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Dense about outlining

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Anyone had a kid that is just amazingly dense about outlining? Or maybe I'm doing a terrible job of explaining what to do. Or both. :tongue_smilie: Ds just does not get it. Is there a magical method anyone has found for just making it crystal clear, such that he can understand what makes something a key word or phrase? Such that he understands what to include and what not to and simultaneously understands plagerism?


I stood there and said, "...but don't copy a long passage straight from the source. You have to put it in your own words. If you just say exactly the same thing the author says, that's plagerism; you can't do that." A half an hour later, I was staring at sentences that I knew could not possibly come from ds. Sure enough, it's word-for-word from the source.

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