{"id":39,"date":"2016-03-08T23:52:24","date_gmt":"2016-03-08T23:52:24","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/waymaker-level1-english\/?post_type=chapter&#038;p=39"},"modified":"2016-08-12T20:09:09","modified_gmt":"2016-08-12T20:09:09","slug":"outcome-supporting-claims","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/suny-basicreadingwriting\/chapter\/outcome-supporting-claims\/","title":{"raw":"Supporting Claims","rendered":"Supporting Claims"},"content":{"raw":"<h2>Introduction<\/h2>\r\n<div class=\"textbox learning-objectives\">\r\n<h3>Learning Objectives<\/h3>\r\n<ul>\r\n \t<li>identify various forms of support that can be used in a text to validate a thesis<\/li>\r\n \t<li>identify use of personal forms of support (narrative, anecdote)<\/li>\r\n \t<li>identify use of research-based forms of support (facts, statistics, outside authority)<\/li>\r\n \t<li>identify relationship between the rhetorical context of a text, and the effectiveness of the types of support used<\/li>\r\n<\/ul>\r\n<\/div>\r\nIt's very easy to make a bold claim and walk away. \u00a0But how many people will be convinced by such a claim, all on its own?\r\n\r\nThe heavy lifting of most writing comes in the form of supporting details. \u00a0Support allows a claim to be verified, proven, and convincing to an audience.\r\n\r\nConsider a\u00a0recent example of an unsupported claim from early in the 2016 US Presidential campaign:\r\n<blockquote>\r\n\r\n[caption id=\"attachment_2725\" align=\"alignright\" width=\"208\"]<img class=\"wp-image-2725 size-medium\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/85\/2016\/07\/14233916\/Carly_Fiorina_by_Gage_Skidmore_3-208x300.jpg\" alt=\"Photo of Carly Fiorina in red dress holding microphone\" width=\"208\" height=\"300\" \/> Carly Fiorina[\/caption]\r\n<p class=\"p1\"><span class=\"s1\">Carly Fiorina on several occasions has said 307,000 veterans have died while waiting for care from the Veterans Health Administration. In one instance, she said all of those veterans \u201cdied in the last year,\u201d citing a recent inspector general\u2019s report. But that\u2019s not what the report says.<\/span><\/p>\r\n<p class=\"p1\"><span class=\"s1\">The VA Office of the Inspector General report said 307,173 of nearly 867,000 pending VA applications belonged to individuals who died. But poor record-keeping made it impossible to say how many of them died while waiting for care or how many of them even applied for care.<\/span><\/p>\r\n<p class=\"p1\"><span class=\"s1\">The report also said 84 percent of those who died, or 258,367 individuals, died more than four years ago \u2014 not last year.<\/span>[footnote]Gore, D'Angelo. Fiorina's Unsupported Claim about VA Deaths. <em>FactCheck.org<\/em>. 23 Sept. 2015. Web. 3 May 2016.[\/footnote]<\/p>\r\n<\/blockquote>\r\n<p class=\"p1\">It may be coincidence that Fiorina was one of the first candidates to withdraw from the race...but then again, maybe not!<\/p>\r\n\r\n\r\n<hr \/>\r\n\r\n<h2 class=\"p1\">Main Ideas and Supporting Details<\/h2>\r\n<h3>Main Ideas<\/h3>\r\nThis video draws a helpful distinction between<strong> main ideas<\/strong> and <strong>supporting details<\/strong>, to show the connection between the topic sentence of a paragraph and other contents in the same paragraph.\r\n\r\nhttps:\/\/youtu.be\/JS29h3ABBqs\r\n<h3>Supporting Details<\/h3>\r\nTo dive in more deeply to the concept of supporting details, view the following video. \u00a0It describes the techniques of outlining and mapping a paragraph for greater understanding.\r\n\r\nhttps:\/\/youtu.be\/vv53n9H-fvU\r\n\r\n<hr \/>\r\n\r\n<h2>Support and Elaboration<\/h2>\r\n<span class=\"lead-in\">Support and elaboration consist of the specific details and information<\/span>\u00a0writers use to develop their topics. The key to developing support and elaboration is getting <em>specific<\/em>. Good writers use concrete, specific details, and relevant information to construct mental images for their readers. Without this attention to detail, readers struggle to picture what the writer is talking about, and will often give up altogether.\r\n\r\nTwo important concepts in support and elaboration are <dfn>sufficiency<\/dfn> and\u00a0<dfn>relatedness<\/dfn>.