{"id":7051,"date":"2018-11-06T13:03:58","date_gmt":"2018-11-06T21:03:58","guid":{"rendered":"http:\/\/dev.essaypop.com\/?p=7051"},"modified":"2020-07-11T14:35:47","modified_gmt":"2020-07-11T21:35:47","slug":"the-research-detail","status":"publish","type":"post","link":"https:\/\/blog.essaypop.com\/style-guide\/the-research-detail","title":{"rendered":"The Research Detail"},"content":{"rendered":"

\u201cResearch is formalized curiosity\u201d \u2013 Zora Neale Hurston<\/span><\/h4>\n

 <\/p>\n

What This Argument Needs is Some Evidence<\/span><\/h2>\n

Remember, an essay is really just a conversation. It, first and foremost, is a conversation between the essayist and the reader. But it is also a conversation between the essay writer and all of the poets, scientists, authors, authorities and other experts that the writer quotes, paraphrases or otherwise brings into the paper. \u00a0<\/span><\/p>\n

Essays are filled with information, proof and data that the writer finds through research and presents in order to make a point. We call this element of the body paragraph the <\/span>research detail<\/b>. Once presented, the essayist will then make sense of the RD through interpretation, commentary, agreement, disagreement and good ol\u2019 fashioned explanation. This takes place during the <\/span>interpretation<\/b> portion of the body paragraph and will be discussed later. <\/span><\/p>\n

The research detail (RD) is any proof or evidence found during your research that you use to make a point or to provide an example to support your main idea or thesis. The RD can be directly quoted or paraphrased, and always needs to be properly cited. <\/span><\/p>\n

The RD can be a statistic, a quote from a piece of literature or an important scientific fact. It can be the results found in a survey, an anecdote, a line from a poem or any other form of evidence the essayist wishes to include in order to propel his point or argument. Simply put, an RD provides proof for an assertion you are making. <\/span>It is the \u201ctext\u201d in a text-based argument.<\/b> \u00a0For convenience, <\/span>research details <\/span>are always highlighted in <\/span>light green<\/span>.<\/span><\/p>\n

Research Detail Sentence Starters<\/span><\/h3>\n

Introducing research details into an essay takes a little practice to master. After the initial bridge, if the writer drops an RD into a paragraph too abruptly, it will come across as jarring and out of place. The reader will not be prepared. Some teachers call this a \u201changing quote\u201d. The sentence starters that essaypop provides help the writer to smoothly transition into the research detail with a number of different phrases. \u00a0<\/span><\/p>\n

Such phrases as, \u201c<\/span>X states\u201d, \u201cThis is illustrated in the following quote\u201d and \u201cAccording to X\u201d, help prepare the reader to absorb and appreciate the evidence the essayist is presenting. These phrases also allow the writer to give credit (also known as attribution) to whomever is being quoted. \u00a0<\/span><\/p>\n

How do I add RDs?<\/span><\/h3>\n

When you select a POP in your introduction, a new body paragraph will automatically show up. The default body paragraph that essaypop provides is an <\/span>basic research block<\/b> which consists an initial bridge, a research detail, an interpretations and a closer –<\/span><\/p>\n

Basic Research Block = <\/span>B<\/span> + <\/span>RD<\/span> + <\/span>INT<\/span> + <\/span>C<\/span> \u00a0<\/span><\/h4>\n

A basic research block is a great body paragraph option, but it is not the only option. Sometimes the writer needs to add additional evidence to the same body paragraph. This is done by simply accessing the action icon located in the upper-right corner of the every research detail and interpretation writing frame. From there you just click on research detail and it will appear as a new writing frame, just below the one you are currently working in. With essaypop, you can stack two or more research details, back-to-back or alternate them, with interpretations that explain things in your own words in between. <\/span>\u00a0\u00a0\u00a0<\/span><\/p>\n

Using a single research detail<\/span><\/h3>\n

A basic research block (BRB), which as we\u2019ve discussed features one research detail and one interpretation, is the simplest template that can still reasonably be considered a structured body paragraph. \u00a0Sometimes a single RD can be followed by two or even three interpretations, and this can, of course, extend the length and complexity of the paragraph. So, a writer can have a single research detail and create a very thorough and complex body paragraph. The models in this section will begin with body paragraphs with a single research detail. <\/span><\/p>\n

Using Multiple Research Details<\/span><\/h3>\n

Stacking research details<\/span><\/h4>\n

Sometimes a writer will want to include two or more research details in the same body paragraph. Why would this be the case? Say, a writer is composing a research report about rattlesnakes and wants a body paragraph that focuses on the effects of rattlesnake venom on the human body. And let\u2019s say that she wants to introduce <\/span>two<\/b> really good bits of information she found during her research. <\/span><\/p>\n

One way the writer could do this is by simply adding another research detail to the first. This is done by pressing the action icon in the upper-left corner of the first research detail writing field. In this way research details can be stacked, each one being introduced by a new sentence starter. The stack of research details that allows the writer to establish a solid <\/span>evidence set<\/b> that can then be followed by one or more interpretations in which the writer explains the significance of the piece of evidence being presented. This type of body paragraph is particularly effective in expository and persuasive writing. <\/span><\/p>\n

Alternating RDs<\/span><\/h4>\n

Another approach to using research details is to alternate them with interpretations in between. This, again, is easily set up using the action button in the top-right corner of the writing frame and selecting alternating RDs and INTs. In this way, the writer can present the argument step-by-step. To use the example from above, the writer who is using a body paragraph to explore the effects of rattlesnake venom could present a single RD in the form of a piece of scientific evidence, explain it in detail, using interpretation, then move on to the next piece of RD evidence and follow that with still more commentary. \u00a0<\/span><\/p>\n

This method of building the argument incrementally can be effective and engaging as it keeps the writer\u2019s voice consistently present throughout the body paragraph. Like the stacking method, this strategy can result in some pretty substantial body paragraphs. <\/span><\/p>\n

Counter-argument and Rebuttal as Research Detail<\/span><\/h4>\n

When you access the action icon selections, one of the options available is <\/span>counterargument<\/b>; another is <\/span>rebuttal.<\/b> When you present a counter-argument, you are essentially giving time to your opponent or a different point of view. (Counter-arguments and rebuttals are covered in more detail later). \u00a0Sometimes these counter-arguments contain quoted material, statistics and other proof and are, therefore, somewhat similar to research details. <\/span><\/p>\n

