Literacy Learner Analysis Project

Kelsey Drew
Michigan State University
TE 846 Smith
Summer 2015
Literacy Learner Analysis

Brief Background and Reason for Project Focus

The United States is facing a consistently growing gap in literacy learning. Gaps are

occurring between races, different socioeconomic groups, native English speakers and English

language learners, and special education and general education students (Gambrell et al., 2011).

Because of the growing gaps the pressure for educators to become aware of the differences in

learners which is causing these gaps has become great. Educators across the country are daily

researching new, evidence-based pedagogies, accommodations and modifications to incorporate

into their classroom to encourage students to have literacy goals. Differentiating instruction

through a variety of relevant accommodations and modifications is listed in Gambrell, Malloy,

and Mazzonis Ten Evidence-Based Best Practices for Comprehensive Literacy Instruction.

(2011)

One of the major set-backs facing students is the assumption that because of their statuses

(racial, socioeconomic, etc.) they are unable to learn. Gambrell, Malloy, and Mazzoni (2011)

quote E. W. Gordon saying, We know in the 21st century that the absence of a certain developed

ability because of the absence of opportunity to learn should not be interpreted as absence of

ability to learn, and the recognition of the fact of diverse human characteristics demands

accommodation and differentiation in pedagogical treatment. As educators, we need to

remember that not all students have the same opportunities prior to entering or outside of school.

Modification, adaption, and Response to Intervention are all ways to help get all students on the

right track and meet them where they are.

My own early literacy learning experiences were slightly different than the average

individual. I came from a well-educated, middle class family who chose to home school their

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Literacy Learner Analysis

children until high school. I was a highly motivated student with the values instilled by my

parents. I was taught to read by my mother using the book Teach Your Child to Read in 100 Easy

Lesson by Engelmann & Haddox (1986), which I loved as a young reader and could not get

enough. From that point on I was an avid reader going to the public library every other week and

always getting four or five books at a time. Because of my unique experience, I know very little

about how literacy is taught in our nations elementary schools.

Now, as a secondary mathematics and Spanish teacher, it can be difficult to incorporate

literacy learning goals into the classroom. I have been given few resources for the secondary

classroom. Also, I work in a rural community with very little racial diversity (majority Caucasian

and Native American students) and a very low socioeconomic standing. I am using this project to

analyze some of the ways literacy affects learning in my classroom, and what literacy

accommodations and modifications I could make to better help my students.

Home and Family

Throughout the course of this analysis I will be working with Alberta1 a 15 year old,

female, high school student. Alberta is just finishing her ninth grade year in a rural, K-12 public

school. She is Caucasian, from a lower-middle class family, she has never received any special

education or Tier 2 or Tier 3 Interventions. Alberta is a native English speaker.

Albertas mother has two college degrees Alberta believes one in early childhood

education and the other is for writing short stories and articles. Albertas father is a lab tech and

works with college seniors working on their senior engineering projects at a local public college.

Alberta says because of both of her parents involvement in education they have always held her

and her older sister to a high standard in their schooling.

1
All names and locations have been changed for the privacy for those involved.

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Literacy Learner Analysis

During my discussion with Alberta, she told me about growing up in a family with high

standards. Her parents encouraged reading from a young age taking time to read to both her and

her older sister every night. Her parents have also set an example of reading for pleasure by

frequently reading as well. Alberta says that her mother is a fast reader and her father is a slower

reader. She also informed me her sister reads, ALL the time!

Emotional Climate
When I asked Alberta about how she felt about the emotional climate of our local school

her immediate response was, Not good. Alberta feels there is a lack of classroom control from

the teachers and she feels students do not have any respect for the teachers. Because of these two

factors Alberta feels the atmosphere of the school does not encourage cooperation, risk-taking,

interest and caring qualities into the students.

Alberta shared the following thoughts on reading in the classroom, We read a lot in

English and history. A little bit in science. I really expected there to be more reading in high

school. Alberta does not struggle with the required reading and feels very confident when asked

to participate in literacy activities. She told me she feels she struggles with writing but has

always been told she is good at it.

Literacy History
As previously mentioned, Albertas family are all avid readers. Alberta and her sister

were encouraged to read from a young age and have never stopped. Their parents read to them

every night and have made a point of setting a good example of reading in the home. Alberta

says her home is full of books and she is often seeking challenging and interesting books outside

of school to keep her interested in reading. In fact, a few days before my initial meeting with

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Literacy Learner Analysis

Alberta, she came into my classroom to tell me how excited she was to have found Contact by

Carl Sagan to begin reading in her spare time.

