Running head: CORNELL NOTE-TAKING

Cornell Note-Taking Team Proposal Michelle Stuyt, Christina Freeman-Canavan, Michael Stewart, Griselle Arrieta-Rose California State University Monterey Bay

IST522 Instructional Design Professor Strong December 13, 2013

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Table of Contents
I. INTRODUCTION .................................................................................................................................................. 3 PROJECT DESCRIPTION........................................................................................................................................................... 3 II. ANALYSIS ............................................................................................................................................................. 6 LEARNER ANALYSIS ................................................................................................................................................................ 6 CONTENT AND EXPLANATION ............................................................................................................................................... 7 GOAL ANALYSIS ....................................................................................................................................................................... 7 SUBORDINATE SKILLS ANALYSIS .......................................................................................................................................... 7 CONTEXT ANALYSIS ................................................................................................................................................................ 8 PERFORMANCE CONTEXT ANALYSIS.................................................................................................................................... 8 LEARNING CONTEXT ANALYSIS ............................................................................................................................................ 8 INSTRUCTIONAL GOALS.......................................................................................................................................................... 9 III. DESIGN AND DEVELOPMENT OF MATERIALS .................................................................................... 13 DEVELOPMENT OF MATERIALS .......................................................................................................................................... 13 IV. UTILIZATION OF MATERIALS ................................................................................................................... 15 IMPLEMENTATION AND USE OF MATERIALS .................................................................................................................... 15 ACHIEVING LEARNERS PARTICIPATION ........................................................................................................................... 19 V. EVALUATION.................................................................................................................................................... 21 METHOD FOR MEASURING EFFECTIVENESS ..................................................................................................................... 21 STRATEGIES FOR IMPROVEMENT ....................................................................................................................................... 21 TOOLS AND METHODS USED:.............................................................................................................................................. 24 VI. MANAGEMENT OF THE PROJECT ............................................................................................................ 26 REFERENCES ......................................................................................................................................................... 27 APPENDICES ......................................................................................................................................................... 28

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I. Introduction
This instructional design plan will include the Cornell note taking process targeted to students from 6th to 10th grade. Effective note taking will allow students to focus on important concepts such as vocabulary, dates, theories and processes. With the current transition to Common Core State Standards, there is an important need for instructing students on how to effectively take notes, keep them organized and have a system for revision and review of the information. Project Description The purpose of this instructional design plan is to teach both middle and high school students the Cornell note taking system in an effort to improve their assessment scores. The goal of this project is to teach students the importance of effective note taking to improve the retention of knowledge and scores on assessments. Upon completion of the training, learners will have the ability to improve their assessment scores by utilizing effective note-taking skills during class lectures in all subject areas. Furthermore, learners will recognize the importance of active listening and reflection of lecture information. The Cornell note taking system originated at Cornell University based on research done in the area of memory and learning theory (Cornell Notes, 2013). Cornell notes provide students with a cohesive and systematic system for taking notes. Moreover, the system allows students to reflect on the material and consequently summarize and synthesize the information. Through the process of Cornell notes, students actively work with information received and thus, utilize writing as a powerful tool for learning (Cornell Notes, 2013). Therefore, students can greatly

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benefit from this note taking system and the reflection required. It is not intended to change how teachers deliver information, but rather how students record and interact with that information. Research on students note-taking abilities found that students experience significant difficulty in retaining information after a lecture. A research study by Heritage College found that about 46% of new information was lost. The percentage increased as times went on with 79% lost after 14 days and 81% lost after 28 days (Zorn, 2007). After students were trained to

take and study from Cornell Notes, student test scores improved by 20.4% on Language Arts assessments (Zorn, 2007). A structured training of the three components of the Cornell Notetaking process would provide students with a systematic format to record and recall factual information, reflect on the information, and synthesize the information through summary writing. To achieve our desired outcomes, the learner will engage in the following sequence of instruction. First, students will watch a presentation regarding proper Cornell note taking with an emphasis on how to identify the main idea. Next, students will pair up with a partner, read a paragraph from their text and practice identifying the main idea. After the students complete identifying and partnering, they will be ready to try it on their own. Students will then read from their text alone and write three practice notes. During the last steps, students will be assessed and the lesson plan will be evaluated. To assess learners knowledge of proper note taking, students will be required to write questions that correspond with their notes. After a given assessment, the instructor will determine if one-on-one instruction is needed. The instructional designers will follow the Code of Professional Ethics established by the Association of Educational Communications and Technology (AECT). The designers will complete this instructional design project by adhering to Section 1Commitment to the

