RFB&D General Reading Conventions
READING TIPS TO REMEMBER!
Review the TIP Sheet before each session!
Turn off all cell phones before your session! Simply turning off your ring is not sufficient; leaving it on will cause beeps and noises in the recorded audio.
Stop and remove any noises that will be distracting to the end user, i.e., turn off cell phone, hearing aides, remove jewelry. Use care not to drop pencils, rattle book stand, or books.
Review book and file prior to recording, and check the marks on the screen against the text. Consult staff or outside references for material included in the text that is unfamiliar and outside the primary subject.
Check pronunciations for words that are unfamiliar; use the same pronunciation consistently throughout the book. Add phonetic spelling of unfamiliar words on the TIP sheet.
Remember, we are transcribers, NOT teachers, so do not project your opinions into your reading, editorialize, make assumptions or show personal emotion. Allow the author to make his or her own impression on the student.
Read with inflection but do not dramatize. Avoid explosive openings to sentences and paragraphs and fading out at the end of sentences. Maintain a good pace, one that is comfortable for you, so the reading sounds fluid and natural. Research indicates that fluency is a major indicator of comprehension. If recorded material is not read fluently, the listener's comprehension of the material will be reduced. Check specific guidelines for specialty areas.
Emphasis: Pay attention to the author's use of punctuation and context clues in order to place appropriate stress.
Pay attention to heteronyms that can affect the meaning of the text.
Phrasing: Pay attention to punctuation that can change the meaning of the sentence
Intonation: Pay attention to rising and falling patterns of accent and connected speech.
When describing figures, understand the author's intent; describe using terms and comparisons that will be age appropriate. Do not add extraneous descriptions outside of the author's intent. Transcribe and don't teach. Do not say "we see..."; instead you may want to say "we have." See pages 11-12 for more assistance regarding description of figures.
Insure accuracy of the recording. Correct all reading errors - "fluffed" words, skipped text, inadvertent noises or sounds, etc. Please reread if emphasis, intent, intonation, accuracy, or pronunciations were read incorrectly.
Avoid long pauses; stop if you are unprepared to continue. Do not fill silence with "uummm, . . .aaannnddd . . ." Avoid long pauses before or after page announcements, and at the end of a reading. Stop the recording when you sip water, clear your throat, or cough, and then resume recording.
Be familiar with the subject. If you select material that you feel you cannot adequately present, consult with staff and choose another text.
Follow bookmarker's pencil notations on where to mark pages, read graphics, etc. Do not read aloud the handwritten notes that are in parentheses, but do note these: they are directions to you, the reader. You are responsible for following the file as posted on the screen, whether or not the book is marked. Please review the marks with your director before you begin.
Non-text materials should be read and described on the page on which they are printed. In accordance with the RFB&D guidelines, what appears on a page must stay on a page. This allows all of our students' equal access to the printed book. Please refer questions to studio staff.
LOOK at the screen at each mark point to be sure that the page section or heading that is being read is the one being recorded. IF you see any discrepancy between the sections being read and the one highlighted in RED, stop immediately.
Quality Control. Correcting errors during recording will ensure that the books reach our members in a timely fashion. We rely on the best efforts put forth by our reading and directing teams.
THE MOST COMMON ERRORS OF DIGITAL RECORDING
Not announcing the first page number of a new file. All page numbers need to be announced, including the first page of a new file.
Pressing the mark button at the start of a new file. The first mark of any new file is already embedded by the computer. If you press the mark button, you will go to the NEXT navigation mark, and be immediately out of synch. Go back and begin the file again, this time simply announcing the page number.
Missing a mark/double marking. The RED R should always be on the page or heading that is currently being read. Missing a mark, whether for a page or other heading, puts the reading out of synchronization with the marks. Always watch the screen and be sure you are reading the page or heading that is shown highlighted in RED. If you discover that you have missed a mark, notify staff immediately. Never play 'catch up' by activating the mark in the wrong place, or marking twice "the next time." This will destroy the student's ability to navigate to the proper page or heading. If using the RE-11, press the mark button with a strong, short push. Pressing too hard or too long may cause a double mark, skipping a full page. Improperly placed marks can be corrected during editing, but this is a time consuming process and will cause a delay in shipping the book to the student. Make it a habit to check the screen every time you mark to be sure you are recording the same page you are reading.
