Overview

Lesson Procedure

65-65 minutes of class time across 5 phases.

1. Warm-Up10 minutes
2. Direct Instruction20 minutes
3. Guided Practice15 minutes
4. Independent Practice15 minutes
5. Closure5 minutes

1. Warm-Up10 minutes

   Warm-Up Prompt

   "A state senator's aide has ten minutes to read your research before a vote. A sleep doctor, an energy analyst and a business owner all have evidence. Whose evidence does the aide need, and what would go wrong if your brief quoted only one of them?"

   Collect answers and list on the board what the aide needs: what the bill does legally, its effects, what it costs, who supports or opposes it, and how sure the evidence is. Point out that this list comes from the task, the purpose and the audience, not from the topic. W.11-12.8 asks students to judge each source's strengths and limitations against exactly those three things.

   Introduce the research this lesson follows. Soren, an invented twelfth grader, is writing a policy brief for an invented state senator's staff about an invented bill, Senate Bill 112, which would keep his state on standard time all year. Sources A, B and C are real publications, and his notes quote them accurately; Sources D, E and F are invented. Read Text 1 aloud. Ask: which search found which kind of source, and why did each search need its operators?

   1The assignment: In Ms. Castellanos's English 12 class, each student writes a policy brief for a real decision maker. My reader is the staff of State Senator Elena Marsh, who sits on the committee that will hear Senate Bill 112 next month. The bill would exempt our state from daylight saving time, so our clocks would stay on standard time all year. Her aide, Mr. Adair, asked for "two pages, plain language, both sides, and where every number comes from." Ms. Castellanos requires at least five authoritative sources, in print and digital form, cited in APA style (7th edition).

   2My research question: What would permanent standard time mean for the people of our state, and what does the evidence say about its costs and benefits?

   3Search 1: "permanent standard time" OR "year-round standard time" site:.gov. The OR accepts either phrase, because writers use both. The top results were federal and state government pages, including a Congressional Research Service report written for members of Congress (Source C).

   4Search 2: "daylight saving time" energy "report to Congress" filetype:pdf. Limiting the results to PDF files helps because many government reports are published as PDFs. The first result was a 2008 Department of Energy report to Congress (Source B).

   5Search 3, in the library database: ("daylight saving time" OR "daylight savings time") AND (sleep OR circadian), limited to peer-reviewed articles published since 2015. This found a position statement from the American Academy of Sleep Medicine (Source A).

   6Citation chaining: The footnotes of the CRS report led me to a 1976 National Bureau of Standards evaluation of the country's 1974 trial of year-round daylight saving time. I could not find the full text, so I will cite it as quoted in the CRS report.

   7Last, I set a search engine's date tool to the past month and searched "Senate Bill 112" "standard time" for news about the hearing.

2. Direct Instruction20 minutes

   Walk through the four demands of W.11-12.8 with Soren's brief:

   • Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively. Beyond quotation marks and site:, researchers at this level use filetype: to reach reports, OR to cover synonyms, database limits for peer review and date, date tools for recent news, and citation chaining: following a good source's footnotes to the sources behind it.
   • Assess the strengths and limitations of each source in terms of the task, purpose and audience. The same source can be strong for one piece of writing and weak for another. Soren's task is a two-page brief, his purpose is to inform a vote with both sides, and his audience is a busy, nonexpert legislative staff.
   • Integrate information selectively to maintain the flow of ideas, avoiding plagiarism and over-reliance on any one source. A brief built on one source repeats that source's purpose and its blind spots.
   • Follow a standard format for citation. This lesson uses APA style (7th edition): author-date in-text citations, page numbers for quotations, and a reference list in alphabetical order. Diagram 2 shows the parts of one reference.

   Read Texts 2 and 3, Soren's notes on the three real sources, then work through the examples below.

   1Source A: Muhammad Adeel Rishi and 22 coauthors, "Daylight saving time: an American Academy of Sleep Medicine position statement," Journal of Clinical Sleep Medicine, October 2020. It says that "the acute transition from standard time to daylight saving time incurs significant public health and safety risks, including increased risk of adverse cardiovascular events, mood disorders, and motor vehicle crashes." It adds that "chronic effects of remaining in daylight saving time year-round have not been well studied," though daylight saving time is less aligned with the body's daily clock. Its position: "these seasonal time changes should be abolished in favor of a fixed, national, year-round standard time."