\r\n\r\n<strong>Sufficiency <\/strong>refers to the amount of detail \u2014 is there enough detail to support the topic? Good writers supply their readers with sufficient details to comprehend what they have written. In narrative writing, this means providing enough descriptive details for the readers to construct a picture of the story in their minds. In essay\u00a0writing, this means the author finds enough information to support a thesis, and also finding information that is credible and accurate.\r\n\r\nSufficiency, however, is not enough. The power of information is determined less by the quantity of details than by their <em>quality<\/em>.\r\n\r\n<strong>Relatedness <\/strong>refers to the quality of the details and their relevance to the topic. Good writers select only the details that will support their focus, deleting irrelevant information. In narrative writing, details should be concrete: they\u00a0contribute to, rather than detract from, the picture provided by the narrative. In essay\u00a0writing, information should be\u00a0relevant to the writer\u2019s goal and strengthen the writer\u2019s ability to meet that goal.\r\n\r\n<img class=\"aligncenter size-full wp-image-165\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/85\/2016\/03\/16195601\/2153181149_f3db343f2d_z.jpg\" alt=\"Image of a car emerging through a square set at an angle to the viewer. The front end of the car, outside the square, is a photo-real image of a Renault. The back end, on the other side of the square, is a line drawing of the back part of the car.\" width=\"500\" height=\"331\" \/>\r\n<h3>Show, don\u2019t tell: support and elaboration in narrative writing<\/h3>\r\nMany writers work under the advice to\u00a0\u201cShow, don\u2019t tell.\u201d Good writers help their readers imagine the story by describing the action, providing sensory descriptions, and explaining characters\u2019 thoughts and feelings. Poets are especially adept at using precise details to focus on specific, concrete, observable things or experiences.\r\n\r\nSome ways that writers \u201cshow, don\u2019t tell\u201d include the following:\r\n<ul>\r\n \t<li><strong>Description of action.<\/strong>\u00a0Just as slow-motion replay helps television viewers understand the action in a sporting event, good writers can slow down a moment, breaking down an event into a moment-by-moment replay of the action.<\/li>\r\n \t<li><strong>Description of physical states. <\/strong>Good writers use sensory details to show readers what things in their story look like, sound like, smell like, taste like, and feel like. Similes and metaphors can also help readers construct a picture by comparing the object being described to something they know well.<\/li>\r\n \t<li><strong>Descriptions of internal states. <\/strong>Books have an advantage over movies because they let the reader inside the characters\u2019 thoughts and feelings. Good writers also use dialogue to reveal a character\u2019s personality, internal thoughts, and feelings and to provide background information about the story.<\/li>\r\n<\/ul>\r\n<h3>Finding the right information: support and elaboration in expository writing<\/h3>\r\nInformation is the key to developing support and elaboration in the <strong>expository (essay) genres<\/strong> \u2014 informational, critical, and argumentative writing. While writers of narratives can often rely solely on their own observations and inner resources to develop their writing, writers of expository genres have to look outside themselves for the information they need to develop their writing. As a result, in expository writing, authors need the ability to find and use relevant information: facts, statistics, examples, and anecdotes. Research, evaluation, and notetaking skills are vital for expository writers.\r\n\r\n<hr \/>\r\n\r\n<h2>Relationship Between Purpose and Supporting Details<\/h2>\r\nAs you might imagine, some types of supporting details work more appropriately than others, given the purpose of the writing overall.\r\n\r\nThese two videos show the connections between the purpose of a piece of writing and the supporting evidence that appears inside the paragraphs. They also address the ways in which supporting ideas are \"stacked\" together\u00a0inside a paragraph, with transitions to help a reader make sense of their internal relationships.