CORNELL NOTE-TAKING Individual, Section 2Commitment to Society, and Section 3Commitment to the Profession (AECT Board of Directors, 2007). Constraints for this design plan may include students motivation. The instructional design plan will consider students lack of interest in the subject matter by providing lessons that utilize Cornell Note-taking with high interest topics. Students

will therefore utilize this new skill using information they may already be familiar with or highly interested in. Resources include an on-site classroom in which to implement the design plan. The classroom provides the physical space necessary along with appropriate technology such as overhead projector, laptop computer, computer screen, and ten PC desktops for student use. This instructional design plan will be completed during the course of two weeks with students meeting everyday for approximately 60 minutes. A detailed list of costs is listed below, yet these supplies are available at the school site where instruction will take place.

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II. Analysis
There are several different analysis incorporated into this section of the design plan to help determine the need, audience, context, and workplace environment. All areas of the analysis ensure the program is useful to a variety of audiences, that the information is relevant, and that it establishes outcomes, which the audience can achieve. Learner Analysis The target learners are middle school and high school students between grades 6 and 10. Most of the learners will have prior knowledge regarding the importance of taking detailed notes, yet lack effective training on how to record, reflect on, and synthesis lecture information. Students will also have familiarity with an English Language Arts textbook as a tool for reading and extracting notes. They will also be familiar with PowerPoint presentations to deliver major concepts and lesson objectives. The target learners will include English only students, as well as English Language Learners and students with special needs. Modifications to meet the needs of English Language Learners and students with special needs will include sentence frames and cloze notes, as well as small group instruction and one-on-one support.

CORNELL NOTE-TAKING Content and Explanation Goal Analysis

Subordinate Skills Analysis The hierarchical analysis for intellectual skills will be used to define the subordinate skills of learners. Some of the subordinate skills required are: To be able to listen to a lecture To be able to take notes from a PowerPoint To have knowledge of types of note-taking strategies To have knowledge of a main idea To be able to work with a partner To be able to read grade level informational text To be able to write notes in their spiral notebook To be familiar with developing questions

CORNELL NOTE-TAKING To be able to take an assessment To be able to self-evaluate

Context Analysis Performance Context Analysis Learners will use their new skills at Seaside High School, the same location in which the training will take place. The students will have access to their teacher, after school homework clubs, and the library for additional support. The Cornell note PowerPoint presentations will also be available to the students online once the training has taken place to assist them when completing their notes. Students will also receive support from their peers when reviewing their notes. The newly acquired skills will be extremely relevant to their academic studies because they will be able to use this note taking system in all of their classes. Learning Context Analysis Learners will receive their training at Seaside High School. The lessons will be taught in a classroom. The equipment available to the learners consists of: LCD projector and computer, pen, and paper. They will also receive a handout of the steps to complete Cornell notes for future reference. The site is compatible with the needs of the learner as it is also the performance context. The resources available for this training are the following: pencil and paper, and a laptop. The instruction will be delivered through face-to-face lectures, textbook assignments, PowerPoint presentations, or online videos. The learners will be in a classroom setting, which includes a desk, chair, and supportive materials including a television, whiteboard, and PowerPoint presentation screen.

CORNELL NOTE-TAKING Instructional Goals Instructional objectives for this instructional design project include: 1. Given a graphic organizer, learners will sketch the layout of the Cornell note taking format after it has been explained one time Domain and level- Cognitive Knowledge Audience: Middle and High school students Behavior: sketch the three parts of Cornell Notes, including the right side column for notes, left side column for questions and bottom section for summary Condition: while using a graphic organizer and one set of instructions Degree: 100% correct accuracy of right side column, left side column and bottom summary section Assessment: Using the graphic organizer provided, sketch and label the three parts of a Cornell Note-taking sheet. Type of Assessment- Sketch, labeling

2. Given a grade appropriate text and a Cornell notes graphic organizer, learners will write five bullet point notes regarding plot structure. Domain and level- Cognitive Knowledge Audience: Middle and High school students

CORNELL NOTE-TAKING Behavior: write five bullet point notes Condition: while using a graphic organizer and grade appropriate text Degree: 100% correct placement of five bullet point notes about plot structure in right column Assessment: Using the graphic organizer provided, write five bullet point notes about the elements of plot. Type of Assessment- written short answer

