12W-Research+to+Build+&+Present+Knowledge

W-12.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. W-12.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. W-12.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.* Apply g//rades 11–12 Reading standards//to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”). Conduct short as well as more sustained research projects based on focus questions, demonstrating understanding of the subject under investigation. Gather relevant information from multiple print and digital resources, assess the credibility and accuracy of each source and integrate the information while avoiding plagiarism. Draw evidence from literary or informational texts to support analysis, reflection, and research.
 * ===**Common Core Standard**===
 * W-12.9.a Apply //grades 11–12 Reading standards// to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., //The Federalist//, presidential addresses]”). || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Anchor Standard/Mathematical Practice(s)**===
 * AS:**
 * W-12.7.**
 * W-12.8.**
 * W-12.9.**

Makes sense of problems and perseveres in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and express regularity in repeated reasoning. Look for and make use of structure. ||
 * MP.1**
 * MP.2**
 * MP.3**
 * MP.4**
 * MP.5**
 * MP.6**
 * MP.7**
 * MP.8**
 * ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Information Technology Standard**===


 * HS.SI.1.1 (W.12.7, W.12.8, W.12.9, W.12.9.a) **

Evaluate resources for reliability.


 * HS.SI.1.2 (W.12.7, W.12.8, W.12.9, W.12.9.a) **

Evaluate resources for point of view, bias, values, or intent of information.


 * HS.SI.1.3.(W.12.7, W.12.8, W.12.9, W.12.9.a) **

Evaluate content for relevance to the assigned task.


 * HS.TT.1.2 (W.12.7, W.12.8, W.12.9, W.12.9.a) **

Use appropriate technology tools and other resources to organize information (e.g. online note-taking tools, collaborative wikis).


 * HS.TT.1.3 (W.12.7, W.12.8, W.12.9, W.12.9.a) **

Use appropriate technology tools and other resources to design products to share information with others (e.g. multimedia, presentations, Web 2.0 tools, graphics, podcasts, and audio files).


 * HS.SE.1.1 (W.12.7, W.12.8, W.12.9, W.12.9.a) **

Analyze ethical issues and practices related to copyright, not plagiarizing, and netiquette.


 * HS.SE.1.2 (W.12.7, W.12.9, W.12.9.a) **

<span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Analyze safety issues and practices when using online resources (legal and criminal consequences, long-term career consequences of behavior). || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Revised Bloom's Level of thinking**===

Create || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Learning Target/Task Analysis**===

**W.12.7**

 * <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Select researchable problem or question (assigned or self-generated).
 * <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Explore information in a cursory manner to determine viability as a research topic.
 * <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Select a variety of print and non-print sources relevant to the topic.
 * <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Analyze resources to refine, narrow, and/or broaden topic.
 * <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Synthesize information to produce a research project.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on a subject, demonstrating understanding of the subject under investigation.


 * W.12.8**
 * Validate the relevance and reliability of print and non-print sources.
 * Synthesize information into research project, maintaining an awareness of the task, purpose, and audience of the writing.
 * Document sources according an accepted format for citations.
 * Revise text to avoid plagiarism and to vary sources.
 * Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.


 * W.12.9, W.12.9.a**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Analyze literary works.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Critique how two or more texts treat similar themes or topics.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Reflect on the effectiveness of evidence from literary texts.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Research the author, period, and genre to enrich the value of the theme or topic.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more textsfrom the same period treat similar themes or topics”).

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Essential Vocabulary**===

W.12.7
<span style="font-family: Arial,sans-serif; font-size: 13.3333px;">Inquiry <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Non-print sources <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Print sources <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Problem/Solution <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Research question <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Synthesize

<span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">**W.12.8** <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">Audience <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Citation <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Documentation <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Plagiarism <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Purpose <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Reliability <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Revise <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Sources <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Synthesize <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Task <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Validity

<span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">**W.12.9, W.12.9.a** <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">Appropriate literary terminology) <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Critique <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Genre <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Time period