Rebuttals<\/b> (which are an essayist\u2019s answer back to an opponent\u2019s counter-argument) may likewise use quoted evidence like a research detail in order to make a point or refute an opponent\u2019s difference of opinion. So, while counter-arguments and rebuttals are not, technically speaking, research details, they may very well contain some of the same elements of a research detail \u00a0\u00a0<\/span><\/p>\n

How Do I Give Credit to My Research Source?<\/span><\/h4>\n

Giving credit to those whom you get your research details from is extremely important, not to mention, the courteous thing to do. \u00a0We call giving credit to a research source <\/span>attribution<\/b>. Attribution tells the reader in a very upfront manner that you have found some compelling evidence from a reliable source, and that you are presenting it as a means discussing something or making a point. <\/span><\/p>\n

One very sound and simple way to cite a source is to mention the author or expert you are quoting by name. Essaypop’s pull-down sentence starter menu will give you numerous phrases, such as \u201cAccording to X\u201d and \u201cIn the wise words of Z\u201d, and these will provide you with plenty of ways to give credit to your source. \u00a0<\/span><\/p>\n

Parenthetical Citations<\/span><\/h4>\n

There are a number of different formatting and citation styles out there, but the most common in middle schools, high schools and colleges is the one prescribed by the Modern Language Association \u00a0(MLA). In the In MLA style, <\/span>citing<\/b> the works of others within your text is done with parenthetical citations. <\/span><\/p>\n

This method involves placing relevant <\/span>source<\/b> information in parentheses <\/span>after<\/b> a quote or a paraphrase. Generally, you want to provide the last name of the author and the specific page numbers of the source.<\/span> \u00a0Your reader can check out a complete list of your sources in your paper\u2019s works cited list which comes at the end of your paper. Several of the model paragraphs in this section will use MLA-style attribution and citation. \u00a0For a more detailed explanation of the MLA rules, we like this website brought to you by the Purdue Online Writing Lab: <\/span>https:\/\/owl.english.purdue.edu\/owl\/resource\/747\/01\/<\/span><\/a><\/p>\n

Paragraph Models featuring research details<\/span><\/h2>\n

Basic Research Blocks With a Single Research Detail<\/span><\/h3>\n
Remember, a basic research block is the simplest and most elemental type of body paragraph. \u00a0You should master the BRB first, and then move onto more complex paragraphs.<\/span><\/h5>\n
\n

Model 1<\/span><\/h3>\n

Type of essay: \u00a0<\/b>response to literature
\n<\/span>The prompt:<\/b> \u00a0In a concise, multiple-paragraph-essay, discuss and analyze the literal and figurative imagery used in Denise Levertov\u2019s poem, \u201cMoon Tiger\u201d.
\n<\/span>The Pop: \u00a0<\/b>The stripes on the floor are moonlight coming through the blinds as seen from the point of view of a child. <\/span><\/p>\n

Template Formula: <\/b>\u00a0<\/span>B<\/span> + <\/span>RD<\/span> + \u00a0<\/span>INT<\/span> + <\/span>C<\/span>]
\n<\/span>Word count: <\/b>\u00a0188<\/span><\/p>\n

In her poem, \u201cMoon Tiger”, Denise Levertov provides the reader with with some very interesting clues to the true and literal identity of the work\u2019s creeping tiger. <\/span>Consider the following \u00a0lines from the poem: “Look. Its white stripes\/ In the light that slid\/Through the jalousies”.<\/span> Levertov is inviting us to pay close attention to a very specific clue: the white stripes coming through the room\u2019s blinds. \u00a0It is a physical fact that moonlight becomes separated into lines that are projected onto the floor when they pass through louvered blinds (jalousies in this case). \u00a0The speaker in the poem seems to be a child who observes these lines of moonlight slowly travelling across her room; she imagines that they are the stripes of a tiger “prowling sleekly” across the room. \u00a0\u00a0Everything else in the poem, the small head, the large feet, the prowling , the sniffing, is all imagined by the child. The moon “tiger” is, very simply, the creation of a child’s overactive imagination and nothing else.<\/span> It’s amazing how poet’s often hide that which is obvious in plain sight, but few people seem to notice.<\/span><\/p>\n

Notes <\/span><\/h4>\n
    \n
  • Research Detail<\/span>: <\/b>The research detail, in this case, is a quote from a poem. Note that it is placed within quotation marks and that the period follows the end-quotation mark. Also note that slash marks have been placed to reflect the poem\u2019s line breaks. The RD supports the POP from the introduction. The phrase, \u201cConsider the following lines from the poem\u201d, helps the writer flow into the quote and was, incidentally, taken directly from the sentence starter pull-down menu.<\/span><\/li>\n<\/ul>\n
    \n

    Model 2<\/span><\/h3>\n

    Type of essay: \u00a0<\/b>research\/expository
    \n<\/span>The prompt:<\/b> In class we have read a number of interesting articles about animals that use venom to hunt and\/or protect themselves. In a concise, multiple-paragraph-essay, share some insights on one of the animals you read about. <\/span>
    \n<\/b>The Pop: <\/b>Rattlesnake venom is extraordinarily toxic.<\/span><\/p>\n

    Template Formula: <\/b>\u00a0<\/span>B<\/span> + <\/span>RD<\/span> + \u00a0<\/span>INT<\/span> + <\/span>C<\/span>]
    \n<\/span>Word count: <\/b>\u00a0185<\/span><\/p>\n

    There are, of course, a number of different rattlesnake characteristics that are repulsive to people. We’ve examined \u00a0the scaly body, the triangular head, and the ominous sound of the rattle itself. But, it is the toxic venom that, for good reason, causes the most anxiety among most people. The fear is certainly justified, as \u00a0rattlesnake venom is shockingly powerful stuff. <\/span>According to Toxicologist, Dr. David Thoms of Northern Arizona University, \u201cSymptoms of a rattlesnake bite include temporary and\/or permanent tissue and muscle damage, loss of an extremity depending on the location of the bite, internal bleeding, and extreme pain around the injection area\u201d. (116)<\/span> Dr. Thoms evidence clearly shows the devastating toxicity of rattlesnake venom. \u00a0The idea that one might experience permanent damage, loss of feeling or even painful internal bleeding is indeed a frightening prospect. \u00a0And when you take a moment to imagine your own body succumbing to the poison and potentially failing altogether, it is a very sobering thought.<\/span> <\/span>Without question, it is the rattlesnake’s venomous nature, in addition to its menacing looks, that cause people great despair when they encounter this creature.<\/span><\/span><\/p>\n