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3. Given a Cornell notes graphic organizer, learners will write five questions on the left side column that directly correspond to their notes regarding plot structure. Domain and level- Cognitive Knowledge and Comprehension Audience: Middle and High school students Behavior: write five questions Condition: while using a graphic organizer Degree: 100% correct placement of five questions about plot structure in left-side column Assessment: Using the five bullet point notes provided, write one question for each bullet point provided in the correct location. Type of Assessment- written short answer

CORNELL NOTE-TAKING 3. Given a Cornell notes graphic organizer, learners will write five questions on the left side column that directly correspond to their notes regarding plot structure. Domain and level- Cognitive Knowledge and Comprehension Audience: Middle and High school students Behavior: write five questions Condition: while using a graphic organizer Degree: 100% correct placement of five questions about plot structure in left-side column Assessment: Using the five bullet point notes provided, write one question for each bullet point provided in the correct location. Type of Assessment- written short answer

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4. Given a Cornell notes graphic organizer, learners will write a five-sentence summary regarding plot structure. Domain and level- Cognitive Knowledge and Comprehension Audience: Middle and High school students Behavior: write five sentences Condition: while using a graphic organizer Degree: 100% correct placement of summary in bottom section

CORNELL NOTE-TAKING Assessment: Using the five bullet point notes and five questions provided, write a fivesentence summary in the correct location. Type of Assessment- written short answer

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III. Design and Development of Materials

The design and development of the Cornell note taking training includes a variety of sources requiring consideration before the material can be presented to learners. Such considerations include the development of materials, how the materials meet the instructional goals, and which technologies will be used to develop the process. Each of the components hold equal importance and are outlined to enhance the overall quality of the training. Development of Materials The primary design of the training will be classroom-based instruction. The instructor will deliver the information in a classroom setting to provide an atmosphere conducive to learning. Initially, the instructor will distribute the Cornell note taking graphic organizer to the audience. The instructor will present the information via PowerPoint. The PowerPoint presentation will include images, media, and videos supporting the instructional material presented. After each section, the instructor will open the floor for a question and answer section. At the conclusion of the questionnaire session, the instructor will give a mini lecture providing learners an opportunity to fill out notes according to expectations. The instructor will then collect the notes to ensure that the learners comprehended the content, questions, and overall expectations. The primary system of delivery will be a combination computer-based and verbal-based instruction. Technologies used to develop the materials will include PowerPoint and Prezi presentations. The instructor will present the information via PowerPoint or Prezi to the learners, and a verbal follow up will be given to avoid any miscommunications. PowerPoint presentations will include images, media, and videos, which support the instructional material presented. After each section, the instructor will open the floor for a question and answer section.

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The final component, a questionnaire, will grant whether or not the instructional goals were met. The following survey will be distributed to students, and when submitted with all yes answers, the instructional goals will be considered met.

Creating individual lesson plans to match each learning objective listed above. Compiling list of graphic organizers to be used during lesson sequence Creating PowerPoint presentations for the three parts of the Cornell Note-taking process Creating rubrics for partner work, independent work and completed Cornell-Notes Creating summative assessments The final component of instructional goals being considered met would be if the

following questionnaire distributed to students was returned with all yes answers. 1. I understand the syllabus summary of this course. 2. During sessions, I understand course content. 3. I ask for clarification if I misunderstand a concept. 4. I review material after the session is complete. 5. I think about the meaning and importance of content during lectures. 6. I think about the relationships between different areas of concentration. 7. I revise the notes after the session. 8. I take thorough notes so even non-participants would understand meaning.

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IV. Utilization of Materials

There are three different stages to implement a training program into a classroom. The first stage is ensuring the training material meets the teachers needs and explaining to the teacher that although the training material is provided, the teacher will be the one presenting the material to their classroom. The second stage is a meeting between the instructional designer and the teacher to provide the teacher with adequate training. The third stage is the teacher presenting his or her classroom with the material. The delivery of the instructional design plan will include whole group, partner work and one-on-one instruction. Information will be delivered through PowerPoint lectures, essential questions, teaching modeling and group activities. The instructional design will also utilize sheltered instruction strategies in order to support the needs of English Language Learners. The Sheltered Instruction Observation Protocol (SIOP), developed by Echevarria, Vogt, and Short (2000), is a research-based model that many mainstream teachers use to better instructor ELLs. The SIOP model makes academic content comprehensible and encourages language learning by highlighting key features of the English Language (Hill & Flynn, 2006). Implementation and Use of Materials Instructional Event 1. Gain Attention Application to Cornell Notes Group IDD Students attention will be gained by watching a video on note-taking from Flocabulary found here: http://www.flocabulary.com/note-taking-methods/ Next, students will be given a visual of what Cornell notes look

