Due tomorrow

Cascading Style Sheets are used to provide style, presentation, and layout for the HTML content of a Web page. You will develop an external CSS to provide style, presentation, and layout to an HTML document.

If you have not installed Microsoft Visual Studio Software in a prior course, follow these instructions for installation steps.
Download the provided Unit2.zip document and save it to your computer. Click here to download the Unit2.zip document.
Right-click the Unit2.zip folder and Extract All.
Open Visual Studio and select File > Open Web Site from the menu. Navigate to the extracted Unit2 folder and select it to open the Website in Visual Studio.
Select Website > Add New Item from the menu and select Style Sheet from Add New Item dialog box. Name the style sheet Unit2.css.
Add style rules to Unit2.css to accomplish the following:
Ensure that the semantic elements format in older browsers.
Eliminate the default spacing around all elements.
Use the Verdana font or any available sans-serif font for the text.
Set the font size for the body to 80% of the browser’s default font size.
Set the width of the window to display the document to 700.
Center the text in the header.
Provide spacing at the top of the level-one heading in the header to the equivalent of one capital M without affecting the spacing of the image.
Set the font size for the level-one heading in the header to three times the browser’s default font size.
Display the image in the header to the right of the text.
Ensure the text of the section does not flow around the image in the header.
Display the image in the first paragraph to the left of the text.
Set the font size for the level-one heading in the section to two times the browser’s default font size.
Center the text in the level-one heading in the section.
Provide spacing at the bottom of the level-one heading in the section to the equivalent of one capital M.
Set the font size for the level two headings in the section to one and one-half times the browser’s default font size.
Center the text in the level two headings in the section.
Center the text in the navigation.
Provide spacing at the bottom of the navigation to the equivalent of two capital Ms.
Bold the text of a hyperlink when the user hovers over the hyperlink or a hyperlink gets the focus.
Set the text of a hyperlink to red when the user hovers over the hyperlink or a hyperlink gets the focus.
Display the footer on the right side of the page.
Set the font size of the text in the footer to 75% of the browser’s default font size.
Validate the CSS style rules.
Zip (compress) the Visual Studio project folder into a .zip file to submit.
Grading

You will be graded on the ability to link the Web page to the CSS. You will be graded on the syntax of the style rules in the CSS. Points will be deducted for style rules that incorrectly format the requirements. Points will be deducted for any syntax errors that cause the browser to ignore the style rule.

Please submit your assignment.

For assistance with your assignment, please use your text, Web resources, and all course materials.

Grading Rubric

Project Criteria Exceeds: 90%–100% Very Good: 80%–89% Meets: 70%–79% Needs Improvement: Below 70%
Content 
(75%)

Response covers all topics indicated in the assignment and adds additional content. Response covers most topics indicated in the assignment. Response covers many of the topics indicated in the assignment. Response covers none to some of the topics indicated in the assignment.
Effective Communication
(10%)

Demonstrates outstanding or exemplary application of written, visual, or oral skills. Demonstrates outstanding expression of topic, main idea, and purpose. Audience is addressed appropriately. Language clearly and effectively communicates ideas and content relevant to the assignment. Errors in grammar, spelling, and sentence structure are minimal. Organization is clear. Format is consistently appropriate to assignment. Presentation and delivery are confident and persuasive (where applicable). The writing was of collegiate level with no errors in spelling or grammar. Demonstrates very good written, visual, or oral skills. Demonstrates sound expression of topic, main idea, and purpose. Audience is usually addressed appropriately. Language does not interfere with the communication of ideas and content relevant to the assignment. Errors in grammar, spelling, and sentence structure are present, but do not distract from the message. Organization is apparent and mostly clear. Format is appropriate to assignment, but not entirely consistent. The writing was of collegiate level with two or less errors in spelling or grammar. Demonstrates acceptable written, visual, or oral skills. Demonstrates reasonable expression of topic, main idea, and purpose. Sometimes, audience is addressed appropriately. Language does not interfere with the communication of ideas and content relevant to the assignment. Errors in grammar, spelling, and sentence structure are present and may distract from the message. Organization is a bit unclear. Format is inconsistent. The writing was of collegiate level with several errors in spelling or grammar. Demonstrates inadequate or partially proficient application of written, visual, or oral skills. Demonstrates inadequate or partial expression of topic, main idea, and purpose. Audience is often not addressed appropriately. Language often impedes the communication of ideas and content relevant to the assignment. Errors in grammar, spelling, and sentence structure are frequent and often distract from meaning or presentation. Organization is inadequate, confusing, and distracting. The format is inadequate and obscures meaning. The writing was less than collegiate level with numerous errors in spelling or grammar.
Supporting Analysis
(15%)

Analysis exceeds minimum requirements. Sources are used to support analysis, are appropriate, and are properly referenced. Basic analysis provided to support assertions. Sources are cited, appropriate, and properly referenced. Limited analysis provided to support assertions. Some sources are cited, appropriate, and properly referenced. No or inaccurate analysis, no sources are cited when needed, analysis and/or sources are not appropriate. When sources are used, they are not properly referenced.

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