Writing Guidelines for Specific Disciplines
Psychology Writing
Mechanics:
- standard English
- correct spelling
- correct grammar
- concise paragraphs with topic and supporting sentences
- DO NOT write in the first or second person (I, me, we, you) unless specified
Content:
- DO NOT PLAGIARIZE! (They will know!)
- smooth transitions between paragraphs
- good flow of ideas
- proper APA referencing (see APA manual)
- be specific: "one study" - which one?
- concise summaries and accurate information (especially in the data analysis portion of your study or journal critique)
- define any terms that the reader might not know
- coherent review of the literature (in a study or journal critique) shows that you understood what you read
- show your independent thoughts
- logical defense of your ideas and views
- show how this information can be used by others for further study
- show how this information is significant or useful to you in your field of study
Some APA Basics
Margins:
- use 1 1/2 inch margin on the left ONLY, I inch margins on the top, bottom, and right
Paragraphs:
- usually indent (Dr. Rompelman allows students to block paragraphs)
- left-justified
- double spaced
Page Numbers:
- start text with page 2 if you have a title page (see APA manual for format)
Title Page:
Using Numbers in Text:
- DO NOT use a number at the beginning of a sentence; if you must, always spell it out.
- Numbers not easily written out - like 423 - may be used in text.
Referencing in Body:
- use ONLY last names, no initials
- put title of publication in quotation marks
- state date of publication only once in the paper
The Reference Page:
- section should be labeled References (underlined, centered)
(Dr. Heinitz asks that the journal reference for a journal critique be placed below your name and title on the first page)
- list by last names in alphabetical order (also use first initial - Smith, J.)
- if an article or book has more than one author, DO NOT rearrange those names into alphabetical order
Common Mistakes:
- inconsistent tenses
- lack of agreement between pronouns/nouns
- misspelled words
- improper word usage
- lack of correct form for citations
- referencing (when in doubt, reference it!)
- paragraphs (one sentence does not constitute a paragraph)
- terms (define or clarify any uncommon terms, make it easy to understand)
- implications (don't forget to include the importance of the study and what it can mean for further study)
Check out this Web site. http://www.apa.org/journals/webref.html
for APA help for documenting electronic sources.
If you have any questions about these rules or your paper, please visit us at The Write Place in LU 202 or see your professor.
By Valerie Van Auken 1997 with input from Dr. Rompelman and Dr. Heinitz
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Health Science Writing
Students writing for health science classes have to meet special requirements of the field.
• Follow the assignment exactly! Consult the directions as you work.
• Make sure grammar, spelling, and punctuation are correct.
• Include an introduction and a conclusion.
• Make sure each paragraph includes a topic sentence and supporting sentences.
• Ideas should flow from sentence to sentence, and paragraphs and larger sections of the paper must fit together. Use transitions.
• The title should be short and descriptive of the paper's contents.
• Headings and subheadings must be logical and orderly.
• Cover the topic thoroughly, answering all basic questions.
• Avoid excessive detail and unrelated or obvious information.
• Scientific writing should be done in a research style, which is factual and straightforward.
• Use mostly short sentences to state the facts clearly and concisely.
• Use plain English as much as possible.
• When you use technical jargon, be sure you understand it and are using it appropriately.
• Keep in mind that you need to be able to communicate technical information so that it is understandable to patients.
• Creative embellishments and personal feelings are out of place in scientific writing.
• Avoid first person point of view, and use third person instead. Passive voice can be useful, especially in reporting scientific experiments.
• Format, of the paper and source citations follow APA guidelines. For information on citing on-line sources, see the following APA web site: www.apa.org/journals/webref.html
• Scientific writing requires critical, analytical thinking, not just repeating information.
• Quote only something that is profound. APA style prefers paraphrasing (which also requires citing the source).
• Do not make unsupported generalizations. Synthesize information from research into your own words and integrate it into your paper.
Strategies that students can use for any paper: write from an outline; set a draft aside for a few days and then revise; have someone else read a draft; proofread carefully before turning it in.
By Cindy Evers 1999
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Lab Report Writing
Writing for lab reports may be somewhat confusing. Different instructors expect different things from reports. These are a few general guidelines and a format to follow.
Name and names of partners if applicable
Class number and name
Section
Date of Lab
Title: The title must be short and must clearly state the essence of the lab without too many unneeded words. If the lab book gives a title, use that one.