Alberta has never received any additional reading interventions during her schooling. She

told me she feels she is reading above grade level because she is not being challenged by her

coursework. Though, she did throw in the disclaimer of, With the exception of The Iliad and

The Odyssey, which they read this year in English.

Alberta says her biggest literacy struggle is in writing. She says, I dont like writing, I

dont feel good about it. Writing is more challenging to her because, even though it is done

often and cross-curricularly in our school, there is little feedback and little opportunity for

improvement. Alberta says she would like the opportunity to work on her writing skills and build

more confidence in them because, writing is a large part of college and I want to be prepared.

Tests Given and Summary of Test Results

Since Alberta identified writing as an area she would like to work on, I identified the use

of outlines to assist her in organizing thoughts for her writing, as well as aid her in reading

comprehension. I have not used outlines in my class and have not seen them used in other classes

so I do not believe Alberta has used them very often. For pre- and post-assessments I had Alberta

create different outlines based on different writing prompts. For our first lesson, which focused

on creating outlines to organize a paper, I used creative writing prompts from a set created by

Catherine Reid (n.d.) at Warren Wilson College. For the second lesson, which focused on

creating outlines to organize key information from a text, I used a few different educational

articles from the National Science Foundation and National Geographic Society.

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Literacy Learner Analysis

Lesson 1

For the first pre-assessment I chose a writing prompt which I thought would be

interesting to Alberta allowing her a choice in her writing topic. The creative writing prompt

from Reid (n.d.), as described in Appendix A, instructs students to write about a first

experience. Since Alberta has recently started drivers education I thought this would appeal to

her. I presented Alberta with the Reids (n.d.) writing prompt and told her Please use an outline

to organize your ideas as if you were going to write a complete paper based on this prompt.

Alberta took about fifteen to twenty minutes to complete the outline and turn it back into me.

During this time I did not offer any tips, advice, or other aid to her.

The outline Alberta turned in for the pre-assessment showed basic organization but

included too much detail in some areas (introduction and conclusion) and did not have enough

details in others (just listing the senses but not very much about how they were affected by the

event). A picture of Albertas work is included in Appendix B. From her outline I was able to

see Alberta was very thorough and detailed with her thoughts but struggled to know when to

summarize for an outline.

Because Alberta had difficulty with choosing how much detail to include in her outlines I

was able to use my lesson (Appendix C) to create an outline with Alberta on another writing

prompt from Reid (n.d.) allowing Alberta to choose what we wrote about to meet the directions

of the prompt. We focused on organizing key ideas with large bullet points, with a few smaller,

more detailed points underneath. We discussed the differences between big topics and

supporting details. Finally we discussed summarizing our ideas and not writing full sentences

in an outline.

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Literacy Learner Analysis

As a post-assessment for this lesson I chose another creative writing prompt from Reid

(n.d.) as described in Appendix E. Again this prompt allowed room for Alberta to make a choice

about what she could write about. I asked Alberta to create an outline as a basis for a paper she

would write using this prompt. During the time Alberta was working I did not offer an

assistance. Again Alberta took fifteen to twenty minutes to complete an outline. The outline she

created showed a much better understanding of how to organize an outline, the use of broad

topics, with a few supporting details below. Albertas work is pictured in Appendix F.

Lesson 2

This time I was not able to allow a choice for Alberta but, based on my knowledge of

Albertas interests, I chose an article on robotics by Rob Margetta (2015) from the National

Science Foundation which I thought she would find interesting. My directions to Alberta were to

create an outline taking notes on the articles. Alberta took about twenty minutes to complete her

work. When I reviewed the work (Appendix G) I noticed again that Alberta was very detailed in

her outline and often used complete sentences to fill in bullet points. Alberta again chose minor

details or insignificant information to include in her outline.

Based on her initial outline I was able to create a fill in the blank outline to accompany an

article from National Geographic. I used this blank outline to scaffold my lesson (Appendix H).

Alberta and I focused our discussion on how to summarize and pull out key ideas based on the

text. The example we created during the lesson is included in Appendix I.

For a post-assessment I presented Alberta with another article from the National Science

Foundation (Bates, 2015) which I thought would interest Alberta. The directions for the post-

assessment were the same as the pre-assessment, to take notes on the article by using an outline.

