. They ensure that guests
Job
receive the level of service expected and that the spa business is run
Description
efficiently and profitably.
Today’s spas range from small specialty facilities to day spas to huge luxury
resorts. There are spas offering medical treatments requiring a doctor’s
Workplace
supervision, mineral springs spas, and destination spas that provide fitness
and nutrition programs.
At larger upscale spas, management trainees often need a bachelor’s
Education degree, while smaller facilities may require an associate degree or certificate
in hospitality management or international spa operation and management.
According to the US Department of Labor’s Occupational Outlook Handbook,
median annual earnings of lodging and spa managers were $42,320 in May
Earnings
2006, with the highest 10 percent earning more than $82,510. Managers
may also receive benefits and earn bonuses.
The US Department of Labor predicts that jobs in the field will grow about as
fast as average for other professions. In some other countries, the spa
Job Outlook
industry is growing at an even more rapid pace, opening up opportunities for
employment in international spa management.

Directions:
1. Key the title in all caps, 14 pt and bold
2. Insert a 2 column, 6 row table
3. Key the column headings
4. Bold and center the column headings
5. Key the table data
6. Set paragraph formatting to 6 pt spacing above and below
7. Vertically center and center align the column headings
8. Vertically center and left align the text in the table body
9. Set paragraph spacing to 6 pt before and after
10. Apply 10% gray shading to the column headings


Guided Practice: Table Formatting Teacher Key

GUIDED PRACTICE: TABLE FORMATTING KEY
SPOTLIGHT ON THE JOB
Job Title Spa Manager

A spa manager oversees the operations at a spa. They ensure that guests
Job
receive the level of service expected and that the spa business is run
Description
efficiently and profitably.

Today’s spas range from small specialty facilities to day spas to huge luxury
resorts. There are spas offering medical treatments requiring a doctor’s
Workplace
supervision, mineral springs spas, and destination spas that provide fitness
and nutrition programs.

At larger upscale spas, management trainees often need a bachelor’s
Education degree, while smaller facilities may require an associate degree or certificate
in hospitality management or international spa operation and management.

According to the US Department of Labor’s Occupational Outlook Handbook,
median annual earnings of lodging and spa managers were $42,320 in May
Earnings
2006, with the highest 10 percent earning more than $82,510. Managers
may also receive benefits and earn bonuses.

The US Department of Labor predicts that jobs in the field will grow about as
fast as average for other professions. In some other countries, the spa
Job Outlook
industry is growing at an even more rapid pace, opening up opportunities for
employment in international spa management.


Table Formatting Rubric Student Activity


TABLE FORMATTING RUBRIC

Excellent Satisfactory Poor
Table Contents
(10) (8) (6)

Column headings are centered
5 cells 3 cells < 3 cells
horizontally and vertically

Column headings are keyed in bold font 5 cells 3 cells < 3 cells

Rows are adjusted evenly 100% 80% < 80%

Columns are adjusted evenly 100% 80% < 80%

Cell data in rows is vertically and
100% 80% < 80%
horizontally centered

Table contains at least one merged row
Yes Yes No
or column

Row headings are shaded 100% 80% < 80%

Row headings are keyed in bold font 100% 80% < 80%

Table contains an appropriate title Yes Yes No

Spelling errors 0 2-3 >3

Total: Multiply checked cells by point
value of column

Total Points:


Independent Practice: Table Formatting Student Activity


INDEPENDENT PRACTICE: TABLE FORMATTING

Create a table of your favorite television shows Monday through Friday. Apply the following
formats:
• Horizontally and vertically center the column and row headings and key them in bold font
• Adjust rows evenly
• Merge any cells that represent hour-long shows
• Divide all columns evenly
• Include at least one merged row or column
• Apply shading to the row and column headings
• Key an appropriate title for the table
• Save and print the table according to teacher directions


Guided Practice: Page Formatting Instructions Teacher Key

INDEPENDENT PRACTICE: TABLE FORMATTING KEY
Note: Student tables will vary
Monday Tuesday Wednesday Thursday Friday

7:00 – 7:30 NCIS Andy Griffith Jeopardy Sponge Bob Jeopardy

Wheel of Wheel of Wheel of Wheel of Wheel of
7:30 – 8:00
Fortune Fortune Fortune Fortune Fortune

8:00 – 8:30
Ghost
Wife Swap American Idol American Idol CSI
Whisperer
8:30 – 9:00

Dog the
Two and a
9:00 – 9:30 Shark CSI Miami Numb3rs Bounty
Half Men
Hunter

Dog
9:30 – 10:00 24 Dateline 48 Hours A&E
Whisperer


Guided Practice: Page Formatting Instructions Student Activity


GUIDED PRACTICE: PAGE FORMATTING INSTRUCTIONS

Directions: Use the Guided Practice Page Formatting Excerpt that has been sent to you
ELECTRONICALLY by your teacher to follow along as your teacher demonstrates how to
complete the tasks listed below.
1. Adjust the side margins to 1.5” left and 1” right
2. Format the page for landscape orientation
3. Set a header with your name on the left, Computer Applications I in the middle, and the
current date on the right
4. Turn off widow orphan protection
5. Insert a manual page break after the phrase Whereas, the average balance for college
students with credit cards was . . . and
6. Allow the computer to use word wrap instead of manually entering at the end of each
line
7. Delete the manual page break
8. Format the entire document into two columns of equal width
9. Add a page border


Student Name Computer Applications I Current Date
Teacher Key

GUIDED PRACTICE: PAGE FORMATTING KEY
RESOLUTION TO THE STATE BOARD OF EDUCATION
Presented by State Treasurer Richard Moore
October 5, 2006

Whereas, personal financial education is essential to ensure
that North Carolina’s youth are equipped to make informed Whereas, the Department of Public Instruction, in concert with
financial decisions; and the Department of State Treasurer, have agreed that
measuring the status of our student’s current financial literacy
Whereas, A 2004 survey found that 56% of parents believe skills is critical to meeting the mandate of Senate Bill 622;
high school graduates are totally unprepared to responsibly
manage their personal finances; and Therefore, be it

Whereas, many young people have difficulty managing their
first consumer credit experiences due to a lack of knowledge RESOLVED, the State Board of Education endorses a
and experience in money management; and determination of the status of financial literacy knowledge
of the State’s students. To that end, the Department of
Whereas, the average balance for college students with credit State Treasurer and Department of Public Instruction will
cards was $2,327 and students double their average credit conduct a Random Stratified Survey to determine the
card debt - and triple the number of credit cards in their wallets
extent of the need for financial literacy education and to
- from the time they arrive on campus until graduation; and
meet the requirements of the mandate of Senate Bill 622.
Whereas, the acquisition of financial literacy skills by young The Department of State Treasurer and Department of
people in North Carolina will contribute to positive change for Public Instruction will work together to determine the
the communities in which they live and work and will greatly timing and scope of the survey and report results back to
benefit the economy of this state; and the State Board.

Whereas, the Legislature in passing Senate Bill 622, which
calls for implementation of financial literacy curriculum in the
state’s high schools by Fall 2007, has recognized the
importance of teaching financial education to our students; and

6411 – Computer Applications I Summer 2008, Version 2 Competency B – 3.01 – page 140

Independent Practice: Page Formatting Instructions Student Activity


INDEPENDENT PRACTICE: PAGE FORMATTING INSTRUCTIONS

Directions: Edit the excerpt from Wild Woman’s Guide to Etiquette, Chapter 9, by Sharon A. Hill that
has been sent to you ELECTRONICALLY by your teacher as directed below. Answer the questions on
the next page.
1. Format the title, Chapter 9. Telephone Etiquette as follows:
 Font size 16
 Font style – Bold
 Font – Arial
 Font effect – Small caps
2. Set the left margin to 1.25”
3. Triple space after the title
4. Indent all paragraphs
5. Double space the entire chapter and delete any extra spaces between paragraphs
6. Format all side headings as paragraph headings in a sans serif font
 Format the text as bold and initial caps
 Insert a period after the text (do not bold the period)
 The font size should correspond to that of the paragraph text, which is 12
 The paragraph body begins on the same line as the paragraph heading
7. Cut the paragraph about placing a telephone call and paste it ahead of the section
on leaving messages
8. Add a border around the title
9. Format the five paragraphs below Cell phones and pagers with bullets. Single
space within and double space between each bulleted item
10. Format a page border around the entire document
11. Format a header with the chapter title 12 pt Arial font in the left-hand margin. Do not
show the header on the first page
12. Format a footer with a page number in the bottom right hand margin in the same font
and size as the header
13. Quadruple space at the end of the body of the chapter to key the reference in
hanging indent format
14. Format the book title in italics
15. Protect against orphans and widows by using manual (hard) page breaks
16. Proofread the document before saving and submitting


Independent Practice: Page Formatting Questions Student Activity


INDEPENDENT PRACTICE: PAGE FORMATTING QUESTIONS

Directions: Key the answers to the following questions in complete sentences.

