Place (import) text For a video on importing content into InDesign, see www.adobe.com/go/vid0067.
1. (Optional) To create links in placed files, click Type in the Preferences dialog box and select Create Links When Placing Text And Spreadsheet Files.

Selecting this option creates a link to the placed file. You can use the Links panel to update, relink, or remove links to text files. However, if you format linked text in InDesign, the formatting may not be preserved when you update the link. If this option isn’t selected, imported text and spreadsheet files are embedded (not linked).
2. Do one of the following:
To create a new frame for the placed text, make sure that no insertion point is present and that no text or frames are selected.
To add text to a frame, use the Type tool to select text or place the insertion point.
To replace the contents of an existing frame, use a selection tool to select the frame. If the frame is threaded, a loaded text cursor appears.
If you accidentally replace a text file or graphic using this method, choose Edit > Undo Replace, and then click or drag to create a text frame.
3. Choose File > Place.
4. Select Replace Selected Item if you want the imported file to replace the contents of a selected frame, to replace selected text, or to be added to the text frame at the insertion point. Deselect this option to flow the imported file into a new frame.
5. Select Show Import Options, and then double-click the file you want to import.
6. Set import options, and then click OK.

If you haven’t already designated an existing frame to receive text, the pointer becomes a loaded text icon, ready to flow text wherever you click or drag.

If you receive an alert that the requested filter wasn’t found, you may be trying to place a file from a different word-processing application or from an earlier version of Microsoft® Word, such as Word 6. Open the file in its original application and save it as RTF, which preserves most formatting.

If the imported Microsoft Excel document displays red dots in cells, adjust cell size or text attributes so that overset content becomes visible. You can also place the file as unformatted tabbed text, and then convert the tabbed text to a table.

A footnote consists of two linked parts: the footnote reference number that appears in text, and the footnote text that appears at the bottom of the column. You can create footnotes or import them from Word or RTF documents. Footnotes are automatically numbered as they are added to a document. Numbering restarts in each story. You can control the numbering style, appearance, and layout of footnotes. You cannot add footnotes to tables or to footnote text.

1. Place the insertion point where you want the footnote reference number to appear.
2. Choose Type > Insert Footnote.
3. Type the footnote text.

As you type, the footnote area expands while the text frame remains the same size. The footnote area continues to expand upward until it reaches the line with the footnote reference. At that point, the footnote is split to the next text frame column or threaded frame, if possible. If the footnote cannot be split and if more text is added than can fit in the footnote area, the line containing the footnote reference is moved to the next column, or an overset icon appears. In such a case, you should resize the frame or change the text formatting.
When the insertion point is in a footnote, you can choose Type > Go To Footnote Reference to return to where you were typing. If you use this option frequently, consider creating a keyboard shortcut.

Chapter 2
Working with Text

InDesign Index

Table of Contents:

Chapter Objectives............................................................................................................................................................................ 1

File Listing.............................................................................................................................................................................................. 2

Projects to Assign:.............................................................................................................................................................................. 2

Lecture Note: Chapter Overview............................................................................................................................................... 3

Lecture Note: Format Text............................................................................................................................................................ 3

Lecture Note: Formatting Paragraphs...................................................................................................................................... 4

Lecture Note: Create and Apply Styles................................................................................................................................... 5

Lecture Note: Edit Text.................................................................................................................................................................. 6

Classroom Activity............................................................................................................ 7

Chapter Objectives

· Format text

· Format paragraphs

· Create and apply styles

· Edit text

File Listing

Location	Provided Filename	Saved Filename
Lessons 1-2	ID 2-1.indd	Min-Pin Intro
Lesson 3	ID 2-2.indd	Jake's Diner
Lesson 4	ID 2-3.indd	Final Edit
Skills Review	ID 2-4.indd	Independence
Skills Review	ID 2-5.indd	Toy Breeds
Skills Review	ID 2-6.indd	Declaration Edit
Project Builder 1	ID 2-7.indd	Drop Cap Modifications
Project Builder 2	ID 2-8.indd	Hanging Indents
Design Project	ID 2-9.indd	Latin Lingo
Group Project	ID 2-10.indd	Crushing Impact

Projects to Assign:

The Skills Review covers all of the objectives covered in the chapter in a step-by-step progression. Assign this exercise for extra reinforcement. Solution files will be very similar.

