Strangers Across The HaU: Comparing the DBQ and Synthesis Questions Jason Stacy Southern llUnois University Edwardb''Villc, Uljnois

For AP History teachers. there is something suspicious about those AP Bn:gHsih tanguag.e and Composition teachers. It is not that we are impolite in the teachers' Ioun.ge. Or suspect some sinister design on our curriculum or, forbid, our maps of Weshvard Expan.sion or Civil War Battles the It is just that we are not really sure "",hat they teacll over there across hall When our students fiU their document-based questions (DBQs) with grammar and spellin.g errors we usually pass them over ",'ito a "N()l job. That's why they have English teachetrs:·

Ine is mutual. Denise Foster, an AI' Englb>h Language and Composition teacher at Adlai Steven/,;'On High $c11001,. writes that upon learning that new question

the AI' English Language & Composition include on curre.nt eve.nts many ofher (,o!leagues exclaimed: "Current History teachers - not .English - should he responsible for that"l

The attitude ofboth ofthe haUwa;r reflects our occasional nusundersta:nding ofeach other's work. For some AP US. History APEnglish tanguage &- Composition is prilnarily about grammar a student's skill with language. Ahackneyed understa.ndiug history considers the mere})' one old thing after another. However, with addition ofthe synthesis question to the AP English &: Composition history and English teachers a rare opportunity to commune over the and betwete'U the PBQ on the AP and new s}'flthesis question on the AP El.lgUsh Language &: Composition Exam. In have a reason to cross the hall.

THE PROMPT ITSELF There are some seemingly important differences between a DBQ and a synthesis For example, the introduction to the draft for the AP &: ComI-lOsition reads:

influential in the inflluel1ce, and how has it

llcc'e$Sib!e, it moved candidates from purSlli.rlg

'Ihis introduction is followed by this assignment:

fullowing sources (including any introductory carefu.lly, TheD io an cSsa')' that syntbesizes at least three of the sources. take a pO'lition tbat delmtds,

dmUenges, (If qualifies the daim that television has had a positive impact on presidential elections.

'Ihis question immediately demands an opiniolJ. It 19605:18 historical and requires sturlellt to accept it a.s

television's influence

is to the effect of this fact and to consider to what it has elevated or debased American political this to the 2006 AP US. DBQ:

Though this also makes cert.ain historical assumptions (the ideals ofAmerican "womanhood" it 1.5 much less open ended in directions t\, Wllerieas the synt.hesis question historical \'lith questiOD.'\ that ask personal res'pOlJtses what t: H the DBQ has ("What . , . fostered .. , "'Assess, . , ': « , • , sure to consider, ..

Even t:he names each questlonthis difference. to a that should begin when the student first reads the question and the documents. the student wiUhe judged by his or her ability to synthesize the documents into a thesis-driven essay of or her own On the other hand, the "document question is named for the type ofqutsthYf1 it is: a question base& documents. is not f'vidi"lnt and the imperative nature ofthe directives consider) further DOll.fltS

to a very differe:ijt product. On the surface, the synthesis seems to ask for a creative and personal student response. On the DBQ seems to the right

Beneath the surface, however, there are some important For both the DBQ and the question ask a student to incorporate documents into his or her opinion. Spedfical1y, in addition to writing a traditional thesis-driven a writer must

incorporate sources the documents int(> or her own viewpoint. of proving a with logical arguments alone, a writer ofa synthesis or document-based

must ¥lrestle with a wider world ofarguments, many of whkh are contradictory to the writer's own, and some ofwhich are unfamiliar in diction and context.

David Jolliffe, the Chit'fReader of the AP EngUsh Language &: Composition recommends that stu&nts follow a process by which with the sources and "incorporate" them into their argume-nt. t() Jolliffe, a ::.'tUdent should use the 15 minutes provided to read each document and then documents with an eye to authors' dainls and means by which they prove \.;<UUh,. In effect, the student to think like a a

bec:aUl;e it requires students to pmc:tl(;e writers.

