 Now the different sources are going to speak to these sub-questions in different ways in relation to those rhetorical moves as well. So just like I mentioned before, we have these arrows that indicate that something's happening in terms of how those sources speak to those different topics. And there's really kind of three different categories for rhetorical moves, grounding, forwarding, and countering. So if we take a look at this in terms of rhetorical moves and how this is working, we have grounding, which is something that a lot of students kind of focus on in terms of using sources. And that actually can make a lot of sense because most of you are probably undergraduate students who are watching this. And as undergraduate students, you have some expertise you certainly do in terms of your experience and maybe even some of your academic work already. But you're also still in that process where you're researching and writing into expertise rather than researching and writing from expertise. And the important distinction there is that you need to borrow from sources some of that authority and the framing and the defining pieces of it in order to kind of back up what you were saying. And it's part of your own learning process as well. But you're also establishing credibility in terms of showing that you have done the background research to know some of the basics about what you're talking about with this topic. So with that defining part of it, we can talk about how different scholars might be defining a topic or different agencies when we think about that topic with BP and the Great Blue Herons. With the framing, we might be looking at how the different issues have been looked at in the past and things like that with illustrating. We might want to kind of help fill in some details, give concrete details based on some of the information that we've gotten from our sources. And then importantly, the authorizing is where that that's where the scholarly sources or even some of the primary sources that you might be using are going to be providing the evidence that you need for some of the stronger and more bold claims that you might be making or some of the foundational claims that you might be making. Now with forwarding, it gets a little bit different in terms of how this ends up functioning, because then you start to extend and repurpose the ideas or the expertise between context. And this is really where the sources start to speak to each other in some ways oftentimes. But also it's about how you sometimes extend those ideas beyond the original context. So if you're borrowing an idea from one source where you're kind of saying, you know, they said in this particular article, they talked about habitat in relation to Great Blue Herons, and it was in California State instead of Washington State. But you can borrow those ideas and apply it to the new context that we have here when talking about habitat. Extending the ideas, sometimes the conclusions that some of the sources might come to can be extended further to in relation to how they speak to some of the other sources that you might have. And then synthesizing is really that part where you take different perspectives, bring them together, and then you kind of create new knowledge through bringing those different ideas together. And that's really where your authorship can become very strong with the synthesizing side of things, because you are now creating new knowledge based on how those different sources start to speak to each other and interact. Now there's also countering as well. Encountering is important in the sense that for a couple of different things is because if you're looking at a multi-dimensional topic, chances are you're going to have some different ways of looking at some of the issues there's different issues to be considering. And so you might be wanting to present those different perspectives as well, arguing different sides of an issue or uncovering different values from different sources. Sometimes students have the inclination to try and avoid looking for sources that are in conflict with each other or sources that don't fully back up what they view as their thesis statement or their inquiry question. And I would encourage you to not restrain yourself in that way, because looking at those different sources and looking at different ways that issues can be understood is actually going to make your paper stronger. Especially if you have reasons why you might be arguing against some of the perspectives that are out there and that you wanted to bring in some other views and perspectives on a topic that can be really valuable. And that's an important thing in academic scholarship. Okay, so by this point, I'm going to ask you to engage in an activity where you're going to take your inquiry question and your sub questions that you have so far and start to think about the different types of sources in terms of those rhetorical moves that we just talked about and the source types that you might be looking for. Kind of thinking ahead about this in terms of the things you're going to be looking for for your research is going to be helpful so that you can kind of make sure that you're tracking for that when you're engaging in the research process and looking for those sources. So take a moment to map out your sub questions and the different types of rhetorical moves and source types that you might be looking for in relation to each one of those sub questions.