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Sample Assessments**===

**<span style="color: #842a30; font-family: 'Georgia','serif'; font-size: 14px;">Seminar and Essay ** <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">Compare “The Monk’s Tale” in //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">The Canterbury Tales //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;"> with Dante’s story of Ugolino in Cantos XXXII-XXXIII of the //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">Inferno //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">, paying special attention to depiction of character. Use at least one critical source. Use textual evidence to support an original, concise thesis statement. (RL.11-12.3, SL.11-12.1, SL.11-12.4, W.11-12.2, W.11-12.7, L.11-12.3)

**<span style="color: #842a30; font-family: 'Georgia','serif'; font-size: 14px;">Research Paper ** <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px; vertical-align: top;">Does the term “dark ages” accurately describe the Middle Ages? Use primary and secondary sources from this unit or outside of the unit to support an original, concise thesis statement to answer the question. (RL.11-12.1, W.11-12.1, W.11-12.7, W.11-12.8)

**<span style="color: #842a30; font-family: 'Georgia','serif'; font-size: 14px;">Research Paper ** <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px; vertical-align: top;">Answer the essential question: “How does medieval literature suggest a preoccupation with both divine and earthly existence?” Use primary and secondary sources from this unit or outside of the unit to support an original thesis statement to answer the question. (RL.11-12.1, W.11-12.1, W.11-12.7, W.11-12.8)

**<span style="color: #842a30; font-family: 'Georgia','serif'; font-size: 14px;">Seminar and Essay ** <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">Using works of art as textual evidence, do **<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">one **<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;"> of the following: (a) compare a literary work from this unit with a Renaissance work of art, with attention to principles of proportion and symmetry; (b) compare a Renaissance literary work with a medieval work, with attention to depiction of character; or (c) relate a literary work to a philosophical work. Include at least one critical source and one reference work to support an original, concise thesis statement. (RL.11-12.4, W.11-12.7)

**<span style="color: #842a30; font-family: 'Georgia','serif'; font-size: 14px;">Seminar and Essay ** <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px; vertical-align: top;">Analyze “The Flea.” Why is it considered metaphysical poetry? How does it use irony to convey its message? Is it a poem of logic or of emotion? Use textual evidence to discuss and write or original, concise thesis statement. (W.11-12.5, W.11-12.7)

**<span style="color: #842a30; font-family: 'Georgia','serif'; font-size: 14px;">Seminar and Essay ** <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">Read //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">The Pilgrim’s Progress //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">. Consider the text as an allegory. What themes do the characters represent? How do these characters work together to create an allegory? What does the allegory reveal about Bunyun’s point of view on religious ideas of the seventeenth century? Use textual evidence from the novel to support an original, concise thesis statement. (W.11-12.5, W.11-12.7)

**<span style="color: #842a30; font-family: 'Georgia','serif'; font-size: 14px;">Seminar and Essay ** <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">Read //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">The Alchemist //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">. How does the plotline reveal satire? What values of this time period are being mocked? How does the author use satire to reveal his point of view? Use textual evidence from the play to support an original, concise thesis statement. (W.11-12.5, W.11-12.7)

**<span style="color: #842a30; font-family: 'Georgia','serif'; font-size: 14px;">Seminar and Essay ** <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">Read //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">The Miser //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;"> by Molière. How does the plotline reveal satire? What values of this time period are being mocked? How does the satire reveal Molière’s point of view? Use textual evidence from the play to support an original, concise thesis statement. (W.11-12.5, W.11-12.7)

**<span style="color: #842a30; font-family: 'Georgia','serif'; font-size: 14px;">Seminar and Essay ** <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">Analyze Donne’s “Holy Sonnet 10 //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">. //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">” Is the speaker of the poem pious or irreverent of the church’s teachings? How does personification convey its message? Why is the poem considered metaphysical? Cite specific textual evidence from the poem to support an original, concise thesis. (W.11-12.5, W.11-12.7)

**<span style="color: #842a30; font-family: 'Georgia','serif'; font-size: 14px;">Seminar and Essay ** <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px; vertical-align: top;">Read Donne’s “Song: Goe, and catche a falling starre.” Is the point of view a cynical one? Or is its point of view realistic? Does it build upon religious views or does it depart from church teachings? How does emotion affect the logic of the speaker? Use textual evidence to support an original, concise thesis statement. (W.11-12.5, W.11-12.7)