1. What procedure did you use to format the title?
2. What effect did the format applied to the title have on the document?
3. Why do you think the title format was applied?
4. How many blank lines were left between the title and the body after you triple spaced?
5. What happened when you formatted the side headings?
6. How did you make sure that the period at the end of each paragraph heading was not
bold?
7. What happened when you formatted the bulleted items?
8. What effect did the bulleted format style have on the text?
9. Which format (bullets or paragraph style) do you prefer and why?
10. What effect did rearranging the paragraphs have on the overall message?
11. What effect did the border have on the text you keyed?


Independent Practice: Page Formatting Teacher Key

INDEPENDENT PRACTICE: PAGE FORMATTING KEY


Independent Practice: Page Formatting Teacher Key


Font, Page, and Paragraph Formatting Review Student Activity


FONT, PAGE, AND PARAGRAPH FORMATTING REVIEW
Directions: Determine the appropriate font format(s) for the items below. More than one
format may be applied to a single item. The first one has been done for you.
What is the appropriate formatting for:

b, c 1. The title of a report a. Accent

2. The title of a book in a reference or source line b. All caps

3. The “e” in the word café c. Bold

4. To emphasize a word d. Italics

5. A website e. Subscript

6. An email address f. Superscript

7. The numbers in a chemical equation g. Underline

Match the term with its definition

To add vertical or horizontal lines around the edges
1. of a page or a paragraph a. Borders

2. To indent all lines except the first line of a paragraph b. Bullets/ numbers

3. Used to organize and list items c. Cut/paste

4. Used to describe the main idea of a paragraph d. Endnote

5. Key used to indent e. Footer

To move text from one location in a document to
6. another f. Footnote

Used to indicate a new paragraph or offset a long
7. quote g. Hanging indent

A source reference placed at the bottom of the
8. same page h. Hard break

A list of all source references used in a document,
9. placed on a separate page i. Header

Used to arrange and organize text in columns and
10. rows j. Indent


Font, Page, and Paragraph Formatting Review Student Activity



11. When the paper is wider than it is tall k. Landscape

Paragraph
12. When the paper is taller than it is wide l. heading

Running text at the top of a page, such as a page
13. number, date, title m. Portrait

Running text at the bottom of a page, such as a
14. page number, date, title n. Tab

To manually divide text between more than one
15. page o. Table

Key the text about font according to the guidelines listed below:
• Key a title for the text that as placed and formatted appropriately
• Use your knowledge of font formatting to draw attention to key words
• Determine the appropriate paragraph breaks and indent each.
• At the end of the text, use two bulleted lists to provide 3 examples each of sans serif
fonts and serif fonts.
A serif font is one that has small attributes at the tips of each letter. The most commonly used
serif font is Times New Roman. It is often used in the body of a letter or report. A sans serif
font does not include the attributes at the tips of each letter. Arial is a sans serif font. Sans
serif fonts are commonly used in title texts and serifs are commonly used for the body text.
While there is no steadfast rule that dictates a sans serif font must be used for titles and a serif
for body, this practice is used more often than not in hard copy materials. Serif fonts are said
to propel the reader forward because of the natural right-sided slant of the letters. Sans serif
fonts are the preferred font for web-based content. Sans is a French word meaning without.
Key the answers to the following questions:
3. What is the difference between a serif font and a sans serif font?
4. Which font is preferred for hard copy text?
5. Why are serif fonts preferred?
6. What font is used in this question?


Font, Page, and Paragraph Formatting Review Teacher Key

FONT, PAGE, AND PARAGRAPH FORMATTING REVIEW KEY
Directions: Determine the appropriate font format(s) for the items below. More than one
format may be applied to a single item. The first one has been done for you.
What is the appropriate formatting for:
B, C 1. The title of a report a. Accent
D 2. The title of a book in a reference b. All caps
A 3. The “e” in the word café c. Bold
C 4. To emphasize a word d. Italics
G 5. A website e. Subscript
G 6. An email address f. Superscript
F 7. The numbers in a chemical equation g. Underline

1. Vertical or horizontal lines around the edges of a
A a.
page or a paragraph Borders
2. To indent all lines except the first line of a
G b.
paragraph Bullets/ numbers
B 3. Used to organize and list items c. Cut/paste
L 4. Used to describe the main idea of a paragraph d. Endnote
N 5. Key used to indent e. Footer
6. To move text from one location in a document to
C f.
another Footnote
7. Used to indicate a new paragraph or offset a long
J g.
quote Hanging indent
8. A source reference placed at the bottom of the
F h.
same page Hard break
9. A list of all source references used in a
D i.
document, placed on a separate page Header
10. Used to arrange and organize text in columns
O j.
and rows Indent
K 11. When the paper is wider than it is tall k. Landscape
12. When the paper is taller than it is wide Paragraph
M l.
heading
13. Running text at the top of a page, such as a page
I m.
number, date, title Portrait
14. Running text at the bottom of a page, such as a
E n.
page number, date, title Tab


Font, Page, and Paragraph Formatting Review Teacher Key

15. To manually divide text between more than one
H o.
page Table

SANS SERIF AND SERIF FONTS
A serif font is one that has small attributes at the tips of each letter. The most
commonly used serif font is Times New Roman. It is often used in the body of a letter or
report.
A sans serif font does not include the attributes at the tips of each letter. Arial is a sans
serif font. Sans serif fonts are commonly used in title texts and serifs are commonly used for
the body text. While there is no steadfast rule that dictates a sans serif font must be used for
titles and a serif for body, this practice is used more often than not in hard copy materials.
Serif fonts are said to propel the reader forward because of the natural right-sided slant
of the letters. Sans serif fonts are the preferred font for web-based content. Sans is a French
word meaning without.
Examples of Serif Font

• Cambria
• Times New Roman

• Bell MT
Examples of Sans Serif Font
• Arial
• Comic Sans
• Calibri
Key the answers to the following questions:
1. What is the difference between a serif font and a sans serif font?
Serif fonts do not have attributes at the tips of the letters
2. Which font is preferred for hard copy text?
Serif
3. Why are serif fonts preferred?
They are said to propel the reader’s eyes forward
4. What font is used in this question?
Arial


What do you know about Business Documents? Student Activity

Student Name Date: Period

WHAT DO YOU KNOW ABOUT BUSINESS DOCUMENTS?
Part I Directions: Test your knowledge by labeling the four business documents. A list of
terms is provided at the bottom of this document.
2.
1.

Revised Bloom’s Taxonomy
Peer Review Committee
May 27, 2009
NC DPI

8:30 a.m. Welcome and Introductions John

9:00 a.m. Overview of Blueprints Mary Jo

10:00 a.m. Break

10:15 a.m. Unpacking the Content Claudia

11:30 a.m. Activities and Objectives Bladen

1:00 p.m. Lunch and Adjournment Claudia

3.
May 4, 2008

4.
Holiday Inn
300 Hillsborough Street
May 4, 2008
Raleigh, NC 26589

To Whom It May Concern:
TO: Mike Ward, President
During my recent stay in your lovely hotel, I was
highly impressed by the cleanliness of the rooms
FROM: Cecelia Barnes, Consultant
and quality of the food. The hospitality of hotel
staff was outstanding. Thank you for doing such
SUBJECT: PRODUCT RECALL
a great job in showing your appreciation of your
guests and I look forward to my next visit.
Due to the recent crisis involving tainted pet food
products supplied by your company, we will no longer
Sincerely
require your advertising services. Although I regret
having to sever our relationship, we at Animals Are
Us must keep the public’s safety as our main priority.
Key Terms: Mrs. Mary Jones
• Agenda
• Business Letter
• Minutes
• Memo




WHAT DO YOU KNOW ABOUT BUSINESS DOCUMENTS?
Part II Directions: Although you are not expected to know the details and descriptions of each
document listed below, you probably know more than you think you do! Describe what you
know about the following business documents and come back to this document later to rate
your progress.

