Lesson 8: Is it a recommendation or an ad? Educator guide
Gia loves a novel that a publisher sent her for free, and her video review does not mention the free copy yet.
- Grades 6–12 and college
- 45-minute lesson
- 4 evidence documents
- Lesson 8 of 20

Overview
Students read a short story in which a publisher sends Gia a free novel to review. Her video tags the publisher but never says the copy was free. They compare the publisher’s email, the video script and Caio’s edit notes with the FTC’s disclosure guidance for social media. They then rewrite the video’s opening and caption so that a viewer watching with the sound off learns about the free copy.
Key terms
- Material connection
A material connection is a relationship with a brand, like payment or a free product, that viewers might not expect. En español: conexión material
In this case: The publisher sent Gia a free copy of its spring novel for review. That free copy is a material connection.
- Disclosure
A disclosure is a clear statement that tells people about a relationship or fact they would want to know. En español: divulgación
In this case: Gia’s first cut has no disclosure. The tag in the caption names the publisher but never says the book was free.
- Endorsement
An endorsement is a message that shares someone's opinion or experience of a product to promote it. En español: respaldo
In this case: Gia’s video review promotes the novel with her own opinion: she stayed up until 2 a.m. to finish it.
Where this example applies
U.S. FTC guidance. Context matters; this is not an assessment of a real creator.
Grade levels, subjects and time
- Grade levels
- 6–12, plus college and community groups.
- Subjects
- English language arts; also communications and law.
- Time
- 45 minutes for the lesson steps on this page. The student page takes 20 to 30 minutes.
Learning objectives
Students will be able to:
- identify a material connection between a creator and a brand;
- explain why a brand tag in a caption is not a clear disclosure;
- revise a video script so the disclosure is early, spoken and on screen.
What students should already be able to do
The student edition for each grade band assumes students can already:
- Grades 6–8
- find a detail in a short text and point to it; tell an opinion from a fact; write a complete sentence that answers a question.
- Grades 9–10
- summarize a short source accurately; tell an opinion from a fact that can be checked; write a short text for a named audience.
- Grades 11–12
- summarize an official guidance document accurately; tell a rule from an example of the rule; write an organized text of about 400 words.
- College and community
- summarize a government guidance page accurately; write for a specific organization and its members; revise a short text against a checklist.
Skills, terms and roles
New skill
Spot and disclose a material connection
Ask what the speaker got from the company, then say it clearly where viewers will see it first.
Key terms
- New in this case
- Material connection, Disclosure, Endorsement
- From earlier cases
- Framing (Lesson 1)
Character spotlight
Caio leads. Caio edits video and checks before posting a friend’s image. He watches the cut the way a stranger would, on a phone with the sound off.
- Gia: She makes audio stories and wants to keep her honest opinion while telling viewers how she got the book.
The student’s role
You’re the viewer with the sound off who checks the first three seconds.
Materials
- The student page for Lesson 8: Is it a recommendation or an ad?. Students read the case, look at the evidence and write their response there.
- The evidence handout below: 4 documents, one copy per pair.
- The student edition for your grade band, printed or on screen. See printable pages by grade band.
Evidence handout
Evidence A Email
The publisher’s email
“Hi Gia, we love your book reviews! We’d be glad to send you a free copy of our spring novel for review. There’s no obligation to post, but if you do, we’d appreciate a tag. Best, the publicity team”
What it shows: The publisher gave Gia a free copy and asked for a tag if she posts.
What it leaves out: Whether Gia has any other relationship with the publisher.
Ask: What did the publisher give, and what did it ask for?
Evidence B Video script and caption
Gia’s first cut
Spoken: “You guys, I have to tell you about this book because I literally could not put it down!” On-screen text: none. Caption below the video: “@publisher #booktok”
What it shows: Gia is excited about the book, and a tag in the caption names the publisher.
What it leaves out: That the book was free. The video itself never mentions the publisher.
Ask: Where in this video would a viewer learn about the free copy?
Evidence C Edit notes
Caio’s edit notes
“Watch once as a stranger, phone on mute. 0:00–0:03: does anything say free copy? Caption sits below the video; most people won’t open it. Tag = brand name, not relationship.”
What it shows: Caio plans to check the first three seconds the way a stranger with the sound off would see them.
What it leaves out: How many of Gia’s viewers watch without sound.
Ask: What does Caio want to test before uploading, and why the first three seconds?
Evidence D Viewer comment
A comment on another creator’s review
“wait was this sponsored?? kind of feels like an ad now”
What it shows: A viewer who wonders about a sponsorship only after watching may trust the review less.
What it leaves out: Whether that review was sponsored. The comment is about another creator, not Gia.
Ask: When does this viewer start to wonder about a sponsorship?
Printable pages by grade band
Each grade band has its own student pages and educator pages for this case. The educator pages show every student page with sample answers. See every printable page for this case, including the course editions.
| Grade band | Educator pages | Student pages |
|---|---|---|
| Grades 6–8 | Open on screen Print this case Download PDF, 589 KB | Open on screen Print this case Download fillable PDF, 463 KB |
| Grades 9–10 | Open on screen Print this case Download PDF, 627 KB | Open on screen Print this case Download fillable PDF, 490 KB |
| Grades 11–12 | Open on screen Print this case Download PDF, 508 KB | Open on screen Print this case Download fillable PDF, 489 KB |
| College and community | Open on screen Print this case Download PDF, 637 KB | Open on screen Print this case Download fillable PDF, 494 KB |
Real news and research for this case
These news stories and studies are real. Each link opens the original in a new tab.
Real source News NBC News November 15, 2023
Influencers warned by FTC over ‘inadequate’ disclosures of artificial sweetener promotions
Real creators were warned for not clearly saying they were paid, the exact question this case asks.
Read on nbcnews.com (opens in a new tab)Real source News ABC News November 6, 2019
Popular YouTuber chimes in on federal product disclosure guide for influencers
A creator reacts to the FTC’s disclosure rules, showing how the guidance lands for people who actually post.
Read on abcnews.com (opens in a new tab)More news and research (5)
Real source News Food Dive November 27, 2023
FTC crackdown could change influencer marketing for food and beverages
Explains how the warnings affect brands too, since sponsors share responsibility for clear disclosures.
Read on fooddive.com (opens in a new tab)Real source Government source Federal Trade Commission November 14, 2023
FTC Warns Two Trade Associations and a Dozen Influencers About Social Media Posts Promoting Consumption of Aspartame or Sugar
The primary source: the agency says disclosures must be in the video itself, not buried in a caption.
Read on ftc.gov (opens in a new tab)Real source Government source Federal Trade Commission June 28, 2023
Federal Trade Commission Announces Updated Advertising Guides to Combat Deceptive Reviews and Endorsements
The 2023 update to the Endorsement Guides, including free products, tags and ads aimed at kids.
Read on ftc.gov (opens in a new tab)Real source Research PLOS One (Lin et al.) May 27, 2026
Effects of social media sponsorship disclosure on adolescents’ advertising literacy and purchase intention
A study of 3,149 high school students in Taiwan found full sponsorship disclosure helped teens recognize a post as an ad.
Read on doi.org (opens in a new tab)Real source Research Journal of Youth and Adolescence (van Reijmersdal & van Dam) January 18, 2020
How Age and Disclosures of Sponsored Influencer Videos Affect Adolescents’ Knowledge of Persuasion and Persuasion
Research on whether disclosures help younger and older teens notice when an influencer is being paid.
Read on doi.org (opens in a new tab)Links checked September 24, 2026.
Professional standards
Many professions publish a code of ethics. These parts of real codes apply to this case.
Real source Law or regulation Federal Trade Commission (FTC) 2023
FTC Endorsement Guides (16 CFR Part 255): § 255.5 Disclosure of material connections
They can include monetary payment or the provision of free or discounted products … to an endorser, regardless of whether the advertiser requires an endorsement in return.
In plain words: The FTC says a free product can be a connection that reviewers must clearly disclose, even if the brand asked for nothing in return.
Ask: The publisher's email says there is “no obligation to post.” Does that change whether Gia has a connection to disclose?
Sample answers
- Grades 6–8
- The email says she does not have to post. Gia still has a connection because the book was free.