Two project builders, a design project, and a group project. These projects include content from sidebars and marginal information within lessons.

Project Builder 1 gives students additional practice working with drop caps.

Project Builder 2 gives students additional practice with hanging indents and formatting paragraphs.

Design Project lets students practice kerning.

Group Project allows students to evaluate the effectiveness of a headline. They are asked to discuss topics such as the choice of font, and then they practice with formatting the text using the Character palette.

INSTRUCTOR’S NOTES

Lecture Note: Chapter Overview

In Chapter 2, students will work with text. They will learn about text layout and formatting paragraphs. They'll also learn about InDesign utilities, such as Find/Change, and Check Spelling. Students will then learn how to apply character and paragraph styles to text. This chapter is chock full of new terms for the students to digest.

Lecture Note: Format Text

Chapter 2 is about text: text formatting, paragraph formatting and text editing. In between the lines, Chapter 2 is also about typography. The narrative and the lessons in Chapter 2 focus on function: How to change a typeface, type size, how to format a paragraph, create an indent, create a space after a paragraph, etc. These same functions can be used to create beautiful and sophisticated typography in InDesign. So, while students are learning the type functions of InDesign, the instructor may also want to prompt them to consider the typographical abilities of InDesign as well.

A good way to do so at this stage of the book is to focus on tracking and kerning. Lesson 1, Objective 2 offers an exercise in tracking and kerning. This is a good starting point. Once this lesson is completed, the instructor may want to encourage students to continue exploring tracking and kerning in InDesign.

First, the instructor can stress an ease of use: Students should become very comfortable with tracking and kerning text using the Character palette and with using keyboard shortcuts for tracking and kerning. This should not be glossed over: the more comfortable students become with tracking and kerning, the more they will incorporate it into their work.

Next, the instructor can have students type a word and then track and kern it as they see fit. Since “good” tracking and kerning is somewhat subjective, this can lead to interesting debates between students. One classic word that is often used as a challenge for tracking and kerning is ATLANTA – in all caps.

Finally, the instructor can have students tear ads and headlines from newspapers and magazines that show examples of good and bad tracking choices.

InDesign CS2 offers a new feature when formatting text called Paste without Formatting. This command, on the Edit menu, does just what it says. It allows you to paste copied text without the text's formatting. You can also drag and drop text from one location to another in CS2. This feature is common in word processing programs so students should be happy to see it in InDesign.

Another new feature is the ability to insert footnotes automatically. Click Type on the menu bar, and then click Insert Footnote. Be sure to point out the Document Footnote Options dialog box, also on the Type menu. Students who are familiar with older versions of InDesign will find these new text formatting features interesting.

Figures 1: Kerning text

Lecture Note: Formatting Paragraphs

This is perhaps the most important lecture associated with this chapter, because poor paragraph formatting is commonplace with both experienced users and novices.

Two problems are classic: Incorrect indents and incorrect spacing.

The instructor can begin the lesson by saying: “In InDesign, if you press the spacebar two times, you’ve made an error.” This will get the students thinking. It seems like a very broad statement, but it is true. The spacebar is used to create a space between two words. That’s it. “What about two spaces after a period?” you might ask. Indeed, that was standard for typewriters, but inserting two spaces after a period is incorrect formatting when working on a computer. (Only a single space is necessary; word processing applications apply an extra space at the end of a sentence).

The classic crime is pressing the spacebar 5 or 10 times to create an indent at the beginning of a new paragraph. This is a common error.

The second classic crime is pressing [Return] or [Enter] twice to create a space after a paragraph. The instructor can note: “In InDesign, if you press [Return] twice, you’ve made an error.”

It must be stressed that indents and spaces after paragraphs are formatted in the Paragraph palette. The instructor must plan for a thorough lecture and discussion on this fact. Moreover, this lecture should be expanded to include right indents, inserting a space before a paragraph, pull quotes, and the important role of the soft return. All of this is covered in Chapter 2. It needs to be reinforced by the instructor.