   2Strengths for my brief: The authors are sleep physicians and researchers, the journal is peer-reviewed, and the statement takes a clear side on the exact choice in Senate Bill 112. Limitations: A position statement is written to argue for one policy. It covers health only, with nothing on energy, business or the law. It admits that the long-term effects of year-round daylight saving time are not well studied. Its readers are doctors, so I must explain terms like "circadian" for Mr. Adair.

   3Source B: David B. Belzer, Stanton W. Hadley and Shih-Miao Chin, Impact of Extended Daylight Saving Time on National Energy Consumption, a report to Congress from the U.S. Department of Energy, October 2008. The Energy Policy Act of 2005 moved the start of daylight saving time three or four weeks earlier, to the second Sunday in March, and the end one week later, to the first Sunday in November, beginning in 2007, and it asked the Department to measure the effect. The report found total electricity savings of about 1.3 terawatt-hours, which "corresponds to 0.5 percent per each day of Extended Daylight Saving Time, or 0.03 percent of electricity consumption over the year." Total U.S. electricity use in 2007 was 3,900 terawatt-hours. Changes in traffic volume and gasoline use were statistically insignificant.

   4Strengths: A federal study, checked by two expert review panels and written for Congress, an audience much like mine. Limitations: It measures a few extra weeks of daylight saving time in 2007, not a switch to permanent standard time, so it only suggests how large or small the energy stakes are. Its data are nearly twenty years old, and it covers energy only.

   1Source C: Corrie E. Clark and Lynn J. Cunningham, Daylight Saving Time (DST), Congressional Research Service report R45208, updated July 24, 2026. The Congressional Research Service writes reports for members of Congress and their staffs.

   2The law: Federal law lets a state exempt itself from daylight saving time, which is what Senate Bill 112 would do. Hawaii exempted itself in 1967 and Arizona in 1968. Permanent daylight saving time is different: it "could take effect only if Congress were to amend the Uniform Time Act of 1966." The report's summary puts the general rule this way: "the authority to change the DST observance period rests solely with Congress." Exempting a state is the exception the law allows.

   3History: During the 1973 oil embargo, Congress put the country on year-round daylight saving time starting January 6, 1974. In October 1974, it required a return to standard time from October 27, 1974, to February 23, 1975. A 1976 National Bureau of Standards evaluation found more traffic deaths of school-age children in the mornings from January to April 1974 than in the same months of 1973, but warned that "this increase cannot be simply interpreted as a 'DST effect,' in view of the many other factors that influence traffic fatalities." That quotation is on page 6 of the report.

   4Strengths: Nonpartisan research written for lawmakers, so it matches Mr. Adair's needs almost exactly. It is precise about the law, covers history, energy, safety and health, and footnotes its sources. Limitations: It summarizes other people's research instead of presenting new data. It is national, with nothing specific to our state. And bills on this topic move quickly, so what it says about their status may be out of date by the hearing; I must check the current status before I finish.

   • Choosing operators for a kind of source

     Soren wants a federal report on energy. Search 2 is "daylight saving time" energy "report to Congress" filetype:pdf (Text 1, paragraph 4).

     Result: "report to Congress" names the genre he wants, and filetype:pdf limits results to PDF files, the format many government reports use. The search describes the source he needs, not just the topic.

   • Citation chaining and honest secondary citation

     The CRS report's footnotes lead Soren to a 1976 National Bureau of Standards evaluation, but he cannot find its full text (Text 1, paragraph 6).

     Result: Following footnotes is a strong search move. Because he read only the CRS report's account, he cites the older study "as cited in" the report and lists only the CRS report in his references. Citing the 1976 study directly would claim he read it.

   • Strengths and limitations for this task

     Source A is a peer-reviewed position statement by sleep experts that recommends permanent standard time (Text 2, paragraph 1).

     Result: Strength: expert, peer-reviewed and about the exact choice in the bill. Limitations for a brief meant to show both sides: its purpose is to argue for one policy, it covers health only, and its readers are doctors, so Soren must translate it for Mr. Adair.

   • Seeing indirect evidence

     Source B measured about 0.03 percent of yearly electricity saved when daylight saving time was extended by a few weeks in 2007 (Text 2, paragraph 3).

     Result: The bill would do something different: remove daylight saving time entirely. The report cannot predict that effect, but it shows the energy stakes of shifting clocks have been small. Soren says so in the brief instead of stretching the finding.

   • Matching a source to the audience

     Source C was written by the Congressional Research Service for members of Congress and their staffs (Text 3, paragraph 1).