- Grades 9–10
- The words “no obligation to post” do not change it, because the FTC counts free products even when no review is required.
- Grades 11–12
- The FTC text says free products count “regardless of whether the advertiser requires an endorsement in return,” so Gia has a connection.
Real source Law or regulation Federal Trade Commission (FTC) 2023
FTC Endorsement Guides (16 CFR Part 255): § 255.0 Purpose and definitions, paragraph (f)
“clear and conspicuous” means that a disclosure is difficult to miss (i.e., easily noticeable) and easily understandable by ordinary consumers.
In plain words: The FTC says a disclosure must be hard to miss, so a video with sound needs it on screen and out loud.
Ask: Caio watches on mute. Where in the first three seconds would a viewer learn the book was free?
Sample answers
- Grades 6–8
- A viewer on mute would not learn it. There are no words on screen, and the tag is below the video.
- Grades 9–10
- In the first cut, a viewer on mute learns nothing about the free copy. No on-screen text says it, and the tag sits below.
- Grades 11–12
- In the first cut, a viewer on mute never learns it. The disclosure is not “difficult to miss”; there is none on screen at all.
Real source Public Relations Society of America (PRSA) 2000
PRSA Code of Ethics: Free Flow of Information
Preserve the free flow of unprejudiced information when giving or receiving gifts by ensuring that gifts are nominal, legal, and infrequent.
In plain words: Public relations professionals who belong to PRSA agree to keep the gifts they give or receive small, legal and rare.
Ask: The publisher's publicity team sent a free novel and asked for a tag. How does that gift fit this guideline?
Sample answers
- Grades 6–8
- The gift was one free book. It fits the rule if it is small and does not happen often.
- Grades 9–10
- The gift was one free novel, and it fits because a single review copy seems small and rare.
- Grades 11–12
- The gift fits the guideline if one review copy counts as nominal, but it still creates a connection that Gia must disclose.
Share, schedule or open in your apps
Reading passage by grade band
Each grade band has its own longer reading passage built from this case’s story and its real sources. Real news, laws and research are cited in the text with their dates. Three “Stop and think” questions sit inside each passage. Open a band to read it, or print that band on its own.
Grades 6–8: The free book in the first three seconds
447 words
The free book in the first three seconds
The story: A review that is almost ready
Gia stayed up until 2 a.m. to finish a new novel, and she loves it. Now she has made a short video review for BookTok, where people recommend books on TikTok. At 1:30 p.m. on Saturday, Caio finishes editing it.
There is one thing the video does not say. Two weeks ago, the book’s publisher emailed Gia. The publicity team offered her a free copy for review. The email said she did not have to post, but it asked for a tag if she did.
In the first cut, Gia says, “You guys, I have to tell you about this book because I literally could not put it down!” The only sign of the publisher is a tag in the caption below the video.
Gia is ready to post. Caio asks her to wait and watch it once on mute. Your role is to be that viewer with the sound off. You check the first three seconds.
What viewers need to know
An endorsement is a message that shares someone’s opinion or experience of a product to promote it. Gia’s review is an endorsement, and her opinion is honest.
A material connection is a relationship with a brand, like payment or a free product, that viewers might not expect. The free copy is a material connection. It does not prove Gia’s opinion is false. It is simply something viewers would want to know.
A disclosure is a clear statement that tells people about a relationship or fact they would want to know. Gia thinks the tag is enough. Caio disagrees. A tag says who made the book. It does not say they sent it to her free. And the tag sits in the caption, which many people never open.
Lesson 1 taught you that framing is choosing which parts of a situation a message brings forward. Right now, the video brings forward Gia’s excitement and hides the free copy. Caio suggests a new opening: “Quick heads-up, the publisher sent me this free.” Gia would say it out loud and show it on screen, so it works with the sound off. Then comes her hook.
Gia also makes one more change. She drops the idea of calling it the best book of the year. She will just say what happened: two nights, and she could not put it down.
The real rules
The Federal Trade Commission, a federal agency, writes guides about endorsements. It says that for a video, the disclosure belongs in the video itself, ideally both spoken and on screen (Federal Trade Commission, updated December 3, 2024). In 2023, the FTC warned a dozen influencers about posts that did not clearly disclose they were paid (Federal Trade Commission, November 14, 2023).
Key terms in this passage
- Material connection
- A material connection is a relationship with a brand, like payment or a free product, that viewers might not expect.
- Disclosure
- A disclosure is a clear statement that tells people about a relationship or fact they would want to know.
- Endorsement
- An endorsement is a message that shares someone's opinion or experience of a product to promote it.
- Framing
- Framing is choosing which parts of a situation a message brings forward.
Real sources cited
- Federal Trade Commission, “Disclosures 101 for Social Media Influencers,” December 3, 2024. Open the source (opens in a new tab)
- Federal Trade Commission, “FTC Warns Two Trade Associations and a Dozen Influencers About Social Media Posts Promoting Consumption of Aspartame or Sugar,” November 14, 2023. Open the source (opens in a new tab)
Grades 9–10: A tag is not a disclosure
599 words
A tag is not a disclosure
The story: Watching on mute
Gia stayed up until 2 a.m. finishing a new novel, and the next day she filmed a review for BookTok, the part of TikTok where people recommend books. Her enthusiasm is real. On Saturday at 1:30 p.m., Caio finishes the edit and sends it back. Gia is ready to post.
Caio is not. He wants to watch the cut once the way a stranger would, on a phone with the sound off. His question is specific. In the first three seconds, where does it say the book was free?
The book was free. Two weeks earlier, the publisher’s publicity team emailed Gia: “We’d be glad to send you a free copy of our spring novel for review. There’s no obligation to post, but if you do, we’d appreciate a tag.” The first cut opens with Gia saying, “You guys, I have to tell you about this book because I literally could not put it down!” There is no on-screen text. The caption reads “@publisher #booktok.”
Gia points to the tag. Caio’s edit notes answer her. A tag is a brand name, not a relationship. The caption also sits below the video, where most people will not open it. In this case, you are the viewer with the sound off who checks those first three seconds.
Opinion, relationship and disclosure
An endorsement is a message that shares someone’s opinion or experience of a product to promote it. Gia’s review is one, and her opinion is honest. A material connection is a relationship with a brand, like payment or a free product, that viewers might not expect. The free copy is a material connection. Knowing about it gives viewers context. It does not prove that Gia’s opinion is false.
A disclosure is a clear statement that tells people about a relationship or fact they would want to know. Lesson 1 gave you the idea of framing, choosing which parts of a situation a message brings forward. The first cut frames the review around Gia’s excitement and leaves the relationship out of view. Caio proposes a three-second fix: “Quick heads-up, the publisher sent me this free.” It is spoken and shown on screen, then followed by her hook.
Gia makes a second change that viewers might never notice. She had thought about calling it the best book of the year. Out of the ones she happened to read? She decides to say only what she can support: two nights, and she could not put it down. A disclosure answers one question, which is how she got the book. Viewers can still ask what supports her claims about the book itself.
Caio’s test is simple. Someone who has not seen the video watches once, on mute. Then he asks, “Was the book free?” If they have to think about it, the edit is not done. A comment on another creator’s review shows the risk of skipping this step: “wait was this sponsored?? kind of feels like an ad now.”
What the FTC and researchers say
The Federal Trade Commission’s guidance for influencers says a video disclosure belongs in the video itself, ideally both spoken and on screen (Federal Trade Commission, updated December 3, 2024). In November 2023, the FTC warned two trade associations and a dozen influencers about posts promoting aspartame or sugar. The agency said disclosures must be in the video, not buried in a caption (Federal Trade Commission, November 14, 2023).
Research suggests disclosure helps young viewers. A study of 3,149 high school students in Taiwan found that full sponsorship disclosure helped teens recognize a post as an ad (Lin et al., PLOS One, May 27, 2026).
Key terms in this passage
- Material connection
- A material connection is a relationship with a brand, like payment or a free product, that viewers might not expect.
- Disclosure
- A disclosure is a clear statement that tells people about a relationship or fact they would want to know.
- Endorsement
- An endorsement is a message that shares someone's opinion or experience of a product to promote it.
- Framing
- Framing is choosing which parts of a situation a message brings forward.