Leaving a "dirty ending", open mic. Press the stop button immediately after the final word spoken in a file. When you fail to do that, you leave a "dirty ending," with lots of rustling and background noise or long silence. You will find a poor ending when you check the final 20 seconds of your file. To delete this, you must re-record and overwrite that bad ending. Ask staff to show you how to get a clean end to a file.
Noise over a mark. All marks must be placed quietly and firmly, over a bit of total verbal silence. Finish the sentence, pause, and press the mark button. Check the screen to be sure the RED highlighting jumped to the next page or heading, then say the page number.
Booth Noise. Please try not to cough, sniff, clear your throat, drink, eat, suck on candy, move or wiggle! If you make these or other noises -- please stop, go back and record over the sounds. If you need to cough, clear your throat, or change the position of your chair, stop recording -- it is easy enough! -- and it makes a much better product for our students.
Bad volume. This can be too high or too low. Your voice should light two yellow bars on the volume meter most of the time, but you do not want the red bars to be constantly lit or the red ball to glow while you are recording. If only the green bars light up, the volume is too low. Microphone placement will make a tremendous difference in volume, so check that before you begin. Whenever you stop, make it a habit to rewind, then play and watch the meter to see what volume was recorded. Ask staff to re-set the volume if you have any doubts. Improper volume can distort the product and make it useless to the student.
CONVENTIONS:
Uncommon abbreviations should be expanded whenever possible. Common abbreviations (such as "e.g." and "i.e.") can be read as printed.
Consider the grade level of the material when deciding whether or not to expand an abbreviation. Elementary texts may require more translation than high school and college level texts.
Do not expand acronyms. Simply read as printed.
Annotations contain information to help the student translate or better understand material included in the text. They should be read at the end of the page unless there is an overriding reason to interrupt the text (ex. comments regarding various drafts in a writing/grammar book).
See Also MARGIN NOTES
For answers that follow immediately after each question, read the question, (pause), and then say "answer" (pause) and then read the answer.
When answers to problems or questions in the book appear at the end of the book, you may be instructed through the Tip Sheet and bookmarking instructions to read the answers for each chapter at the end of the chapter. If the answer section is fairly short, you may be instructed to read the entire answer section at the end of chapter one. You will have to scroll down the file listing in VRW to find the answer files and read them "out of order."
If an asterisk indicates a note which refers to author information (source note), the note should be read where the asterisk appears.
If the asterisk is used to identify a footnote, read it where a footnote is read (at the end of the page on which it appears).
In many books, these are now called "star," not asterisk.
See Also FOOTNOTES
BIBLIOGRAPHIES See REFERENCES
Announce "blank" only when it appears in place of a missing word. Do not announce "blank" when reading forms. Note that blanks in reference sections should be announced as "same author."
BOLD (also Colored Fonts/Highlights)
Key terms or glossary words may be printed in bold, colored or highlighted text. In this case, the different font should be indicated by the reader. If the different font is used for heading text or for emphasis, simply indicate through voice inflection.
Indicate bold face type for glossary terms that appear in the text: Single word in bold: announce "bold" before the word. Two or three words: announce "two words bold" or "three words bold" before the words. More than three words: announce "bold text" and "end bold" around the words.
Consider the author's intent before designating material as a box. If a block of text is part of the main content, do NOT bother to differentiate the material as in a box.
If the material is separate from the main text, announce "Box", and read the material at the end of the page where it is printed. Say "Return To Text" at the end of the boxed material.
If box material spans multiple pages where there is no other text, announce the pages while reading the box.
If box material spans two pages where text also appears, read the box in its entirety at the end of the first page.
BULLETS (Bulleted lists and other lists identified with symbols)
Use pauses and voice emphasis to indicate items in a bulleted list. Do NOT announce "bullet".
Describe the drawing, and then read the caption. Only describe the parts of the illustration that are necessary for the listener to 'get the joke'. If the strip is merely a graphic with no substance contributing to the text, do NOT describe it.
Unless the book is a computer science text which requires minute description, the screen shot illustrations need not be read in detail. It is not necessary to read every item; just give a brief summary: "This is a screen showing . . ."
Determine if the specific data in the chart is important and supplemental to the text or if the author is showing a trend. If the data is important, provide the key data points. Otherwise, just describe the trend.