Date:
Date:
Document I now know more about each
What I know about components and uses of
document and my comfort
this document:
levels are:

Résumé I feel that I am an expert.
I know enough to get by with
a little more practice.
I don’t have a clue.

Business I feel that I am an expert.
Letter I know enough to get by with

Personal I feel that I am an expert.
Business I know enough to get by with
Letter a little more practice.

Memo I feel that I am an expert.

Agenda I feel that I am an expert.

Minutes I feel that I am an expert.




Date:
Date:
Document I now know more about each
What I know about components and uses of
document and my comfort
this document:
levels are:

Research
Report

I feel that I am an expert.

Table of I feel that I am an expert.
Contents I know enough to get by with


What do you know about Business Documents? Teacher Key

WHAT DO YOU KNOW ABOUT BUSINESS DOCUMENTS? KEY
Part I Directions: Test your knowledge by labeling the four business documents

Minutes
Agenda

Revised Bloom’s Taxonomy
Peer Review Committee
May 27, 2009
NC DPI

8:30 a.m. Welcome and Introductions John

9:00 a.m. Overview of Blueprints Mary Jo

10:00 a.m. Break

10:15 a.m. Unpacking the Content Claudia

11:30 a.m. Activities and Objectives Bladen

1:00 p.m. Lunch and Adjournment Claudia

Letter
May 4, 2008

Memo
Holiday Inn May 4, 2008
300 Hillsborough Street
Raleigh, NC 26589

To Whom It May Concern: TO: Mike Ward, President
During my recent stay in your lovely hotel, I was FROM: Cecelia Barnes, Consultant
highly impressed by the cleanliness of the rooms
and quality of the food. The hospitality of hotel SUBJECT: PRODUCT RECALL
staff was outstanding. Thank you for doing such
a great job in showing your appreciation of your Due to the recent crisis involving tainted pet food
guests and I look forward to my next visit. products supplied by your company, we will no longer
require your advertising services. Although I regret
Sincerely having to sever our relationship, we at Animals Are
Us must keep the public’s safety as our main priority.

Mrs. Mary Jones


What do you know about Business Documents? Teacher Key

WHAT DO YOU KNOW ABOUT BUSINESS DOCUMENTS? KEY
Part II Directions: Describe what you know about the following business documents:

Business letter

• A business letter is a formal communication sent from one party (person or organization) to
another.

Research report

• A research report is a multi-page document about a particular subject or topic. It often
includes sub-topics and supporting documents.

Agenda

• An agenda is a list of topics, such as discussion points for a meeting.

Memo

• A memo is an informal communication used within an organization, usually attached to an
email.

Minutes

• A record of minutes is a detailed report of the actions and discussions that occurred during a
meeting and the persons who attended.

Table of Contents

• A list of topics in a document in the order in which they are presented in the document. Can
include page numbers. Usually keyed as a part of a report.


Business Documents Checklist Student Activity


BUSINESS DOCUMENTS CHECKLIST
Directions: Use the table below to keep track of business documents and assignments.

Completed Document Saved As Grade

1. Résumé

2. Business Letter

3. Personal Business Letter

4. Memo

5. Agenda

6. Minutes

7. Research Report

8. Table of Contents


Business Documents Rubric Student Activity

BUSINESS DOCUMENTS RUBRIC

Student Name:

Document:

Due Date:

Excellent Satisfactory Poor
(20) (17) (12)

Deadline On time 1 day late > 2 days late
Contains all Contains 80% of the
Contains less than
required components or
Components 80% of the
components in the components are out
components
proper order of order.
Top, bottom, and
Side margins or top
side margins are
Margins and bottom margins Incorrect margins
appropriate for the
are correct.
document

Spelling errors 0 2-3 >3

Overall Format Perfect 2-3 errors > 3 errors

Total Points
(Multiply checked
cells by point
value of column)

Total Points:

Comments:


Business Document Notes: Résumé Student Notes

BUSINESS DOCUMENT NOTES: RÉSUMÉ

DESCRIPTION – WHAT IS IT AND WHY IS IT USED?

To see a full-size copy of this document, refer to
page 1 of the 3.01 Document Examples PDF file

MARGINS
• No less than .5 inch margins
• Use white space uniformly to create a professional appearance and emphasize the content

COMPONENTS
• Name
• Address
• Phone number(s)
• Email Address

• Listed in chronological order beginning with the most recent
• If not graduated yet, list date of expected graduation
• Include courses enrolled that directly relate to the position sought


Business Document Notes: Résumé Student Notes
• Listed in chronological order, beginning with the most recent
• Use the term that is most descriptive.
 For example, someone who worked with his dad fixing cars
would describe their knowledge as experience
 Someone employed at Fast Lanes Auto Store would describe
their knowledge as employment
• Include type of position, name and location of organization, dates of
employment, and brief description of responsibilities
• Use action statements
• Experience may be keyed before education if needed for added
emphasis
• Listed with permission of the reference
• If included on the résumé, include name and contact information
• If not included on the résumé, a statement indicating that references
will be provided upon request should be included
• Never use relatives or peers as references

OPTIONAL INFORMATION
• Concise statement of your purpose, usually for a specific job

• Examples: Reading, skiing, hiking, Boy Scouts, choir, and fishing,
etc.
• Examples: Volunteering at the local hospital or animal shelter,
tutoring, etc.
• Indicate leadership ability, service to others, expertise, for example,
chapter president of FBLA
• Especially applicable to companies with international holdings and
interests or in communities with diverse cultures

GUIDELINES FOR KEYING
• Contact’s name is usually keyed in large font in the header section, followed by his/her
contact information, usually keyed in smaller text
• Sections are commonly divided into columns – headings on the left and descriptive text on
the right
• Limit length one page as often as possible
• Must be free of any errors
• Format and text should be easy to read and attractively presented
• Do not use a font size less than 11 or 12 pt.


Independent Practice: Résumé Student Activity


INDEPENDENT PRACTICE: RÉSUMÉ

Julie Local
4518 Summit Point Road
Archdale, North Carolina 28456
336-455-3322 (H)
336-444-5633 (C)
jlocal@earthling.com

OBJECTIVE Seeking a manager intern position with Smiley’s Daycare

EDUCATION Senior at Groom High School, Archdale, NC
Graduation May 2009
Business Administration concentration
GPA 3.6

EXPERIENCE Harris Grocery Store, Archdale, NC
Cashier, May 2007 to present
Manage cash register and assist customers as needed.

Self Employed
Babysitter, 2005 to present
Care for neighborhood children, all ages on an as-needed basis.

Self Employed
Nanny, June 2006 – August 2006
Employed as daytime nanny by two families. Provided care and
supervision for four children aged 6 months to 7 years. Responsible for
driving children to and from summer activities, light house keeping, and
daily art projects.

REFERENCES Steve and Mary Ward, 4534 Alston Court, Archdale, NC 28456, 336-558-
8845

Mary Woodlawn, 4545 Jamestown Place, Archdale, NC 28456, 336-454-
3345

Alice Creech, 4555 Knox Road, Archdale, NC 28456, 336-556-3331


Business Document Notes: Business Letter Student Notes

BUSINESS DOCUMENT NOTES: BUSINESS LETTER


See pages 3-4 of the 3.01 Document
Examples PDF file
MARGINS
• Adjust the margins so that the letter has a uniform amount of white space at each margin and is
slightly oriented to the top or centered

COMPONENTS (IN ORDER)
• Preprinted information in the header and sometimes in the footer that
usually contains the company name, address, email address, logo,
and other contact information
• The date the letter was written, spelled out, as in April 30, 2010
• Keyed on the first line of the inside address and used to address a
specific person or job (Sales Manager) within an organization
• The name of the addressee, name of the business, street address,
city, state abbreviation, and zip
• The greeting



• Keyed below the salutation because it is considered part of the
message
• Key the word Subject in all caps, followed by a colon and the topic,
also in all caps
• Gives the reader a quick overview of the topic
• The letter content
• Key paragraphs in single space format with a double space between
• The goodbye
• Keyed name of the company in all caps, placed a double space below
the complimentary close
• Author’s name and title, which may be keyed on one or two lines,
depending on length
• Initials of the typist of the letter and sometimes the author as well
(keyed first)
 Example: bc/mw or BC/MW
 No punctuation is used with the initials
• Indicates that another document is included with the letter.
Sometimes the enclosures are identified. Example: Enclosure:
Résumé
• Indicates the names of other parties who have received copies of the
letter. Example: cc Mrs. Dian Moon