Real sources cited
- Federal Trade Commission, “Disclosures 101 for Social Media Influencers,” December 3, 2024. Open the source (opens in a new tab)
- Federal Trade Commission, “FTC Warns Two Trade Associations and a Dozen Influencers About Social Media Posts Promoting Consumption of Aspartame or Sugar,” November 14, 2023. Open the source (opens in a new tab)
- PLOS One (Lin et al.), “Effects of social media sponsorship disclosure on adolescents’ advertising literacy and purchase intention,” May 27, 2026. Open the source (opens in a new tab)
Grades 11–12: Honest opinion, hidden relationship
747 words
Honest opinion, hidden relationship
The story: The edit that is almost done
Gia’s review is sincere. She stayed up until 2 a.m. finishing the novel, and her video for BookTok, TikTok’s book-recommending community, captures that. Caio, who edits video and has a habit of checking before posting anything that involves someone else, finishes the cut at 1:30 p.m. on Saturday. Gia is ready to publish.
Caio asks for one more pass, done the way most viewers would watch: once, on a phone, with the sound off. He is looking at the first three seconds. The question he wants answered is whether a stranger could tell that the book was free.
It was. Two weeks earlier, the publisher’s publicity team emailed Gia to offer a free copy of its spring novel for review. The email said there was no obligation to post but asked for a tag if she did. The first cut opens with Gia saying she literally could not put the book down. There is no on-screen text, and the only trace of the publisher is “@publisher #booktok” in the caption below the video.
Gia’s first defense is the tag. Caio’s edit notes reply in four words: tag equals brand name, not relationship. Your role in this case is to be the viewer with the sound off who checks the first three seconds.
Separating the opinion from the relationship
Three terms keep the analysis clean. An endorsement is a message that shares someone’s opinion or experience of a product to promote it. A material connection is a relationship with a brand, like payment or a free product, that viewers might not expect. A disclosure is a clear statement that tells people about a relationship or fact they would want to know. Gia’s review is an honest endorsement with an undisclosed material connection. The connection does not make her opinion false. It changes what a viewer needs to know to weigh it.
This is a framing problem, in the Lesson 1 sense of framing: choosing which parts of a situation a message brings forward. The first cut brings forward enthusiasm and leaves the relationship in a caption that many viewers never open. Caio’s fix reorders the frame without deleting anything true. The video opens with a three-second line, “Quick heads-up, the publisher sent me this free,” spoken and on screen, followed by Gia’s hook.
The case also asks what a disclosure does not do. Gia had considered calling the novel the best book of the year and then asks herself, out of the ones she happened to read? She replaces the superlative with what she can support: two nights, could not put it down. A disclosure answers how she got the book. It does not make every claim in a review accurate.
Finally, the case tests the fix on an audience. Caio will show the cut to someone who did not help make it and ask whether the book was free. If they hesitate, the disclosure is not clear yet. A comment on another creator’s review shows the cost of late discovery: “wait was this sponsored?? kind of feels like an ad now.” The comment is about someone else, and nobody knows whether that review was sponsored, which is the point.
Rules, enforcement and evidence
The Federal Trade Commission’s Endorsement Guides explain how federal law against deceptive practices applies to endorsements. The current text says material connections “can include monetary payment or the provision of free or discounted products … to an endorser, regardless of whether the advertiser requires an endorsement in return” (16 CFR Part 255, as revised 2023). The same guides define “clear and conspicuous” as “difficult to miss (i.e., easily noticeable) and easily understandable by ordinary consumers.” FTC staff guidance for video says the disclosure belongs in the video itself, ideally both spoken and on screen (Federal Trade Commission, updated December 3, 2024).
Enforcement has followed. In November 2023, the FTC warned two trade associations and a dozen influencers about posts promoting aspartame or sugar, stressing that disclosures belong in the video, not a caption (Federal Trade Commission, November 14, 2023). Trade coverage noted that sponsors share responsibility for clear disclosures (Food Dive, November 27, 2023).
Research on adolescents supports the rule’s purpose. A study of 3,149 high school students in Taiwan found that full sponsorship disclosure helped teens recognize a post as an ad (Lin et al., PLOS One, May 27, 2026). Earlier work examined whether disclosures help younger and older teens notice when an influencer is paid (van Reijmersdal and van Dam, Journal of Youth and Adolescence, January 18, 2020).
Key terms in this passage
- Material connection
- A material connection is a relationship with a brand, like payment or a free product, that viewers might not expect.
- Disclosure
- A disclosure is a clear statement that tells people about a relationship or fact they would want to know.
- Endorsement
- An endorsement is a message that shares someone's opinion or experience of a product to promote it.
- Framing
- Framing is choosing which parts of a situation a message brings forward.
Real sources cited
- Federal Trade Commission (FTC), “FTC Endorsement Guides (16 CFR Part 255),” 2023. Open the source (opens in a new tab)
- Federal Trade Commission, “Disclosures 101 for Social Media Influencers,” December 3, 2024. Open the source (opens in a new tab)
- Federal Trade Commission, “FTC Warns Two Trade Associations and a Dozen Influencers About Social Media Posts Promoting Consumption of Aspartame or Sugar,” November 14, 2023. Open the source (opens in a new tab)
- Food Dive, “FTC crackdown could change influencer marketing for food and beverages,” November 27, 2023. Open the source (opens in a new tab)
- PLOS One (Lin et al.), “Effects of social media sponsorship disclosure on adolescents’ advertising literacy and purchase intention,” May 27, 2026. Open the source (opens in a new tab)
- Journal of Youth and Adolescence (van Reijmersdal & van Dam), “How Age and Disclosures of Sponsored Influencer Videos Affect Adolescents’ Knowledge of Persuasion and Persuasion,” January 18, 2020. Open the source (opens in a new tab)
College and community: Disclosure, trust and the creator economy
745 words
Disclosure, trust and the creator economy
The story: A sincere review with a gap
Gia made a short BookTok review of a novel she genuinely loved. She stayed up until 2 a.m. to finish it. Caio edited the video and finished the cut at 1:30 p.m. on Saturday. The review omits one fact. The publisher’s publicity team sent Gia a free copy two weeks earlier, with no obligation to post but a request for a tag if she did. The first cut’s spoken opening is pure enthusiasm. The video has no on-screen text. The only reference to the publisher is a tag in the caption below it.
The case is designed around a common and understandable mistake. Gia is not trying to deceive anyone, and her opinion is not for sale. She believes the tag discloses the relationship. Caio, who edits freelance video projects, knows how people watch: quickly, on phones and often muted. His edit notes are blunt. Most viewers will not open the caption, and a tag names a brand without stating a relationship.
Your role is to be the viewer with the sound off who checks the first three seconds.
The anatomy of an adequate disclosure
The analysis rests on three terms. An endorsement is a message that shares someone’s opinion or experience of a product to promote it. A material connection is a relationship with a brand, like payment or a free product, that viewers might not expect. A disclosure is a clear statement that tells people about a relationship or fact they would want to know. The case keeps two judgments apart. Whether Gia’s opinion is honest is one question. Whether viewers can weigh it with full knowledge is another.
The Lesson 1 concept of framing, choosing which parts of a situation a message brings forward, explains why placement matters as much as wording. A disclosure that exists but is not brought forward functions, for most viewers, as no disclosure. Caio’s solution moves the relationship to the first three seconds, “Quick heads-up, the publisher sent me this free,” spoken and on screen, and then lets Gia’s hook run. He also builds in a validation step. Someone who did not work on the video watches once, muted, and answers whether the book was free. Hesitation counts as failure.
Gia’s own revision shows the limit of disclosure. She drops a superlative she cannot support, the best book of the year, in favor of a claim she can: two nights, could not put it down. Disclosure addresses how the endorser got the product. It does not verify the endorser’s claims about the product.
A viewer comment on another creator’s review, “wait was this sponsored?? kind of feels like an ad now,” shows the reputational logic. Late discovery damages trust more than early disclosure does. The case also carries a caution. That comment is about someone else, and there is no evidence that review was sponsored. Do not accuse real creators on a guess.