Purpose: Some instructors may just want a list of "to…" statements declaring the objectives of the lab. Others want full and well thought-out sentences giving the objectives of the lab and goals for learning.
Materials: Some instructors want complete lists of specific instruments, solutions, chemicals, plants, or animals involved. Others want organized and specific sentences. Include diagrams if applicable.
Methods: This section should be very detailed and must be organized as a complete step-by-step account of the lab. This must be clear, complete, and understandable so that a person unfamiliar with the lab may repeat your exact experiment without any confusion.
Data: This is a complete record of every measurement or resulting datum. Graphs and tables are good representation of data. Formulas used to obtain data must also be included. Often, instructors expect to see percent yields or percent errors calculated. If you concluded anything from sensory means, that needs to be recorded as well. For instance, if the presence of ammonia pertains to your data or results, you can tell if it is present by the smell.
Questions: If the lab presents any questions or the instructor expects questions to be answered, this is an appropriate place.
Conclusions: Briefly summarize how the data or results fulfill the purpose of the lab. What is the significance of your numbers/observations? How are the tables and graphs to be interpreted? Every experiment yields some type of error. Account for as many errors as possible. Suggestions for improvements or future research are also appropriate here, but often not required.
Tips:
- The words should be very academic, focusing on facts or observations. This means no stories, humor, or flamboyant language. The report should be in third person: no you, no I, etc.
- Passive voice should be more prevalent than active voice. (For example, the substance was boiled. Not I boiled the substance.)
- The report needs to be a clear and concise account of the happenings in the lab, with no questions left unanswered.
- Make sure numbers and units are displayed appropriately, graphs and charts are neatly constructed, and drawings are in color and labeled.
If you do not have specific guidelines from the instructor about what is expected, ask the writing consultant to show you sample guidelines on file.
By Jennifer R. Fruend 1998
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Writing Movie Reviews
Writing movie reviews may sound like a simple thing to do, but it can actually be quite difficult. The purpose of a movie review is not to merely summarize the plot, but to evaluate its worth. Justifying an evaluation is a very involved process. It is important for one to establish his or her credibility. There are five main steps involved in writing movie reviews\evaluations.
- Present the subject.
- Give a short summary of the plot.
- Make clear judgments on the impact of the movie.
- Support these judgments.
- Give thesis (state overall evaluation).
Here are some helpful tips on writing movie reviews, justifying evaluations and establishing credibility.
- Include the title and director’s name in the first paragraph.
- Be sure to define any unclear, opinionated phrases or statements.
- Briefly summarize the plot early in the review.
- Use convicting evidence such as quotes and specific references to support your judgments.
- Avoid overuse of phrases like "I think" or "in my opinion".
- Try to demonstrate knowledge of the subject being evaluated in order to establish credibility.
- Do not give away too much information! (Don't reveal the ending.)
Much of the information in this handout was taken from these two books.
Axelrod, Rise B., and Charles R. Cooper. The St. Martin's Guide to Writing- 5th ed. New York: St. Martins Press, 1997.
Ryan, Leigh. The Bedford Guide for Writing Tutors 2nd ed- Boston: Bedford Books, 1998.
By Kim Juergensen, 1998
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Writing a Theology Paper
Guidelines from Theology faculty across the Concordia University System
- What documentation style is required?
- Chicago Manual of Style (Turabian) is most likely the style that is preferred; otherwise MLA may be used.
- Which version of the Bible is preferred, and how should it be documented?
- NRSV, and NIV are the most popular, but students may also use any other reputable version of their choice.
- The documentation style specifies this pattern: the book abbreviated with chapter and verse(s) following all enclosed within parenthesis: (Gen. 3:6-8).
- Is the Internet an acceptable source for references?
- Yes. The source should be documented and cited thoroughly: (name/source/address/date).
- All sources need to be from reputable sites.
- Some professors may require approval for the use of Internet sources.
- Generally what percentage of a paper should be quoted or paraphrased material?
- About 10% to 20% of a paper should be outside sources cited in the text.
- Professors generally want quotations when necessary to back up a point.
- Is scriptural basis for a thesis imperative or optional?
- Because a Christian theology paper is based on the Word of God, a scriptural basis is almost essential.
- For World Religions, a scriptural basis is optional.