     Result: Its audience is close to Soren's, so its legal facts are precise and already in plain language. Its limitation is timing: legislative status changes, so he must check it again before the hearing.

3. Guided Practice15 minutes

   Pairs read Text 4, three more sources Soren found. Then they complete the table below for all six sources. Every cell in the last two columns must name the task, the purpose or the audience.

   1Source D: Lakeview University Survey Center, Clock Changes and Time Preferences, a statewide poll of 812 adults taken in August 2026, with a margin of error of plus or minus 3.4 percentage points. Results: 44 percent prefer permanent daylight saving time, 31 percent prefer permanent standard time, and 25 percent want to keep changing the clocks.

   2My note on D: Strength: the only source that tells the senator what her constituents want. Limitations: A preference is not evidence about health or energy. The poll's question did not explain that the most popular option, permanent daylight saving time, is one our state cannot choose on its own (Source C).

   3Source E: Walt Brennan, "Evening Light Keeps Main Street Open," an opinion column in the print edition of the Harborview Gazette, March 8, 2026, page A12. Brennan owns a mini-golf course on the boardwalk. He writes that the bill would "take an hour of summer evening away from every family and every business on the boardwalk."

   4My note on E: Strength: it shows a real point of view the senator will hear at the hearing, and it is right that summer sunsets would come an hour earlier by the clock under standard time. Limitations: Brennan has a financial stake, gives no data and speaks for one business, not all of them.

   5Source F: A blog post by DreamWell, a company that sells a sleep-tracking app, 2025: "Our users slept an average of 40 minutes less on the Monday after the spring change."

   6My note on F: Limitations outweigh strengths. The company sells a product, does not say how many users it measured or how, and says nothing about permanent standard time. I will not use it in the brief.

   Strengths and limitations for Soren's brief (pairs fill in the blank cells)

   Source	Print or digital?	Strength for this brief	Limitation for this brief	Use it for...
   A: sleep medicine statement
   B: DOE report, 2008
   C: CRS report, 2026
   D: statewide poll
   E: Brennan column
   F: sleep-app blog

   Discuss: (1) Source D is invented, unpublished in any journal and about opinions, not facts. Why is it still one of the most important sources for this audience? (2) Which source would become stronger if Soren's task were a persuasive column for the school newspaper instead of a balanced brief?

4. Independent Practice15 minutes

   Read Text 5, Soren's first draft of his evidence section, and use Diagram 1 to see how its citations are spread. For each numbered sentence, students decide which problem it has, if any: over-reliance on one source, a claim the cited source does not make, a claim stretched beyond what the source says, uncited borrowed wording, a weak source, or a purpose that does not fit the task. Then they read Text 6, the revision, and Text 7, the reference list, and write down three specific changes Soren made.

   The quiz uses Texts 1-7 (Warm-Up, Direct Instruction, Guided Practice and this phase). Point students back to them when they take it.

   1[1] Senate Bill 112 is the right choice, and the senator should vote yes. [2] Daylight saving time is bad for people's health: switching the clocks increases the risk of heart problems, mood disorders and car crashes (Rishi et al., 2020). [3] Staying on daylight saving time all year would also be harmful, because it goes against human biology (Rishi et al., 2020). [4] The sleep experts also say that ending clock changes would save energy (Rishi et al., 2020). [5] Experts agree that standard time is the healthiest choice (Rishi et al., 2020). [6] The authority to change the daylight saving time observance period rests solely with Congress. [7] One company found that people sleep 40 minutes less after the spring change (DreamWell, 2025). [8] For all these reasons, permanent standard time is best (Rishi et al., 2020).

   1What the bill would do. Federal law allows a state to exempt itself from daylight saving time, as Hawaii did in 1967 and Arizona in 1968, but no state can adopt permanent daylight saving time unless Congress amends the Uniform Time Act of 1966 (Clark & Cunningham, 2026). Senate Bill 112 therefore chooses between the two options our state actually has: keep changing the clocks or stay on standard time all year.

   2Health. The American Academy of Sleep Medicine reports that the spring change to daylight saving time brings short-term risks, including higher risks of heart problems, mood disorders and vehicle crashes, and it recommends "a fixed, national, year-round standard time" (Rishi et al., 2020, p. 1781). The statement argues for one policy, and it acknowledges that the long-term effects of year-round daylight saving time "have not been well studied" (Rishi et al., 2020, p. 1781).

