Microsoft Word is available to U of T instructors through Microsoft 365. You can use Word online or install the desktop and mobile apps. Visit the U of T Microsoft 365 for Faculty & Staff page for eligibility, access, and technical information.
Beyond creating documents, Word can support collaborative writing, annotation, scaffolding, feedback, and the development of accessible course materials.
Collaborate on Documents
Word allows multiple people to work in the same document, making it useful for collaborative writing and group activities. Changes are saved automatically, and collaborators can contribute and respond to one another in the document.
Consider using a shared Word document for:
- Collaborative writing: Draft and revise a document together.
- Brainstorming: Collect and organize ideas from a group.
- Collaborative note-taking: Build shared notes during a class, discussion, or group activity.
- Group projects: Develop plans, reports, or other shared work.
- Shared resources: Create glossaries, study guides, or other resources as a class or group.
Documents stored in Microsoft OneDrive can be shared with specific people, and permissions can be set to control whether they can view or edit the document. Ask students to sign in with their U of T account so their names appear with their contributions.
Annotate and Discuss Texts
Word’s highlighting and commenting features can support collaborative annotation and discussion of readings and other texts. Students can identify passages, add comments, and reply to comments directly alongside the text.
Consider using Word for activities such as:
- Close reading: Highlight and comment on significant passages, terms, or details.
- Discussion: Ask questions and respond to others’ comments alongside the text.
- Interpretation: Compare different readings or perspectives on the same passage.
- Contextualization: Add definitions, examples, links, or other contextual information.
- Collective annotation: Build a shared set of notes and observations as a class or group.
For activities centred on social annotation, you can also use Hypothesis, a tool designed specifically for collaborative annotation of course readings and other digital content.
Create Templates and Scaffolds
Word can be used to create templates and structured learning activities that guide students through a task or process. Providing prompts, headings, tables, checklists, or other structures can help students understand what to do and organize their work.
Consider using a Word template for activities such as:
- Assignment planning: Break a larger assignment into stages, milestones, or guiding questions.
- Guided note-taking: Provide headings, prompts, or other structures for organizing notes.
- Reflection: Prompt students to document their learning, decisions, or progress over time.
- Worksheets and workbooks: Combine instructions, prompts, tables, images, and spaces for students to record their responses.
- Peer feedback: Provide questions or criteria to guide students as they respond to one another’s work.
- Multi-stage activities: Create a single document students can return to and build on throughout a class, module, or course.
When sharing a template, provide students with a copy to download and edit rather than giving them edit access to the original document. This helps preserve the original template for reuse.
Provide Feedback and Support Revision
Word’s commenting and reviewing features can support instructor feedback, peer feedback, and revision. Feedback can remain connected to the document as students review and revise their work.
Consider using Word to:
- Provide targeted feedback: Add comments to specific words, passages, or sections of student work.
- Suggest revisions: Use Track Changes to make proposed edits visible without replacing the student’s original text.
- Support peer feedback: Ask students to comment on one another’s work using prompts or criteria to guide their responses.
- Respond to feedback: Students can reply to comments, ask questions, and resolve comments as they revise.
- Review changes over time: For Word documents saved in Microsoft OneDrive, use version history to revisit earlier versions and consider how the work has developed.
For feedback on assignments submitted through Quercus, consider using Quercus SpeedGrader, which allows you to annotate submissions, add comments, and provide feedback within the Quercus grading workflow. Word may be particularly useful when students are drafting, revising, or exchanging feedback as their work develops.
Create Accessible Course Materials
Word includes built-in features that can help you create accessible and well-structured course materials. Designing with accessibility in mind from the start can make content easier for students to navigate, understand, and use.
When creating Word documents:
- Use heading styles: Organize your document with Word’s heading styles to establish a clear hierarchy and help students navigate the content.
- Write meaningful link text: Describe the purpose or destination of a link rather than displaying a URL or using phrases such as “click here.”
- Add alternative text: Provide alt text that communicates the purpose or meaning of images and other visual content.
- Structure lists and tables: Use Word’s list and table tools to clearly communicate relationships within the content.
- Use colour intentionally: Provide sufficient colour contrast and avoid using colour alone to communicate meaning.
- Check your document: Use the Microsoft Accessibility Checker to identify and address potential accessibility barriers before sharing your document with students.
For more strategies for creating accessible documents, explore SLIDE into Accessibility resources.