**<span style="color: #842a30; font-family: 'Georgia','serif'; font-size: 14px;">Seminar and Essay ** <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px; vertical-align: top;">Compare and contrast Donne’s “Song Goe, and catche a falling starre” to Marvell’s “To his Coy Mistress.” How do emotion and logic affect the speaker’s point of view in each poem? How does gender affect the author’s attitudes? Use textual evidence to support an original, concise thesis statement. (W.11-12.5, W.11-12.7)

**<span style="color: #842a30; font-family: 'Georgia','serif'; font-size: 14px;">Seminar and Essay ** <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">Read //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">Hamlet //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">. With special consideration to his soliloquies, is Prince Hamlet influenced by his sense of logic or sense of emotion? Use specific textual evidence to support an original, concise thesis statement. (W.11-12.5, W.11-12.7)

**<span style="color: #842a30; font-family: 'Georgia','serif'; font-size: 14px;">Seminar and Essay ** <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">Read //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">King Lear //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">. In the beginning of the play, is King Lear motivated by his sense of reason or by emotion? By the end of the play, how has King Lear resolved his emotional needs with his rational thought? Consider the same question for Edmund, Edgar, Regan, Goneril and/or Cordelia. Use textual evidence to support an original, concise thesis statement. (W.11-12.5, W.11-12.7)

**<span style="color: #842a30; font-family: 'Georgia','serif'; font-size: 14px;">Seminar and Essay ** <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">Read excerpts from //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">Don Quixote //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;"> and/or watch the film version of //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">Man of La Mancha //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">. Compare Don Quixote’s outlook on life with those of another character, such as the priest. Use textual evidence citing either the novel or the film to support an original, concise thesis statement. (RL.11-12.1, W.11-12.5, W.11-12.7)

**<span style="color: #842a30; font-family: 'Georgia','serif'; font-size: 14px;">Seminar and Essay ** <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px; vertical-align: top;">Analyze “To Daffodils,”“To the Virgins Make Much of Time,”and “To His Coy Mistress.” Compare the message and intention of each. Do these poems appeal to human emotion or human logic to convey their ideas? Use textual evidence from two or more poems to write a comparative essay. Be sure your thesis is specific, concise, and original. (W.11-12.5, W.11-12.7, SL.11-12.1, SL.11-12.2)

**<span style="color: #842a30; font-family: 'Georgia','serif'; font-size: 14px;">Seminar and Essay ** <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px; vertical-align: top;">How did the war-era poetry of Sassoon contribute to the shaping of existentialism as a philosophy? Write an essay that uses specific textual evidence that supports an original, concise thesis statement. (RL.11-12.4, SL.11-12.4 W.11-12.5, W.11-12.7, W.11-12.8, L.11-12.6)

**<span style="color: #842a30; font-family: 'Georgia','serif'; font-size: 14px;">Seminar and Essay ** <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">How do //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">All Quiet on the Western Front //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;"> and Sassoon’s war poems influence and contribute to the existential movement? Write an essay that uses specific textual evidence that supports an original, concise thesis statement. (RL.11-12.4, SL.11-12.4 W.11-12.5, W.11-12.7, W.11-12.8, L.11-12.6)\

**<span style="color: #842a30; font-family: 'Georgia','serif'; font-size: 14px;">Seminar and Essay **

<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">How do //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">All Quiet on the Western Front //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;"> and Sassoon’s war poems influence and contribute to the existential movement? Write an essay that uses specific textual evidence that supports an original, concise thesis statement. (RL.11-12.4, SL.11-12.4 W.11-12.5, W.11-12.7, W.11-12.8, L.11-12.6)

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Differentiation**===

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Intervention:**
TEACHING STRATEGIES FOR DIFFERENTIATION OF INSTRUCTION: @http://www.dodea.edu/curriculum/docs/ge/2006_manuals/pdf/section_ii/differentiation_of_instruction.pdf