    Notes<\/span><\/h4>\n
      \n
    • Research Detail<\/span>: <\/b>\u00a0The RD transitions smoothly from the bridge, and it supports the POP form the introduction. It introduces an expert using the sentence starter phrase \u201cAccording to\u201d. It provides, solid scientific data taken from a toxicologist, a kind of scientist that would be familiar with snake venom. The RD is properly quoted and the research page is correctly cited in parentheses in accordance with MLA style rules.<\/span><\/li>\n<\/ul>\n
      \n

      Model 3<\/span><\/h3>\n

      Type of essay: \u00a0<\/b>narrative procedure (how-to)
      \n<\/span>The prompt:<\/b> \u00a0In a concise, step-by-step, multiple-paragraph-essay, describe how to prepare a favorite food item. <\/span>
      \n<\/b>The POP: \u00a0<\/b>When making a PB & J, bread choice is critical.<\/span><\/p>\n

      Template Formula: <\/b>\u00a0<\/span>B<\/span> + <\/span>RD<\/span> + \u00a0<\/span>INT<\/span> + <\/span>C<\/span>]
      \n<\/span>Word Count:<\/b> \u00a0205<\/span><\/p>\n

      As unlikely as it seems, the type of bread you choose when creating the perfect peanut butter and jelly sandwich is as important as your choice of the peanut butter or jelly. We will be getting into these items a bit later.<\/span> According to the experts a crusty loaf is too thick and will overwhelm the flavors of the peanut butter and jelly. \u00a0Pumpernickel and rye are also unsuitable for this type of sandwich due to their strong flavors. Most PB and J aficionados prefer a simple, thin and soft white or wheat bread. \u00a0Pepperidge farm plain white bread is considered by some to be the best choice (Bon Appetit).<\/span>\u00a0It may seem odd to put so much thought into choosing bread, but, as you can see, the experts are quite clear. Too much bread, and you mask the flavor of the really important flavors (the pb & the j); too many strong flavors and you camoflage these ingredients \u00a0as well. So it seems that for this particular sandwich, the quaint simplicity of good ol’ plain white is what the doctor ordered.<\/span><\/span>\u00a0<\/span>Undeniably, the smallest details, even the type of bread one chooses, are very important to understand when designing and creating the perfect peanut butter and jelly sandwich.<\/span><\/p>\n

      Notes<\/span><\/h4>\n
        \n
      • Research Detail<\/span>:<\/b> \u00a0The RD is not a direct quote, but it does paraphrase information found in the food magazine, Bon Appetit. Keep in mind that sources that are paraphrased must be cited as was done in this case. You\u2019ll notice that the period at the end of the sentence that finishes the citation is placed <\/span>after<\/b> the parenthetical citation; this is a small detail, but you want to make sure you get it right. The research detail echoes the POP from the intro, and it\u2019s clearly focused on the topic of bread choice.<\/span><\/li>\n<\/ul>\n
        \n

        Model 4<\/span><\/h3>\n

        Type of essay: \u00a0<\/b>persuasive
        \n<\/span>The prompt:<\/b> \u00a0In a concise, multiple-paragraph-essay, take a stand on whether or not you believe public schools should be allowed to require students to wear school uniforms. <\/span>
        \n<\/b>The Pop: \u00a0<\/b>Mandatory dress codes in public violate students\u2019 civil rights.<\/span><\/p>\n

        Template Formula: <\/b>\u00a0<\/span>B<\/span> + <\/span>RD<\/span> + <\/span>INT<\/span> + <\/span>C<\/span>]
        \n<\/span>Word count:<\/b> 181<\/span><\/p>\n

        In addition, to squelching students’ individual creativity and their natural desire to want to express their own personal senses of style, a mandated dress code at school is also a flagrant violation of young people’s’ civil rights. <\/span>Afterall, The First Amendment \u00a0of our United States Constitution states that “Congress cannot pass laws abridging the freedom of speech.\u201d <\/span>Our forefathers did not intend to have any American citizen’s right to reasonably express him or herself taken away by anybody at any time, no matter their age. This constitutional protection allows us to speak out against politicians who we disagree with. It allows us to write articles that might be controversial or even offensive to some. \u00a0And it certainly extends to students who might want to wear some loose-fitting jeans or a punk-rock tee shirt. Expressing one’s style, politics or ideas with one’s choice of clothing is no different than doing so with words spoken aloud or written down on paper.<\/span> <\/span>Undoubtedly, \u00a0forcing students to wear school uniforms if they do not wish to is a crass violation of their basic constitutional rights.<\/span><\/p>\n

        Notes<\/span><\/h4>\n
          \n
        • Research Detail<\/span>:<\/b> \u00a0\u00a0The RD is short and sweet, citing the first amendment of the Constitution. \u00a0The source is not cited because the existence of this document is considered common knowledge. It relevantly supports the POP from the introduction. The phrase, \u201cAfter All\u201d, helps with the flow from the bridge and it adds emphasis to the research detail as well.<\/span><\/li>\n<\/ul>\n

          Body Paragraphs with more than one Research Detail<\/span><\/h2>\n

          As discussed earlier, when body paragraphs grow in depth and complexity, they often require more than a single research detail. \u00a0The following models provide examples of this.<\/span><\/p>\n

          Alternating Research Details and Interpretations<\/span><\/h3>\n

          Sometimes a good way to present information is to alternate research details and interpretations. \u00a0This approach allows the reader to process the evidence you are presenting one chunk at a time. This is a particularly effective template when you are presenting a lot of complex information. \u00a0You create this template by accessing the action icon and adding INTs to RDs in a sort of \u201cchain\u201d. Adding a RD sentence starter in between each chunk helps with the flow of the paragraph.<\/span><\/p>\n

          \n

          Model 5<\/span><\/h3>\n

          Type of essay: \u00a0<\/b>research\/expository
          \n<\/span>The prompt:<\/b> \u00a0In class we have read a number of interesting articles about animals that are misunderstood. In a concise, multiple-paragraph-essay, share some insights on one of the animals you read about. <\/span>
          \n<\/b>The Pop: \u00a0<\/b>Rattlesnakes, despite their reputations, are actually very beneficial to our environment.<\/span><\/p>\n

          Template Formula: <\/b>(2 research blocks)<\/span> [<\/span>B<\/span> + <\/span>RD<\/span> + \u00a0<\/span>INT<\/span> ] + [ <\/span>B<\/span> + <\/span>RD2<\/span> + <\/span>INT2<\/span> + <\/span>C<\/span>]
          \n<\/span>Word count:<\/b> 269<\/span><\/p>\n