   3Energy and safety. The energy stakes appear small. When daylight saving time was extended by several weeks starting in 2007, the Department of Energy measured savings of about 0.03% of the nation's yearly electricity use (Belzer et al., 2008), although that study did not test permanent standard time. The safety evidence is older and mixed. During the 1974 trial of year-round daylight saving time, morning traffic deaths of school-age children rose compared with 1973, but federal reviewers warned that the increase "cannot be simply interpreted as a 'DST effect'" (National Bureau of Standards, 1976, as cited in Clark & Cunningham, 2026, p. 6).

   4What residents want. In an August 2026 poll of 812 adults, 44% preferred permanent daylight saving time, 31% permanent standard time, and 25% the current system (Lakeview University Survey Center, 2026). The most popular choice is the one our state cannot make alone. At least one boardwalk business owner opposes the bill, arguing that it would "take an hour of summer evening away from every family and every business on the boardwalk" (Brennan, 2026, p. A12).

   5Bottom line. The health evidence favors Senate Bill 112, the energy effect is likely small either way, and public opinion leans toward an option that only Congress can provide.

   1References

   2Belzer, D. B., Hadley, S. W., & Chin, S.-M. (2008). Impact of extended daylight saving time on national energy consumption: Report to Congress, Energy Policy Act of 2005, Section 110. U.S. Department of Energy. https://doi.org/10.2172/949762

   3Brennan, W. (2026, March 8). Evening light keeps Main Street open. Harborview Gazette, A12.

   4Clark, C. E., & Cunningham, L. J. (2026). Daylight saving time (DST) (CRS Report No. R45208). Congressional Research Service. https://www.congress.gov/crs-product/R45208

   5Lakeview University Survey Center. (2026). Clock changes and time preferences: A statewide survey of 812 adults. Lakeview University.

   6Rishi, M. A., Ahmed, O., Barrantes Perez, J. H., Berneking, M., Dombrowsky, J., Flynn-Evans, E. E., Santiago, V., Sullivan, S. S., Upender, R., Yuen, K., Abbasi-Feinberg, F., Aurora, R. N., Carden, K. A., Kirsch, D. B., Kristo, D. A., Malhotra, R. K., Martin, J. L., Olson, E. J., Ramar, K., . . . Gurubhagavatula, I. (2020). Daylight saving time: An American Academy of Sleep Medicine position statement. Journal of Clinical Sleep Medicine, 16(10), 1781–1784. https://doi.org/10.5664/jcsm.8780

5. Closure5 minutes

   Exit ticket: (1) For your own research project, name your task, purpose and audience in one sentence each. (2) Name the source you are most tempted to rely on, and one question it cannot answer for your audience.

   Hand out the homework texts below: Farah's assignment and first draft (Text 8) and her source list (Text 9). Farah, the library, its board and all six sources are invented for practice.

   Teacher note: Senate Bill 112, Senator Marsh and the poll are invented, but the federal rules described in Source C are real. Legislation on daylight saving time changes often, so if students research the topic themselves, have them check a bill's current status on the legislature's own site before citing it.

   1The assignment: Farah is writing a one-page memo for the board of the Cedar Bluff Public Library, which votes in November on whether to stop charging overdue fines on children's and teen materials. The five board members are volunteers: a retired banker, a middle school teacher, a pastor, a small-business owner and a parent of two. The board chair asked for "a recommendation, what it would cost, and the evidence on both sides." Her teacher requires APA style.

   2Farah's research question: Would ending youth overdue fines help or hurt the Cedar Bluff Public Library and the families it serves?

   3Farah's first draft of her evidence paragraph: Fines keep kids away from libraries. The Freedom to Read Alliance calls fines "a tax on the families who can least afford it" (Freedom to Read Alliance, 2024). The Alliance says libraries that end fines see more children come back (Freedom to Read Alliance, 2024), and it says books still come back on time (Freedom to Read Alliance, 2024). According to the Alliance, fines bring in very little money (Freedom to Read Alliance, 2024). A 2018 study proved that fines drive away low-income families (Ng, 2018). The board should end fines.

   1Source 1: Freedom to Read Alliance, Fine Free for Kids: Results from 40 Libraries, a 2024 report posted on the group's website. The Alliance is a national advocacy group that campaigns to end library fines, funded by donors who support that goal. It reports that 34 of the 40 libraries saw children's card use rise after they ended youth fines, and it calls fines "a tax on the families who can least afford it." It does not compare these libraries with libraries that kept fines. It cites a 2018 study by the economist Paul Ng, which Farah could not find.