- Can the thesis be supported by personal opinion?
- No. Personal opinion is not acceptable without research to support and expand.
- Which journals and commentaries are recommended for outside sources?
- Bible Translations, Concordances, Commentaries, Doctrinal Works, and Journals (Concordia Journal, Concordia Theological Quarterly, Church History, Lutheran Quarterly, Catholic Biblical Quarterly, Annual from the Society of Christian Ethics, and others).
- How is writing for theology a unique discipline?
- Sources for theology papers are timeless; a source’s standing never expires after a length of time.
- A student is working with the inerrant Word of God.
By James Fleming, Eric Kleinschmidt, Christina Phillip, and Kathryn Wehmeier 2000
Source: Theology professors at Concordia Colleges and Universities in Austin, Bronxville, Mequon, Portland, River Forest, and St. Paul.
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How to Write a Short Story
Many short stories contain a formula, as do many novels. The following is an example of a common model: AN ENGAGING CHARACTER faces ALMOST UNBEATABLE ODDS and BY HIS OR HER OWN EFFORTS achieves a WORTHY GOAL.
**This is only one example of a model. Like everything else, there are exceptions to this model. For example, the main character could be a very unlikable person who in the end gets what is coming to him/her.
Challenges novice writers may face
- The character is not engaging/interesting enough: The reader wants to be able to identify with how the main character resolves his/her problem(s).
2. The odds are not unbeatable enough: The character must have a REAL PROBLEM. For example, the character must walk through a desert in order to save a friend. It would not be nearly as effective if someone showed up in a Jeep and just gave him/her a ride.
- The character does not solve his/her problem(s) through his/her own efforts: The reader will be disappointed, to say the least, if the problem is solved for the character. One wants to sweat and worry about what will become of the character. The reader needs to watch him/her struggle and overcome the odds.
4. The solution is expected: The reader has known from the start how the character will solve the problem. It is the writer’s responsibility to keep the reader engaged, even if the outcome is expected.
- The goal is not worthy enough: Or else the audience does not see its worthiness. Who is the target audience? A child may see things as worthy that an adult may not.
Beginning your story
Before you even begin writing, here are some things to keep in mind:
1. Choose a place to write away from all distractions, and gather all your materials. Try to use the same place every time you write.
2. The first paragraph is the toughest to write. Don’t waste all your time agonizing over it.
3. Don’t criticize your work as you go along. Compliment yourself as you go along.
4. Avoid editing prematurely. Wait until the editing stage, because if you start too early, you’ll lose momentum in your writing.
5. Create incentives to keep you working. If you tend to procrastinate, make a deal with yourself (i.e. vow that you’ll write a page or two a day).
6. Use a computer when possible. Most writers work faster when they have a computer at their disposal because they can make the corrections easily.
**If you still have problems starting, take a look at The Aspirin Alternative (to Writer’s Block) handout by Daisy Steinke or find it at this address: http://www.cuw.edu/WritePlace/writing_helps.htm#writers
The 5 W’s and How
WHO is your main character? Male? Female? Old, young, human, alien, rabbit, snake, strong, weak, rich or poor?
WHAT kind of story are you writing? The first paragraph would be different in a Gothic as compared to a Western. Develop the mood early, also. Is it funny, sad, serious? Who are you writing for? Who is your target audience (i.e. young adults ages 12-15)?
WHEN does this take place? In order for your readers to be able to form a picture in their heads, they need to know if this is happening in the past, present, or future.
WHERE does this take place? Is it set in an old mansion or a dungeon? Perhaps it is a different planet. This also is important when the reader is trying to form a mental picture.
WHY does this take place? What is the theme or main point you are trying to get across to the readers?
HOW does the plot unfold?
Analyzing your story
Ask yourself:
What kind of person is your main character? Is this someone that your readers will be willing and able to relate to? Keep your target audience in mind.
How can you best tell the character’s story? Would first person, third person, or omniscient observer be most effective? Is the story funny, creepy, mysterious, dramatic?
At what point does the story begin? At what critical part of the main character’s life do you begin? Normally you would not begin where the character is born.
What are you trying to say? What is the point to your story? You can not just say at the end “the moral of this story is...”
Show your readers, don’t tell!!!