CORNELL NOTE-TAKING like in addition to a current students example of Cornell Notes. The visual will be provided in the form of a PowerPoint presentation in addition to a hard copy the student may keep. This will help to gain a students attention as they will see a peer example that they can relate to. 2. Inform Learners of Objectives The instructor will state the objective from the PowerPoint presentation: Students will read a selection from an informational text and will write Cornell Notes Students will then be required to choral read the objective one more time in the presence of the instructor. This will allow students to be informed of the objective twice and understand the concept more thoroughly. Once they will hear it from the teacher, they will then be responsible for reading it out loud. 3. Stimulate Recall of Prior Learning Students will be required to write a three sentence reflection on what kind of note-taking process they are most familiar with in addition to explaining the importance of taking notes in the classroom. This will provide students with the opportunity to possibly recall using Cornell Notes in the past with a previous teacher or recalling an alternative note-taking process. Students will

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be responsible for sharing this response with a partner and then sharing it with the class. 4. Present the Content The content would be presented with a graphic organizer that includes cloze notes for students to complete. It will also be presented in a PowerPoint presentation through direct instruction. The use of cloze notes will provide a scaffold for students as they listen to the lecture for key words they must write in their notes. A PowerPoint presentation will also allow students to see multiple student examples of Cornell Notes. It will allow the teacher to scaffold and chunk the three parts of the Cornell Note taking process into smaller parts. 5. Provide Learning Guidance Students will be guided as they complete the cloze notes in all three parts of the Cornell Notes. They would be prompted with essential questions such as, Why is it important to go back and reflect on the notes you took? How do the questions on the left-hand side help you to reflect on the information provided? How does the summary help you to better process the information? The teacher will provide feedback as needed to students individually, and during the partner and independent practice of the lessons. The essential questions will guide

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the learner into understanding the importance of each section in the notes and how they help to enhance their learning. 6. Elicit Performance Practice Students would be given multiple opportunities to practice using Cornell Notes. They will be provided with Cornell Notes graphic organizers with scaffolds such as cloze notes, instructions, and headings for the three parts. Gradually, students will be provided with Cornell Notes that have fewer scaffolds until they are provided with a blank sheet of paper and required to fill in the correct parts on their own. 7. Provide Feedback Students will be given immediate feedback through peer review, rubrics, and teacher observations. They will be awarded points according to a pre-determined rubric. Peer review will provide students with an added layer of support and feedback as students compare notes and speak about how to best complete each part of the notes. A rubric will provide students with a clear delineation of the expected outcomes and will be instrumental for the teacher when providing feedback. 8. Assess Performance Students will be assessed with a blank template and asked

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to complete the Cornell Note taking process on a given subject. The intended outcome is for students to create Cornell Notes on their own without any provided scaffolds and to correctly label/complete each of the three sections. 9. Enhance Retention and Transfer to the Job Students will be required to submit examples of Cornell Notes completed in other core classes as an added support for transfer of the skill. They will be asked to complete Cornell Notes for every unit during the school year to allow for further practice and enhanced retention. Practicing the Cornell Note taking process in other classes and with other subject matters will allow students to transfer the learning gained. It will also help to increase retention as they will practice this independently in multiple contexts.

Achieving Learners Participation Learning-centered teaching is one of the best ways to get student participation and promote active learning (University of the Sciences, 2013). Prior to actual class lectures, there should be expectations clearly written in the class syllabus as to what the student is required to do with an example of how to meet these expectations. This expectation should be made on the

CORNELL NOTE-TAKING first day of class and be incorporated into the students grade. There are also several different

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methods to gain student participation in class. These methods include giving students an example of the type of response requested, breaking students into smaller groups to encourage mini discussions and collaboration, and giving ample opportunity for students to write down their thoughts (University of the Sciences, 2013). In the event the above methods are not successful, a conversation should be had with the students reinstating expectations, goals, and guidelines from that moment forward.