\r\n\r\nhttps:\/\/youtu.be\/sJDNMkdwLu8\r\n\r\nhttps:\/\/youtu.be\/c2GmisvhK_w\r\n\r\n<hr \/>\r\n\r\n<h2>Self-Check<\/h2>\r\nhttps:\/\/assessments.lumenlearning.com\/assessments\/1254","rendered":"<h2>Introduction<\/h2>\n<div class=\"textbox learning-objectives\">\n<h3>Learning Objectives<\/h3>\n<ul>\n<li>identify various forms of support that can be used in a text to validate a thesis<\/li>\n<li>identify use of personal forms of support (narrative, anecdote)<\/li>\n<li>identify use of research-based forms of support (facts, statistics, outside authority)<\/li>\n<li>identify relationship between the rhetorical context of a text, and the effectiveness of the types of support used<\/li>\n<\/ul>\n<\/div>\n<p>It&#8217;s very easy to make a bold claim and walk away. \u00a0But how many people will be convinced by such a claim, all on its own?<\/p>\n<p>The heavy lifting of most writing comes in the form of supporting details. \u00a0Support allows a claim to be verified, proven, and convincing to an audience.<\/p>\n<p>Consider a\u00a0recent example of an unsupported claim from early in the 2016 US Presidential campaign:<\/p>\n<blockquote>\n<div id=\"attachment_2725\" style=\"width: 218px\" class=\"wp-caption alignright\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-2725\" class=\"wp-image-2725 size-medium\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/85\/2016\/07\/14233916\/Carly_Fiorina_by_Gage_Skidmore_3-208x300.jpg\" alt=\"Photo of Carly Fiorina in red dress holding microphone\" width=\"208\" height=\"300\" \/><\/p>\n<p id=\"caption-attachment-2725\" class=\"wp-caption-text\">Carly Fiorina<\/p>\n<\/div>\n<p class=\"p1\"><span class=\"s1\">Carly Fiorina on several occasions has said 307,000 veterans have died while waiting for care from the Veterans Health Administration. In one instance, she said all of those veterans \u201cdied in the last year,\u201d citing a recent inspector general\u2019s report. But that\u2019s not what the report says.<\/span><\/p>\n<p class=\"p1\"><span class=\"s1\">The VA Office of the Inspector General report said 307,173 of nearly 867,000 pending VA applications belonged to individuals who died. But poor record-keeping made it impossible to say how many of them died while waiting for care or how many of them even applied for care.<\/span><\/p>\n<p class=\"p1\"><span class=\"s1\">The report also said 84 percent of those who died, or 258,367 individuals, died more than four years ago \u2014 not last year.<\/span><a class=\"footnote\" title=\"Gore, D'Angelo. Fiorina's Unsupported Claim about VA Deaths. FactCheck.org. 23 Sept. 2015. Web. 3 May 2016.\" id=\"return-footnote-39-1\" href=\"#footnote-39-1\" aria-label=\"Footnote 1\"><sup class=\"footnote\">[1]<\/sup><\/a><\/p>\n<\/blockquote>\n<p class=\"p1\">It may be coincidence that Fiorina was one of the first candidates to withdraw from the race&#8230;but then again, maybe not!<\/p>\n<hr \/>\n<h2 class=\"p1\">Main Ideas and Supporting Details<\/h2>\n<h3>Main Ideas<\/h3>\n<p>This video draws a helpful distinction between<strong> main ideas<\/strong> and <strong>supporting details<\/strong>, to show the connection between the topic sentence of a paragraph and other contents in the same paragraph.<\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-1\" title=\"Lesson 1 - Main Ideas\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/JS29h3ABBqs?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<h3>Supporting Details<\/h3>\n<p>To dive in more deeply to the concept of supporting details, view the following video. \u00a0It describes the techniques of outlining and mapping a paragraph for greater understanding.<\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-2\" title=\"Lesson 2 - Supporting Details\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/vv53n9H-fvU?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<hr \/>\n<h2>Support and Elaboration<\/h2>\n<p><span class=\"lead-in\">Support and elaboration consist of the specific details and information<\/span>\u00a0writers use to develop their topics. The key to developing support and elaboration is getting <em>specific<\/em>. Good writers use concrete, specific details, and relevant information to construct mental images for their readers. Without this attention to detail, readers struggle to picture what the writer is talking about, and will often give up altogether.