Once students are comfortable with formatting paragraphs, take some time to point out another new CS2 feature that deals with formatting paragraphs: Bullets and Numbering. This dialog box, available on the Paragraph palette menu, allows you to apply bullets or numbers to your text. Students will most likely be very familiar with this feature from using it in other programs. This is a fun and self-explanatory feature. Remind students that bullets and numbers are applied to paragraphs: this will help them remember how to access the feature. See Figure 2 below.

Text Box: Click the Paragraph palette list arrow to access the Bullets and Numbering feature

Figure 2: Accessing Bullets and Numbering

Lecture Note: Create and Apply Styles

Styles represent one of the great benefits of digital word processing. The ability to assign a style to a headline or to a paragraph and to use that style throughout a document is truly a powerful option. The ability to edit those styles and have the edit execute itself throughout the document saves time and offers unprecedented consistency. It’s not hard to sell the benefits of working with styles.

Yet, in addition to the lessons in the book, many students will need a lecture on styles to reinforce their importance. Why? Because many younger users tend to jump right in and start working. This lecture should be designed to encourage students to plan their document before they start working. Part of that planning will be to determine styles – headline styles, paragraph styles, styles for pull quotes, styles for footnotes, etc. The New Paragraph Style dialog box, where these choices are made, is shown below in Figure 3. Throughout, students should be reminded that no choice they make with styles is set in stone. Styles can always be updated.

Figure 3: New Paragraph Style dialog box

Another new feature in CS2 is the Quick Apply command on the Edit menu. Quick Apply allows you to find and apply a style quickly, select text or a text frame, click Edit on the menu bar, then click Quick Apply. Begin typing the style name, which displays matching styles in the Quick Edit list. Click the style that you want to apply, then click [Enter] (Win) or [return] (Mac) to apply it. As students will learn later on in the book, you can now apply object styles to objects. Quick Apply works for object styles as well as character and paragraph styles.

Lecture Note: Edit Text

Throughout Chapter 1, we stressed the primary role of InDesign as being a layout application. This lecture is designed to remind students that InDesign is also a fully-functional word processing application. This distinction might be lost on younger student, many of whom will have grown up with computers and have never used a typewriter.

An interesting way to begin the lecture would be to ask, “What is word processing?” This is a term that most if not all of the students will have heard, but will they be able to define it? Have they ever thought about what it means? This lecture will give the instructor the opportunity to contrast text editing in an application like InDesign with that of old-fashioned typewriter work. The distinctions are endless. For the students, the contrast will spark an appreciation and a deeper understanding of the power of digital word processing.

This lecture should flow naturally into a focus on two of the most powerful features of word processing: The Find/Change dialog box and the Spell Checker. Both of these features are covered thoroughly in the exercises in Lesson 4. The instructor is encouraged to introduce this lecture before the students tackle the exercises in Lesson 4. The instructor should remind students not to take these features for granted and to explore them more thoroughly. For example, the Add function of the spell checker – the ability to create a customized dictionary – is a truly empowering feature and should not be overlooked.

InDesign CS2 has added two new features to help with spell checking: Dynamic Spelling and Autocorrect. Like many of the new type-related features in CS2, these two may be familiar with students who have used word processing programs. When Dynamic Spelling is activated, a red squiggly line is drawn under words that InDesign considers misspelled. Autocorrect will correct a misspelled word if you type the word incorrectly, and then press [Spacebar] twice. The words that Autocorrect reacts to must appear in the list of misspelled words in the Autocorrect Preferences dialog box. Note that you can add your own commonly misspelled words to the list. See Figure 4 below. Autocorrect and Dynamic Spelling are found by clicking Type on the menu bar, under the Spelling command.

Figure 4: Autocorrect Preferences dialog box

Classroom Activity

Matching

As a fun way to end this chapter, hand out a quick quiz of matching all of the terms in this chapter with their definitions. This will be a great way for students to make sure they are clear on all of the new information.