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V. Evaluation
An evaluation gives the instructional designer the opportunity to either revise the information to make the consequences more apparent. Evaluations are purposeful in both measuring effectiveness and developing strategies for improvement. In essence, the results received from a formative evaluation provide an opportunity to make the material more effective to benefit a larger audience. Method for Measuring Effectiveness The most beneficial method for measuring the effectiveness of the students notes is through instructor evaluation. All participants will be required to submit the Cornell notes to the instructor every Friday for accuracy and content. The references for the evaluation will be the notes of the lecturer. The notes will contain the fundamental information, which was presented in the verbal lecture, and PowerPoint slides. Measured effectiveness will be based on a set scale which includes good, fair, and poor. Each students assessment will be recorded weekly to ensure the student is understanding the usability of Cornell notes and progress is being made. Strategies for Improvement It is necessary and for students to learn effective note taking skills because it is a record of lecture material for future study and review. According to the North Shore Community College Student Support Center, Listening is a skill that should be taught since eighty percent of what you know is learned by listening. In the event that the Cornell Note-Taking system is not working for students, the strategy to improve would be to provide students with alternative suggestions for note taking. The instructor should take each student case-by-case, understanding where both their strengths and weaknesses lie. Examples of useful strategies for improvement

CORNELL NOTE-TAKING would include emphasizing to the student to not take too many notes, leaving plenty of white

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space if needed, underlining main topics, and reading notes after a lecture to ensure all key points have been added. Additionally, instructors can present students with a list of questions each should ask themselves when taking notes. Examples of useful questions include; (1)What is being said and what does it really mean? (2)How does that relate to the previous point being made? (3)How can this be used? (4)Do I understand what is being said? Each of the questions add substance to the Cornell notes the student is being taught; therefore improving the overall quality and retention of material. Formative Evaluation One-to-One Evaluation: The first stage, more commonly known as one-to-one, involves the student to teacher ratio. This stage is primarily for observance of the students performance. In an effort to gain a deeper understanding of the effectiveness, an evaluation can also be conducted through a survey or an interview with the learner. One-to-one evaluation with learners would be the most beneficial for evaluating the effectiveness of Cornell note-taking because it asks the learners if are they understanding the instruction and if they know what to do during practice and tests. For those individuals who are familiar with the Cornell Note Taking template, the template itself requires learners to ask themselves potential test questions. With learners in a one-to-one student to teacher ratio, it allows for a deeper understanding of what the teacher is really looking for. During the time the teacher and student spend together, students can ask questions they may otherwise be hesitant to ask. Clarity, feasibility, and impact of the instruction can be evaluated based upon the thoroughness of the learners notes as well as the grades the student earns.

CORNELL NOTE-TAKING Learner Selection:

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Learners are selected to participate according to ability and prior knowledge with Cornell Note- Taking. Taking a high achieving student who has prior knowledge with Cornell Notes and has utilized this note taking system in a variety of classes, for example. This student will have a B or A in either their English or Social Science classes and therefore has a positive attitude towards the use of Cornell Notes. An average student with a C in the previously mentioned classes would also be assessed. The learner will have some experience with Cornell Note taking, but has not yet mastered the three components of Cornell Notes; including notes, questions and summary. This average student will reflect a neutral attitude towards the skill, thereby using the skill when required yet not utilizing it when not required in different classroom settings. A third learner will include a below average student with a C- or D in either English or Social Science. This student would need direct instruction and multiple opportunities for practice to master the skill. This student will display a negative attitude towards the skill since they may not find use in its application. Data Collection: Data collection will include three categories, including clarity of instruction, impact on learner, and feasibility. For clarity of instruction, we will collect data regarding the learners ability in vocabulary, sentence structure, knowledge of main idea/details, and summary writing. This information provides knowledge of the learners entry skills. Also gathered is information regarding the procedures and characteristics of instruction in order to design the best possible instruction. In regards to impact on the learner, we will specifically gather information relating the effectiveness of PowerPoint, Prezi, graphic organizer, the use of a document camera for

CORNELL NOTE-TAKING teacher modeling and student work samples to determine which procedure best supports the learner. For feasibility, we will gather information relating to the general motivation of high school students to utilize Cornell Notes. We would reflect on the amount of time necessary to instruct high school students on the Cornell Note taking process and the chances of both retention and transfer of the information across various classes. The type of information we will be looking for to evaluate the effectiveness would include asking ourselves whether or not the designed materials meet the needs of our learners, whether there is clarity in the presentation, and whether the learner knows what they are