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Enrichment:**
TEACHING STRATEGIES FOR DIFFERENTIATION OF INSTRUCTION: @http://www.dodea.edu/curriculum/docs/ge/2006_manuals/pdf/section_ii/differentiation_of_instruction.pdf

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Instructional Resources**=== > In this lesson from EDSITEment, students will examine the historical origins of the Arthurian legend. Students will gain insight into the use of literature as historical evidence. Through the references and links in this lesson, students can track the growth of a legend like that of King Arthur, from its emergence in the Medieval Ages to its arrival on the silver screen. **(RL.1, RL.2, RL.7, RI.7, W.2, W.7, W.8, L.1, L.2)** > Ancient languages are the deepest root of the humanities, drawing life from that distant time when the study of history, philosophy, literature, and of language itself began. The goals of this lesson plan are to gain an appreciation for Greek drama through study of a play by Sophocles; to explore the cultural and historical context of Greek drama and its role in Greek society; to reconstruct the experience of seeing a Greek drama performed and share that experience in an imaginative report. **(RL.1, RL.2, RL.4, RL.7, RL.10, RI.4, W.2, W.4, W.6, W.7, W.8, LS.2, L.4)** > Anthologists and editors prepare the way for poetry readers, selecting works that reward close reading and assisting interpretation through annotation. But on the Internet we can return to poetry in its native state--one set of words among many others competing for appreciation--and read with fresh eyes. The goals of this lesson plan, from EDSITEment, are to analyze the verbal devices through which poems make meaning; to compare one's personal interpretation of a poem with the personal interpretations of others; and to develop standards of literary judgment. **(RL.1, RL.4, RL.5, RL.7. RL.9, RL.10, W.4, W.6, W.7, W.9, SL.1, L.1, L.2, L.5, L.6)** > This resource contains an EDSITEment lesson in which students will study Shakespeare's Macbeth. Students will use an Internet search engine to collect instances in the play of specific key words. Students will then organize and analyze the passages in which these key words appear for what they reveal about Macbeth's state of mind and the motives behind his increasing evil. **(RL.1, RL.4, W.7, W.8, SL.2, SL.4)** > The goals of this lesson plan are: (1) To learn about Shakespeare's use of poetic conventions as a principle of dramatic structure in Romeo and Juliet; (2) To examine the first meeting between Romeo and Juliet as an enactment of figurative language in a context of competing poetic styles; (3) To explore the use of poetic forms to impart perspective in later episodes of the play; (4) To gain experience in close reading and the interpretation of verse structure and imagery. **(RL.1, RL.2, RL.3, RL.4, RL.7, W.2, W.6, W.7, W.9, SL.1, L.5, L.6)** > This lesson asks students to compare and contrast piracy in its "golden age" with modern piracy. They learn where piracy is practiced today and write three different reports. In these reports, students will pretend they're on an international anti-piracy commission, describe the similarities and differences between modern and historical piracy, and propose some solutions to modern piracy problems. This lesson can be found on the National Geographic website. **(RI.7, W.8, SL.1)**
 * Exploring Arthurian Legend
 * Live From Antiquity!
 * Practical Criticism
 * Shakespeare's Macbeth:Fear and the Motives of Evil
 * You Kiss by the Book: Romeo & Juliet
 * Piracy: A Continuing Problem
 * Bibiomania Text, Study Guides, and Research Information for Classic Fiction, Drama, Poetry, Short Stories and Contemporary Articles and Interviews
 * Cliff Notes Study Guides Study Guides and Research Information for Classic Fiction, Drama, Poetry, Short Stories and Contemporary Articles and Interviews
 * Spark Notes Study Guides Study Guides and Research Information for Classic Fiction, Drama, Poetry, Short Stories and Contemporary Articles and Interviews
 * Discovery Education Literature Lesson Plans Discovery Education Literature Lesson Plans
 * Purdue University Online Writing Lab The Online Writing Lab (OWL) at Purdue University houses writing resources and instructional material, and we provide these as a free service of the Writing Lab at Purdue. Students, members of the community, and users worldwide will find information to assist with many writing projects.

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Notes and Additional Information**===