See Also Describing Visuals section
Photo Credits/Illustration Credits are read where they appear alongside a photo or illustration. They are not read when they are grouped together, usually at the end of a book.
Other credits/Art Credits/Text Credits/Credits in art books will be read. Examples include tables and figures used by the author from outside sources. Read where they appear in the printed book.
CROSSWORD PUZZLES
Describe the puzzle by giving the number of squares across and down. The shape of the puzzle is only described if relevant. The intersections of words are not described. Announce the number of letters for each clue immediately after reading the clue.
Ex: "This crossword puzzle has 24 spaces across and 20 down. There are 17 definitions for the words going across and 19 for those going down. 1 across: A house pet, three letters..."
DIAGRAMS See Describing Visuals section
If an ellipsis appears in a sentence to signify missing text, it should be read as "ellipsis."
If an ellipsis appears in a play or narrative dialogue to indicate a pause, do NOT announce it. Simply pause before continuing.
In MATH books, a series of three periods that indicate items continuing to infinity is read as "dot, dot, dot" or "and so on."
Asterisks or dots in the center of the page between paragraphs should be read as "major ellipsis." (Found especially in LAW books.)
Pay attention to the author's use of punctuation and context to determine where to place appropriate stress. If bold or italics are used only for emphasis or to indicate headings, do NOT indicate "bold" or "italics."
See Also BOLD
See Also ITALICS
END NOTES See NOTES
As frustrating as it may be, we are NOT to correct errors or misinformation in texts. RFB D's copyright agreement requires the texts to be transcribed as written. If an error or omission is discovered (and it is not an obvious typo), you may say: "Reader's note, read as printed. End reader's note." Use "reader's note" only if indicated by bookmarker or after checking with staff.
The ONLY time we may correct an error is when it is an obvious typo.
"copyright 1050..." can be read as "copyright 1950".
ESSAYS See POEMS
If exercises and problems are presented within the logical flow of the text, read them where they are printed. If they are presented in sidebars or in the margin, read them at the end of the page on which they appear.
FIGURES (also Diagrams, Graphs, Tables, etc.)
Non-text materials should be read and described on the page on which they are printed. In accordance with the RFB D guidelines, figures that appear on a page must be read on that page.
Readers should follow the pencil notations provided by the bookmarker and review the project TIP Sheet and Navigation Guide for information about figure placement.
Typically, all non-text materials are read at the end of the page and in a specific order. Placing figures near a navigation mark at the end of the page allows the students to take full advantage of the functionality of digital playback devices.
The order in which end of page materials are read will vary from book to book. Readers must follow the non-text materials sequence listed in the Navigation Guide and TIP sheet.
See Also Describing Visuals section
Question and answer flashcards are handled by reading the question, pausing, and then giving the answer. Flashcards that contain only words or images are not read.
FLOWCHARTS See Describing Visuals section
Numbered footnotes are read at the end of the page
Symbol footnotes are usually read at the end of the sentence in which the symbol footnote appears. If the symbol footnote contains content similar to a numbered footnote, read it at the end of the page.
Footnotes in a table can be read in a group at the beginning of the table or as they occur within the table.
Translation or gloss notes indicated with a degree symbol º should be read immediately following the word to which they refer. Do not announce "return to text" after these notes.
Names in footnotes will NOT be spelled.
See Also ANNOTATIONS
See Also MARGIN NOTES
See Also ASTERISKS
See Also NOTES
See Also POEMS
If a book is written partially in English, read the following in English as well: Title file, Navguide file, figure descriptions, reader's notes, page numbers, headings, return to text, "pg # is blank", and all spelling.
If a book is written entirely in another language, read the following in that foreign language as well: figure descriptions, reader's notes, page numbers, headings, return to text, "pg # is blank", and all spelling. The title and navguide files will be read in English.
Glossaries: all foreign language entries are spelled, but English entries should not be spelled.
FOREIGN LANGAUGE PHRASES in English language books
If a translation is provided, note that the phrase appears and is translated as: ______. If there is no translation provided and the reader is not familiar with the language, see staff.
Consider why printed forms or letters are included. Begin with the name of the form, and any Form Number, especially when the form is a government form.
Describe the parts of the form or letter. If the physical layout is important, or furthers the purpose, describe it, but only include information that is not covered in the text.
Do NOT read sample information or data entered, if it is merely to illustrate a completed form. Review the text to see if the material included on a sample form will be needed to answer questions. If so, then the completed form must be read in full.