Law, enforcement and research
The FTC’s Endorsement Guides, 16 CFR Part 255, apply federal law against deceptive practices to endorsements. Their current text states that material connections “can include monetary payment or the provision of free or discounted products … to an endorser, regardless of whether the advertiser requires an endorsement in return.” It defines “clear and conspicuous” as “difficult to miss (i.e., easily noticeable) and easily understandable by ordinary consumers” (16 CFR Part 255, as revised 2023). The FTC announced that update, which addresses free products and tags, in June 2023 (Federal Trade Commission, June 28, 2023).
Enforcement has targeted placement directly. In November 2023, the agency warned two trade associations and a dozen influencers over posts promoting aspartame or sugar, and it stated that disclosures must appear in the video rather than in a caption (Federal Trade Commission, November 14, 2023). Coverage emphasized that sponsors share responsibility (Food Dive, November 27, 2023).
Research supports the premise that disclosure changes perception. A study of 3,149 Taiwanese high school students found that full sponsorship disclosure helped them recognize posts as advertising (Lin et al., PLOS One, May 27, 2026). Earlier research examined age differences in how adolescents respond to disclosures in sponsored influencer videos (van Reijmersdal and van Dam, Journal of Youth and Adolescence, January 18, 2020).
Communicators have their own standard. The PRSA code asks practitioners to “preserve the free flow of unprejudiced information when giving or receiving gifts by ensuring that gifts are nominal, legal, and infrequent” (PRSA Code of Ethics, October 2000). Publishers who send review copies and creators who accept them both sit inside that principle.
Key terms in this passage
- Material connection
- A material connection is a relationship with a brand, like payment or a free product, that viewers might not expect.
- Disclosure
- A disclosure is a clear statement that tells people about a relationship or fact they would want to know.
- Endorsement
- An endorsement is a message that shares someone's opinion or experience of a product to promote it.
- Framing
- Framing is choosing which parts of a situation a message brings forward.
Real sources cited
- Federal Trade Commission (FTC), “FTC Endorsement Guides (16 CFR Part 255),” 2023. Open the source (opens in a new tab)
- Federal Trade Commission, “Federal Trade Commission Announces Updated Advertising Guides to Combat Deceptive Reviews and Endorsements,” June 28, 2023. Open the source (opens in a new tab)
- Federal Trade Commission, “FTC Warns Two Trade Associations and a Dozen Influencers About Social Media Posts Promoting Consumption of Aspartame or Sugar,” November 14, 2023. Open the source (opens in a new tab)
- Food Dive, “FTC crackdown could change influencer marketing for food and beverages,” November 27, 2023. Open the source (opens in a new tab)
- PLOS One (Lin et al.), “Effects of social media sponsorship disclosure on adolescents’ advertising literacy and purchase intention,” May 27, 2026. Open the source (opens in a new tab)
- Journal of Youth and Adolescence (van Reijmersdal & van Dam), “How Age and Disclosures of Sponsored Influencer Videos Affect Adolescents’ Knowledge of Persuasion and Persuasion,” January 18, 2020. Open the source (opens in a new tab)
- Public Relations Society of America (PRSA), “PRSA Code of Ethics,” 2000. Open the source (opens in a new tab)
Pacing options
10-minute bellringer
10 minutes
One piece of evidence and one question. Use it to open the case or to review it the next day.
One class period
45 minutes
Teach the lesson steps on this page in four parts.
The student edition also has a one-period plan for each grade band:
- Grades 6–8: 45 minutes
- Grades 9–10: 50 minutes
- Grades 11–12: 60 minutes
- College and community: 75 minutes
Full chapter
86 to 106 minutes
Teach every page of the student edition chapter. The educator edition has notes and sample answers beside each page.
- Grades 6–8: 86 minutes
- Grades 9–10: 98 minutes
- Grades 11–12: 103 minutes
- College and community: 106 minutes
Minutes for each page
How long each student edition page takes, and what to cut when you have one class period.
Open your grade band.
Grades 6–8: full chapter 86 minutes, one period 45 minutes
| Page | Full chapter | One period | How to cut |
|---|---|---|---|
| Opener | 6 min | 4 min | Read What happened aloud. Skip the group-chat excerpt. |
| Key terms | 6 min | 3 min | Read the key terms aloud. Skip Who is involved. |
| Look at the evidence | 12 min | 10 min | Students fill in only the What it shows boxes. |
| Look at the evidence, continued | 5 min | 3 min | Read Caio’s notes aloud. Students fill in only the What it shows box. |
| Key idea | 8 min | Skip | Skip this page. Say that a free product counts, even when no post is required. |
| Sort the evidence | 8 min | Skip | Skip this page. |
| Practice | 8 min | 5 min | Take the vote and read the best option’s feedback. Skip Improve a draft. |
| Your task | 18 min | 17 min | Students draw frame 1 only, then write the explanation. |
| Check your work | 5 min | Skip | Skip this page. Score the storyboards yourself with the rubric. |
| Questions to discuss | 10 min | 3 min | Use the first My take frame as an exit ticket. |
| Talk about this case at home | At home | At home |
Grades 9–10: full chapter 98 minutes, one period 50 minutes
| Page | Full chapter | One period | How to cut |
|---|---|---|---|
| Opener | 5 min | 4 min | Read What happened aloud. Skip the group-chat excerpt. |
| Key terms | 5 min | Skip | Skip this page. Define material connection and disclosure aloud in one minute. |
| Look at the evidence | 10 min | 9 min | Students fill in only the What it shows boxes. |
| Look at the evidence, continued | 6 min | 4 min | Read Evidence D aloud; skip its boxes. |
| Key idea | 8 min | 4 min | Read the first FTC row only. Skip In the news. |
| Sort the evidence | 7 min | Skip | Skip this page. |
| Practice | 7 min | 5 min | Take the vote. Skip Improve a draft. |
| Your task | 8 min | 6 min | Students fill in only the checklist box. |
| Your draft | 22 min | 18 min | Students write the first three seconds and the caption in class and finish the note at home. |
| Check your work | 8 min | Skip | Collect drafts and score them with the rubric yourself. |
| Questions to discuss | 12 min | Skip | Skip this page. |
| Talk about this case at home | At home | At home |
Grades 11–12: full chapter 103 minutes, one period 60 minutes
| Page | Full chapter | One period | How to cut |
|---|---|---|---|
| Opener | 4 min | 3 min | Students read What happened on their own. |
| Key terms | 4 min | Skip | Skip this page. |
| Look at the evidence | 8 min | 7 min | Students fill in only the What it shows boxes. |
| Look at the evidence, continued | 6 min | 4 min | Read Evidence D aloud; skip its boxes. |
| Key idea | 10 min | 8 min | Read both FTC rows. Skip In the news. |
| Sort the evidence | 7 min | Skip | Skip this page. |
| Practice | 6 min | Skip | Skip this page. |
| Your task | 12 min | 10 min | Fill in the guidance-and-statute box together. |
| Your draft | 28 min | 24 min | Students draft the core sections in class and finish the full policy at home. |
| Check your work | 8 min | 4 min | Students answer the four questions only; skip the rubric. |
| Questions to discuss | 10 min | Skip | Skip this page. |
| Talk about this case at home | At home | At home |
College and community: full chapter 106 minutes, one period 75 minutes
| Page | Full chapter | One period | How to cut |
|---|---|---|---|
| Opener | 4 min | 3 min | Students read What happened on their own. |
| Key terms | 4 min | Skip | Skip this page. |
| Look at the evidence | 8 min | 7 min | Students fill in only the What it shows boxes. |
| Look at the evidence, continued | 5 min | 3 min | Read Evidence D aloud; skip its boxes. |
| Key idea | 10 min | 8 min | Skip In the news. |
| Sort the evidence | 6 min | Skip | Skip this page. |
| Practice | 6 min | Skip | Skip this page. |
| Your task | 15 min | 14 min | Fill in the connections box together. |
| Your draft | 30 min | 30 min | |
| Check your work | 8 min | 5 min | Students answer the check questions only. |
| Questions to discuss | 10 min | 5 min | Discuss question 3 only. |
| Talk about this case at home | At home | At home |
Minutes for each page are in the educator edition for each grade band.
10-minute bellringer
- 1 min Project Evidence A as students come in.