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Literacy Learner Analysis

Again Alberta took about twenty minutes to complete the outline and created a very well

organized outline of the information. She was able to identify key ideas and summarize them in

the bullets for her notes. Her work is pictured in Appendix J.

Lesson Plan Matrix

Lesson Foci/Date Objectives (include Instructional On-going assessment

including performance, materials (what will (to measure
conditions, and use to deliver the attainment of
criterion. State the main objectives of the objectives)
Common Core State lesson)
Standard at the end of
each objective.
Foci: Using Outlines Student will create Example of an Continuing
to Organize Ideas to an outline outline (Online conversation with
Write a Paper developing a topic Writing Lab). the student to
with well-chosen, Writing Prompt: ensure practice
Date: 06/09/2015
relevant, and Describe a and continued use
sufficient facts, significant place, of outlines.
concrete details, allowing the Require outlines
quotations, or details to reveal for all upcoming
other information why the place writing
and examples matters. Describe assignments with
appropriate to the it from a tree or specific feedback.
audiences rooftop or from a Assigning a
knowledge of the hawks point of variety of types of
topic. view. Describe it papers
(CCSS.ELA- from the height (informative,
LITERACY.WHS of a dog or a persuasive, and
T.9-10.2.B) turtle. (Reid, creative) to gain
Student will create n.d.) experience using
an outline in order outlines to
to produce clear organize and
and coherent develop ideas.
writing in which
the development,
organization, and
style are
appropriate to
task, purpose, and

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Literacy Learner Analysis

audience.
(CCSS.ELA-
LITERACY.WHS
T.9-10.4)
Student will create
an outline
developing and
strengthening
writing by
planning and
trying a new
approach, and
focusing on
addressing what is
most significant
for a specific
purpose and
audience.
(CCSS.ELA-
LITERACY.WHS
T.9-10.5)
Foci: Using Outlines Student will use An educational Encouraging
to Organize Key an outline to article related outlines when
Ideas from a Text gather relevant which should be reading to keep
information from a interesting to the track of key
Date: 06/11/2015
published article. student (Lee, ideas from the
(CCSS.ELA- 2015). text.
LITERACY.WHS Pre-made outline, Continuing
T.9-10.8) leaving blanks for conversations
Student will use student to pull out with student
an outline to draw key ideas or guiding the
evidence from supporting student to use
informational texts details. these outlines as
to support a study tool.
analysis, reflection
and research.
(CCSS.ELA-
LITERACY.WHS
T.9-10.9)
Common Core State Standards retrieved from English Language Arts Writing Grade

9-10

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Literacy Learner Analysis

Reflections on My Literacy Lesson Plan

Throughout my experiences with Alberta in my classroom prior to this project I had

noticed that Alberta did not use any pre-writing activities to plan her writing. I had also not heard

any of the other teachers assigning pre-writing when requiring students to complete writing

assignments. Alberta expressed concern the orderliness of writing her papers. Karen Bromley

(2011) expressed the importance of Graves model of the writing process. The first step in the

writing process is planning (Bromley, 2011).

During the pre-assessment (Appendix A), Alberta showed basic abilities of using an

outline. Alberta and I discussed her work on the pre-assessment (Appendix B) together and

compared it to an example of an outline (Online Writing Lab). After discussing the areas she felt

she might want to improve upon (brevity and orderliness) we created an outline together

(Appendix D) focusing on those areas which she had identified. I was very mindful to give

positive, meaningful feedback to build her confidence. After completing the lesson Alberta

completed another outline on her own as a post-assessment (Appendix F). Together, Alberta and

I compared the final outline to the example (Online Writing Lab) and again discussed how she

felt about the outline. Alberta said she felt much more confident moving into the final outline

and also that she felt she would be well prepared to move on to writing a paper from her outline

if we were to continue with the writing process steps described by Bromley (2011).

During the second lesson I continued with the theme of outlines to show the diversity of

their use. Knowing Alberta wants to continue in her education following high school I showed

her how to use an outline for note-taking. I chose a variety of article which I thought would

appeal to Alberta based on interests I had noticed through our year at school (robotics) and based

on our location (rural northern Michigan).