Glossary words are spelled only in the glossary, NOT when encountered in text.
Announce letter sections when marked even if the letter does not appear on the page. Just say the letter; no need to say "the letter A."
If it is a short glossary, the bookmarker may have inserted guide words at the beginning of each page. Announce them after the page number.
K-3: pronounce, spell, pronounce
Grades 4-8: pronounce, spell
HS and up: The auditioned reader can use discretion in deciding what words to spell. When in doubt, spell.
Foreign language glossaries in English language textbooks will not be read.
Illustrations are only described if action takes place that is not covered in the dialog; if described, give a one-sentence description. For graphic novels that include panels of illustrations, pause slightly to indicate advancement to the next frame.
GRAPHS (Line Graphs, Bar Graphs, Pie Graphs)
Determine if the specific data in the chart is important and supplemental to the text or if the author is showing a trend. If the data is important, provide the key data points. Otherwise, just describe the trend.
See Also Describing Visuals section
Pause slightly before and after headings.
Follow author's names for icons. They should be on TIP Sheet. Announce the name of the icon but do not describe it.
Most Indexes will not be recorded. Follow bookmarking instructions.
When italics are used for emphasis, simply stress the words with your voice.
If the author or editor has a note such as "italics mine" or "emphasis added", then the word or phrase should be read as "begin italics...end italics."
Ex: "The natural dynamics of simple dissipative structures teach the optimistic principle of which we tend to despair in the human world -- begin italics: the more freedom in self-organization, the more order -- end italics (1980, 40; italics added)."
Occasionally, italics will be used in exercises to single out particular words. In these cases, read the sentence, then say "in italics" and repeat the italicized words.
LETTERS See FORMS
Most maps will require only a recitation of the Title, the kind of map, the compass rose, the key or legend, and a brief description of the geography, i.e., what is shown and what borders the area detailed. Determine how much detail should be included by analyzing why the author includes the map. Examine the map and the text to see if there are questions or problems based on the map. Include the information needed to answer those. It is acceptable to announce "There is more detail than is described."
See Also Describing Visuals section
Margin material should be read at the end of the page unless there is an overriding reason to interrupt the text (ex. comments regarding various drafts in a writing/grammar book).
See Also ANNOTATIONS
Notes are generally identified as "Notes" or "Endnotes" in the book and will be read where they appear, usually at the end of the chapter or following the text.
Notes are usually identified by superscript numbers in the text. The reader should announce "Note __" as they occur.
Authors' names will NOT be spelled.
See Also FOOTNOTES
All pages must be announced where indicated (after a period as close to the actual page break as possible). Press the mark button, and then announce the page number, always saying the word "page".
p. 501 is read as "page five hundred, one"; do not say "oh" for the zero. p. 521 is announced as "page five twenty-one" not "page five hundred and twenty-one"
Roman pages should be announced as "page Roman fifteen"; the bookmarker will usually mark this as R15.
IFC/IBC pages are announced as "Inside Front Cover" or "Inside Back Cover."
Do NOT mention. In prose, the tone of the voice should indicate parenthetical words or phrases. Parentheses and brackets are only announced in computer and math texts, or where the author's intent necessitates their inclusion. Identify bracketed notes in opinions in LAW texts.
It is usually only necessary to read the caption for photographs. A one-sentence description may be given if the caption is not adequate. Ignore uncaptioned photos. Credits that appear alongside photos must be read at the conclusion of the caption or description.
See Also Describing Visuals section
Read with inflection but do not dramatize.
Many texts with poems and essays indicate the line or paragraph number in the margin. State printed (line or paragraph) number BEFORE reading the line.
Readers should pause slightly at the end of each line of poetry to signal a new line. In plays, use voice inflection and pauses to indicate stage directions and character changes.
If there are footnotes, mention the note numbers as they occur in the text, but read the actual footnotes at the end of the page. Reread the footnote number or line number and then read the footnote.
Side glosses are read "sotto voce" (in a soft voice) following the word where they are referenced.
Figures within timed exercises are given very brief descriptions. Only text labels and numbers that appear within the figure are read.
Practice test forms and general directions are read once. Describe the layout of the form, blanks that are to be filled in and boxes and ovals that are found on the page. If they appear throughout the text, add an announcement such as "the directions were read on page ___".