- 5 min Students read it on their own. Each student writes a one-sentence answer to the question.
- 4 min Take two or three answers. Then ask the follow-up questions.
Evidence A Email
The publisher’s email
“Hi Gia, we love your book reviews! We’d be glad to send you a free copy of our spring novel for review. There’s no obligation to post, but if you do, we’d appreciate a tag. Best, the publicity team”
Question What does the publisher offer Gia, and what does it ask for?
Follow-up questions
- Does “no obligation to post” mean Gia has no connection to the publisher?
- If Gia posts a review, what should her viewers know?
Listen for: Students name the free copy as a connection viewers should know about, even though Gia does not have to post.
This is the same bellringer as on the bellringers page, which has one for every case.
Lesson steps
This plan takes 45 minutes in four parts. Each step says what you do, what students do and how to check.
Warm-up 5 minutes
1 Watch the review 5 min
- You
- Describe Gia’s review: enthusiastic, publisher tagged, no mention of free copy.
- Students
- Rate how much you trust the review, 1–5, and say why.
- Check
- Ratings come with a reason.
Read and discuss 18 minutes
2 Reveal the connection 8 min
- You
- Reveal the publisher’s email offering the free copy.
- Students
- Rate again. What changed, and why?
- Check
- Students explain context, not dishonesty.
3 Read the guidance 10 min
- You
- Read the FTC Disclosures 101 key points aloud.
- Students
- List three things a good disclosure does.
- Check
- Lists include clear words, in the video itself, noticeable.
Questions for the people in the case
- Gia: You tagged the publisher. Isn’t that enough? Check next: Look for the relationship in the video itself, not only in a tag below it.
- Gia: Anything else you’d change? Check next: Keep the honest opinion. Cut the claims the opinion can’t support.
- Caio: Won’t a disclosure up front kill the hook? Check next: Put the disclosure in the first seconds, spoken and on screen, and time it.
- Caio: How will you know it works? Check next: Run the stranger test on the final cut, not the draft.
Task 12 minutes
4 Build the plan 12 min
- You
- Introduce comms-plan pieces: audience, key message, channel, consistency.
- Students
- Rewrite the video’s opening and caption with a spoken and on-screen disclosure.
- Check
- Script names the relationship in plain words in the first seconds.
Wrap-up 10 minutes
5 Stranger test 7 min
- You
- Caio’s check: watch it like a stranger on a phone, sound off.
- Students
- Swap scripts; can a sound-off viewer catch the connection?
- Check
- Each partner confirms or suggests a fix.
6 Exit 3 min
- You
- Frame: “I can like the review and still want to know __.”
- Students
- Complete the frame.
- Check
- Answers reference the relationship.
Educator notes by page
These notes follow the pages of the student edition chapter. The educator edition prints the same notes beside each page. Heat check tells you how likely a page is to bring up strong feelings: low, medium or high. Medium and high pages come with a cool-down. Open a page to see what to say, what to watch for and how to support students.
Opener
Heat check: Low
Say this
- “Gia stayed up until 2 a.m. finishing this book. Does it matter how she got it?” Take three answers. Do not settle it yet.
Watch for
- Misconception:
- Students decide a free copy makes the review a lie.
- Listen for:
- “She only likes it because it was free.”
- Then:
- Ask what the evidence says about her opinion. Nothing shows it is false; the free copy is context.
Support
- Read What happened aloud while students follow along.
- Explain BookTok in one sentence: people on TikTok recommending books.
Key terms
Heat check: Low
Say this
- “Which key term names the free copy? Which one names what Gia still has to add?” Wait for material connection, then disclosure.
Watch for
- Misconception:
- Students hear “material” as physical stuff, like paper.
- Listen for:
- “The material is the book.”
- Then:
- Reread the definition: a material connection is a relationship with a brand, such as a free product.
Support
- Pair students who share a language to explain each term in their own words.
Look at the evidence
Heat check: Low
Say this
- “Put your finger on the start of Gia’s script. Where does it say the book was free?” Wait for “nowhere.” Then find the tag in the caption.
Watch for
- Misconception:
- Students count the caption tag as a disclosure.
- Listen for:
- “She tagged them, so it’s disclosed.”
- Then:
- Ask what the tag tells a viewer. It names the publisher; it never says the book was free.
Support
- Give each document on its own half-page, with the email’s key sentence enlarged.
- Read Caio’s notes aloud. Explain that 0:00–0:03 means the first three seconds.
Stretch
Ask why Caio tests the video on mute, and which viewers a spoken-only disclosure would miss.
Key idea
Heat check: Low
Say this
- “The FTC counts free products even when the brand requires no review. What does that mean for Gia?” Wait for: the email’s “no obligation” does not change the connection.
Watch for
- Misconception:
- Students treat the PRSA code and the FTC guides as the same kind of rule.
- Listen for:
- “Gia broke the PRSA code.”
- Then:
- Say: “The PRSA code binds PRSA members. The FTC guides explain a federal law that reaches endorsers like Gia.”
Support
- Read the quotation aloud. Point out the label: Law or regulation, not a code of ethics.
Stretch
Use the second FTC row: where in the first three seconds would a viewer on mute learn the book was free?
Sort the evidence
Heat check: Low
Say this
- “Follow each choice forward. Which results can Gia control, and which depend on viewers?” Model the first chain together.
Watch for
- Misconception:
- Students read “some viewers may discount the review” as a reason not to disclose.
- Listen for:
- “Then she shouldn’t say it.”
- Then:
- Ask what happens when viewers find out later. Follow the chain that starts with the tag only.
Support
- Let students write the letter of each result on the arrows before they write sentences.
Practice
Heat check: Low
Say this
- “Gia loves the book, and it was free. Which change makes that clearest?” Take a vote before any discussion.
Watch for
- Misconception:
- Students choose C because the email said there was no obligation.
- Listen for:
- “They didn’t make her post, so it’s fine.”
- Then:
- Reread the FTC quotation. A free product counts even when no post is required.
Support
- Read the three options aloud before students choose.
Your task and draft
4 grade bands
The task is different in each grade band. Open yours.
Grades 6–8
Your task
Say this
- “What must a viewer on mute see in the first three seconds?”
Watch for
- Misconception:
- The disclosure goes at the end.
- Listen for:
- “She can say it later.”
- Then:
- Move it to frame 1.
Grades 9–10
Your task
Say this
- “Gia’s opinion stays. What has to change in the first three seconds?” Write “words, placement, timing, repetition” on the board.
Watch for
- Misconception:
- Students think an honest opinion makes disclosure optional.
- Listen for:
- “She means it, so it doesn’t matter.”
- Then:
- Ask which question each one answers: what she thinks, or how she got the book.
Your draft
Say this
- “Read only your on-screen words to a partner. Can they tell the book was free?” This is Caio’s mute test on paper.
Watch for
- Misconception:
- The disclosure is spoken only.
- Listen for:
- “She says it out loud at the start.”
- Then:
- Point to Caio’s notes: phone on mute. Add the same words on screen.
Grades 11–12
Your task
Say this
- “A policy is for the next post, not this one. What should happen every time a brand sends something free?” Push for who does what, and when.
Watch for
- Misconception:
- Students describe the guides as the law itself.
- Listen for:
- “The FTC law says you have to use #ad.”
- Then:
- Draw the chain: Congress, the FTC Act, the FTC, its guides, creators. Ask where the policy fits.
Your draft
Say this
- “Write one sentence that a new crew member could follow on their first post.” Check each policy for a testing step.
Watch for
- Misconception:
- The checking step is vague.
- Listen for:
- “We’ll make sure people understand.”
- Then:
- Ask who checks, when and how. Caio’s mute test is specific.
College and community
Your task
Say this
- “Your policy has to work for a member posting alone at midnight. What is the shortest rule they can follow?” Push for rules with a who, a where and a when.
Watch for
- Misconception:
- The policy covers only paid deals.
- Listen for:
- “If they didn’t pay you, it’s fine.”
- Then:
- Read the FTC quotation: free or discounted products count, even when nothing is required.
Your draft
Say this
- “Test your revised opening on a partner, on mute. Was the book free?” This is the check the policy requires.
Watch for
- Misconception:
- The handout copies the policy word for word.