In the student must c'valuate the quality of the authors data and a,'8SUnlptil)llS and beliefs been brought to AccQrding ti) 101111ue,

the ask herself: «\Vhat claim the source making about the ''\'hat Qr does the source offer in support of that What are the assumptions or be'l:tets UnStil()l!;en) that warrant this evidence or data to the ",,1,,·,_,("

creates 11 fruitful analytical hierarchy for }'Oung writers because they an arguments and evidence before they generate <}wn snt)je(;tive alrgument and prove it with bc)th their that of the sources PCC!vl,(ed. Stl1'delJlts literalJ!v understand the ofotbersbefore they join the arJ4ument

'Ihis is a love. It stu'doots their Unfortunate.}y, do

only Many ofmy juniors document-based in to the prompt in

tht'mselve..o; rather tbau:ln thelrown underst'31lwng of the, and drop tbe 40l:w:lO€lJ,ts (usually with an inappropriate amount in lieu good It'n is more ofa patch'V<"'Ork ljuilttban an the u.s. J...111,tt'M"lt """v","",,.,,, Description emphasis ofthe win on and Sfl1ttbf!s1S, narrati:ve:' 10s:ucces:strtlly write mystudmts nlu,staaiilrely eng;age documents. Whe.nmy students acquire thill they often do ofconversation and incorporation. But it is conversation that is hardest tql;rellte,

with tbe mystudents to listen to the documet;jt/i+ 1110desty on tkeir part. Aftt'f years .ofUstenioJg ·to teachers and tal;tlO()Kil. my'sttlde)!lt$ha'''f! no a source conversing form, to be when one is

To help respectful but ultimately detrimental I use a me.thcid ofsending my students to the

a rough

students to do just what is this th.e dernanld the of on juxtaposing

bas no pretensions to (wh!J H "",'''''''' 1".'••"'....

• ..... the question implicitlyanarhetoricaUy Instead. the que:sm:in dJemaD<is student define the nature ofteJe"ision's on the electoral l)n)ce;ss .in nt'gative ligbt. Does it make it make them shllLllowcJr? student to take a stand upon first It is this stand, formed reading the question and analyZing WUfces,. which allows stu.dent. to create with which to converse with the documents. Also. although a DBQ response must

2006D:BQ assumes Warl aoo

"",Hi'I<... it

is to trace a

Sp.eia.l J'OCUlJl: Using SoUl'c.s

IneJI.Hte "(lUt:;jdle" information or historical beyond the sources themselves. 1

a good include the same. For example, the synthesis question provided by Board requires a student to understand. at least unconsciously, tek"Vision lisa medium as opposed to the ''cold'' communication offered by radio and

student wh() is not cognizant of this difference might askhimselt: "11;lle'!islon, ifh"t"" ,..,\,,1 be unable to answer the question on its own terms,

.regard the document-based question much more constraining. is After a or even a third of the a

to see where he or room to mo'Yt. look are the most impottlUlt part of the Qu,estJlon

her or his the in fact.

within them that a student

the ideals ofwomanhood the students to dIscuss "republican motherhood" .

not judge of the values or of that a fin with his or her own opinions. Though a

republican was to thoroughly this question, from the to the CMIWar, republican

moth.erhood to the cult cidomesticity, and'dennie and establi..m value the record. Was much republican motherhood and the cult ofdomesticity, or were'both of repression that reflected the overarching vdues of their Or were therein

a. WOlD.<ln at its center. a meansAnd, to ment

met, to women's advantage? Was the ofthe which women could the.t:nselvfs?

changes aU women equally regarding 'race US. Exam have no arguments that they are

saIlict!()Ued: t() apply to the rubric. directive is only to judge and logical as long as a stt:ldtlntproves his a to the

historical record, all argumentative bets are on.

By a reading documents, a student for :it COIlvclrsation with other authors. writermas-'reatler will thereafter engage sources 'With mental statements like, """llat this guy think?': "'I > has a good

course he would say that?'lhe conversation is fueled by own opinion. 'Before putting pen to paper, performs the modeled by question itself. Engaged citizens h.1ve and that them requires thoroughly to other arguments, Also, engaged have 0pl.nlc1os, but to thenl tbe face of more compeUing Most importantly, engaged they believe in somethirtg. generating a thesis before reading the practice this vrocess.

though the DBQ seems more wording. it is in fact as open as questJion. 'Ihough the question demands that students the changing

as

ideals ofwomanhood, it allows them freedom to move authentically within the racethese changes women? Furthermore, by the students 1.0

the question opens up areas that are often overlooked, namely the women minorities. In a question like this, I require my to take five

mil:mtii;$ to brainstornl the facts tbey have immediately at hand aild to a answers the they engage documenu their own opiniQll in mind and must converse ",th the sources. my students this source with me or not?" Answering this denlands