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Literacy Learner Analysis

Alberta mentioned she had used outlines to take notes before and moved quickly into

reading the article from the National Science Foundation (Margetta, 2015) and completing the

pre-assessment (Appendix G). Following the pre-assessment, I gave Alberta the beginning of an

outline I had created based on an article for National Geographic (Lee, 2014). Together we

finished filling in the notes and through our discussion I notice Alberta spent a lot of time trying

to re-word what was written in the text to complete her notes, and writing out complete

sentences. We discussed the importance of taking thorough notes but also that notes should be

easier to read and more convenient than having to re-read the text. Throughout finishing the

National Geographic outline (Lee, 2014) (Appendix I) we focused on using well known

abbreviations or short hands (i.e. < for less than), and remembering that in this situation it is

appropriate to take items word for word from the text if necessary. Finally, I also expressed to

Alberta, The information which you should put in an outline is the key information. The

information that you think I would give you a quiz on. This helped Alberta to focus on main

ideas and summarizing key details.

Alberta then moved into the post-assessment based on another National Science

Foundation article (Bates, 2015). When she had completed we discussed and compared the final

outline (Appendix J) to the outline we had created together (Appendix I). Alberta said that she

understood the benefits of using a short hand but it was going to take practice but she said she

did feel a lot better picking out key ideas remembering my statement What would I give you a

quiz over?

If I were to do these lessons again I would not have done them together. I would have

picked one but chose a different topic for the second lesson. For example, have lesson one still

focus on creating an outline for pre-writing but then having lesson two continue with the steps of

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Literacy Learner Analysis

the writing process as described by Bromley (2011). Ideally with a significant amount of time we

would be able to work all the way through writing process from pre-writing to publishing.

Overall, Alberta and I felt the lessons went well. I was able to give her choice in the first

lesson by giving broad creative writing prompts. Alberta said these prompts were engaging and

challenging to her. In the second lesson, I was able to include articles which I knew would

interest her. Alberta said the articles were informative and interesting making her time with

these lesson more enjoyable.

I feel there would be some difficulties adapting these lessons to whole class lessons and

still get the same benefits from them. The creative writing prompts would still allow for a lot of

choice but choosing engaging and interesting articles for the second lesson would be difficult for

an entire class. If the teacher chose the articles there would be students who would find the

articles uninteresting. One solution to this would be to allow students to choose their own article

for these activities.

Recommendations to Teachers and Parents

The lessons described throughout this analysis focused on the benefits of using outlines

for both pre-writing and note-taking abilities. Alberta shows strength in her creativity, attention

to detail, and ability to summarize and re-word concepts. Alberta needs help with not getting

bogged down in minute details when note-taking as well as pre-writing. Alberta has a tendency

to write the whole paper in her outline instead of summarizing main topics.

For follow-up activities I would suggest instructors assign pre-writing activities to help

with the planning process. I would also suggest additional lessons on the writing process. Since

Alberta wants to continue her education having a clear writing process will help her as she

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Literacy Learner Analysis

continues through high school and on into college. I would also encourage Alberta to practice

using outlines for note-taking as she reaches higher levels of education and is required to read

texts it will benefit her to have these note-taking and study strategies. Finally, I would

recommend offering meaningful and immediate feedback to Alberta. Her biggest struggle in our

lessons was a lack of confidence in her abilities and consistently asking Am I doing it right?

By giving frequent feedback, Alberta will gain confidence in her abilities as well as learn what

she is doing well and what may need improvement.

Recommendations to parents are included in the letter in Appendix K.

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Literacy Learner Analysis

Appendix A
Pre-Assessment 1 Creative Writing Prompt
Create an outline to use as a basis for the following prompt: Describe a first (first apartment,
first kiss, first time driving a car, first lie, first big success, first roller coaster ride, first time in
this setting). Include as many details as possible, being sure to include an aspect relating to each
of the 5 senses. (Reid, n.d.)

