By the time many pupils enter secondary school they have become accustomed to following a linear course of action when tackling independent learning projects: after they have been briefed on the task, they collect information and from this pool of material they construct their research product, be it an essay, report, presentation, etc. Complications arise, however, when, in the upper year groups, the document to be produced is lengthy and it is expected that a multiplicity of sources will be consulted.
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