- Listen for:
- A handout that is all paragraphs.
- Then:
- Ask for three steps a new member can follow before posting.
Check your work
Heat check: Low
Say this
- “Mark your level honestly. Then make one change and say why.” Ask for one moved disclosure or one cut claim.
Watch for
- Misconception:
- Students add a hashtag and call it done.
- Listen for:
- “I added #ad.”
- Then:
- Point to the Revision row: a hashtag alone is the second level. Ask where a viewer on mute would see it.
Questions to discuss
Say this
- “Answer with a detail from the evidence, not with a real creator you follow.” Post the question numbers and take one answer per question.
Stretch
Ask what a disclosure checklist for a school media club would include, and who would check it.
Talk about this case at home
Say this
- “Take this page home or read it with someone you trust.” Nobody needs to share a personal story to complete it.
Sample response
Worked example, grades 9–10
Prompt: Write a revised script and caption and a short note on why a tag alone isn’t enough.
Student response
Revised script: At 0:00, spoken and on screen: “Heads up, 1 the publisher sent me this book for free.” Then: “Okay, you guys, I could not put this down. The sisters felt so real, and the ending wrecked me. I finished it in two nights.” Caption: Publisher sent me a free copy for review. @publisher #booktok
Note: A tag alone isn’t enough because 3 a lot of people watch with the sound off and never open the caption, and 2 a tag just names the brand without saying the book was free. Now the disclosure is spoken and on screen in the first seconds. 4 Honestly the disclosure is just a formality, because my opinion is real either way.
- Strength. Plain words that name the relationship, placed at 0:00 where every viewer meets it.
- Evidence. Precise reasoning that matches the case: a tag identifies a brand, not the relationship.
- Audience. Good audience thinking: the writer considers how viewers actually watch.
- Revise. An honest opinion and a disclosed relationship answer different questions. Viewers need the relationship to decide how much weight to give the opinion, so it is not a formality.
Before: Honestly the disclosure is just a formality, because my opinion is real either way.
After: My opinion is honest, but viewers still deserve to know the book was free so they can decide how much to trust it.
Why: The revision separates the two ideas the task asks about: whether the opinion is sincere, and whether viewers know the relationship that could shape it.
Educator commentary: The script puts a plain-language disclosure in the first second, spoken and on screen, and the note explains why a tag alone fails. The closing sentence undercuts the work by calling disclosure a formality, blurring the opinion-versus-relationship distinction the task asks for. With that sentence revised, the response reaches Proficient on Reasoning and Advanced on Audience.
Task answers by grade band
What a strong student in each grade band writes in the student edition task.
Open your grade band.
Grades 6–8
Add a clear disclosure to Gia’s review script and explain where you put it and why.
Students make: Storyboard plus 3–4 sentence explanation.
Steps students follow
- Read the email in Evidence A. Circle what Gia got for free.
- Read the first cut in Evidence B. Underline the only place the publisher appears.
- Choose words from the word bank for a disclosure of one sentence.
- Draw three storyboard frames. Put your disclosure in frame 1, spoken and on screen.
- Write 3 or 4 sentences in the Your draft box. Explain where you put the disclosure and why.
- Test frame 1 with a partner. Could a viewer with the sound off tell the book was free?
Sample answers for the task boxes
- What Gia got for free
- A free copy of the novel
- Where the first cut names the publisher
- Only in a tag in the caption, below the video.
- Frame 1: what Gia says and what the screen shows
- Gia says, “Quick heads-up, the publisher sent me this free.” The screen shows the words Free copy from the publisher.
- Frame 2
- Gia holds up the book and says she could not put it down.
- Frame 3
- Gia says she read it in two nights and loved the ending.
Sample draft: Your explanation, 3 or 4 sentences
Sample answer Grades 6–8
1 I put the disclosure in frame 1 because viewers see the start first. I made it 2 spoken and on screen because some viewers watch with the sound off. 3 The tag in the caption only names the publisher. Now a stranger can tell the book was free in three seconds.
- Names the placement and gives a reason tied to viewers.
- Explains why the disclosure takes two forms.
- Explains why the tag alone is not enough.
Check your work questions
- Does your disclosure say the book was free?
- Is the disclosure in frame 1?
- Could a viewer with the sound off see it?
- Did you keep Gia’s honest opinion?
- One change I made
- I changed my disclosure from spoken only to spoken and on screen, because some viewers watch on mute.
My take: sample answers
- I think Gia should ___ because ___.
- I think Gia should say the book was free at the start because viewers may not read the caption.
- The evidence that changed my first guess is ___.
- Caio’s notes changed my first guess. A tag only names the brand.
- One question I still have is ___.
- One question I still have is how many viewers watch with no sound.
Grades 9–10
Write a revised script and caption and a short note on why a tag alone isn’t enough.
Students make: Script (60–90 seconds) plus 100-word note.
Steps students follow
- Reread Evidence A and B. Underline what the publisher gave and where the first cut names it.
- Fill in the planner: the relationship, where it shows now and the four checklist items.
- Write the first three seconds of the script, spoken and on screen.
- Write the rest of the script in Gia’s voice. Keep her honest opinion and cut claims she cannot support.
- Rewrite the caption so it names the relationship.
- Write a note of about 100 words on why a tag alone is not enough.
- Check your work with the questions on the Check your work page.
Sample answers for the task boxes
- The relationship to disclose
- The publisher sent Gia a free copy for review.
- Where the first cut shows it
- Only in a tag in the caption, below the video.
- Checklist: words, placement, timing, repetition
- Words: sent me this free. Placement: in the video. Timing: 0:00–0:03. Repetition: spoken, on screen and in the caption.
Sample draft: Script: the first three seconds
Sample answer Grades 9–10
Spoken: “Quick heads-up, 1 the publisher sent me this free.” On screen: Free copy from the publisher.
- Names the relationship in plain words in the first three seconds.
Sample draft: Script: the rest of the review
Sample answer Grades 9–10
You guys, I could not put this down. The two sisters felt real to me, and the ending caught me completely off guard. 1 I stayed up until 2 a.m. and finished it in two nights. If you like slow-burn family stories, this one’s for you. If you need a fast plot, maybe not.
- Keeps a claim Gia can support in place of “best book of the year.”
Sample draft: Caption
Sample answer Grades 9–10
Publisher sent me a free copy for review. #ad #booktok @publisher
Sample draft: Note: why a tag alone is not enough, about 100 words
Sample answer Grades 9–10
A tag alone is not enough because it only names the publisher. 1 It does not say the book was free, and it sits in the caption below the video. Caio’s notes say most people won’t open the caption. The FTC says a video disclosure belongs in the video itself, ideally spoken and on screen. So my script says it and shows it in the first three seconds. My opinion of the book is honest, and I kept it. 2 Viewers still deserve to know the book was free, so they can decide how much weight to give my review.
- Explains what a tag leaves out.
- Separates the honest opinion from the relationship.
Check your work questions
- Does the script name the free copy in the first three seconds?
- Is the disclosure both spoken and on screen?
- Does your note separate Gia’s opinion from her relationship with the publisher?
- Does your note describe the FTC guidance accurately?
- One change I made after feedback
- I cut a line calling the disclosure a formality, because an honest opinion and a free copy answer different questions.
My take: sample answers
- My claim: ___.
- Gia should disclose the free copy in the first three seconds, spoken and on screen.
- The best evidence is ___, because ___.
- The first cut, because nothing in the video itself says the book was free.
- Someone who disagrees might say ___.
- Her opinion is honest, so the free copy does not matter.
- I would change my mind if ___.
- A viewer on mute could already tell the book was free from the first cut.
Grades 11–12
Build a creator communications policy for the crew: when to disclose, how, and how to check it worked.
Students make: Policy, 400–500 words.
Steps students follow
- Reread Evidence A, B and C. Note what the publisher gave and where the first cut names it.
- Fill in the planner: when to disclose, how, how to check and guidance versus statute.
- Draft the core of your policy on the Your draft page.
- Include one step that tests a disclosure on a viewer before posting.
- Write the full policy of 400 to 500 words in the online workspace or on paper.
- Say that the policy guides the crew and is not legal advice.
- Check your policy with the questions on the Check your work page.