Answer form sheets are not read.
PROBLEMS See EXERCISES
PROJECT INSTRUCTIONS (TIP Sheet)
These will have special instructions for reading the book, including where to read non-text material, how to treat glossary words, and any other unique issues.
If you discover or decide something about the book that will be of help to subsequent readers, add it to the sheet.
When in doubt, check the dictionary. If the term/name is not in a dictionary or other reference material, pronounce it as best you can and spell it.
If the word is likely to appear again in the text, write it phonetically on the TIP sheet so that future readers will use the same pronunciation.
Pronunciation keys are not recorded. However, do read the key if the text is explaining how to use a glossary or for material regarding diacritical marks.
Announce "quote" and "end quote" for block quotes (indented quote sections) only. Indicate other quotes by pausing briefly before and after the word or phrase UNLESS "quote/end quote" is needed to clarify the phrase (particularly in Law books).
Dialog: Do NOT announce quotes while reading dialog as this is extremely disruptive. Dialog should be read with appropriate fluency and intonation to ensure that it is clearly discernible to the student.
Use sparingly with staff approval or if marked by bookmarker. Do NOT introduce figures, notes, etc., with a "reader's note."
See Also ERRORS IN TEXT
If the Reference or Bibliography is over four pages, it should be marked for letter navigation. Announce the letter and then read the entries. If the References or Bibliography is less than 5 pages, guide words (the first and last entry on each page) should be inserted and read at the beginning of each page.
The last name of the first author/editor must be spelled. Pronounce the name, and then spell it. When an author is represented by more than one listing or is duplicated, the second citation may be shown by a line indicating the same author as the previous entry. You need NOT spell or pronounce again, but may say/announce: "Same author/editor."
Smith, J.F., Psychodynamics of Abnormal Behavior, New York, Harper Row, 1950. [Read as: "Smith, S-m-i-t-h, initials J.F. Psychodynamics'..."]
________, Psychology and the Social Order, New York, Harper Row, 1956. [Read as: "same author, Psychology..."]
When Bibliography or Reference section has marks for alphabetical sections, announce "The letter ____," then read the entries. The letter should be announced, regardless of whether or not it is printed on the page.
Consult reference books for correct journal names, or simply read the abbreviations. Indicate volumes, numbers, pages, and dates.
ACSS 27 (3) 400-405 (1983) [Read as: "Analytical Chemistry Symposia Series, volume 27, number 3, pages 400-405, 1983."]
Do not indicate punctuation in these section (commas, periods, parentheses, brackets, etc.).
Authors' names will NOT be spelled in Recommended Reading, Suggested Reading, and For More Information sections.
After reading figures, footnotes, and other non-text material, announce "return to text". It is the reader's responsibility to give this cue in order to alert the student that the reading of the main text will resume.
Pages numbered with Roman numerals are frequently found in prefatory material. They are usually bookmarked as "R5" (for page roman 5). Roman Pages will be read as "Page Roman ___."
When Roman numerals are used to designate chapters or sections simply read as the number. The word "Roman" is NOT used.
Within a text, identify Roman numerals only if it is necessary to distinguish them from Arabic numbers (such as an outline or list). When divisions or outlines employ both upper and lower case Roman numerals, announce "lower case" when necessary to make a distinction.
Sources for figures are read at the conclusion of the description. Article sources are read following the title of the piece.
Some general guidelines for spelling out words and names:
In general, words within the main body of the text should NOT be spelled. On occasion, foreign words or proper names may be spelled if the reader isn't sure of the pronunciation. This should be done sparingly.
Consider the level of the text.
See Also GLOSSARY
See Also REFERENCES
SUGGESTED READINGS See REFERENCES
There are several reference pages of symbols available in your studio (one posted inside each booth). Review these, and ask for guidance if you cannot find a symbol.
See Also ABBREVIATIONS
If the data relates substantively to the text, read all the data. If the data supplements or broadens the substance of the text, or if the table provides sample data, describe the column and row headings, but do not read the details. Add a Reader's Note explaining "there is more detail than is read."
Studios may decide not to include large, dense tables, tables of random numbers or tables prepared for other uses and simply reprinted in your book. Check with staff.
For large tables of data (30 rows and 15 columns for example), you may choose to read only selected rows, such as those that deal with the subject areas covered in the book. Be sure to explain your pattern of description and add "There is more detail than is read." Check with staff.