Remember
Keep the reader interested. If they get bored with the story, there’s nothing easier for them to do than just put it down. You can lose the reader at the beginning of the story where he or she just can not get into it, or at the end, where he or she disagrees with the resolution. Try to keep the reader wanting to turn the pages.
Bradley, M. Z. What is a Short Story?. 1996 http://mzbworks.home.att.net/what.htm.
Hairston, Maxine, John Ruszkiewicz, and Daniel Seward. CoreText: A Handbook for Writers. New York, 1997.
By Wendy Rissman, 2002
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Writing for Literature Classes
§ What is My Literature Professor Looking for?
o Clarity of message – Write your paper in a manner that is easy to follow and understand. Make evident the “angle” from which you are approaching the work. Professors also look for a progressing or unfolding train of thought, and your personal interaction with the work.
o Focus – Try to support your main point without going on tangents; that is, give the reader enough background information to understand the evidence presented without shifting the focus of your paper to the evidence.
o A student’s own ideas – For your main point, focus on an issue in the literature that you have questions about. What bothers you about a particular section of a work? What questions do you have that are not answered in the work?
o Presentation – A good literature paper will add to the discussion of a piece of literature by presenting a work through a new and different perspective (your perspective).
o Use of vocabulary – appropriate vocabulary and proper documentation should be used properly to present your point. For example, use literature terms that were introduced in class.
o Proper use of assigned material – Try to incorporate evidence from the work you are writing about. A good way to do this is through properly cited direct quotations from the work. When not directly quoting or attributing a section of text to another author, be sure to paraphrase and cite appropriately.
o Use of additional sources – You may find it helpful to use works written by the same author, books of criticism, and literary journals (written by professionals in the literature field) to support your thesis. Professors like a thesis that is accurate and well documented.
o Tone – When writing about your interpretation of a work, be sure of yourself. For example, the use of words like “could” or “might” may decrease the impact your thesis has on the reader or make your paper less convincing and authoritative.
§ Frequently Asked Questions
o What documentation style do I use? – The documentation style depends upon the class. MLA is usually used; however, some instructors will allow students to use a style they are more familiar with. Resources to help you with documentation are available on the CUW Writing Center website
o How do I begin? – Remember what you are writing for. Present questions, answer questions, and discuss issues that are of interest to you. Make sure you have a good knowledge of the work. To acquire this knowledge, many literature professors stress a second and third reading. A dictionary should also be used, as one misunderstood word could potentially lead to an incorrect interpretation.
o What if I don’t have enough to write about? – Go back and review the literature again. Develop what you already have in your paper in more detail. Ask questions; take the place of a critic. A discussion with your professor regarding a topic and your ideas may also help.
o Can I use the passive voice? – In most cases, the author of a piece of literature died long ago, yet his/her words still speak to us today. Because of this, the active voice should be used to add interest and action to your paper. Always be consistent with voice and verb tenses.
Resources:
Personal communication with Dr. Edward Veith, Dr. Thomas Wilmeth, and Dr. Sally Canapa; Concordia University, Wisconsin Professors of English.
Chad Spoolhoff (2002)
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How to Write A Straight News Article
What’s News?
A newsworthy story can be found in
• Trends
• Concerns of the public
• Major problems in the community
“The best stories are often the most obvious; they’re the ones that everyone else
has missed.” - Award winning reporter Ken Fuson
“There are no boring stories, just boring writers.” - Former editor of the San Francisco Chronicle Scott Newhall
Finding Sources
Once the reporter has the story, he must find people to interview.
Best interviews can come from
• People who are directly involved
• Those who disagree
• Victims of the case
• An outside expert
Now that you’ve found sources you can begin the interview…
Wait!!! Don’t forget to do your homework!
Keep in mind, good reporters will not “dump their notebook,” or use
everything they collect, but instead will only use 10 percent of the
information collected during the interview stage.
Interviewing
To ensure maximum comfort during an interview, a good reporter should
obtain as much background information on the subject as possible by
consulting news archives and online databases.
Tips for effective interviewing
- Ask open-ended questions
- Interview an “average” person and an expert
- If you plan on directly quoting someone, make sure you have the exact quote
- Keep close note of figures, i.e., statistics, dollar
amounts, dates, time, quantities
- Focus on what the reader needs to know
- Make sure to obtain contact information from all of your sources in case you need to contact them after the interview
Organizing the Straight News Article
Straight news articles are written in the Inverted Pyramid format. The most
important information is placed at the top of the article to capture reader interest.