          Rattlesnakes may seem \u00a0unpleasant to many people, but they actually are extraordinarily beneficial to the \u00a0environment in which we must live. In fact, without these snakes, our local environment would tumble out of balance.<\/span> According to the Queensland Department of Environment, “The feeding habits of rattlesnakes act as a natural form of pest control. Snakes are predators and feed on a variety of creatures. Small snakes feed on many harmful bugs and insects. Larger ones eat mice, rats, and other small mammals that can destroy crops or damage personal property.” (Dept. of Environment) <\/span>It is clear that if we were to eliminate rattlesnakes from our environment with the objective of making ourselves “safe”, we would inadvertently and ironically create the opposite effect. An increase in insects and rodents would most certainly lead to such \u00a0adverse effects as bites, feces in food supplies and the diseases that accompany these conditions.<\/span> <\/span>Recent research by other scientists supports this idea.<\/span><\/span> In fact, “New research by a team of University of Maryland biologists shows the timber rattlesnake indirectly benefits humankind by keeping Lyme disease in check.” \u00a0(Kabay) <\/span>Lyme disease is a very deadly illness that can incapacitate and even kill humans. Many people are infected by the disease every year, and it is spread by ticks that live on small creatures like rats and squirrels which are staples of the rattlesnake diet. The research clearly indicates that eliminating \u00a0rattlesnakes from human environments would make the environment in which we live more dangerous not less dangerous.<\/span> On the whole, rattlesnakes, despite their fearsome appearance, are quite effective allies in our fight against illness and disease. \u00a0With this in mind, they should most definitely be regarded as friends and not foes.<\/span><\/p>\n

          Notes<\/span><\/h4>\n

          While we are placing this in the alternating RD\/INT category, this body paragraph \u00a0can also be seen as being composed of two, consecutive basic research blocks (BRB). \u00a0This template can be easily created through the action icon by adding alternating RDs and INTs as often as needed.<\/span><\/i><\/p>\n

            \n
          • Research Detail 1<\/span>:<\/b> The first research detail cites four full sentences of solid scientific data that is relevant to the POP. It flows nicely from the bridge. \u00a0It is properly quoted and cited parenthetically in accordance with MLA format. It also matches nicely with the RD to come.<\/span><\/span><\/span><\/li>\n
          • Research Detail 2<\/span>: <\/b>Again, a solid scientific source is properly cited. It flows nicely from the previous writing and it continues to support the POP from the introduction. \u00a0The simple phrase, \u201cIn fact\u201d (also taken from the sentence starter menu) adds emphasis to the significance of the evidence being presented. The attribution and parenthetical citation are spot-on.<\/span><\/li>\n<\/ul>\n
            \n

            Model 6<\/span><\/h3>\n

            Type of essay: \u00a0<\/b>persuasive\/ argument
            \n<\/span>The prompt:<\/b> \u00a0In a concise, multiple-paragraph-essay, take a stand on whether or not you believe public schools should be allowed to require students to wear school uniforms.
            \n<\/span>The Pop: \u00a0<\/b>Mandatory dress codes in public violate students\u2019 civil rights.<\/span><\/p>\n

            Template Formula: <\/b>(2 research blocks) <\/span>\u00a0<\/b>[<\/span>B1<\/span> + <\/span>RD1<\/span> + <\/span>INT1<\/span>] + [<\/span>B2<\/span> + <\/span>RD2<\/span> + <\/span>INT2<\/span>] + <\/span>INT3<\/span> + <\/span>C<\/span>]
            \n<\/span>Word Count: <\/b>327<\/span><\/p>\n

            In addition to squelching students’ individual creativity and their natural desire to want to express their own personal senses of style, a mandated dress code at school is also a flagrant violation of young peoples’ civil rights. <\/span><\/span>Afterall, The First Amendment \u00a0of our United States Constitution states that “Congress cannot pass laws abridging the freedom of speech.\u201d<\/span><\/span> Our forefathers did not intend to have any American citizens\u2019 right to reasonably express themselves taken away by anybody at any time, no matter their age. This constitutional protection allows us to speak out against politicians who we disagree with. It allows us to write articles that might be controversial or even offensive to some. \u00a0And it certainly extends to students who might want to wear some loose-fitting jeans or a punk-rock tee shirt. Expressing one’s style, politics or ideas with one’s choice of clothing is no different than doing so with words spoken aloud or written down on paper. <\/span><\/span>Lee Rowland of the American Civil Liberties Union\u2019s Nevada branch reminds us that<\/span> \u201cin conflict with the First Amendment, school uniform policies create instead an environment of sterilized uniformity scrubbed of the diversity so prized by our founding fathers. (238) <\/span>When public school administrators insist that students wear a prescribed uniform it is the moral equivalent of requiring students to adopt the same political or ethical stances as the school district. It\u2019s the same as asking everyone to be the same person. \u00a0Jefferson, Hamilton and Madison and Adams would be apoplectic at the mere mention of such an unconstitutional restriction on individual liberty. <\/span>\u00a0And yet, public school districts around the country continue to enforce strict dress codes so that they might improve order and discipline on their campuses. \u00a0And while there is nothing inherently wrong with this objective, it hardly seems worthy such an unamerican solution.<\/span><\/span> Undoubtedly, \u00a0forcing students to wear school uniforms if they do not wish to is a crass violation of their basic constitutional rights. <\/span><\/p>\n

            Notes<\/span><\/h4>\n

            While we are placing this in the alternating RD\/INT category, this body paragraph \u00a0can also be seen as being composed of two, consecutive basic research blocks (BRB). \u00a0This template can be easily created through the action icon by adding alternating RDs and INTs as often as needed. \u00a0This particular paragraph is an extension of paragraph model # 4.<\/span><\/i><\/p>\n

              \n
            • Research Detail 1<\/span>:<\/b> The RD is short and sweet, citing the first amendment of the Constitution. The source is not cited because the existence of this document is considered common knowledge. It relevantly supports the POP from the introduction. The phrase, \u201cAfter All\u201d, helps with the flow from the bridge and it adds emphasis to the research detail as well.<\/span><\/span><\/span><\/li>\n
            • Research Detail 2<\/span>:<\/b> The quote is from a relevant and reputable source. There is a match with the first RD in that it makes reference to the founding fathers. The phrase, \u201c<\/span>sterilized uniformity scrubbed of the diversity so prized by our founding fathers\u201d possesses a scathing tone<\/span> \u00a0that befits a persuasive essay. The research detail is properly quoted and cited.<\/span><\/li>\n<\/ul>\n
              \n