PUNCTUATION STYLES
• A colon is keyed after the salutation (Dear Mrs. May:)
• A comma is keyed after the complimentary close (Sincerely,)

• No punctuation after the salutation or the complimentary close

FORMAT

• All lines begin at the left margin

• The date and closure are keyed AT center point (about 6 tabs)




• A quadruple space follows the date line, leaving three blank lines between the date and the
inside address
• A double space follows the inside address, leaving one blank line between the inside address
and the salutation
• A double space follows the salutation, leaving one blank line between the salutation and the
body
• The body of the letter is single spaced, with a double space between paragraphs
• A double space precedes the complimentary close
• If the company signature is included in the letter, it is keyed a double space below the
complimentary close and a quadruple space (three blank lines) above the writer’s signature
block
• If no company signature is included in the letter, the writer’s signature block is keyed a quadruple
space below the complimentary close
• A double space separates the writer’s signature block from any remaining parts of the letter
• Reference initials, enclosure notation, copy notation, etc. are single or double spaced Reference
initials are not required when the writer is also the typist


Independent Practice: Business Letter Student Activity


INDEPENDENT PRACTICE: BUSINESS LETTER

Directions: Key the information below as a business letter in block style with mixed punctuation. Use
today’s date and your name in the closing. The letter is to Mr. Dwight Marks, 300 East 57th Street, New
York, NY 10022.
Thank you for your recent inquiry regarding purchase of our curriculum materials for Computer
Applications I. As you pointed out, the curriculum guide and blueprint are easily accessible from
the Internet, but the item bank is not. I regret to inform you that test items are not for sale or use
outside of North Carolina and that they are the legal property of the Department of Public
Instruction.
Please contact me if you have any other questions. I’ve enclosed an order form from our local
printing company should you desire hard copies of our products.


Independent Practice: Business Letter Teacher Key

INDEPENDENT PRACTICE: BUSINESS LETTER KEY

Note: Spacing appears off in
this graphic. Go to the 3.01
Documents folder for the key
and to view the correct
spacing.


Business Document Notes: Personal Business Letter Student Notes

BUSINESS DOCUMENT NOTES: PERSONAL BUSINESS LETTER
BUSINESS DOCUMENT NOTES: PERSONAL BUSINESS LETTER


• Includes the return address of the author See page 5 of the 3.01 Document
 Street address Examples PDF file

 City, State abbreviation, zip code
 Date
• Formatted according to the same guidelines as a business letter

LETTER OF APPLICATION

HOW IS IT ORGANIZED? (DESCRIBE THE CONTENTS OF EACH PARAGRAPH)

Paragraph 1 •

Paragraph 2 •

Paragraph 3 •


Independent Practice: Personal Business Letter Student Activity

Name: Period: Date:

INDEPENDENT PRACTICE: PERSONAL BUSINESS LETTER

Key a personal business letter to the address listed below as a letter of application that will accompany
a résumé. As you key the letter, notice that it is divided into three sections:
• The first paragraph introduces the job applicant to the prospective employer and describes
what position he is applying for and how he learned of the job opening.
• The second paragraph details his experience and education.
• The third paragraph requests an interview.
Use block style and mixed punctuation. Supply an appropriate salutation and complimentary close, as
well as an enclosure notation. Begin with 1” side margins and a 1 ½ ” top margin. Adjust if necessary.

The letter is from Dwight Cobol, 1947 Rickard Place, Swansboro, NC 58457. The letter is to Ms. Alice
Council, Personnel Director, Acme Products, 1895 Centennial Drive, Charlotte, NC 28388. Use the
current date.

Letter body:
I would like to apply for the position of Account Manager as advertised in Sunday’s Charlotte News and
Observer. The job is listed as position number 56789. I am familiar with the history of Acme Products
and have observed its steady rise as a major developer of computer software.

I am currently employed by a local company in Swansboro as the account manager for ten major
clients. I handle all of their customer service needs including product maintenance, new product
implementation and training, and project development. I am a team player willing to work long hours
when necessary to implement the deployment of a product and thereby maintain a long lasting
relationship with my clients. I am certified as a network systems specialist and, as noted on my
résumé, received a bachelor of science in information systems with a minor in management from North
Carolina State University.

I look forward to discussing the position of account manager in person. Please call or email at your
earliest convenience to schedule an interview. I can be reached by cell phone at 545-656-9906 or
email at dcobol@yahoo.net.


Independent Practice: Personal Business Letter Teacher Key

INDEPENDENT PRACTICE: PERSONAL BUSINESS LETTER KEY


Business Document Notes: Memo Student Notes

BUSINESS DOCUMENT NOTES: MEMO


See pages 6-7 of the 3.01 Document
MARGINS Examples PDF file

• Adjust the margins so that the memo has a uniform amount of white space at each margin and
is slightly oriented to the top or centered

• May be keyed first either at center point or at the left margin
• Spell the date out – April 30, 2010, not 4/30/2010
• TO – addressee(s)
• FROM – senders
• DATE – if not keyed at the beginning
• SUBJECT – brief summary of memo content
• Message
• Sometimes included at the end of a memo to allow for a
signature
• OR
• Sometimes the author initials beside the “From” heading – for
authenticity


Business Document Notes: Memo Student Notes

• Attachment or copy notations

• The basic headings: TO or MEMO TO, FROM, and, SUBJECT or RE, are most often keyed in
all caps and bold
• The information to the right of each heading is vertically aligned (usually one or two tabs after
each heading)
• When addressed to more than two or three recipients (or from multiple authors), vertically align
each name; otherwise, separate each name by a comma and fit on one line
• Body begins a double space below the last heading
• The writer’s name or initials may be keyed a double space below the last line of the body
(optional)
• Paragraphs are single spaced with a double space between
• Paragraphs may be blocked or indented


Independent Practice: Memo Teacher Key

INDEPENDENT PRACTICE: MEMO KEY

Note: This is just one
example of how a memo can
be formatted.

The date may also be keyed in the headings section.


Business Document Notes: Agenda Student Notes

BUSINESS DOCUMENT NOTES: AGENDA

BUSINESS DOCUMENT NOTES: AGENDA


MARGINS
• If the agenda is very short, it may be centered horizontally and/or vertically
• Adjust margins (top and side) so that the agenda is attractively presented on the page
• If letterhead stationery is used, leave .5 inches between the letterhead and the beginning of the
agenda


Heading section

Body

See pages 8-12 of the 3.01
Document Examples PDF file

• May include columns of times, topics, speakers, and locations or may simply be represented as
a list of items
• May be formatted with dot leader tabs to control the left-to-right flow of the text
• Format varies according to the needs and preferences of each organization
• If the agenda includes a list of incomplete sentences, no periods are required
• Use a double space between numbered items
• If the meeting or conference will last more than one day, list the day and date at the beginning of
each section in bold
• For agendas in column format, use the table feature


Independent Practice: Agenda Student Activity


INDEPENDENT PRACTICE: AGENDA

Directions: Key the information below as an agenda for an FBLA board meeting at the Koury
Convention Center on June 17, 2009 at 6:00 p.m. in the Olympia conference room. Save and submit
according to teacher directions. Be sure to keep track of your documents on the Business
Documents Checklist.