The least important information is put towards the bottom of the article, so if the
readers only read the first half of the story they still have a good grasp of the
article’s content.
Tips for self-editing
• Cut the fat. Ask yourself, “Is this really relevant to the focus?”
• Use simple, clear language
• Choose active over passive language
• Add transitions for a smooth flow (now, since, then, a few weeks later)
• Use variation when leading into quotes (He remarked, she added, he replied,
she confirmed)
Sources: Goldstein, Norm, (ed). (2004) The Associated Press Stylebook. (39th ed.). New York: Basic Books.
Paterno, Susan, F. and Stein, M.L. (1998) The Newswriter’s Handbook.(1st ed.). Ames, IA: Iowa State UP.
Headline—Makes the readers want to know more.
Lead—Makes a concrete, clear statement conveying
the news of the story. It includes the five W’s, how
and who cares.
News Hook—Explains the impact of the story.
How will this affect the reader?
Background—Information essential to understand
the story’s impact and focus.
Nut Graph—Answers the question, “Who cares?”
Cosmic Quote—Sums up the story’s focus.
NOTE: Don’t feel you can only use one
quote –good articles use 3-4, more for a
lengthy piece. Remember to provide
balanced representation of all opinions,
showing no personal bias.
Lindsey Wheeler, 2005
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Drafting Proposals in the Student Senate
Submitting Proposals
Any voting members of the Student Senate, including residence and commuter senators, organizational representatives and executive board members have the authority to submit proposals before the Student Senate to be published in the agenda.
Unless specified otherwise or deemed appropriate elsewhere, proposals are added to the agenda before the meeting under new business.
Types of Proposals
Constitutional Amendments
Constitutional Amendments are any alteration or addition to the Student Government Constitution, specifically pertaining to powers, privileges and positions, and taking precedence over all other types of laws if ratified by a two-thirds vote in the Student Senate. Amendments must be published three weeks prior to being voted on by the Senate. All constitutional amendments should be submitted to the Constitution Committee after being published for review and recommendation.
Bylaws
Bylaws are any proposal specifically pertaining to the procedure for meetings, committees or elections which, if ratified by a majority vote in the Student Senate, become standing rules subject only to the authority of the Student Government Constitution. Bylaws must be published one week prior to being voted on by the Senate. All bylaws should be submitted to the Constitution Committee after being published for review and recommendation.
Resolutions
Resolutions are any proposal dealing with temporary, immediate or pending action which may retain force of law or merely state the general consensus of the Student Senate and not limited in topic so long as it does not violate or infringe upon the Student Government Constitution or its Bylaws. Resolutions can be voted upon immediately.
Writing Proposals
Proposals should preserve and protect the interests of the Student Senate and its constituency.
Proposals, with emphasis on constitutional amendments and bylaws, should clearly convey their meaning and the authors' intent.
Proposals should expressively state the unsatisfactory conditions which they are intended to address.
Proposals, with the exception of resolutions which do not retain force of law, should expressively state means by which the previously stated unsatisfactory conditions are to be resolved.
Proposals should be formatted in a manner that does not hinder their function or prevent understanding
Proposals should state any exceptions within the same sentence as the proposition to prevent either from being taken out of context.
Example Proposal 1
An Amendment
Becuse we feel it would cool to be an independent entity, the following amendment is being proposed. Also, the current Constituton is a piece of junk, so we decided to change it, pending the approval of the Ad. council.
BE IT ENACTED by the Student Senate that,
SECTION 1) Artical 4 of the Constitution be changed not to say anymore, "subject to the approval of the University's Ad. Council and Bored of Regents."
Section Two: The line "to maintain independence from the University administration and faculty, begining on Nov. 21, in accordance with Bylaw 14," should be added to Art. II.
Sect. III This exception to this would be ratification of the amendment.