Identify the table, title and the caption. "This is a table. The caption is .... There are ___ columns, one of which has ___ sub columns." Read the column headings left to right. Make it clear to which column the sub-headings apply.
If there are footnotes relating to a column heading, read the footnote number or symbol and then read the footnote, followed by "return to table." If footnotes are numerous or repeated, read footnotes at the beginning of the table and then as you read the data, announce the footnote number or symbol. Do not re-read footnote each time it appears.
Some tables may need to be read vertically. Check with staff.
Read the data in the table row by row. On the first row, repeat the column headings in full with each data value. For the second row, repeat the headings again, but they may be abbreviated. For subsequent rows, simply pause between each value. Say "next row" when you complete and start a new row. If there are blank spaces within a row of data, say "blank" or "no value." If the table has more than 10 rows of data, repeat a shortened set of headings every fifth line. Indicate "last row" and repeat the column headings, unless there are five or fewer rows.
See Describing Visuals section
For 'teaser' questions, read where they appear on the page. The idea behind a 'teaser' question is that the reader is expected to gather the required information to answer the question in the text that is contained between the question and answer. This convention allows the RFB D member to do the same.
TIP SHEET See Project Instructions
Vo-Tech recording is an alternative format in which visual material is NOT described. The Vo-Tech format was developed to produce books for sighted students in vocational/technical areas such as automotive repairs, construction, clerical and allied health skills. Read only the text elements contained in these books. No figures are described, only the captions and text labels are read. All figure captions are read at the end of the page on which they appear. Do not announce bold terms. Reference tables of specifications are not read.
Most web addresses can simply be read and NOT spelled out. However, addresses must be spelled out completely when they contain unusual words or unusual spellings. It is acceptable to say "dot com", "dot org", and "dot gov".
HTTP:// and WWW are NOT be announced, unless otherwise noted. These parts of the address are NOT necessary to locate a website. HTTPS:// should be announced, as this indicates a secure website.
http://www.libraryofcongress.org Read as "library of congress dot org"
https://secret_service/fbi~classified.gov Read as "h-t-t-p-s secret underscore service slash f-b-i tilde classified dot gov"
http://www.seehear.com Read as "s-e-e-h-e-a-r dot com"
Web addresses that appear many times throughout the book can be read once in the Navigation Guide and do NOT need to be repeated on each page.
In reference sections, extensive web addresses are not read in full. Cease reading the site after .com, .org, .net, .gov, etc.
Web addresses that repeat sequentially are not read again. Announce "same address."
~ read as "tilde"
/ read as "slash"
. read as "dot"
_ read as "underscore".
< > do NOT announce
Do not describe word search grids, but do read the list of search words.
"Blank" is not read, unless there is a word missing and the blank is to be replaced.
When a paragraph or essay is being re-written, it may have to be read twice: once as originally drafted and then again, identifying the edits or changes. This approach is ideal for short passages. If the example is lengthy, only the changes or editorial comments are read during the second pass. Include a Reader's Note such as "RN, proofreading edits and comments are read at the conclusion of the essay. End of RN."
If the author explains that she is using italics, bold type or parentheses to delineate something, punctuation and words printed in special fonts are identified UNLESS a consistent pattern is used throughout the exercise that can be explained through a Reader's Note such as "RN, words in parentheses are emphasized. End of RN."
Where exercises include options, these are read sotto voce, such as "Sleep is extremely (incredibly or delete) important."
To identify parts of a sentence, read the complete sentence followed by the author's designation of words as "independent clause," "conjunction," "adverb" etc. "The fox jumped over the fence. Subject: fox..."
For punctuation exercises, all punctuation marks in question are identified. Include a Reader's Note: "RN, Apostrophes are read where they appear. End of RN."
Erroneous words in sentences that contain misspellings are not spelled out. Provide a RN: "RN: misspellings are not identified. End of RN."
For exercises that contain erroneous capitalization, read the sentences without identifying mistakes. List the words that contain capital letters at the conclusion of the sentence. Provide a Reader's Note at the beginning of the exercise: "RN: Capitalized letters are listed at the end of the sentences. End of RN."
Sentence diagrams are not described. Include a Reader's Note: "RN: Sentence diagrams are not described. (Read sentence if it was not previously read) End of RN."
DESCRIBING VISUALS pdf