6:00 Call to Order and Welcome .................................................. Claudia Skinner
Section Chief, Business & Information Technology,
Marketing, Health Occupations & Career Development
6:10 Minutes of September Meeting ........................................ Kathy Worthington
NC FBLA Board of Directors Secretary
6:15 NC FBLA State Officer Reports
UNFINISHED BUSINESS
6:40 Directory Updates ............................................................ Lorraine Stephens
6:45 Online Registration for SLC 2006.............................................. Mike McKay
Professional Division Board Adviser
6:55 Membership Growth (Target Young Campaign) ............... Lorraine Stephens
NEW BUSINESS
7:00 Calendar Review........................................................................ Amy McKay
7:10 New Events for SLC......................................................... Lorraine Stephens
7:20 Regional VP Applications ................................................. Lorraine Stephens
7:25 Procedures for Regions Without A Regional VP .................. Claudia Skinner
7:40 Board Member Nominations ............................................ Lorraine Stephens
8:00 Dress Code ...................................................................... Lorraine Stephens
8:25 Announcements ............................................................... Lorraine Stephens
8:30 Adjourn


Independent Practice: Agenda Teacher Key

INDEPENDENT PRACTICE: AGENDA KEY

Note: There are many ways to
format an agenda. This is one
example. The key is alignment
and presentation


Business Document Notes: Minutes Student Notes

BUSINESS DOCUMENT NOTES: MINUTES



MARGINS

• Adjust margins (top and side) so that the agenda is attractively presented on the page


Business Document Notes: Minutes Student Notes


• Title – Minutes of the [Organization Name]
• Location – building name, room, city, and state abbreviation
• Date minutes were keyed

• A description of the company, the date of the meeting, and the location

• List of members and visitors present and their titles
• List of members absent

• Record of who began the meeting and at what time it began

• Review of previous minutes by board members
• Minutes may be emailed to board members prior to meeting to save time
• Recommended edits and corrections are made during the approval of the
minutes
• May be listed by committee or presenter name
 CEO Report
 Financial Review
• Progress reports presented by subcommittee chairs
• Unresolved or tabled discussions from previous meetings
• New topics
• Notation of who adjourned the meeting
• Indicates time meeting was adjourned
• Includes keyed name of secretary and signature line

• Center the heading information and key in initial caps and bold at the beginning of the document
• The body of the minutes should contain a separate paragraph for each subject
• Single space within paragraphs and double space between


Independent Practice: Minutes Student Activity


INDEPENDENT PRACTICE: MINUTES
Directions: Key the information below as a record of minutes.
NC FBLA BOARD MEETING
FBLA STATE CONFERENCE – GREENSBORO, NC
MINUTES OF APRIL 6, 2006
BOARD MEMBERS PRESENT STATE OFFICERS PRESENT
Claudia Skinner, NC FBLA State Chairperson Brooke Barton, FBLA State President
Lorraine Stephens, NC FBLA State Advisor Laura Reynolds, Parliamentarian
Cheryl Barton, Western Region Nicole Honeycutt, Western Region VP
Kim Harrison, Triangle East Region Britney Montgomery, Triangle East VP
Heather Jones, Southwest Region Chase Hoyle, Southwest Region VP
Kim Miller, Northwest Region
Judy McRoy, Eastern Region Ryan Keys, Eastern Region VP
Shirley Grissett, Southeast Region Kim Dixon, Central Region VP
Rhonda Evans, Triad Region Paul Cash, Triad Region VP
CALL TO ORDER
Ms. Claudia Skinner, NC FBLA State Chairperson called the NC FBLA Board meeting to order on
Thursday, April 6, 2006 at 6:00 p.m.
MINUTES
The minutes of the previous minutes were read and approved by Shirley Grissett, Board Secretary.

All state officers made a report of their Regional Competitive Events. All stated that their
competitive events were a success. In the president’s report, Brooke Barton stated that she
assisted with the Western and Northwest Regions. She thanked everyone for this year’s work on
the State Annual Business Report for National.
Ms. Skinner stated that Mr. Roy Allen, chairperson of judges, asked that judges be recognized for
service of ten years or more. The motion was properly moved, seconded and carried.
NEW BUSINESS
Ms. Skinner announced the names of the new board members.
Ms. Stephens discussed increasing the membership of High and Middle School FBLA chapters.
Mr. Tim Paschall was recommended as Businessperson of the Year. After the board members
reviewed the recommendation of Mr. Paschall, a motion was made, properly seconded and carried.
Information in reference to the James L. White Scholarship was passed to the board members.
There was a discussion in reference to the amount and the number of scholarships to grant for this
year. Ten students applied for the scholarship.
ANNOUNCEMENTS
 All Courtesy Corp changes are to be submitted to Mrs. Cheryl Barton.
 Mrs. Skinner thanked the state officers for their hard work and dedication. The meeting
adjourned at 9:30 p.m.
Respectfully submitted
Shirley J. B. Grissett, NC FBLA Board of Directors’ Secretary


Independent Practice: Minutes Teacher Key

INDEPENDENT PRACTICE: MINUTES KEY

Note: Formats for minutes may vary. This is
just one example.

6411 – Computer Applications I 2008 Competency B – 3.01 – page 176

Business Document Notes: Research Report Student Notes

BUSINESS DOCUMENT NOTES: RESEARCH REPORT



MARGINS
• All margins should be set to 1 inch

Title page
(optional)

Title

Header

Body



Parenthetical
citations

Endnotes/
Footnotes

Works cited

Notes page

• Center the title in the top third portion of the page
• Double space the writer’s name and professor’s name in the and center
Title page the two lines in the middle of the page
(optional)
• Center the date in the bottom third portion of the page
• Include email address and phone number (optional)
• Key the following at the top left margin of the first page in double space
mode
Title  Writer’s name
 Teacher/professor’s name
 Course name
• Formatted to include the writer’s last name followed by one space and
Header
the page number in the .5 inch top right margin

• Double-space all lines
• Use a legible font size
• Leave only one space after periods or other punctuation marks
• Indent the first line of a paragraph .5” from the left margin
Body • Use either italics or underlining for the titles of longer works and, only
when absolutely necessary, providing emphasis
• Double space after the title line and center the title of the report
• Key the title in Title Case, not in all capital letters
• Double space between the title and the first line of the text

• Keyed immediately following a quote or referenced source in the body
of a report
Parenthetical
• Includes the author’s name and page number as in this example:
citations
(Lowery 45)
• The complete reference is keyed in the works cited section of the report



• Should be used only sparingly and for necessary clarifying
commentary
• Indicated by a superscript within the report body and keyed after any
punctuation in the reference to which it refers (with the exception of a
Endnotes/ dash or hyphen)
Footnotes • Footnotes (notes that appear at the bottom of the page of the body of
the report) should be keyed in single space, first line indent format with
a double space separating each additional footnote
• When endnotes/footnotes are used, they must be referenced
separately on a notes page
• Used to accompany parenthetical citations
• Keyed on separate page with the same margins as the report
• Includes header (last name, page number)
Works cited • Label the page Works Cited and center the title at the top 2” margin of
the page
• Keyed in hanging indent format and double spaced
• Listed in alpha order by author’s last name

• List of resources and references when footnotes or endnotes are used
• Keyed on separate page with the same margins as the report
• Includes header (last name, page number)
Notes page • Label the page Notes and center the title at the top 2” margin of the
page
• Keyed in hanging indent format and double spaced
• Listed in chronological order by superscript number


Independent Practice: Report Student Activity


INDEPENDENT PRACTICE: REPORT
Directions: Format the electronic version of this document according to MLA guidelines. The report
should include parenthetical citations, a works cited page, a header and front page title information.
Budgeting Basics for Young Adults

For every one hundred freshmen in your school, sixty-seven will actually graduate in four years.
Hopefully, by the time your graduation date is scheduled, you will have earned the right to walk across
the stage and receive a diploma with the other sixty-six students in your class. What are your plans
after high school? Do you plan to immediately join the work force? Do you plan to earn an associate’s
degree at a community college? Do you plan to earn a bachelor’s degree? Of those sixty-seven
freshmen who graduate from high school, forty-one will attend a four-year post-secondary institution. Of
those forty-one, only nineteen will actually earn a college degree. This report will compare the
purchasing power of individuals as related to their level of academic attainment.
If you haven’t already done so, one of your first major purchases will be a car. Are you looking
for a new or a used car? Do you want a car that has all of the bells and whistles and the newest
technology or one that is at least not held together by duct tape? A top-of-the-line model will surely cost
more on the front end and depending on the make and model, may require some pretty hefty
maintenance fees. On the other hand, you can bet your tail pipe that the duct tape model will require
more of your time and money in the long run. The next question to consider is how much time do you
plan on driving. You may look really hot in a new car, but without money for gas and insurance, you
won’t be able to cruise around town. You’ll have to invite your friends over so they can see how good
you look behind the wheel while you sit in your driveway listening to the radio! This is no joke. With gas
prices in 2008 reaching an all time high, a car that averages thirty-five miles per gallon will cost about
$107 per month just for gas. 1 What about maintenance costs and insurance? According to Automobile
Magazine, a 2003 Jeep Wrangler with a purchase price of $10,349 will cost, on average, $4,500 per
year to operate. This cost includes depreciation, financing and interest rates, insurance cost, state fees
(taxes), fuel, maintenance, and repairs. A 2006 Mazda 3 will cost about $5,000 per year to operate. Are
your eyes bigger than your wallet? Be realistic when selecting your first car and be aware of the
consequences of buying more than you can afford. Banks and finance companies will gladly provide a
loan to purchase a vehicle and will just as gladly wave and smile at you as they drive away with your
repossessed car. Car expenses, rent or mortgage payments, and utility bills are referred to as fixed
expenses. Fixed expenses that are not paid when they are due can result in severe consequences. For
example, suppose you had to juggle your finances this month and paid rent instead of your car
payment. What do you think will happen? You run the risk of losing your car, destroying your credit
rating, and losing any money you paid toward the car. In order to be successful financially, you must
plan your budget with realistic expectations and goals.
Of course, to plan a budget successfully, you must have income. Do you have a job? What does
your résumé look like? According to the U. S. Department of Labor Bureau of Labor Statistics, the
median weekly earnings in 2006 for someone with less than a high school diploma were $419
(“Education Pays”). Do the math. If you car costs $4,500 per year to operate and you make $21,788 per
year, that means you have approximately $17,000 left for food, rent, medical expenses, and most
importantly at your age, entertainment. A high school graduate who earned $595 weekly will have
$26,440 per year left over after car expenses. Let’s say you were really
focused and earned an associate’s degree while in high school. You’ll have a whopping $32,992 left
over after your $4,500 car expense. In addition to budgeting for car expenses, you must also determine
where and how your will live. Most probably, your independent dwelling will be in an apartment
community.