At the ofbreaking down some of the haU space between us, I that AP English Language and Composition teachers generate synthesis questions for their colleagues who

AP u.s. History. Ukewise, I suggest that AP US. teachers take of their DBQs, either they have created or those by the College Board, and \\'alk them acros.'t the their peers who AP English & This is not \vtth01.lt

In the summer of2006, Steve an Ai? Latlguage & Composition at Adlai Stevenson High School) and I facilitated an institute at Loyola University Chicago that sought just such eros£;-fertilization. Over the course ofone week. 21 English au4u.s, history teachers wTestIt-d with the and differences ofour two GJS!Clprun..es an specincaUy to t4e DBQ andsy'Ilth e read and dIscussed encOl.u:aged tbls,processand, .in that Gould £tluction DBQs S more

must be accepted questi.on the DBQ,

and demands the student 1\U oplruon. broadened the ac:adt4llicpalette by a questiou that might be

government cou, au4.Euglish lan:gttilge COlJlfse:S1

Conlon prOVided seer American migration to Chicago in the acc,oullit, The Grapes

l'hrtilla Curtain. which explores Mexican inunlgration in th.at indude maps of the spread frnmigration in

?ress article on the congressiona.J over llUirllJ!;ratlOn leglsillttt(lrn sum.mer of2006. 1hese sources, coupled mateIial from Uem{)cna{ic Web fur a rich collection fictional, n01JDctlolrull. historical) all with arguments for students to consider and for them to uncover,

Focus: Usino Sources

'Ih.e of the synthesis question to the AP English Language & Composition opens up a wealth of possibilities to communicate with our collt"agl.les. Whereas

interdisciplinary usually require complicated scheduling and affected questions can be shared easily, and for mutual Dellel1ll

COlr11P1[)sition tea,c:ners are looking for good S}'nltnesflS queSnOtlS sha,uld cross the han and the AI' U.S, Hi"itory teacher

slu,uel1:IS might tlot any outside in!{)rmation to they' can still m.tlF)t''J'lf""

opinion and test it historial provided. If AP intere!itU:lg sources. English are our resource for

wh,f}ll:1" signttllcallce reSiomltes in historical History know that

bekxngs in their (he even appears in their textbook}. lust need someone to lead to

I like the idea of a student of mine someday saying, "r already answered this quelStU:Ul Eng::tim c:lass!" I think the impUcit lesson to them would be that the they in history and have to to other that, perhaps. the two di.sdpLines are 80 as might seem.

Notes .1.

2.

4,

5,

Moves Toward ., AI>

u,,'.".... Wln, 2006, al,cJ

Enfil:USh E..x:am, 2006,

Synthesis Starting with Vv'bat We're }\Tl"eaO'\l

:t Uo;;:uxnent··tm5etH.!uest'ion,

I'f"nl!<e

Bibliography Boyle, The Tortilla ('""ta'''' Penguin Books, 1996,

Syrlthlesis Conversation: Starting withW hat

Their Watching New York: Harper Perennial Modem \',IUSSJCS,

199K

AP Central; Question:

oG

Letml]llD, Nl(:!lQ!a.'L The Promised Land. New 1992.

of Whiteness: the Making (If the AmjFYrklu'1 ·1'\'Oril'il1jl'

67

Sp$clal Focus: Sotlrces

Synthesizing Visual Rhetoric

School

'While a traditional al'proach toward integr.lting information literacy into the is to students with more non.fiction, our highly visual world suggests all of media be considered fair game students are asked to use sources. we teach students to more conversant both developing and analyzing argumt'nt, how we present visual rhetoric an integral feature ofthis instruction.

In to text verbal text, the challenge we tace 18 m how to our studellts to (a) analyze visual ofa (b) synthesize this knowledge with sources. How do teachers students to extend their use sources beyond an affirmation ofwhat other sources already say or beyond what we already

Put elegantly, does dement in developing an extend be110nd a child's first encounters with picture books, where the picture affirms or even creates

• j)meamng.