              Model 7<\/span><\/h3>\n

              Type of Essay: <\/b>response to literature
              \n<\/span>The prompt: <\/b>\u00a0In a multiple-paragraph composition analyze and compare the recurring theme about the nature of love that can be found in William Shakespeare\u2019s \u201cSonnet 130\u201d and Rodgers and Hart\u2019s jazz classic, \u201cMy Funny Valentine\u201d.
              \n<\/span>The Pop: <\/b>\u00a0These two works describe \u00a0women who are terminally ill.<\/span><\/p>\n

              Template Formula: <\/b>(2 research blocks) \u00a0[<\/span>B1<\/span> + <\/span>RD<\/span> + <\/span>INT1<\/span>]<\/span> + [<\/span>B2<\/span> + <\/span>RD2<\/span> + <\/span>INT2<\/span> + <\/span>INT3<\/span> + <\/span>C<\/span>]<\/span><\/p>\n

              We’ve established that these works of literature reveal the feelings and sentiments of young people in love, but what if we abandoned this premise? What if the characters in each piece weren’t youthful at all, but very old or very sick? What If instead of being sarcasm or even a celebration of a lover’s “perfect imperfections”, these words were literal descriptions of loved ones who are ill and at the end of their days? <\/span>As an illustration of this, take these lines from Shakespeare’s Sonnet 130: “I have seen roses damasked, red and white\/ But no such roses see I in her cheeks;\/And in some perfumes is there more delight\/Than in the breath that from my mistress reeks”.<\/span> <\/span>One could easily read these words as sarcastic jesting or a loving acknowledgment of a few physical flaws. \u00a0One the other hand, they can also be construed as true depictions of illness and age. The cheeks lose their color because of some sickness and the breath becomes malodorous due to an internal disease. Meanwhile, the speaker can only observe helplessly as his lover slowly fades away. <\/span><\/span>We see this again in “My Funny Valentine” when the singer mournfully asks,<\/span><\/span> “Is your figure less than Greek?\/Is your mouth a little weak?\/ When you open it to speak, are you smart?\u201d<\/span>\u00a0<\/span>Again, these rhetorical questions could easily be being spoken by a broken-hearted man watching the love of his life fall into decay; her body is broken, her mouth is misshapen from age and she no longer speaks coherently. <\/span><\/span>Without a doubt, this interpretation is supported by the mournful way that Chet Baker croons the words. There is a sadness in his tone that reveals a deep sense of loss, the loss of the woman he loves.<\/span>\u00a0<\/span>In both works it seems reasonable to conclude that these are lines of mourning as opposed words of complaint.<\/span><\/span><\/p>\n

              Notes \u00a0<\/span><\/h4>\n

              Alternating RDs and INTs work well when comparing works of literature as it allows one piece to be quoted and analyzed in the first research block and the other piece in the next research block.<\/span><\/i><\/p>\n

                \n
              • Research Detail 1<\/b><\/span>: The research detail begins with \u00a0a good transitional phrase — \u201cAs an illustration of this, take these lines\u201d, which is taken directly from the sentence starter pulldown menu* \u00a0It then properly quotes three lines from the first piece of literature. Note that the period is placed directly outside the end-quotation mark. Also note that slash marks have been placed to reflect the poem\u2019s line breaks.<\/span><\/span><\/span><\/li>\n
              • Research Detail 2<\/span>:<\/b> Flowing coherently from the transitional bridge, we have three lines from the second literary work. Slashes indicate line breaks within the lyrics. Attribution is given to \u201cthe singer\u201d, who we soon learn is jazz great, Chet Baker.<\/span><\/li>\n<\/ul>\n
                \n

                Model 8<\/span><\/h3>\n

                Type of essay: <\/b>persuasive\/ argument
                \n<\/span>The prompt:<\/b> \u00a0Pit Bulls are commonly considered to be unpredictable and even vicious animals. \u00a0They are frequently portrayed in the media as enough of a societal threat that they should be subject to stringent leashing requirements and prohibited from public spaces such as playgrounds and dog parks. \u00a0Do you believe that pit bulls should be singled out and restricted because of their vicious natures?
                \n<\/span>The Pop: <\/b>Pitbulls deadly jaw structures and vicious natures are not as bad as many people think<\/span><\/p>\n

                Template Formula: <\/b>(2 research blocks)<\/span> [<\/span>B1<\/span> + <\/span>RD1<\/span> + <\/span>INT1<\/span>] + [<\/span>B2<\/span> + <\/span>RD2<\/span> + <\/span>INT2<\/span>] + <\/span>INT3<\/span> + <\/span>C<\/span>]
                \n<\/span>Word Count: <\/b>409<\/span><\/p>\n

                In addition to there being truckloads of spurious media and internet accounts about pitbull aggression, there also exists some significant misconceptions about the breed\u2019s unusually dangerous jaw structure as well as some mistaken beliefs about their supposedly aggressive nature that have given people the wrong idea about these maligned animals.<\/span> <\/span>The following evidence from Marc Lallanilla at Life Science magazine sheds light on such misconceptions. According to Lalanilla, “There’s a myth that pit bulls have “locking jaws” that seize up when biting. Though pit bulls have strong jaws and, like most dogs, will hold onto their prey after biting it, there is no evidence that a pit bull’s jaws are anatomically different from those of other breeds or that they tend to hold onto prey more tightly or longer than other breeds.”<\/span> <\/span>Despite these facts, there still are critics out there who contend that pitbulls have these nefarious, monster jaws and skulls that were designed by evolution to kill on an alien scale. These folks, fueled by “science” march around exclaiming that pitbulls are the canine version of The Terminator. It’s truly amazing how people choose to ignore scientific fact when it suits their purposes, even if their unfounded beliefs lead to the unwarranted discrimination against innocent dogs. Such spurious reasoning continues when pitbull detractors complain about the violent and aggressive natures of pitbulls. <\/span>The fact is, pitbulls are actually demonstrably less vicious than other dogs.<\/span><\/span> \u00a0In fact, it is reported on temperament tests conducted by the American Temperament Test Society that Pit Bulls had a passing rate of 82% or better \u2014 compared to only 77% of the general dog population. \u00a0(Thomas) <\/span>These temperament tests consist of putting a dog through a series of unexpected situations, some involving strangers. Any signs of unprovoked aggression or panic in these situations result in failure of the test. The achievement of Pit Bulls in this study disproves that they are inherently aggressive to people. \u00a0<\/span>And yet, \u00a0critics of these animals, once again informed by “facts” gleaned from the media or, more likely, the internet, continue to insist that these dogs are out-of-control and bloodthirsty beasts, instead of the \u00a0loyal and loving creatures that they really are.<\/span><\/span> Evidently, those with an illogical beef against American bull terriers, will stubbornly cling to the myths and misconceptions about these dogs even in the face of contradictory scientific fact, but those whose opinions are informed by facts and research will agree these creatures are no more dangerous than any other breed of canine. <\/span><\/p>\n