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Literacy Learner Analysis

Appendix B
Student Work for Pre-Assessment 1

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Literacy Learner Analysis

Appendix C

Outline for a Daily Lesson Plan

Date: June 9, 2015

Objective(s) for todays lesson: Using Outlines to Organize Ideas to Write a Paper
Student will create an outline developing a topic with well-chosen, relevant, and
sufficient facts, concrete details, quotations, or other information and examples
appropriate to the audiences knowledge of the topic. (CCSS.ELA-LITERACY.WHST.9-
10.2.B)
Student will create an outline in order to produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose, and audience.
(CCSS.ELA-LITERACY.WHST.9-10.4)
Student will create an outline developing and strengthening writing by planning and
trying a new approach, and focusing on addressing what is most significant for a specific
purpose and audience. (CCSS.ELA-LITERACY.WHST.9-10.5)

Rationale (Explain why this content and/or skill is important and worthwhile, and how you will work to
make it relevant to your students lives):

Alberta is very academically inclined. She is motivated by grades and her goals for the future.
She wants to build her writing skills so she is prepared for the coming years of high school and
college. According to Maria Magher (n.d.) outlining is a key pre-writing activity. By outlining
one is able to clarify thoughts and develop ideas, identify weaknesses in arguments, organize
ideas to stay on target, and save time. These are all useful qualities which will enhance a
students confidence and organization of writing.
Materials & supplies needed:
Example of an Outline (Online Writing Lab)
Writing Prompts (Reid, n.d.)
Lined paper
Writing Utensils

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Literacy Learner Analysis

Procedures and approximate time allocated for each Academic, Social and
event Linguistic Support during
each event
Introduction to the lesson (What will I say to help children
understand the purpose of the lesson? How will I help them make connections to
prior lessons or experiences in and out of school? How will I motivate them to
become engaged in the lesson and understand its real world purpose?) (_
minutes)

Benefits of outlining prior to writing (Magher, n.d.)

Importance of being a good writer to future goals

Approximate time: 5 minutes

OUTLINE of key events during the lesson (Include

specific details about how I will begin and end activities; what discussion
questions I will use; how I will help children understand behavior expectations
during the lesson; when/how I will distribute supplies and materials) (___ minutes)

Introduce a writing prompt (Reid, n.d.):

Describe a significant place, allowing the details to
reveal why the place matters. Describe it from a tree or
rooftop or from a hawks point of view. Describe it
from the height of a dog or a turtle.
Guide students through writing an outline which will
enable them easily compose a paper based on the
prompt.

Approximate time: 20-25 minutes

Closing summary for the lesson (How will I bring closure to

the lesson and actively involve children in reflecting on their experiences? How
will I help them make connections to prior lessons or prepare for future
experiences? What kind of feedback do I want from them at this time?) (___
minutes)

Review the process of writing an outline, emphasizing

key ideas.
Class discussion about what the next steps in writing
the paper would be.
Approximate time: 5 10 minutes

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Literacy Learner Analysis

Transition to next learning activity

Assessment (How will I gauge the students learning as I implement the Academic, Social, and
lesson plan and once the lesson is completed? Specifically, what will I look for? How Linguistic Support during
will I use what I am learning to inform my next steps?) assessment

Student will create an outline based on another writing prompt.

(Appendix E) Based on the results of the outline the additional
lessons with a scaffolded outline, or as a pair activity will be
planned if needed.

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Literacy Learner Analysis

Appendix D
Outline Created by Student during the Scaffolded Lesson 1

Location Removed

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Literacy Learner Analysis

Appendix E
Post-Assessment 1 Creative Writing Prompt
Create an outline to use as a basis for the following prompt: Describe a presence in your house
(childhood home/current place of residence) a person, a pet, a piece of furniture, an illness, a
secret. Use all five senses. Be as detailed as possible. (Reid, n.d.)

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Literacy Learner Analysis

Appendix F
Student Work for Post-Assessment 1

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Literacy Learner Analysis

Appendix G
Student Work for Pre-Assessment 2

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Literacy Learner Analysis

Appendix H

Outline for a Daily Lesson Plan

Date: June 11, 2015

Objective(s) for todays lesson: Using Outlines to Organize Ideas from a Text
Student will use an outline to gather relevant information from a published article.
(CCSS.ELA-LITERACY.WHST.9-10.8)
Student will use an outline to draw evidence from informational texts to support analysis,
reflection and research. (CCSS.ELA-LITERACY.WHST.9-10.9)
Rationale (Explain why this content and/or skill is important and worthwhile, and how you will work to
make it relevant to your students lives):

Since Alberta plans on going to college she will need well-developed note-taking and study
skills. According to Cal Poly Student Academic Services (n.d) one of the most beneficial forms
of note taking is the outline method. University of Nebraska Graduate Studies (n.d.) published an
article on the importance of teaching students to take notes. Taking notes is not something that
comes naturally to students, so as teachers, we need to give students the necessary skills to take
notes.
Materials & supplies needed:
Article Whats the Difference between a Snowstorm and a Blizzard? (Lee, 2014)
Pre-created outline with blanks for student to fill in key ideas
Writing utensils

Procedures and approximate time allocated for each Academic, Social and
event Linguistic Support during
each event
Introduction to the lesson (What will I say to help children
understand the purpose of the lesson? How will I help them make connections to
prior lessons or experiences in and out of school? How will I motivate them to
become engaged in the lesson and understand its real world purpose?) (_
minutes)

Inform student of the importance of note-taking.