   2Source 2: Cedar Bluff Public Library, 2025 Annual Budget, printed in the board packet. Youth overdue fines brought in $3,150 of the library's $2.4 million budget. Staff estimate that they spend about 260 hours a year handling youth fines.

   3Source 3: Ingrid Solberg, "Overdue: What Happened When Three Midwestern Libraries Dropped Youth Fines," Library Quarterly Review, a peer-reviewed journal, 2023, volume 41, issue 2, pages 88-104. In the first year without fines, on-time returns fell from 91 percent to 88 percent, the number of items never returned did not change, and new children's library cards rose by 12 to 19 percent.

   4Source 4: Pat Holloway, "Library Director: Fines Teach Responsibility," Cedar Bluff Courier, print edition, June 3, 2019, page B2. The director it quotes retired in 2022.

   5Source 5: Minutes of the September 2026 board meeting. A parent said her son stopped going to the library after he owed $14.

   6Source 6: "Fines Are Obsolete: Automate Renewals Instead," a 2025 blog post by ShelfSmart, a company that sells library software.

Differentiation Strategies

Assessment Guidance

1. Question 1 of 20 · Multiple Choice

   In Search 2 (Text 1, paragraph 4), what does filetype:pdf do?

   AIt limits the results to U.S. government websites that end in .gov. BIt limits the results to PDF files, a format many government reports use. CIt limits the results to documents that were first published in print form. DIt removes PDF files, so only ordinary web pages appear in the results.

2. Question 2 of 20 · Multiple Choice

   In Search 1, "permanent standard time" OR "year-round standard time" site:.gov, why does Soren join the two phrases with OR?

   AOR tells the search engine to rank the first phrase above the second phrase. BOR requires every result to contain both phrases, which narrows the search. COR removes pages that use both phrases, since those pages repeat each other. DWriters use both phrases for the same idea, and OR accepts pages with either.

3. Question 3 of 20 · Multiple Choice

   Soren used citation chaining to find the 1976 evaluation (Text 1, paragraph 6). Which next step would also be citation chaining?

   AReading Source A's reference list and tracking down the crash studies it relies on BRunning Search 2 again with site:.edu added to reach university reports CCiting Source A in several sentences in a row to show its importance DCopying the reference list of Source C into his own reference list

4. Question 4 of 20 · Multiple Choice

   A student is writing about a city parking rule that the council changed last week. Which search move best guards against using an outdated source?

   AAdding filetype:pdf so that only official reports come up BUsing the minus sign to remove the word parking from results CSetting the search engine's date tool to the past month DPutting the whole question inside one set of quotation marks

5. Question 5 of 20 · Multiple Choice

   Which is a limitation of Source A for Soren's brief, according to his notes in Text 2?

   AIt is not peer-reviewed, so it cannot be cited in a policy brief. BIt supports permanent daylight saving time, the option the state cannot choose. CIt argues for one policy and covers health only, not energy, business or law. DIt was written for legislators, so its medical claims are not reliable.

6. Question 6 of 20 · Multiple Choice

   According to Text 2, what makes Source A especially strong for this particular brief?

   AIt takes a clear position on the exact choice in Senate Bill 112. BIt measures how much energy the state would save under the bill. CIt reports what the senator's constituents want her to do. DIt explains the federal law that allows states to exempt themselves.

7. Question 7 of 20 · Multiple Choice

   Why can Source B not show how much energy Senate Bill 112 would save or cost?

   AIt was written for the energy industry rather than for Congress. BIt reports no numbers at all, only the general opinions of its two expert review panels. CIt found that traffic and gasoline use rose sharply in 2007. DIt measured a few extra weeks of daylight saving time, not permanent standard time.

8. Question 8 of 20 · Multiple Choice

   Soren is tempted to write "Extended daylight saving time cut electricity use by 0.5 percent." Using Text 2, why would that mislead Mr. Adair, and what is the yearly figure?

   ANothing is wrong: 0.5 percent is the yearly figure, the same as 1.3 out of 3,900. BThe 0.5 percent applies to each day of the extended period; over the year it was about 0.03 percent. CThe 0.5 percent is the share of total energy; for electricity alone it was about 3 percent. DThe 0.5 percent is the savings in gasoline, which the report found statistically insignificant.

9. Question 9 of 20 · Multiple Choice

   Why does Soren consider Source C a close match for his audience (Text 3)?

   AIt was written by the same sleep physicians who wrote Source A. BIt is the newest source, and newer sources are always stronger. CIt was written for members of Congress and their staffs, readers like Mr. Adair. DIt is an opinion column, so it speaks the language of ordinary voters.