                Notes<\/span><\/h4>\n

                While we are placing this in the alternating RD\/INT category, this body paragraph \u00a0can also be seen as being composed of two, consecutive basic research blocks (BRB). \u00a0This template can be easily created through the action icon by adding alternating RDs and INTs as often as needed.<\/span><\/i><\/p>\n

                  \n
                • Research Detail 1<\/span>:<\/b> The first research detail cites a solid, scientific source that is relevant to the POP. The evidence gets right to the business of rebutting the misconception that pitbull jaws are not somehow anatomically different than other dogs. Remember, in a persuasive essay, the essayist is constantly looking to present evidence that will rebut an opponent\u2019s counter-argument. It is properly quoted and cited parenthetically in accordance with MLA rules. It also matches nicely with the research detail to come.<\/span><\/span><\/span><\/li>\n
                • Research Detail 2<\/span>:<\/b> Again, a solid scientific source with pertinent statistics is properly cited. It flows nicely from the previous writing and it continues to support the POP from the introduction. \u00a0The simple phrase, \u201cIn fact\u201d (also taken from the sentence starter menu) adds emphasis to the significance of the evidence being presented.<\/span><\/li>\n<\/ul>\n
                  \n

                  Model 9<\/span><\/h3>\n

                  Type of essay: \u00a0<\/b>expository\/ argument
                  \n<\/span>The prompt:<\/b> \u00a0In a multiple-paragraph essay explore a factor or several factors that led to the sinking of the RMS Titanic and the deaths of over 1,500 passengers.
                  \n<\/span>The Pop:<\/b> \u00a0Captain Edward Smith was partially to blame for the sinking of the Titanic.<\/span><\/p>\n

                  Template Formula: <\/b>(two BRBs)<\/span> [<\/span>B1<\/span> + <\/span>RD1<\/span> + <\/span>INT1<\/span> + <\/span>INT2<\/span>] + [<\/span>B2<\/span> + <\/span>RD2<\/span> + <\/span>INT3<\/span>] + <\/span>INT4<\/span> + <\/span>C<\/span>]
                  \n<\/span>Word Count: <\/b>384<\/span><\/p>\n

                  If Bruce Ismay to be held at least partially responsible for building an unsafe ship, Captain Edward Smith must take his share of the blame for being in charge of the ship\u2019s navigation. Because just as the driver of a car that has been in an accident must be held responsible for the damage and injuries caused, a ship\u2019s captain must be accountable craft runs into trouble. <\/span>According to Robert Ballard in \u201cExploring the Titanic\u201d, \u201cIn all Captain Smith received seven ice warnings the afternoon and evening of the disaster\u201d (667).<\/span><\/span> Ignoring this many ice warnings just seems like a recipe for disaster. To use the car\/driver analogy again, it would be like a driver ignoring three stop signs, driving through two red lights and careening over the Metro track when the gate is down — such a driver would surely get into an accident sooner or later. <\/span>\u00a0It is surprising that a captain with 38 years of experience would be so reckless, and clearly had he heeded these warnings, the ship would have survived. It also makes one wonder if Captain Smith, like Bruce Ismay, was caught up in the overconfidence and hubris of the moment. I mean, why worry about iceberg warnings if you\u2019re sailing an \u201cunsinkable\u201d ship?<\/span><\/span> Maybe this affected his judgement.<\/span> In fact, \u201chad Smith changed his course even by a few degrees the Titanic would have avoided the ice field entirely\u201d (Navigation 2).<\/span><\/span> Captain Smith could have easily avoided this whole disaster had he simply been paying attention to the basics of safety. Iceberg field ahead? \u00a0It would seem obvious to reduce speed. Visibility is poor? Then change course and head for safer waters. Such modifications of speed and course seem elementary. <\/span><\/span>But, for reasons that seem inexplicable, Smith took no precautions. \u00a0Perhaps he felt it more important to show off for Mr. Ismay or the wealthy passengers. Perhaps his desire to set speed records superseded his sense of caution. It\u2019s amazing to think how differently things could have turned out had the captain had been paying attention and had he responded just a bit earlier to the approaching iceberg.<\/span> Without a doubt, due his reckless inattention to the basics of safety, Captain Smith must definitely be considered a primary reason for why the Titanic met its tragic fate.<\/span><\/span><\/p>\n

                  Notes<\/span><\/h4>\n

                  While we are placing this in the alternating RD\/INT category, this body paragraph \u00a0can also be seen as being composed of two, consecutive basic research blocks (BRB). \u00a0This template can be easily created through the action icon* by adding alternating RDs and INTs as often as needed.<\/span><\/i><\/p>\n

                    \n
                  • Research Detail 1<\/b><\/span>: The research detail begins with the transitional phrase, \u201cAccording to\u201d which is taken from the sentence starter menu. \u00a0It then provides some concise and damning evidence against captain smith taken from a very reliable source. The quote is properly attributed to the source and is and parenthetically cited \u00a0in accordance with MLA formatting rules. The research detail supports the original POP from the introduction.<\/span><\/span><\/li>\n
                  • Research Detail 2<\/span>:<\/b> Like the first research detail, this one provides concise and convincing evidence that Captain Smith may have made major errors in judgement. It flows smoothly from the transitional bridge, and continues the discussion in a coherent manner.<\/span><\/li>\n<\/ul>\n

                    Model 10<\/span><\/h3>\n

                    Type of essay: <\/b>research\/expository
                    \n<\/span>The prompt:<\/b> In a multiple-paragraph essay, share insights from your research on a marine animal of your choice.
                    \n<\/span>The Pop: <\/b>Jellyfish have a number of very strange characteristics.<\/span><\/p>\n

                    Template Formula: <\/b>(three BRBs)<\/span> [<\/span>B1<\/span> + (<\/span>RD<\/span> + <\/span>INT1<\/span>] + [<\/span>B2<\/span> + <\/span>RD2<\/span> + <\/span>INT2<\/span>] + [<\/span>B3<\/span> + <\/span>RD3<\/span> + <\/span>INT3<\/span> + <\/span>C<\/span>]
                    \n<\/span>Word Count: <\/b>\u00a0366<\/span><\/p>\n