At glance, rhetorical contexts of visual and verbal text res.emble each other, with two noteworthy exceptions, italicized in the table below:

1; Aristore:1ian

Audience

the text Emotional. l,ogical, Ethical Emotional. IAUj;I;:IUl£. Ethical

Who is sending messa

Who is receiving the Audience m

What the (or tm provide that the traditional cannot? One difference is determining point ofview of a visual broaden the

l'CI'SD€:cti've and am provide xnultiple Vle'wp()ints, C()nSilste](1t po,i)tmodern fiction. A Faulkner novel. for example. many characters' multiplicity these allows t'O into liWttll()Y'S overall position. More contemporary authors with J, Gaines Gatherin.g Old Jona Close also featl1res pictures), and the in our canon serve a similar Yet readen to comprehend tat in a linear simultaneously

{crl!atcll. photographer. of text, not unlike

and the

Of aU the devicesrefledt't! above, tone is arguably the most for to understand tone is to undeNtand Ihe challenge multiple is to determine how multiple tones

1.n an effort to avoid a unit for of the myriad ofmt.'dia that foUDwlng set of questions to determine the rhetorical context ofa

a. aTe the

b. \Vbat in composition has the creator made? \V'hat has been omitted? c. What is the creator's

In what WB}'(S) does the visual medium present the that a written ten couldooH

e. In what does the visual medium present a messai!e that would enl1tan<:e ten text message?

example, we note photograph. The SU?iera,re.

In answering the questions above. can explore this as one that both COlll1t::mriS and celebrates the immigration movement. Responses to the are presented below:

What are the messaged communicates the paradoXical nature of immigration. The crowds on the to the New World; the livin",- conditions are rife

downward; Stieglitz's own toward

photographer's use of contrast establishes a type ()fheaven netlric, harsh ofa ladder or platfonn. Ylcithin side

otherwise; those heaven while optimism and commitment Omitted: "?hat are

peClple tm deck thinkingf Are more on who are gazing upwards?

ri""t,!>"mlln"" the

bt'ComiEl$ a of inference. Pet'hal's capture a day in the life ofa ship; but when we synthesize with we may use this data to note Stieglitzsability to demystif)' some of the g!aJt1l011C of the New World. and to reveal the )W!lY ofthe sacrifices those a better life.

is

present '\\'ithin one the optimism ement towards a new world; the

tll.Verbai An7.ia 'Ihe Breadgiver". oreven the fi.nal T1;ltt... Gtttai G"tsbl in the same year). both present

a arclilter

andt.5al:rUltCeS the conte.'d of the pursuit than what they knew in the old texts d.ispositions about up tb.e pbotog1'aph, by

What the Ilegular Text cannot: points of view. 'Ihe visual at the same time. With this country, v{e have lost photograph juxtaposes multipleperspecttve,l;, tbf

Writing About '\flSUalRhatorlc Visual can be ofworking with media. neli

first in the nf'()ce:ss into tbe overall

It is incumbent teachers various media to complement curricula

various viewpoirlts--\\ reading!\n aC(00111

tor knowin.g a character's

to students opportunities to use visual texts as part of 1fit'fll't"lAf"<>f-", written text to media, so that students may see more than supporting data for what we

<

There are tv,,'{j main objectives to consider when visual rhetoric rhetoric:

71

Special J'ncWt: Using Sources

1. The integration visual rheu)ric a written response expands the argument, rather than affirming it.

reason we synthesize is to explore mllltipie points and in so to deterrnine our final the use ofvisual text in a student argument serves as an affirmation ofa point made by a source, the resembles Wise Brown. adroitly accomplishes in Goodnight Mm>n, where the picture illuminates

has to say. Rather, if students the multiple perspectives that lUO;;:U.Ul provides., this source serves as a center the verbal taxicalJ$

the

Row:Uvadvocate reaefj1l'fnJ! is consistent with not onl}' our philosophical forbears, but

numerous lan.RU.age pr()mlpts: Hazlitl's perception of the "want'" is the ebtnpic ofthis (2006),

2. of visual rhetoric into a written response additional issues. $)t.ntJlles.ili appears, tA:) ask students to reduce divergent responses into a

debate is either/or approaches to argument; Either you're for or us, post 9/H; marriage ls!is by the United Constitution; guilty or lIUllOCi;Ut.

students to consider related issues in an effort to

or canoe we must also consider the to knowing whether

factors related to virtue as (lu:stic:e, opinion. and knowledge. toafew). Students are likely to need some assistance

is something

i.n understanding h(}w multiple Birksteids text They Sayll Say the engage dialogue with other, (2005) and they have provided a partial presented below:

Templates for Introducing an Ongomg Debate 'Ihere

are to entertain multiple text. templates

heading of "Capturing Authorial and "Introducing Something Implied or ASfmn:led:

,.In discussions one controversial has been _,_,_ On the one ",,_,"__ __ __""__ On the other hand, contends._.