10. Question 10 of 20 · Multiple Choice

    Why does the date on Source C, "updated July 24, 2026," matter for Soren's brief?

    ABill status changes quickly, so he must check it again before the hearing. BAPA style does not allow sources more than one year old in a reference list. CReports updated in summer are less reliable than reports updated in winter. DThe date shows that the report was written after Senate Bill 112 passed.

11. Question 11 of 20 · Multiple Choice

    Another student reads, on page 5 of the CRS report (Source C), a finding from a 1975 Department of Transportation report to Congress. She cannot get the 1975 report itself. Which APA in-text citation should she use?

    A(Clark & Cunningham, 1975, p. 5) B(U.S. Department of Transportation, 1975, p. 5) C(Clark & Cunningham, 2026, p. 5, as cited in U.S. Department of Transportation, 1975) D(U.S. Department of Transportation, 1975, as cited in Clark & Cunningham, 2026, p. 5)

12. Question 12 of 20 · Multiple Choice

    According to Soren's notes in Text 4, what is the main limitation of Source D, the poll, for this brief?

    AIt surveyed too few people to be useful for any purpose at all. BIt measures preferences, and the favorite option is one the state cannot choose alone. CIt was written by a business owner who stands to gain or lose money from the bill's outcome. DIt gives no margin of error, so its percentages cannot be compared.

13. Question 13 of 20 · Multiple Choice

    Using Diagram 1 and Text 5, what best describes the over-reliance in Soren's first draft?

    AIt cites five different sources, but each one only once, so no single source carries the argument. BIt cites Source C for its legal claim and Source A for health, which is balanced. CFive of its six citations go to Source A, including one for a claim Source A never makes. DIt cites no sources at all, so the reader cannot tell where any fact comes from.

14. Question 14 of 20 · Multiple Choice

    A web page by Tomas Ruiz, "Why the fall clock change is easier than the spring one," was posted on November 2, 2025, by the Coastal Sleep Institute at www.coastalsleep.org/fall-change. Which APA reference is correct? (The author and institute are invented.)

    ARuiz, T. (2025, November 2). Why the fall clock change is easier than the spring one. Coastal Sleep Institute. https://www.coastalsleep.org/fall-change BRuiz, Tomas. "Why the Fall Clock Change Is Easier than the Spring One." Coastal Sleep Institute, 2 Nov. 2025, www.coastalsleep.org/fall-change. CRuiz, T. (November 2, 2025). Why The Fall Clock Change Is Easier Than The Spring One. Coastal Sleep Institute. https://www.coastalsleep.org/fall-change DCoastal Sleep Institute. (2025). Ruiz, T. Why the fall clock change is easier than the spring one. https://www.coastalsleep.org/fall-change

15. Question 15 of 20 · Short Answer

    Choose Source D, E or F from Text 4. Name one strength and one limitation it has for Soren's brief, and tie each one to the task, the purpose or the audience.

    Show model answer

16. Question 16 of 20 · Short Answer

    Sentence 3 of Text 5 stretches what Source A says about year-round daylight saving time. Using the quotations in Text 2, explain what Source A actually says, rewrite the sentence accurately with an APA in-text citation, and explain in one sentence why the original is a citation problem.

    Show model answer

17. Question 17 of 20 · Short Answer

    Give two ways Text 6 avoids over-reliance on one source while keeping the ideas flowing. Quote a phrase from Text 6 for each.

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18. Question 18 of 20 · Short Answer

    Sentence 6 of Text 5 has no citation. Using Text 3, identify where its wording comes from and explain the two problems with the sentence. Then rewrite it for the brief as a marked quotation with a signal phrase and an APA in-text citation. The quoted words are on the report's Summary page, which has no page number.

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19. Question 19 of 20 · Short Answer

    A classmate writes a persuasive column for the school newspaper arguing that permanent standard time would help teenagers' sleep. Which two of Soren's sources would be strongest for that task, purpose and audience, and which limitation of Source A matters less there than it did in Soren's brief?

    Show model answer

20. Question 20 of 20 · Short Answer

    Mr. Adair says, "Just tell us what the sleep doctors say." Explain why a brief that relied only on Source A would fail Soren's task. Use two specific limitations from Texts 2 and 3.

    Show model answer

These standards connect to W.11-12.8: prerequisites to review first, parallel standards at the same level, and next steps that build on it.

Standard text: Common Core State Standards for English Language Arts & Literacy. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.