                    In addition to being highly useful in medical and, especially, cancer research, jellyfish are quite simply one of the strangest and most unusual sea creatures on the planet. Scientists have discovered a number of examples of this fact. <\/span>According to marine biologist, Edwin Kantor, \u201cThe largest jellyfish species, the lion\u2019s mane jellyfish (Cyanea capillata), can have tentacles that extend longer than a blue whale, the largest mammal on Earth.\u201d (Kantor 67) <\/span><\/span>It is difficult to fathom how large this really is. If you placed this fellow on the top of a ten-story building , the tips of his tentacles would still touch the sidewalk. Imagine how effectively a creature with such a “wingspan” could hunt. He certainly must be a fearsome predator.<\/span><\/span> Jellies have other weird characteristics.<\/span><\/span>\u00a0Did you know jellyfish are boneless, brainless and heartless, and most are transparent?\u201d (Ocean Oddities)<\/span><\/span> It is amazing to contemplate that a living creature could continue living for even a couple of hours without what we humans would consider the basics for survival. No brains, no heart, no brain? Truly incredible. Of course, if we used these words to describe a person, it would indeed be an unflattering portrayal, but for the jellyfish, it suits them just fine.<\/span> If all of this wasn\u2019t enough to convince you that jellyfish weren\u2019t one of the most unique creatures on the planet, consider the following: <\/span>\u201c<\/span>The immortal jellyfish (Turritopsis dohrnii) ages like Benjamin Button\u2014when a crisis like starvation presents itself, the jellyfish\u2019s cells transform and revert to their earliest form, a polyp, making this type of jellyfish potentially immortal.\u201d (Simmons 254)<\/span> <\/span>\u00a0<\/span>Again, it is no surprise that folks look at this formless creature like an alien being from another universe.\u00a0 It’s one thing to be able to stretch out to the size of a sequoia redwood, or to navigate the sea without a brain or bones, but to possess the ability to live forever?– that\u2019s truly unique, not to mention a skill that we humans would most likely want to emulate if they could ever figure out how.<\/span> All in all, when you consider all of their unusual abilities and characteristics, jellyfish truly are some of the weirdest organisms on the planet.<\/span><\/span><\/p>\n

                    Notes<\/span><\/h4>\n

                    While we are placing this in the alternating RD\/INT category, this body paragraph \u00a0can also be seen as being composed of three, consecutive basic research blocks (BRB). \u00a0This template can be easily created through the action icon by adding alternating RDs and INTs as needed.<\/span><\/i><\/p>\n

                      \n
                    • Research Detail 1<\/b><\/span>: The research detail begins with the sentence starter phrase \u201cAccording to\u201d, then introduces some solid, if not surprising, scientific evidence. \u00a0It is properly quoted and parenthetically cited, using MLA formatting.<\/span><\/span><\/span><\/li>\n
                    • Research Detail 2<\/span>:<\/b> This quick, and very odd, fact is presented in the form of a question that was asked by the author of the original article that the research was taken from. \u00a0It is properly quoted and cited and flows smoothly from the transitional bridge that precedes it.<\/span><\/span><\/span><\/li>\n
                    • RD3<\/span>:<\/b> This is another piece of solid, scientific research taken from another reliable source (this, of course can be verified later in the works cited list). \u00a0It doesn\u2019t hurt that the Latin name of the species is referenced. It is properly quoted and cited. <\/span><\/li>\n<\/ul>\n

                      Note that all of the research details above, while quite different from one another, help to \u201ctell the story\u201d of the very strange nature of jellies. The fact that they are each taken from different sources lends a sense of credibility and balance to the body paragraph.<\/span><\/i><\/p>\n

                      Stacked Research Details Followed by Interpretation<\/span><\/h2>\n

                      Stacking research details can be especially useful in expository and persuasive essays in which you are attempting to impress your audience with factual information. Placing research details back-to-back creates a sense that facts to support your argument are plentiful and this can feel convincing to the reader. <\/span><\/p>\n

                      In research-based, expository and scientific writing, the facts always take the leading role and it wouldn\u2019t be unusual to stack three or even four RDs, followed by one or two interpretations. Sometimes it helps with the flow of the writing to add a simple, transitional between RDs that you can easily find in the sentence starter, pulldown menu. You can easily stack research details using the action icon located in the top-right corner of each writing frame. Simply select as many research details as you\u2019d like to stack. <\/span><\/p>\n

                      \n

                      Model 11<\/span><\/h3>\n

                      Type of essay: <\/b>persuasive
                      \n<\/span>The prompt:<\/b> In class we have read a number of interesting articles about animals that use venom to hunt and\/or protect themselves. \u00a0In a concise, multiple-paragraph-essay, share some insights on one of the animals you read about. <\/span>
                      \n<\/b>The Pop: <\/b>Among other things, it is the rattlesnake\u2019s toxic bite that causes people such great dread when in the reptile\u2019s presence.<\/span><\/p>\n

                      Formula: <\/b>\u00a0<\/span>B<\/span> + <\/span>RD1<\/span> + <\/span>RD2<\/span> + \u00a0<\/span>INT<\/span> + <\/span>INT2<\/span> + <\/span>C<\/span>]
                      \n<\/span>Word count:<\/b> 245<\/span><\/p>\n

                      There are, of course, a number of different rattlesnake characteristics that are repulsive to people. We’ve examined \u00a0the scaly body, the triangular head, and the ominous sound of the rattle itself. But, it is the toxic venom that, for good reason, causes the most anxiety among most people. The fear is certainly justified, as \u00a0rattlesnake venom is shockingly powerful stuff. <\/span>According to Toxicologist, Dr. David Thoms of Northern Arizona University, \u201cSymptoms of a rattlesnake bite include temporary and\/or permanent tissue and muscle damage, loss of an extremity depending on the location of the bite, internal bleeding, and extreme pain around the injection area\u201d. (116) <\/span>Chris Weller of \u201cMedical Daily\u201d informs us that <\/span>Snake venom, horrifyingly enough, is really just complex saliva. And not all of it is created equal. Depending on the snake that bites you, your heart could shut down; your muscles could become paralyzed; or your blood could clot so much that it no longer flows. (52)<\/span> <\/span>These experts\u2019 evidence clearly show the devastating toxicity of rattlesnake venom. \u00a0The idea that one might experience permanent damage, loss of feeling or even painful internal bleeding is indeed a frightening prospect. \u00a0And when you take a moment to imagine your own body succumbing to the poison and potentially failing altogether, it is a very sobering thought.<\/span> The idea of being poisoned by a creature in the wild unleashes our wildest and most primitive fears. \u00a0It is why we are instinctively repulsed by scorpions, spiders and insects. It is an unconscious element of our survival instinct that sets off loud alarm bells in our minds that we heed with a leap or a jump or a scream.<\/span> <\/span>Without question, it is the rattlesnake’s venomous nature, in addition to its menacing looks, that cause people great despair when they encounter this creature.<\/span><\/p>\n