Matthew J. Theriault (AU) Nov. 2005
Example Proposal 2
Autonomy Amendment
WHEREAS Article IV, Section 4, Part E of the Student Government Constitution currently states, "The Student Senate shall have the power to annually set the Student Program Fee, subject to the approval of the University's Administrative Council and Board of Regents," and
WHEREAS it is the general sentiment of the active student population as represented by the members of the Student Senate that the Student Government Association ought to maintain autonomy and
WHEREAS there exist the precedence of numerous other universities and colleges to promote student governments not subject to direct oversight by administration and
WHEREAS there exists hidden costs in the Student Program Fee financing separate aspects of the university which do not properly belong under the label of student programs and
WHEREAS it is the general sentiment among active students as represented by the members of the Student Senate that it is the natural right of all active students paying the Student Activities Fee to maintain full oversight of its annual cost and spending solely through representation within the Student Senate
BE IT RESOLVED by the Student Government Association of Concordia University that in Article IV, Section 4, Part E of the Student Government Constitution, the line bearing "subject to the approval of the University's Administrative Council and Board of Regents," be struck out and
BE IT RESOLVED that to Article II of the Student Government Constitution be added under Section G, "(The principle objectives of the Student Government shall be) to maintain independence from the University administration and faculty."
Matthew J. Theriault (Augsburg Senator) Oct. 2005
Avoid the mistakes of Example Proposal 1 when writing resolutions, bylaws and amendments
- Never use colloquial speech when writing a resolution, bylaw or amendment
- Keep the proposal internally consistent
- Avoid the use of abbreviations and contractions
- Give sound reasons and justifications for a proposal
- Be specific when citing the location of a statement within the Constitution or its bylaws
- Do not include exact dates when dealing with timeless documents such as a constitution
- Use proper grammar and an academic tone
- Stay away from first or second person pronouns
- Check for spelling errors within the proposed changes and the resolution itself
- Be sure not to refer back o the bylaws within a constitutional amendment
- Always place reasons and exceptions within the same sentence as the proposal itself
The Process of Passing a Proposal in the form of an Amendment to the Constitution or its Bylaws
Step 1) The proposal must be submitted for publication within the agenda a week prior to being presented before the Student Senate
Step 2) The proposal is introduced to the Student Senate and then passed on to the Constitution Committee for review
Step 3) The Constitution Committee approves, amends or rejects the proposal, and returns to the Student Senate with their recommendation
Step 4) The Student Senate considers the recommendation of the Constitution Committee and then votes on the proposal
Matthew J. Theriault 2005
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Writing in Nursing Courses
1. What types of writing assignments can be expected in Nursing courses?
Several types of writing assignments that can be expected in Nursing courses are responses to case studies, an organized community assessment, written critiques of nursing journal articles, a paper concerning field work experience, and a critical issue paper. Most nursing courses require some type of a paper usually ranging from 5-10 pages in length.
2. What qualities are found in well-written Nursing papers?
Well-written papers in the discipline of Nursing contain synthesis of thought as well as proper flow. The paper must critically analyze the subject matter and consist of clear, organized, and well-developed ideas. If the professor provides a guideline or grading standards sheet, be sure to follow it.
3a. What kinds of evidence give a paper credibility? (For example, type of research, statistical data and facts, use of sources, professional indexes, etc.)
Students are encouraged to utilize sources from scholarly publications, especially nursing journals with a research focus. In the final paper, which is similar to Chapters 1, 2, and 3 of a thesis, the student must have 25 citations from scholarly publications. Resources must be recent in order to be credible.
3b. Which kinds of electronic or Internet sources are considered acceptable in this discipline and which are not?
Any Internet sources that are scholarly and meet the criteria established by the professor are acceptable in Nursing courses.
4. What citation styles are expected in Nursing courses?
When writing in Nursing courses, students must use APA format, 5th edition. Check the APA site for up-to-date information of documenting electronic sources. http://www.apastyle.org/elecref.html
5. Special concerns (advice, hints)
Students in Nursing courses are provided with an example of what a Nursing paper should look like. The format is that of a proper APA paper utilizing the title page, the running head, the pagination, the in-text citation, and the reference list. Students writing papers for Nursing classes are urged to write more than one sentence per paragraph. When writing papers for Nursing classes, students are discouraged from using big words they do not understand. Papers must be clear and concise. Nursing scholarly papers are rarely intended to be exercises in creative writing. Nursing papers should include original thoughts. Students must cite quotations and information lifted directly from sources and write properly structured sentences. Students are urged to run a spelling and grammar check and have someone proofread the paper.
For writing help bring your draft to the Writing Center. http://www.cuw.edu/Tools/current_students/resources/writing_center.html
You can get online advice by clicking on the link “Check out the website for online handouts.”
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