Introduction

• Your introduction should include an explanation of your topic and some information that puts your topic into context.

• Be sure to include a thesis sentence and enough information that you create a "road map" of the direction your paper is headed.

• Your Introduction might be limited to one paragraph, but it could easily be two, depending on how much "context" your topic needs.

Physical aspects

• Describe the physical/biological aspects of the condition or factor. For example, some conditions have particular physical differences or anomalies. There could be chromosomal differences (e.g. a missing or extra part on a chromosome), feature differences (e.g. shape of eyes, bridge of nose, placement of ears. Perhaps you are examining gender differences or age differences-what makes a person with this factor physically different from others?

• I can foresee at least one instance where there might not be a physical difference and many cases where the physical difference is minor. That's ok and is a judgment call on your part. It is possible to address this section with a very small amount of information and identify that there are no measurable differences.

Brain aspects

• I see "brain" as a subset of "physical." "Brain" means the physical brain. If there are brain differences, then explain them here. For example, is the brain smaller? Larger? Constructed differently? Are there aspects of the physical brain (such as neurotransmitters or segments of the brain) that are different?

• It is possible to address this section with a very small amount of information and identify that there are no measurable differences.

Cognitive aspects

• Cognition refers to thinking and learning. It includes attention, memory, and problem solving. How are thinking and learning, including attention, memory, and problem solving alike or different for individuals affected by the factor that you are studying?

• This section might be very extensive in some cases, and it might be minimal in others. It is possible to address this section with a very small amount of information and identify that there are no measurable differences. If you have loads of information here, I expect that to be very appropriate. The class is, after all, about "learning and cognition."

Affective aspects

• "Affect" refers to moods, dispositions, and emotions and-for our purposes-how they are related to learning. It might be helpful for you to read ahead in your Ormrod text. Chapter 15 addresses Motivation and Affect and can give you a sense of what this entails.

• Again, it is possible to address this section with a very small amount of information and identify that there are no measurable differences. On the other hand, it's entirely possible that you also have loads of information here, too, as you might with Cognitive aspects.

Research-based Strategies

• No paper will be complete without addressing the educational needs of students with the factor that you have studied. You must include in this section some strategies for effective teaching and learning.

• There is no specified number of strategies you must address because, like other sections of this paper, the number might be varied. It is a judgment call once again. In some cases, I can predict a student might have as few as one or two research-based strategies; in other cases, I can predict a student might have five to seven. The extent of the literature will be a big determinant for you.

• These strategies must be supported by research (which you cite as primary resources and which appear on your reference list.)

• The strategies should be appropriate for the general curriculum and inclusion-not for separate/special education/individualized programs.