Sample answers for the task boxes
- When the crew discloses
- Disclose when a brand gives us money, a free product or a discount, even if it asks for nothing in return.
- How the crew discloses
- In plain words, spoken and on screen in the first three seconds, and again in the caption. A tag alone does not count.
- How the crew checks it worked
- Before posting, someone who did not make the video watches once on mute. If they cannot say the book was free, we fix it.
- Guidance and statute
- The FTC Act bans deceptive practices. The Endorsement Guides explain how the FTC applies that law to endorsements like Gia’s review.
Sample draft: Your policy: purpose, when to disclose and how
Sample answer Grades 11–12
Crew disclosure policy. This policy is for everyone in the crew who posts reviews or recommendations. It helps our viewers know when a brand is behind a post. It guides our choices; it is not legal advice. When to disclose: we disclose any relationship with a brand that could affect a recommendation. That includes payment, a free product or a discount, 1 even when the brand says there is no obligation to post. How to disclose: we say it and show it in the first three seconds, in plain words, such as “the publisher sent me this free.” We repeat it in the caption. 2 A tag or a hashtag alone does not count, because it names a brand, not a relationship.
- Applies the FTC rule that a free product counts even when nothing is required.
- Explains why a caption tag is not a clear disclosure.
Sample draft: Your policy: checking, consistency and the law
Sample answer Grades 11–12
How to check: before anyone posts, 1 a crew member who did not help make the video watches it once, on a phone, on mute. Then we ask one question: was the product free? If they have to think about it, we fix the cut. Consistency: the spoken line, the on-screen text and the caption use the same words, so every viewer gets the same message. The law behind it: Congress passed the FTC Act, which bans deceptive practices. The FTC’s Endorsement Guides explain how the agency applies that law to reviews and posts. 2 The guides are guidance, not the statute itself.
- Includes a measurement step that tests the disclosure on a viewer.
- States the guidance-versus-statute difference accurately.
Check your work questions
- Does your policy say when to disclose, including free products?
- Does it cover audience, channel and consistency?
- Does it explain the FTC guides as guidance on the FTC Act?
- Does it include a step that checks whether a disclosure worked?
- One change I made after feedback
- I rewrote a line that called the guides a law, because the guides explain how the FTC applies the FTC Act.
My take: sample answers
- My claim: ___.
- Gia should disclose the free copy at 0:00, spoken and on screen, and cut claims she cannot support.
- The best evidence is ___, because ___.
- The FTC text, because it counts a free product even when no post is required.
- Someone who disagrees might say ___.
- A disclosure makes an honest review look like an ad.
- The limit of the evidence is ___.
- No document shows how many of her viewers watch on mute.
- I would change my mind if ___.
- The publisher had not sent the book for free.
College and community
Write a social media disclosure policy for a student organization whose members post reviews, and a one-page training handout. Then use the policy to rewrite the first three seconds and the caption of Gia’s review.
Students make: Policy, 300–400 words, a one-page handout and a revised opening and caption.
Steps students follow
- List every kind of connection your policy covers, starting with free and discounted products.
- Decide where the disclosure goes: in the video itself, spoken and on screen.
- Add Caio’s sound-off check as a step before anyone posts.
- Write how members answer a comment like “was this sponsored??”
- Draft the policy core and the revised opening on the Your draft page.
- Write the full policy of 300 to 400 words and a one-page handout.
- State that the policy guides members and is not legal advice.
Sample answers for the task boxes
- Connections the policy covers
- Payment, free products and discounted products, even when the brand asks for no post in return.
- Where the disclosure goes
- In the video itself, spoken and on screen, and again in the caption.
- How members answer “was this sponsored??”
- Yes, the publisher sent me the book free. I said so at the start of the video and in the caption.
Sample draft: Policy core: what counts, where it goes, who checks
Sample answer College and community
Disclosure policy for member reviews. This policy applies to every member who posts a review or recommendation on the organization’s accounts. 4 It guides members; it is not legal advice. What counts: any relationship with a brand that could affect a review, including payment and free or discounted products. 1 A free product counts even when the brand says there is no obligation to post. Where it goes: in the video itself, spoken and on screen in the first three seconds, and again in the caption. 2 A tag or hashtag alone does not count. Who checks: before posting, 3 a member who did not help make the video watches once, on mute, and says whether the product was free. If they hesitate, the post waits.
- Matches the FTC guidance on free products.
- Requires the disclosure beyond a caption or tag.
- Builds Caio’s sound-off check into the policy.
- States the policy’s limits, as the challenge asks.
Sample draft: The law behind the policy
Sample answer College and community
The FTC’s Endorsement Guides interpret the FTC Act’s ban on deceptive practices. They count free products as material connections.
Sample draft: Revised first three seconds and caption
Sample answer College and community
Spoken and on screen at 0:00: “Quick heads-up, the publisher sent me this free.” Caption: Publisher sent me a free copy for review. #ad #booktok @publisher
Check your work questions
- Does your policy cover free and discounted products?
- Does it require the disclosure in the video itself, spoken and on screen?
- Does it include a sound-off check before posting?
- Does your revised opening tell a viewer in three seconds that the book was free?
- One change I made after feedback
- I added how members answer a comment asking about sponsorship, because the policy had no step for questions after posting.
My take: sample answers
- My claim: ___.
- Gia should name the free copy in her first three seconds and keep her honest opinion after it.
- The best evidence is ___, because ___.
- Caio’s notes, because a tag names a brand, not a relationship.
- Someone who disagrees might say ___.
- Viewers can find the tag if they care enough to look.
- The limit of the evidence is ___.
- We do not know how Gia’s own viewers watch or read captions.
- I would change my mind if ___.
- A stranger on mute could already tell the book was free.
Sample task answers for each grade band are in the educator edition for that band.
Evidence answers
Sample answers for the two boxes under each document in the student edition. Grades 6–8 students write one question they still have instead of what the document leaves out.
Evidence A The publisher’s email
Look closely: What did the publisher give, and what did it ask for?
| Grade band | What it shows | What it leaves out |
|---|---|---|
| Grades 6–8 | The publisher sent Gia a free book and asked for a tag. | One question: Does Gia have any other deal with the publisher? |
| Grades 9–10 | A free copy for review, and a request for a tag if she posts. | Whether Gia has any other relationship with the publisher. |
| Grades 11–12 | A free product with “no obligation to post,” and a request for a tag. | Any other relationship between Gia and the publisher. |
| College and community | The gift and the ask: a free copy, and a tag if she posts. | Whether Gia has any other relationship with the publisher. |
Evidence B Gia’s first cut
Look closely: Where in this video would a viewer learn about the free copy?
| Grade band | What it shows | What it leaves out |
|---|---|---|
| Grades 6–8 | Gia loves the book. The publisher’s tag is only in the caption. | One question: Where would a viewer learn the book was free? |
| Grades 9–10 | Real excitement on screen, and a publisher tag in the caption. | That the book was free. The video never names the publisher. |
| Grades 11–12 | A sincere endorsement. The only link to the publisher is a caption tag. | The free copy. Nothing spoken or on screen names it. |
| College and community | An honest opinion, with the brand named only in the caption. | The relationship: no spoken or on-screen word says it was free. |
Evidence C Caio’s edit notes
Look closely: What does Caio want to test before uploading, and why the first three seconds?
| Grade band | What it shows | What it leaves out |
|---|---|---|
| Grades 6–8 | Caio will watch it on mute, like a stranger, to test it. | One question: How many of Gia’s viewers watch with no sound? |
| Grades 9–10 | A test: watch 0:00–0:03 on mute, the way a stranger would. | How many of Gia’s viewers watch without sound. |
| Grades 11–12 | A sound-off test, and the point that a tag names a brand, not a relationship. | How many of Gia’s viewers watch on mute or open the caption. |
| College and community | A stranger test on mute for the first three seconds, before upload. | Any count of Gia’s viewers who watch on mute or open captions. |
Evidence D A comment on another creator’s review
Look closely: When does this viewer start to wonder about a sponsorship?
| Grade band | What it shows | What it leaves out |
|---|---|---|
| Grades 9–10 | A viewer who wonders about a deal after watching trusts the review less. | Whether that review was sponsored. It is about another creator. |
| Grades 11–12 | Suspicion that arrives after the video can lower trust in the review. | Whether that review was sponsored. It is about another creator. |
| College and community | Finding out late turns a review into “an ad” for this viewer. | Whether that review was sponsored, and how many viewers feel this way. |
Practice answers
The feedback students see for each choice on the student page.