__. Others even maintain .. __ My own view is __

*When, it comes to the most us will that .. '. Where the agreement usually ends, however, is on the question of Wherea.s some are convinced w_._ others maintain that ,.

conclusion, as I suggested earlier, defenders have it both ways, Iheir assertion that , is contradicted by their claim that -'''-" .. .. ..

Sample 1: The Talevisio,ur-Eli 1he initial synthesis sample in exploring how visual

students to agr impact on presidential eJe'cU<ms. the pre:sidentiaI ,eli fewer people are watching tele't1silo""

Pi",." .." 40 All

... ":

Special Focus: Ooq Somees

Numb>ers presumably present a Duri.ng 1980's, more people watched television; people watch television during presidential elections; therefore, teleVision has not had a positive impact on presidential elections. By noting what choices the sta:tisticu.ns have to include or omit. we CtUl: discern a degree of bias. For does the information include the number ofpeople who voted in presidelltial elections? Does the information acknowledge the number ofpeople who monitored the debate over other And just because fewer people are watching television, especially given that television arguably distorts our image of the campaign, does this support the that

a impact?

the creative dissonance between a qualitative (often verbal) account of an iSSue. versus a quantitative (often statistical) account, we can consider these in determining the multiple that a chart provides:

1, What are the boundaries. indices, ar variables selected? What has been this

2, Do the trends, or claims presented by the chart remain consistent? Does the chart account variations in the data?

3, addition to the more ofnunloos, what other espec:umy writren may be to obtain a fuller picture the means?

A Sample Response that Expands To that has had a impcu:t em presidential electiom the qUestiOfZ of whdt we mean a impact" ifwe mean that more are watching candidates and gaining at) understnnding ofwho they are votingJor, then to into cu::count that the voting public has a more inJorlned one, given the apprl)tU;Jt that

stake is notjust a question versus but (UsO one access, access, be enough; further;

»D\;_hfl'li"tvlwfiJ'J:f itselfto be an ofeducation. for it is by nature a more passive methDa ofengagement. Yes, TV dtme what it has set out to do. but the failure

to impact elections positively has less to do with who watches af even how many are watching, but rather what happens to in between act and the act of voting.

l'lck ofattention span the American electorate promotes image aver issues, Ted Koppel dearly understaruis this in his declaration oftelevision as a in monittrring public debate, given reduced amount oftime even have to watch candidates (Source

sentiment is also supported by Sources Band D. respectively, Hlhere those who do watch television, note ROtferick and combine the "serious and sopfwmoric" and convolute '1

underwear with the impressiott tht.7 understand the candidate; simiutrly, such .latii!l:tfJ with ca:ndit.:iates themselves who cater to this superficiality is manifested by the reduced rUJ,j'1'tbllfr n,r "i.".'b"'< who watch the electiom on television, noted in Source D.

'74

DJ tUtti now tk<!"1"H1J"1"FI,iJ'f

.. tl$ a tue was intact; SOl,m::e

Already one means, invoki"ng loUitfe)s and

to presidential as

VU.U.r..l",.UlC prompt. features a cartoOll) which invokes assl:><;:lSlteawith studies of Most of terms heading ofdistJ.lrt:ion: caricature, hypert)(}le, and In writing questions: 1. '\A;H."'f'C ....

2. Vlhat 3. What are the plural) ofthis

4. What does the ju,;taposition or placement overall

is a syttt:licated comic strip that aPPicars in

indeed, satirizing not

Spec:lal ll'o<::uS: Ul'IinV Sources

An initial fei:lding of the cartoon affirms Freys notion that memoir is as mu.ch about story as it is about truth. and the text itself. coupled with the coiiee-cupped ch,uacters seriousness,

tllatmore horritic the story, the better the sales. Yet, the buffoonish de1rne<am)( and of characters that the cartoon

ofmemoir, nor just the public who consumes such memoir, but process truth.