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supposed to do. For example, we should ask ourselves, Are our learners simply listening to the lecture and taking notes or are they understanding the lecture as well as asking and answering potential test questions? The information we are looking for to help us answer these questions may include the number of additional questions students have, whether they are taking notes regularly, and what their grades look like. Each of these answers could be found through observation of the learners and when the instructor reviews the individual notes of the learners. Tools and Methods Used: The designer will collect information by presenting the materials to the learner and requiring them to complete a survey about the materials. The survey will include questions about the overall clarity of the materials, difficulties found, comprehensibility of the assessments provided and whether the latter matched the learning objectives properly. We will also utilize the interactive process in a one-on-one session, in which we would engage in a dialogue with the learner. We will have a predetermined list of talking points to examine with the learner, including clarification of instructional materials and checking of understanding of the material. We will also solicit feedback from the assessments regarding test directions, test items, and the

CORNELL NOTE-TAKING assessment rubrics. We will gather this information through the interactive process and short surveys. Summative Evaluation

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The summative evaluation will include a Cornell Notes graphic organizer in which students will have to provide at least 5 bullet point notes, 5 right-side questions and a 5-sentence summary about the topic provided. The instructional designer will use a rubric, which will assess the three components of the summative assessment. The responses will be recorded and assessed. If follow up instruction was seen as necessary, a brief training would be developed to address those concerns. If the evaluation came back with no concerns, the training would be complete.

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VI. Management of the Project

As a team, On the Beach used a variety of online resource to achieve this project. We scheduled team appointments based on our availability and made calendar events via Google calendar. After a date and time was agreed upon, we utilized the Google hangout resource. Google hangout provided an avenue for each of us to communicate with one another in real time. It also provided each of us the opportunity to voice our thoughts, ideas, and concerns. Having this resource was prove to be very beneficial; it allowed us real-time discussions and instantaneous feedback on ideas. After regular Google hangout sessions, together we developed an outline of the project and posted it into a Google doc. As the weeks progressed and assignments were submitted, Google docs allowed each of us to work in a collaborative manner and view one anothers progress. This method also allowed each of us to comment, ask questions, and work at our leisure, while maintaining firm deadlines.

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REFERENCES
AECT Board of Directors. (2007). Code of Professional Ethics. Bloomington: Indiana. Cornell Notes. (2013). Cornell notes. Retrieved from http://www.sandi.net/cms/lib/ca01001235/centricity/moduleinstance/21300/5_cornell_n tes.pdf Dick W., Carey L., & Carey J.O. (2009) The Systematic Design of Instruction. Pearson: Saddle River, New Jersey. Hill, J. D., & Flynn, K. M. (2006). Classroom instruction that works with English language learners. Alexandria, VA: ASCD. North Shore Community College Student Support Center. (n.d.). Effective listening and notetaking. Retrieved from http://www.northshore.edu/support_center/pdf/listen_notes.pdf Staples, Inc. (2013). Staples. Retrieved from http://www.staples.com/ University of the Sciences. (2013). Student participation and active learning. Retrieved from http://www.usciences.edu/teaching/tips/spal.shtml Zorn, D. (2007). Increasing achievement scores with the use of the Cornell note taking style. (Unpublished Masters Thesis). Heritage College Library. Retrieved from http://www.heritage.edu/library/mastersprojects/Zorn_Donald_2007.pdf

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APPENDICES
Questionnaire for Instructional Goals: 1. I understand the syllabus summary of this course. 2. During sessions, I understand course content. 3. I ask for clarification if I misunderstand a concept. 4. I review material after the session is complete. 5. I think about the meaning and importance of content during lectures. 6. I think about the relationships between different areas of concentration. 7. I revise the notes after the session. 8. I take thorough notes so even non-participants would understand meaning.

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TASK/LIST CHART

Name Michelle Stuyt Christina Canavan Michael Stewart Griselle Rose

Outline 1 hour

Formatting 4 hours

Tables 2 hours

Content 11 hours

Revisions 1 hour

2 hours

4 hours

2 hours

5 hours

1 hour

1 hour

4 hours

1 hour

4 hours

1 hour

2 hours

4 hours

2 hours

11 hours

2 hours