1
Based on a gas price of $3.00 per gallon and an average monthly mileage of 1,250 miles

Independent Practice: Reports Student Activity

An apartment community can be a great experience for a young adult. You will not have to
worry about maintenance costs associated with a broken dishwasher or faulty plumbing. You will meet
a variety of people and possible business contacts. You may also feel safer in an apartment setting
than if you lived alone in the isolation of a private home. Most apartment communities provide
amenities such as pools, exercise rooms, and social gatherings. Of course, apartments come in many
sizes and are offered at a wide range of prices. The average two bedroom apartment rented for about
$774 in 2008 while a one bedroom rented for $632 (Apartment Ratings). As in the previous example of
budgeting for a car as a high school dropout, you’ll have $158.66 per week after car and rental
expenses for a one bedroom apartment, including cable, phone, and power bills. If you at least
graduate from high school, you’ll have about $355.00 per week for food and entertainment.
What types of recreational activities do you enjoy? Suppose you go to the movies on a Friday
night and purchase one ticket, popcorn, and a soda. That will cost $20. Want to buy a CD? There goes
another $20. Do you see a trip to the hair salon or tickets to the hockey game in your future? If so,
cough up another $50. You now have $68.66 left for the week based on a weekly balance of $158.66.
A week’s worth of basic groceries will run at least $40. That’s the cost of a bowl of cereal, a glass of
orange juice, and a banana for breakfast, followed by a delicious bologna sandwich and a coke for
lunch, and mouth-watering spaghetti and salad for dinner. Add another $10 if you want a bar of soap
and some toilet paper (Lowes Foods). There goes the rest of your money. A high school graduate, on
the other hand, can actually afford a couple of steaks for the grill and invite a friend over for dinner.
Which option would you choose?
The choice is yours. Based on the above information, you will be able to live independently
without a high school diploma, but you will live from paycheck to paycheck with only the barest of life’s
creature comforts. Living on this type of a budget requires careful planning, home cooking, and good
health because there is no money to cover eating out or doctor bills. If you want to see a movie, you will
have to wait until it airs on television. Earning a high school diploma will make your life much more
comfortable and manageable. You may even be able to save some money for an emergency or a
vacation. Finally, make the choices that are right for you and in alignment with your life’s goals.

Works Cited

Apartment Ratings. 2008. Apartment Ratings. 26 March 2008
<http://www.apartmentratings.com/rate?a=MSAAvgRentalPrice&msa=1520>.
Boatwright, Phyliss. "County, schools talk money." The Courier-Times 10 Nov. 2007. Top Stories. 17
April 2008 <http://www.roxboro-courier.com/newsnowstories/ts111007-1.htm>.
Education Pays. 29 May 2007. U. S. Department of Labor Bureau of Labor Statistics. 26 March 2008
<http://www.bls.gov/emp/emptab7.html>.
Harnack, Andrew, and Eugene Kleppinger. Online! Using MLA Style to Cite and Document Sources.
2003. Boston: Bedford/St. Martin’s. 26 March 2008
<http://www.bedfordstmartins.com/online/cite5.html>.
Lowes Foods To Go. 2006. Lowes Foods #19. 21 March 2008 <http://www.lowesfoodstogo.com>.
Ownership Costs. 2008. Automobile Magazine. 21 March. 2008
<http://www.automobilemag.com/am/2006/jeep/wrangler/ownership_costs.html>.
Ownership Costs. 2008. Automobile Magazine. 21 March 2008
<http://www.automobilemag.com/am/2006/mazda/mazda6/ownership_costs.html>.
The High Cost of High School Dropouts, What the Nation Pays for Inadequate High Schools. Oct. 2007.
Alliance for Excellent Education.21 March 2008 <www.all4ed.org/files/HighCost.pdf>.
The Purdue OWL. 26 Aug. 2008. The Writing Lab and OWL at Purdue and Purdue University. 23 April 20
<http://owl.english.purdue.edu>.


Business Document Notes: Table of Contents Student Notes

BUSINESS DOCUMENT NOTES: TABLE OF CONTENTS
BUSINESS DOCUMENT NOTES: TABLE OF CONTENTS


MARGINS
• All margins should be set in accordance with
the document it supports


Heading
See page 29 of the 3.01
Document Examples PDF
file
Description

Page number

• A table of contents may be prepared using the software’s automatic feature or manually
• Center the heading Table of Contents in all caps and bold 2 inches from the top of the page.
Use a double or triple space after the title
• Double space all entries
• The content of the table of contents is a list of each element of the report or document following
the table of contents
• Key each element at the left margin
• Set a right dot leader tab and key the corresponding page number in the right margin
• Subtopics within a topic should be indented an additional .5 spaces from the left
• Include a page number in roman numeral format in the bottom center of each page
• Single space multiple-line entries
• Key entries in initial caps
• Use a double or triple space before the appendix listing on the table of contents
• Double space the items at the end of the report, such as the appendices and bibliography


Independent Practice: Table of Contents Student Activity


INDEPENDENT PRACTICE: TABLE OF CONTENTS

Directions: Key a table of contents using the information below
Topics:
Introduction 1
Seminar presenter 1
Selection—Jackson & Associates selected 1
Reason—Jackson & Associates’ definition of leadership 2
Seminar development 4
Meeting #1---Review content of previous seminars 5
Meeting #2—Decide content of seminars 7
Seminar dates and locations 8
October 15—Coultersville 8
October 22—North Irwin 8
October 29—Port Washington 8
November 5—Portersburg 8
Seminar content 9
Leadership characteristics 9
Social and environmental responsibility 10
International awareness 12
Honesty and consistency 14
Leadership styles—from autocratic to democratic 16


Independent Practice: Table of Contents Teacher Key

INDEPENDENT PRACTICE: TABLE OF CONTENTS KEY


Business Document Decisions Student Activity

Name: Period: _________ Date:

BUSINESS DOCUMENT DECISIONS
As a manager in a busy office, you have a calendar full of goals and tasks to be completed this week.
You must decide which form of office communication and business document is most appropriate and
efficient for the following tasks.
The documents you may choose from are:
Agenda Letter Minutes
Email Memo Research report

Document Activity

1. Inform staff about an upcoming meeting

2. Summarize the discussion of the meeting

3. Prepare a list of topics to be covered in the upcoming
meeting

4. Prepare a detailed summary of current market trends

5. Invite the major sponsor of your signature product to a
luncheon in their honor

6. Notify staff of a change in email policy


Business Document Decisions Teacher Key

BUSINESS DOCUMENT DECISIONS KEY
As a manager in a busy office, you have a calendar full of goals and tasks to be completed this week.
You must decide which form of office communication and business document is most appropriate and
efficient for the following tasks. The documents you may choose from are: Email, memo, research
report, agenda, minutes, itinerary, letter, and news/press release.