A Sample Response That Affirms Withom tluestion, it is appropriate, even for tl to truth is as story as it is aboutfacts;

the tillth, the truth itself is too hard to swallow, and thecan

memOIrIst can DrCIVitfe an important messatre through a well-told

Numerous sources support t:l,sserncm as wdl, the presents chamcters wholui)' support this method (Source D). Jaynes concurs with tltis notion as he writes:

strongly disagree, that memoir allows the work from a or histari(al standarcr (Source B).

believe. and 1understand

Zinsser himselfalso believesfully in the ofhaVing memoir be to arl "art»form (Sl1Ul·ce C).

By encouraging our students to move beyond the determination of a single positiol1. we can also develop student writing that does more than what I caU "treading water:' or having writing in the same pla.-:e. Suppose a studt:nt did draft the above twQ paragraphs. What would she/he say next? Perhaps a student would acknowledge the other thereby noting the complexity of the issue some form. But even the approach bas limits in argument. because concessionlrefutation bem the same either! or stamp. we do want students to see the other side. but the synthesis prompt-w'ith particular to the power ofmultiple

a/view. We return to another of templates from Graffand Birkenstock:

Making Concessions While Still Standing Your Ground *Altbough I grant that __ .. I maintain

"'Proponent:> are fight to that But they when they claim

*While it is true that __, , it nottollow that ,__',_. "

*On one I agree 'IA'ith X that __"".,. , But. on hand, 1still insist

7f;

77

311ClJ or synthesis of

AP must be ClU'1e.ml still a course about language, we students said to bow it is said: That said. may consider n:ttvtn2 a of ten devoted exdusiveiy- to The this as does the inclusion ofmultimedia technology

Rather than presenting visual text as ancillary to we can this opportunity to explore the l11erits of pictorial

All can found

Sample 3: Women and Sports

her or her'Jluitol'1f preS1eD<;e may

the suitors' constant harangue. her unawareness or even her awareness that her husband has returned and is not the man

and leal:ne:rs

Sp"ia.l Focus: Using So'W'ces

In addition to acsking students to determine the implicit or explicit ofeach photograph, teachers may direct students to generate original as they sYZlthesi:;re Such questions may include:

a. W'bat do these photographs cOlnlXlon? b. What have arti&ts made in terms ofhow to present a female athl1etle? c. Of the three. which seenlS t'O be the most/least effective in its presentation? d. Rank pictures order of importance.

Note the last two questions will students to determine the parameters or definitions of what we mean by or "effective:' Once students have had the opportunity to

inlages, then provide the prolnpt 'Vith the provided, few stU(iell1ts, ifany, would know who was (the first woman to swim across English Channel); they may likely not about as welt lea,cners provide a C<'lption would help. or we could even the prompt ahead of time. A fruitful exerc,ise would be to stude.uts' comprehe.nsion of pictorial text prior to and after providing information. photographs. :oue Dromot is:

To do successful kmale athletes reduce

Conclusion: The Integration of Visual Rhetoric into Curriculum An ofOdysseus returning shows Pen.el01pe despondentl presence Once my have finished 'The Odyssey, they note that exist a true renumlDelrea, visual media win establish multiple are encouraged to continue to integrate this more expansive media into their units. as opposed to visual text primary purpose is to document or confirm. Indeed, visual text that affirms resemblance to Sparknotes. where the students' tub remain at the summary of Bloom's taxonomy, In teaching complex texts with multiple points ()fview, for will help some readers, but the anal}1ical thinking-including the entertainm.ent of multiple perspectives-may be better reflected in visual which prCtduces simBal' challenges. For example. is the contemporary (in both time ami

of Faulkner; therefore, his work complements Faulkner's intentions.

playwrights: lhese original synthesizers provided additioual text us to hmv ditfe.rent talk to each other. Indeed. at the heart

sYl'lthlesis is an interdisciplinary approach toward learning-not in the curricular setlse, as in the coupling ofcontent-but pedagogic sense, where we can look at the

Id' ..,....·'t·v that students employ from {lne discipline to another, Students do not

more or less given the different class periods of the day. 'Ihe student who well

employs similar medium through which that or

References AlllCl1d,BUL Foxtrot O:>mi,

Heph:zlooh, and David Jolliffe. EVe:r"V441V New LOfl:grrl.an,