                      Notes<\/span><\/h4>\n
                        \n
                      • Research Detail 1<\/span>: <\/b>The research detail transitions smoothly from the bridge. \u00a0It introduces an expert using a sentence starter*, \u201cAccording to\u201d, from the pulldown menu . It provides solid scientific data from a reliable source. The research detail is properly quoted and the page is correctly cited.<\/span><\/span><\/span><\/li>\n
                      • Research Detail 2<\/span>:<\/b> There is no bridge connecting the two research details which creates the effect that the evidence is plentiful. \u201cI\u2019ve got plenty of data to share\u201d, the essayist seems to be saying. While the proof is presented back-to-back, there is no problem with the transition here. \u00a0It flows nicely. Just as with RD1, this is solid, scientific evidence that is properly quoted and cited. <\/span><\/li>\n<\/ul>\n

                        Keep in mind that a third research detail from another reliable source could easily be placed in this stack. \u00a0The next model features three, stacked research details.<\/span><\/i><\/p>\n

                        \n

                        Model 12<\/span><\/h3>\n

                        Type of essay: <\/b>persuasive\/ argument
                        \n<\/span>The prompt:<\/b> In a concise, multiple-paragraph-essay, take a stand on whether or not you believe public schools should be allowed to require students to wear school uniforms.
                        \n<\/span>The Pop: <\/b>Mandatory dress codes at public schools are a violation of students\u2019 civil rights.<\/span><\/p>\n

                        Template Formula: <\/b>[<\/span>B1<\/span> + <\/span>RD1<\/span> + <\/span>RD2<\/span> + <\/span>RD3<\/span>] + [<\/span>INT1<\/span>] + <\/span>INT2<\/span> + <\/span>C<\/span>]
                        \n<\/span>Word Count: <\/b>376<\/span><\/p>\n

                        In addition to squelching students’ individual creativity and their natural desire to want to express their own personal senses of style, a mandated dress code at school is also a flagrant violation of young people’s’ civil rights. <\/span>Afterall, The First Amendment \u00a0of our United States Constitution states that “Congress cannot pass laws abridging the freedom of speech.\u201d <\/span>Lee Rowland of the American Civil Liberties Union\u2019s Nevada branch reminds us that<\/span> \u201cin conflict with the First Amendment, school uniform policies create instead an environment of sterilized uniformity scrubbed of the diversity so prized by our founding fathers. (238) <\/span>And, first amendment scholar, David L. Hudson of The First Amendment Center points out that <\/span>many parents argue that<\/span> these restrictive [dress code] policies also infringe on the parents\u2019 freedom in rearing their children. (Clothing)<\/span> <\/span>Our forefathers did not intend to have any American citizens\u2019 right to reasonably express themselves taken away by anybody at any time, no matter their age. Nor did they wish to compel parents to raise their children in a certain way. This constitutional protection allows us to speak out against politicians who we disagree with. It allows us to write articles that might be controversial or even offensive to some. And it certainly extends to students who might want to wear some loose-fitting jeans or a punk-rock tee shirt. Expressing one’s style, politics or ideas with one’s choice of clothing is no different than doing so with words spoken aloud or written down on paper. <\/span>When public school administrators insist that students wear a prescribed uniform it is the moral equivalent of requiring students to adopt the same political or ethical stances as the school district. It\u2019s the same as asking everyone to be the same person. Jefferson, Hamilton and Madison and Adams would be apoplectic at the mere mention of such an unconstitutional restriction on individual liberty. And yet, public school districts around the country continue to enforce strict dress codes so that they might improve order and discipline on their campuses. \u00a0And while there is nothing inherently wrong with this objective, it hardly seems worthy such an unamerican solution.<\/span><\/span> Undoubtedly, \u00a0forcing students to wear school uniforms if they do not wish to is a crass violation of their basic constitutional rights. <\/span><\/p>\n

                        Notes<\/span><\/h4>\n

                        This template can be easily created through the action icon by stacking 3 RDs that are stitched together using transitional bridges taken from the sentence starter pulldown menu, and then adding two interpretations.<\/span><\/i><\/p>\n

                          \n
                        • Research Details \u00a01, 2 and 3<\/span>:<\/b> The first research detail flows smoothly from the initial bridge and is short and sweet. It cites the first amendment of the Constitution beginning with the sentence starter \u201cstates that\u201d. The source is not cited because the existence of this document is considered common knowledge. <\/span><\/li>\n
                        • The second research detail builds on the constitutional argument by making reference to our founding fathers. It is preceded by a transitional bridge that gives proper attribution to a reliable source <\/span><\/li>\n
                        • The third and final research detail presents evidence that parents\u2019 privacy is also being infringed upon. The three RDs come from solid sources and, taken together, they create a solid foundation for the argument the essayist is trying to make. The RDs blend nicely and are stitched together with the help of the mini-bridge phrases \u201cstates that\u201d, \u201cremind us that\u201d and \u201cpoints out\u201d, all taken from the sentence starter pulldown menu.<\/span><\/li>\n<\/ul>\n\n
                          \n <\/div>\n\n","protected":false},"excerpt":{"rendered":"

                          The RD can be a statistic, a quote from a piece of literature or an important scientific fact. It can be the results found in a survey, an anecdote, a line from a poem or any other form of evidence.<\/p>\n","protected":false},"author":6,"featured_media":11089,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[293],"tags":[205],"_links":{"self":[{"href":"https:\/\/blog.essaypop.com\/wp-json\/wp\/v2\/posts\/7051"}],"collection":[{"href":"https:\/\/blog.essaypop.com\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blog.essaypop.com\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blog.essaypop.com\/wp-json\/wp\/v2\/users\/6"}],"replies":[{"embeddable":true,"href":"https:\/\/blog.essaypop.com\/wp-json\/wp\/v2\/comments?post=7051"}],"version-history":[{"count":9,"href":"https:\/\/blog.essaypop.com\/wp-json\/wp\/v2\/posts\/7051\/revisions"}],"predecessor-version":[{"id":11486,"href":"https:\/\/blog.essaypop.com\/wp-json\/wp\/v2\/posts\/7051\/revisions\/11486"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blog.essaypop.com\/wp-json\/wp\/v2\/media\/11089"}],"wp:attachment":[{"href":"https:\/\/blog.essaypop.com\/wp-json\/wp\/v2\/media?parent=7051"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blog.essaypop.com\/wp-json\/wp\/v2\/categories?post=7051"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blog.essaypop.com\/wp-json\/wp\/v2\/tags?post=7051"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}