<\/p>\n<p>Two important concepts in support and elaboration are <dfn>sufficiency<\/dfn> and\u00a0<dfn>relatedness<\/dfn>.<\/p>\n<p><strong>Sufficiency <\/strong>refers to the amount of detail \u2014 is there enough detail to support the topic? Good writers supply their readers with sufficient details to comprehend what they have written. In narrative writing, this means providing enough descriptive details for the readers to construct a picture of the story in their minds. In essay\u00a0writing, this means the author finds enough information to support a thesis, and also finding information that is credible and accurate.<\/p>\n<p>Sufficiency, however, is not enough. The power of information is determined less by the quantity of details than by their <em>quality<\/em>.<\/p>\n<p><strong>Relatedness <\/strong>refers to the quality of the details and their relevance to the topic. Good writers select only the details that will support their focus, deleting irrelevant information. In narrative writing, details should be concrete: they\u00a0contribute to, rather than detract from, the picture provided by the narrative. In essay\u00a0writing, information should be\u00a0relevant to the writer\u2019s goal and strengthen the writer\u2019s ability to meet that goal.<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-165\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/85\/2016\/03\/16195601\/2153181149_f3db343f2d_z.jpg\" alt=\"Image of a car emerging through a square set at an angle to the viewer. The front end of the car, outside the square, is a photo-real image of a Renault. The back end, on the other side of the square, is a line drawing of the back part of the car.\" width=\"500\" height=\"331\" \/><\/p>\n<h3>Show, don\u2019t tell: support and elaboration in narrative writing<\/h3>\n<p>Many writers work under the advice to\u00a0\u201cShow, don\u2019t tell.\u201d Good writers help their readers imagine the story by describing the action, providing sensory descriptions, and explaining characters\u2019 thoughts and feelings. Poets are especially adept at using precise details to focus on specific, concrete, observable things or experiences.<\/p>\n<p>Some ways that writers \u201cshow, don\u2019t tell\u201d include the following:<\/p>\n<ul>\n<li><strong>Description of action.<\/strong>\u00a0Just as slow-motion replay helps television viewers understand the action in a sporting event, good writers can slow down a moment, breaking down an event into a moment-by-moment replay of the action.<\/li>\n<li><strong>Description of physical states. <\/strong>Good writers use sensory details to show readers what things in their story look like, sound like, smell like, taste like, and feel like. Similes and metaphors can also help readers construct a picture by comparing the object being described to something they know well.<\/li>\n<li><strong>Descriptions of internal states. <\/strong>Books have an advantage over movies because they let the reader inside the characters\u2019 thoughts and feelings. Good writers also use dialogue to reveal a character\u2019s personality, internal thoughts, and feelings and to provide background information about the story.<\/li>\n<\/ul>\n<h3>Finding the right information: support and elaboration in expository writing<\/h3>\n<p>Information is the key to developing support and elaboration in the <strong>expository (essay) genres<\/strong> \u2014 informational, critical, and argumentative writing. While writers of narratives can often rely solely on their own observations and inner resources to develop their writing, writers of expository genres have to look outside themselves for the information they need to develop their writing. As a result, in expository writing, authors need the ability to find and use relevant information: facts, statistics, examples, and anecdotes. Research, evaluation, and notetaking skills are vital for expository writers.<\/p>\n<hr \/>\n<h2>Relationship Between Purpose and Supporting Details<\/h2>\n<p>As you might imagine, some types of supporting details work more appropriately than others, given the purpose of the writing overall.