Document Activity

Email Inform staff about an upcoming meeting

Minutes Summarize the discussion of the meeting

Prepare a list of topics to be covered in the upcoming
Agenda
meeting

Research Report Prepare a detailed summary of current market trends

Invite the major sponsor of your signature product to a
Letter
luncheon in their honor

Memo – may be attached to an Notify staff of a change in email policy
email message


Document Formatting Review Student Activity


DOCUMENT FORMATTING REVIEW

1. To apply a specific font to the body of an entire document a. Borders
A font applied to a title of a document if the report is keyed
2. in Times New Roman b. Dot leader
Endnotes/
3. Applied to a quote of 4 or more lines in a report c. footnotes
To add vertical or horizontal lines around the edges of a
4. paragraph d. First line indent
Format applied to references on the works cited page of a
5. report e. Footer
6. Format applied to a footnote f. Hanging indent
Used to add reference and commentary sparingly and only
7. if necessary in an MLA report g. Header
Type of tab commonly used between the section title and
8. page number in a table of contents h. Indent
9. The first few words of a paragraph, keyed in bold i. Margins
Paragraph
10. Used to arrange text in columns and rows j. heading
11. The amount of white space on a page k. Arial
Running information in the top margin of a document, such
12. as the document title and the date l. Cambria
Running information in the bottom margin of a document,
13. such as the page number m. Style
n. Tab
o. Table


Document Formatting Review Teacher Key

DOCUMENT FORMATTING REVIEW KEY

M 1. To apply a specific font to the body of an entire document a. Borders
A font applied to a title of a document if the report is keyed
K 2. in Times New Roman b. Dot leader
Endnotes/
H 3. Applied to a quote of 4 or more lines in a report c. footnotes
To add vertical or horizontal lines around the edges of a
A 4. paragraph d. First line indent
Format applied to references on the works cited page of a
F 5. report e. Footer
D 6. Format applied to a footnote f. Hanging indent
Used to add reference and commentary sparingly and only
C 7. if necessary in an MLA report g. Header
Type of tab commonly used between the section title and
B 8. page number in a table of contents h. Indent
J 9. The main topic of a paragraph, keyed in bold i. Margins
Paragraph
O 10. Used to arrange text in columns and rows j. heading
I 11. The amount of white space on a page k. Arial
Running information in the top margin of a document, such
G 12. as the document title and the date l. Cambria
Running information in the bottom margin of a document,
E 13. such as the page number m. Style
n. Tab
o. Table


Business Document Components Student Activity


BUSINESS DOCUMENT COMPONENTS
Directions: Classify each component listed below according to the document in which it
belongs. Documents will be used more than once and components may be classified by more
than one document. The first one has been done for you as an example.
Agenda (Ag) Minutes (Min) Report (Rpt)
Business Letter (BL) Personal Business Letter (PBL) Résumé (Res)
Memo (Mem) Table of Contents (ToC)

Component Component

Res Topics and subtopics included in a
Activities and Interests
document

Call to Order Old Business

Complimentary Close Parenthetical citations

References of colleagues and
Copy notation
employers

Education (history) Return Address

Employment (history) Salutation

Endnotes/footnotes Subject Line

Headings TO, FROM, DATE, Time, topics, and location of a
SUBJECT meeting

Inside Address Title page

Message Unfinished Business

New Business Works cited

Objective Writer’s signature block


Business Document Components Teacher Key

BUSINESS DOCUMENT COMPONENTS KEY
Directions: Classify each component listed below according to the document in which it
belongs. Documents will be used more than once and components may be classified by more
than one document. The first one has been done for you as an example.
Agenda (Ag) Minutes (Min) Report (Rpt)
Business Letter (BL) Personal Business Letter (PBL) Résumé (Res)
Memo (Mem) Table of Contents (ToC)

Component Component

Res ToC Topics and subtopics included in a
Activities and Interests
document

Min Call to Order Min Old Business

BL, Rpt
Complimentary Close Parenthetical citations
PBL

BL, Res
References of colleagues and
PBL, Copy notation
employers
Mem

Res Education (history) PBL Return Address

Res PBL,
Employment (history) Salutation
BL

Rpt PBL,
Endnotes/footnotes BL, Subject Line
Mem

Mem Headings TO, FROM, DATE, Ag Time, topics, and location of a
SUBJECT meeting

BL, Rpt
Inside Address Title page
PBL

Min New Business Min Unfinished Business

Res Objective Rpt Works cited

PBL, PBL,
BL, Message BL Writer’s signature block
Mem


Software Support Features Notes Student Activity


SOFTWARE SUPPORT FEATURES NOTES

Support Tool Purpose and Use

Mail merge

Macro

Track changes

Search and
replace

Styles


Software Support Features Notes Student Activity


Support Tool Purpose and Use

Format painter

Comments

Wizard

Template


Guided Practice: Mail Merge Student Activity


GUIDED PRACTICE: MAIL MERGE

Directions: In this activity, you will follow along with your teacher to use the mail merge
feature to create form letters.

1. Set up the type of mail merge (letter, mailing label, envelope, etc.)
Notes:

2. Enter the Recipients using the data source information below:

Mr. Victor Samos Mr. Michael Savoff Ms. Shirley Lee Ms. Lois Baron
12 Stratford Road 612 Klondike Avenue 80 Fifth Avenue 765 Raritan Road
New York, NY 11234 Staten Island, NY New York, NY Bronx, NY 10456
10312 10010

Notes:




3. Key the letter in block style with open punctuation and insert fields where appropriate for
merged data. (M) is the placeholder for the merged data from the data source.

(Current Date)

(M)

Dear (M)

As you know, it is the time of year when we have our annual dinner welcoming new members to
the HUG Computer Users’ Club. I have searched the club’s database for the new members
who live in the (M) area, and I am sending you their names, addresses, and phone numbers.
Please have your committee call these new members and extend a warm invitation to join in the
festivities. Dinner is scheduled for Friday, June 30 at 6:00 pm at Dolcetto’s Restaurant in
Millneck.

Sincerely

Andrea Peterson, President
4. Create a letterhead by keying the name of your school, the address, and a graphic
similar to the school’s mascot in the header section.
Notes:




5. Complete the merge
Notes:

6. Proofread each document to check for spelling and spacing errors.
7. In the space below, explain why it is necessary to proofread each document.

8. In the space below, explain why learning how to use the mail merge feature is important
and describe some personal uses or experiences that you have used or plan to use.


Guided Practice: Mail Merge Teacher Key

GUIDED PRACTICE: MAIL MERGE KEY

Red/bold text is merged data. The images do not represent correct margins.


Independent Practice: Mail Merge Student Activity


INDEPENDENT PRACTICE: MAIL MERGE

Activity 1 Instructions
Use the Mail Merge Wizard to create the Main Document and Data Source shown below. Two
fields will need to be added when creating the new data list (dollar and number). The underlines
throughout the letter are the placeholders. Also, create mailing labels. Correct all spelling,
keying, and formatting errors.

(Current Date)

(Address Block)

Dear (first name)

Your registration fee of $(dollar) for (number) entry(s) has been received for the “Race for the
Arts” 5K Fun Run. The adult 5K race starts at 8:00 am, and the children’s race starts at 9:00
am. There will be snacks and drinks provided for everyone. Prizes for achievement will be
given to individuals in each of the various age groups.

Please arrive early to get your “Race for the Arts” t-shirt and entry number. Again, (first name),
thank you for supporting the Arts.

Sincerely

Veronica Powell
5K Race Director

xx
Data Source

Shawn Cooper Ricardo Suarez Eddie Copeland Irene Larison
6219 Maple Crest St. 5440 Braeswood Ave. 7622 Bankside St. 1106 Fallen Oaks Ln.
Morgan Hill, CA 95037 Morgan Hill, CA 95037 Morgan Hill, CA 95037 Morgan Hill, CA 95037

$40.00 $20.00 $20.00 $60.00
two entries one entry one entry three entries


Independent Practice: Mail Merge Student Activity


Activity 2 Instructions

Use the Mail Merge Wizard to create the Main Document and Data Source shown below.
Three fields will need to be added when creating the new data list (lecture, date, time). The
underlines throughout the letter are the placeholders. Also, create envelopes. Correct all
spelling, keying, and formatting errors.