Introduce the article (Lee, 2014).

Approximate time: 5 minutes

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Literacy Learner Analysis

OUTLINE of key events during the lesson (Include

specific details about how I will begin and end activities; what discussion
questions I will use; how I will help children understand behavior expectations
during the lesson; when/how I will distribute supplies and materials) (___ minutes)

Give student the started outline.

Read the article while guiding discussion on how to fill
in the outline as we move through the article.

Approximate time: 20 25 minutes

Closing summary for the lesson (How will I bring closure to

the lesson and actively involve children in reflecting on their experiences? How
will I help them make connections to prior lessons or prepare for future
experiences? What kind of feedback do I want from them at this time?) (___
minutes)

Review the outlined notes.

Discuss study strategies using the outline.

Approximate time: 5 10 minutes

Transition to next learning activity

Assessment (How will I gauge the students learning as I implement the Academic, Social, and
lesson plan and once the lesson is completed? Specifically, what will I look for? How Linguistic Support during
will I use what I am learning to inform my next steps?) assessment

Student will complete an additional note-taking outline based

on a new article from the National Science Foundation (Bates,
2015. Based on the note-taking outline, if needed, additional
practice and guided outlines will be planned.

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Appendix I
Outline Created by Student during the Scaffolded Lesson 2

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Appendix J
Student Work for Post-Assessment 2

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Appendix K
Recommendation to Parents
Dear Parents,

First and foremost thank you for allowing me to work with Alberta. It was a pleasure and

I believe it was a very beneficial experience.

During our time Alberta and I worked on the use of outlines to enhance and strengthen

both her writing process and her note-taking. Some activities you may be interested in continuing

at home are discussing the writing process. This will be meaningful for Alberta to hear how the

writing process has helped you both in your careers and throughout your education. You can also

encourage Alberta to practice using outlines as a pre-writing activity and give her positive and

constructive feedback to help her improve.

Additionally, Alberta has instructed on techniques to use an outline for note-taking. Some

discussions you may be able to have at home are how to then use those notes to study. I know

Alberta is looking forward to continuing her education in high school and further into college

and being able to take accurate notes and study from them is a valuable tool.

Finally, keep encouraging Alberta in her love of reading and writing!

Thank you,

Kelsey Drew

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Literacy Learner Analysis

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from http://www.nsf.gov/discoveries/disc_summ.jsp?cntn_id=134296&org=NSF

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(Eds), Best practices in literacy instruction (4th ed.), (pp. 295-318). New York, NY:

Guilford Publications, Inc.

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http://www.corestandards.org/ELA-Literacy/WHST/9-10/

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Lee, J. J. (2014, January 5) "What's the Difference between a Snowstorm and a Blizzard?"

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http://news.nationalgeographic.com/news/2014/01/140103-blizzard-snow-storm-winter-

climate-weather-science/>.

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Mahger, M. (n.d.). Importance of Doing an Outline Prior to Writing. Retrieved June 8, 2015,

from http://education.seattlepi.com/importance-doing-outline-prior-writing-3570.html

Margetta, R. (2015, April 7). How Robots Can Help Build Better Doctors. Retrieved June 10,

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Note Taking Systems. (n.d.). Retrieved June 10, 2015, from

http://www.sas.calpoly.edu/asc/ssl/notetakingsystems.html

Online Writing Lab. (n.d.). Retrieved June 10, 2015, from

http://www.aims.edu/student/online-writing-lab/process/outline

Reid, C. (n.d.). Explore. Retrieved June 8, 2015, from

https://inside.warren-wilson.edu/~creativewriting/Prompts.php

Teaching Students to Take Better Notes: Notes on Notetaking. (n.d.). Retrieved June 10, 2015,

from http://www.unl.edu/gradstudies/current/teaching/notetaking

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