<\/p>\n<p>These two videos show the connections between the purpose of a piece of writing and the supporting evidence that appears inside the paragraphs. They also address the ways in which supporting ideas are &#8220;stacked&#8221; together\u00a0inside a paragraph, with transitions to help a reader make sense of their internal relationships.<\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-3\" title=\"Lesson 4 - Relationships I\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/sJDNMkdwLu8?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-4\" title=\"Lesson 5 - Relationships II\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/c2GmisvhK_w?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<hr \/>\n<h2>Self-Check<\/h2>\n<p>\t<iframe id=\"lumen_assessment_1254\" class=\"resizable\" src=\"https:\/\/assessments.lumenlearning.com\/assessments\/load?assessment_id=1254&#38;embed=1&#38;external_user_id=&#38;external_context_id=&#38;iframe_resize_id=lumen_assessment_1254\" frameborder=\"0\" style=\"border:none;width:100%;height:100%;min-height:400px;\"><br \/>\n\t<\/iframe><\/p>\n\n\t\t\t <section class=\"citations-section\" role=\"contentinfo\">\n\t\t\t <h3>Candela Citations<\/h3>\n\t\t\t\t\t <div>\n\t\t\t\t\t\t <div id=\"citation-list-39\">\n\t\t\t\t\t\t\t <div class=\"licensing\"><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Original<\/div><ul class=\"citation-list\"><li>Outcome: Supporting Claims. <strong>Provided by<\/strong>: Lumen Learning. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><li>Revision and Adaptation of Support and elaboration. <strong>Provided by<\/strong>: Lumen Learning. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><\/ul><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Shared previously<\/div><ul class=\"citation-list\"><li>Image of Carly Fiorina. <strong>Authored by<\/strong>: Gage Skidmore. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/commons.wikimedia.org\/wiki\/File:Carly_Fiorina_by_Gage_Skidmore_3.jpg\">https:\/\/commons.wikimedia.org\/wiki\/File:Carly_Fiorina_by_Gage_Skidmore_3.jpg<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/4.0\/\">CC BY-SA: Attribution-ShareAlike<\/a><\/em><\/li><li>Support and elaboration. <strong>Authored by<\/strong>: Kathleen Cali. <strong>Provided by<\/strong>: Learn NC. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"http:\/\/www.learnnc.org\/lp\/editions\/few\/685\">http:\/\/www.learnnc.org\/lp\/editions\/few\/685<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\">CC BY-NC-SA: Attribution-NonCommercial-ShareAlike<\/a><\/em><\/li><li>Image of car. <strong>Authored by<\/strong>: Susanna Fratarcangeli. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/flic.kr\/p\/4hgBJV\">https:\/\/flic.kr\/p\/4hgBJV<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/\">CC BY-NC: Attribution-NonCommercial<\/a><\/em><\/li><\/ul><div class=\"license-attribution-dropdown-subheading\">All rights reserved content<\/div><ul class=\"citation-list\"><li>Lesson 1 - Main Ideas. <strong>Authored by<\/strong>: Townsend Press. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/youtu.be\/JS29h3ABBqs\">https:\/\/youtu.be\/JS29h3ABBqs<\/a>. <strong>License<\/strong>: <em>All Rights Reserved<\/em>. <strong>License Terms<\/strong>: Standard YouTube License<\/li><li>Lesson 2 - Supporting Details. <strong>Authored by<\/strong>: Townsend Press. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/youtu.be\/vv53n9H-fvU\">https:\/\/youtu.be\/vv53n9H-fvU<\/a>. <strong>License<\/strong>: <em>All Rights Reserved<\/em>. <strong>License Terms<\/strong>: Standard YouTube License<\/li><li>Lesson 5 - Relationships II. <strong>Authored by<\/strong>: Townsend Press. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/youtu.be\/c2GmisvhK_w\">https:\/\/youtu.be\/c2GmisvhK_w<\/a>. <strong>License<\/strong>: <em>All Rights Reserved<\/em>. <strong>License Terms<\/strong>: Standard YouTube License<\/li><li>Lesson 4 - Relationships I. <strong>Authored by<\/strong>: Townsend Press. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/youtu.be\/sJDNMkdwLu8\">https:\/\/youtu.be\/sJDNMkdwLu8<\/a>. <strong>License<\/strong>: <em>All Rights Reserved<\/em>. <strong>License Terms<\/strong>: Standard YouTube License<\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section><hr class=\"before-footnotes clear\" \/><div class=\"footnotes\"><ol><li id=\"footnote-39-1\">Gore, D'Angelo. Fiorina's Unsupported Claim about VA Deaths. <em>FactCheck.org<\/em>. 23 Sept. 2015. Web. 3 May 2016. <a href=\"#return-footnote-39-1\" class=\"return-footnote\" aria-label=\"Return to footnote 1\">&crarr;<\/a><\/li><\/ol><\/div>","protected":false},"author":19,"menu_order":8,"template":"","meta":{"_candela_citation":"[{\"type\":\"original\",\"description\":\"Outcome: Supporting Claims\",\"author\":\"\",\"organization\":\"Lumen Learning\",\"url\":\"\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Image of Carly Fiorina\",\"author\":\"Gage Skidmore\",\"organization\":\"\",\"url\":\"https:\/\/commons.wikimedia.org\/wiki\/File:Carly_Fiorina_by_Gage_Skidmore_3.jpg\",\"project\":\"\",\"license\":\"cc-by-sa\",\"license_terms\":\"\"},{\"type\":\"copyrighted_video\",\"description\":\"Lesson 1 - Main Ideas\",\"author\":\"Townsend Press\",\"organization\":\"\",\"url\":\"https:\/\/youtu.be\/JS29h3ABBqs\",\"project\":\"\",\"license\":\"arr\",\"license_terms\":\"Standard YouTube License\"},{\"type\":\"copyrighted_video\",\"description\":\"Lesson 2 - Supporting Details\",\"author\":\"Townsend Press\",\"organization\":\"\",\"url\":\"https:\/\/youtu.be\/vv53n9H-fvU\",\"project\":\"\",\"license\":\"arr\",\"license_terms\":\"Standard YouTube License\"},{\"type\":\"cc\",\"description\":\"Support and elaboration\",\"author\":\"Kathleen Cali\",\"organization\":\"Learn NC\",\"url\":\"http:\/\/www.learnnc.org\/lp\/editions\/few\/685\",\"project\":\"\",\"license\":\"cc-by-nc-sa\",\"license_terms\":\"\"},{\"type\":\"original\",\"description\":\"Revision and Adaptation of Support and elaboration\",\"author\":\"\",\"organization\":\"Lumen Learning\",\"url\":\"\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Image of car\",\"author\":\"Susanna Fratarcangeli\",\"organization\":\"\",\"url\":\"https:\/\/flic.kr\/p\/4hgBJV\",\"project\":\"\",\"license\":\"cc-by-nc\",\"license_terms\":\"\"},{\"type\":\"copyrighted_video\",\"description\":\"Lesson 5 - Relationships II\",\"author\":\"Townsend Press\",\"organization\":\"\",\"url\":\"https:\/\/youtu.be\/c2GmisvhK_w\",\"project\":\"\",\"license\":\"arr\",\"license_terms\":\"Standard YouTube License\"},{\"type\":\"copyrighted_video\",\"description\":\"Lesson 4 - Relationships I\",\"author\":\"Townsend Press\",\"organization\":\"\",\"url\":\"https:\/\/youtu.be\/sJDNMkdwLu8\",\"project\":\"\",\"license\":\"arr\",\"license_terms\":\"Standard YouTube License\"}]","CANDELA_OUTCOMES_GUID":"00423c2e-a25b-41f4-9f7a-e5b27c1b0813","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-39","chapter","type-chapter","status-publish","hentry"],"part":3,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/suny-basicreadingwriting\/wp-json\/pressbooks\/v2\/chapters\/39","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/suny-basicreadingwriting\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/suny-basicreadingwriting\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-basicreadingwriting\/wp-json\/wp\/v2\/users\/19"}],"version-history":[{"count":13,"href":"https:\/\/courses.lumenlearning.com\/suny-basicreadingwriting\/wp-json\/pressbooks\/v2\/chapters\/39\/revisions"}],"predecessor-version":[{"id":3019,"href":"https:\/\/courses.lumenlearning.com\/suny-basicreadingwriting\/wp-json\/pressbooks\/v2\/chapters\/39\/revisions\/3019"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/suny-basicreadingwriting\/wp-json\/pressbooks\/v2\/parts\/3"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/suny-basicreadingwriting\/wp-json\/pressbooks\/v2\/chapters\/39\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/suny-basicreadingwriting\/wp-json\/wp\/v2\/media?parent=39"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-basicreadingwriting\/wp-json\/pressbooks\/v2\/chapter-type?post=39"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-basicreadingwriting\/wp-json\/wp\/v2\/contributor?post=39"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-basicreadingwriting\/wp-json\/wp\/v2\/license?post=39"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}