(Current Date)

(Address Block)

(Greeting)

The Museum of Natural Science is hosting a new lecture series featuring three well-known
guest speakers. These distinguished speakers are outstanding leaders in their respective
disciplines. This is a wonderful opportunity for Museum patrons to meet leaders in the scientific
community.

You are enrolled in the (lecture) series on (date) at (time). The admission fee includes dessert
and coffee and a chance to talk with the guest lecturer. We look forward to your visit.

Sincerely

Janice Matthews
Museum Curator

xx
Data Source

Mr. Sam Goode Ms. Olivia Humphreys Mrs. Claire Moore Mr. & Mrs. Phillip Myers
7733 Cayton Dr. 4114 Merrimac Dr. 5807 Hewitt Ave. 1988 Beck Street
Columbus, OH 43220 Columbus, OH 43220 Columbus, OH 43220 Columbus, OH 43220
Mysteries of the Universe Search for the Whales Search for the Whales Mysteries of the Universe
September 12
7:00 pm September 13 September 13 September 21
4:00 pm 4:00 pm 7:00 pm


Independent Practice: Mail Merge Teacher Key

INDEPENDENT PRACTICE: MAIL MERGE KEY
Activity 1 – Red/bold text is merged data. The images do not represent correct margins.


Independent Practice: Mail Merge Teacher Key


Guided Practice: Macro Student Activity


GUIDED PRACTICE: MACRO

Create a Macro
1. Create a macro called MemoHeading with the following information:
TO:

FROM:

DATE:

SUBJECT:

2. Create a macro called Closing with the following information.
Sincerely,

Your Name


Guided Practice: Software Support Tools Student Activity


GUIDED PRACTICE: SOFTWARE SUPPORT TOOLS

Directions: In this activity, you will follow along with your teacher to complete the following tasks:
• Track changes
• Use search and replace
• Apply styles
• Use format painter
• Use the thesaurus
• Add comments

1. Retrieve the report on etiquette created in Independent Practice: Page Formatting.
2. Make the following changes to the document:
• Turn on track changes
• Search for every occurrence of “telephone” and replace it with “phone”
• Apply heading style 2 to the first paragraph heading and use the format painter to apply
the same style to the rest of the paragraph headings.
• Using the thesaurus, replace the word “disparaging”
• Highlight “pet peeves” and insert a comment. In the comment, list two personal pet
peeves you experience when talking to someone on the phone
• Accept all changes
• Save the document under a new filename


Guided Practice: Software Support Tools Teacher Key

GUIDED PRACTICE: SOFTWARE SUPPORT TOOLS KEY


Guided Practice: Software Support Tools Teacher Key


Independent Practice: Software Support Tools Student Activity


INDEPENDENT PRACTICE: SOFTWARE SUPPORT TOOLS

Directions: In this activity, you will work independently to complete the following tasks:
• Track changes
• Use search and replace
• Apply styles
• Use format painter
• Use the thesaurus
• Add comments

1. Retrieve the letter created in Independent Practice: Business Letter
2. Complete the following tasks:
 Turn on Track Changes
 Use the search and replace feature to replace “test items” with “item banks”
 Apply heading style 3 to the text “Computer Applications I
 Using the format painter, format “curriculum guide” and “blueprint” as bold
 Use the thesaurus to replace the word “notify” with a similar word
 Select the word “enclosure” and add the comment “order forms are available through
Martini Press”
 Accept all changes
3. Save and submit according to teacher instructions


Independent Practice: Software Support Tools Teacher Key

INDEPENDENT PRACTICE: SOFTWARE SUPPORT TOOLS KEY


Guided Practice: Templates and Wizards Student Activity


GUIDED PRACTICE: TEMPLATES AND WIZARDS
Templates
1. File Menu, New, Task Pane appears
2. Click General Templates, Dialog box opens
3. Discuss the various types of Templates and the uses for each. Students will be using the
résumé and fax templates in the next activity (no handout/refer to teacher instructions).
4. Demonstrate how to use the template for a Contemporary Memo
(Be sure to read the template’s information before replacing text.)
Wizards
1. File Menu, New, Task Pane appears
2. Select the résumé wizard.
3. Key according to directions in the wizard.


Document Culmination Project Student Activity

DOCUMENT CULMINATION PROJECT

You are employed as an account manager for a newly opened
travel agency named East Coast Travel. Your boss, Charles Right, is
the office manager and owner of the business. He sends emails directing you to prepare a
variety of business documents related to opening a new business, advertising, and
managing employees.

For any letters that he directs you to prepare in his name, you must use his preferred
format: block style with mixed punctuation and block paragraphs. When keying his name
in the letter closing, he prefers Sincerely, Charles Right, CEO, East Coast Travel.

Your teacher will give you specific instructions on how to save and submit the work from
this project.

Address: East Coast Travel
500 Sunset Place, Suite B
New Bern, NC 28563
Phone: 1-800-872-8957 (1-800-TRAVELS)
Fax: 1-866-872-8957
Web site: www.eastcoasttravel.com



CHECKLIST OF ASSIGNMENTS

Student Name: Project due date:

Assignment Document Date Grade
Submitted

Email 1

Email 2

Email 3

Email 4

Email 5

Email 6

Email 7

Email 8

Email 9



Email 1
TO: FROM: Charles Right
SUBJECT: Paragraph
CC: BC:

Please prepare a paragraph or two for the local paper announcing the opening of East
Coast Travel. Include the CEO’s name, the company address and phone number, the
website (www.eastcoasttravel.com) and the hours of business. Supply a brief
description of the services available such as group and individual travel planning and
holiday specials.

Attachment:

Email 2
SUBJECT: Memo
CC: BC:

Please prepare a memo to all staff which describes the company dress policy.
Thanks.

Attachment:



Email 3
SUBJECT: Report
CC: BC:

Please prepare a report in MLA format that outlines a brief description of each travel
destination on the Twilight Tour schedule (see attached).
The brief description (one paragraph) of each destination should include the
approximate weather conditions for the time of year and a description of 2-3
highlights of each destination.
Include a web link for each paragraph/destination.

Attachment: Twilight Tours

Departure Date Departure Time Destination Arrival Time Length of Stay

8-17-08 6:00 a.m. Myrtle Beach, SC 10:00 a.m. 4 nights

8-24-08 7:00 a.m. Pinehurst, NC 9:00 a.m. 3 nights

8-31-08 6:30 a.m. Williamsburg, VA 10:30 a.m. 2 nights

9-7-08 6:00 a.m. Charleston, SC 11:00 a.m. 4 nights

9-14-08 8:00 a.m. Montreat, NC 12:00 p.m. 3 nights

9-21-08 6:00 a.m. Washington, DC 11:00 a.m. 3 nights

9-28-08 6:00 a.m. Outer Banks, NC 10:30 a.m. 4 nights



Email 4
SUBJECT: Agenda
CC: BC:

Please prepare an agenda for the staff meeting to be held next Tuesday at 8:00 a.m.
in the conference room.
Topics to be discussed include client development, business alliances, staff
commissions, and the advertising campaign. Susan Gurtz is responsible for covering
client development and business alliances. I will cover staff commissions and I’d like
you to cover the advertising campaign.

Attachment:

Email 5
SUBJECT: Memo
CC: BC:

Please prepare a memo to all staff and copy to our travel secretary, John, so that he
can prepare an itinerary for me. I will be flying to Las Vegas next Friday for a
seminar presented by the National Travel and Tourism Society.
I will be staying at the Las Vegas Club hotel for Friday and Saturday nights and will
depart on an afternoon flight Sunday.

Attachment:



Email 6
SUBJECT: Travel Guide
CC: BC:

We will be developing a Travel Guide of common destinations to use with
presentations and as promotional materials.
We will build this guide as we develop more descriptions of travel destinations, but for
now, please prepare a title page and a table of contents using the report you
prepared earlier of the Twilight Tour destinations.

Attachment:

Email 7
SUBJECT: Minutes
CC: BC:

Please prepare the minutes from our last staff meeting.

Attachment:



Email 8
SUBJECT: Business Letter
CC: BC:

Please prepare a letter for my signature to Bill’s Pizza thanking them for advertising
with us. The manager at Bill’s is Bill Sexton.

Attachment:

Email 9
SUBJECT: Business Letter
CC: BC:

Please prepare a letter for my signature to Sunset Nursing Home thanking them for
allowing East Coast Travel to present our Twilight Tours to the staff and residents.
The CEO of the nursing home is Dr. Naomi Bearfoot

Attachment:


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