Gia loves the novel the publisher sent her for free. Which change to her video makes the relationship clearest to viewers?
Why the best answer is best, by grade band
- Grades 6–8
- B. Viewers learn the book was free while they watch, even with the sound off. Gia can still say she loved it.
- Grades 9–10
- B. It puts the relationship in the video, spoken and on screen. A only names the brand below the video. C ignores that the book was free.
- Grades 11–12
- B. A names a brand, not a relationship, and C treats “no obligation” as no connection. Only B reaches a viewer on mute.
- College and community
- B. The FTC counts a free copy even when no post is required, so C fails. A leaves the relationship below the video. B reaches viewers first.
Whose perspective is missing?
Prompt: Whose view is missing from these documents? What would you ask them?
- Grades 6–8
- Gia’s viewers are missing. I would ask one of them if they could tell the book was free.
- Grades 9–10
- The publisher’s publicity team. I would ask whether it has any other relationship with Gia besides the free copy.
- Grades 11–12
- The platform’s. I would ask what label the platform itself would show, and whether a viewer on mute would see it.
- College and community
- Gia’s viewers. Nobody knows how many watch on mute, so I would ask a few people to watch the new cut without sound.
Discussion answers
The numbers match the questions to discuss on the student page. Each sample answer is what a strong student in that grade band might say.
Would knowing the book was free change how much you trust Gia’s review? Why or why not?
Heat check: Low- Grades 6–8
- Maybe a little. I would still believe she loved it, but I would know she did not pay for it.
- Grades 9–10
- It changes how I weigh it, not whether I believe her. The free copy is context, and her two nights of reading still count.
- Grades 11–12
- It lowers trust only if she hides it. Said up front, the free copy is context. Found later, as in the viewer comment, it looks like concealment.
- College and community
- Somewhat. A free copy does not prove her opinion is false, but it is a reason to compare her review with others before deciding.
Some viewers may treat a review with a disclosure as just an ad. How could Gia keep their trust?
Heat check: MediumWhy: Students may name real creators they believe hide sponsorships. Cool-down: Say: “We are talking about Gia, not real creators.” Return to the viewer comment, which is about a fictional creator.
- Grades 6–8
- She can say the book was free right away. Then she can give her honest opinion, like how she read it in two nights.
- Grades 9–10
- Disclose in the first seconds, then keep claims to her own experience. Cutting “best book of the year” makes the rest easier to believe.
- Grades 11–12
- By separating the relationship from the claim. An early disclosure plus claims she can support, like finishing it in two nights, answers both questions viewers have.
- College and community
- Keep the disclosure short and early, then give specifics from her own reading. Viewers who see the relationship first have less reason to feel tricked later.
Who should make sure disclosures are clear: creators, brands or platforms?
Heat check: Low- Grades 6–8
- Gia should, because she is the one talking to viewers. The publisher could remind her in its email.
- Grades 9–10
- All three have a part. Gia controls her words, the publisher can ask for a disclosure, and a platform can offer a label. Gia speaks to viewers first.
- Grades 11–12
- Mostly creators, because they control what viewers see first. The FTC guides apply to endorsers and advertisers, so brands share the duty.
- College and community
- Creators and brands both, since the Endorsement Guides reach endorsers and advertisers. A platform label can help, but it cannot replace Gia’s own words.
Sample explanation
One way a student could explain the case in plain words:
I can enjoy the review and still want to know whether the brand paid for it or supplied the product.
En español: Me puede gustar la reseña y aun así querer saber si la marca pagó o proporcionó el producto.
Annotated student draft
Prompt: Rewrite the opening of Gia’s review so viewers know about her relationship with the publisher.
First draft
4 Okay you guys, I have to tell you about this book because 2 I literally could not put it down!! 1#ad #booktok @publisher. The characters are so real and the ending destroyed me. I stayed up until 2 a.m. finishing it and then just sat there staring at the wall. Everyone needs to read this, trust me, 3 it’s the best book of the year and you won’t regret it. Link is in my bio, go get it before everyone else does!
- Audience. Good start, but hashtags in a caption are easy to miss. Say it in the video too.
- Strength. Honest opinion. Keep it; disclosure doesn’t erase it.
- Evidence. A strong product claim. What supports it beyond your feeling?
- Revise. The relationship should come early. Add it here.
Revised draft
On screen and said aloud: “Quick heads-up: the publisher sent me this book for free to review.” Then: “Okay, you guys, I could not put this down. The two sisters felt real to me, and the ending caught me completely off guard. If you like slow-burn family stories, this one’s for you. If you need a fast plot, maybe not. I finished it in two nights.” Caption: “Publisher sent me a free copy for review. #ad #booktok.” The disclosure is in the first three seconds, readable without sound, and the claim is about my own reading.
Rubric
Score each row. Proficient is the target for most students.
| Criterion | Beginning | Developing | Proficient | Advanced |
|---|---|---|---|---|
| Evidence | No disclosure or claim support. | Tag only. | Names the relationship clearly. | Names the relationship and supports the product claim. |
| Reasoning | Treats opinion as a substitute for disclosure. | Discloses but can’t explain why. | Explains why placement and clarity matter. | Distinguishes opinion, relationship and product claim. |
| Audience & purpose | Ignores viewers. | Assumes viewers read captions. | Works for sound-off viewers. | Works across channels with consistent wording. |
| Revision | No change. | Adds a hashtag. | Adds spoken and on-screen disclosure. | Explains each placement choice for different viewers. |
Support and challenge
Support
- Provide a storyboard with the first frame completed
- Read the FTC key points aloud with icons
- Spanish vocabulary: anuncio, patrocinado, divulgación, recomendación
- Allow students to record or draw instead of write
- Reduce to one disclosure line and placement
Supports written for each grade band:
Grades 6–8
- Disclosure word bank: free copy, sent by, paid by, ad
- Frames: “I put it __ because viewers __.”
- Storyboard with three frames
- Partner discussion first
Grades 9–10
- Before/after model
- Checklist: words, placement, timing, repetition
Grades 11–12
- Policy template
- Measurement ideas
College and community
- Policy template: what counts as a connection, where the disclosure goes, who checks before posting
- Caio’s sound-off check as a step before posting
- Model spoken line from the case: “They sent me this for free”
Challenge
- Analyze three real posts from brands’ own accounts (not individual creators) for disclosure
- Compare FTC guidance with another country’s advertising standards body
- Grades 6–8
- Show where the disclosure goes for a viewer with the sound off.
- Grades 9–10
- Explain the difference between an honest opinion and a disclosed relationship.
- Grades 11–12
- Explain the legal concept: how FTC guides interpret the FTC Act’s ban on deceptive practices, without giving legal advice.
- College and community
- Explain that the Endorsement Guides interpret the FTC Act’s ban on deceptive practices. Say why the policy guides members and does not give legal advice.
More extension prompts
These activities are not on the student page. Use them for students who finish early or want a different angle.
- Check the rules Law
- What does the FTC source say about disclosure? Avoid treating your redesign as legal approval.
- Compare the options Public policy
- If a platform proposes automatic ad labels, what problem would it address and what would still need checking?
- Reflect on your thinking Learning
- Revise the design after a reader explains what they thought was sponsored.
Try it at your school
Check the relationship before you trust the review.
- Next time you see a recommendation, look for a disclosure in the video itself
- If you post reviews, practice a clear spoken line like “They sent me this for free”
- Share a disclosure checklist with a school media club
- Don’t accuse real creators; practice on your own sample posts
Who to ask School media or journalism advisor, a librarian, a digital citizenship teacher
Stay safe Don’t share personal information to get free products. Talk with a trusted adult before accepting any brand deal.
Classroom resources
Free outside resources we checked for this case. Watch, Try and Read items work for students. Teach items are for you and stay off the student pages. Preview a link before you use it with a class.
Watch
Short videos to show in class or assign.
For students CrashCourse
Online Advertising: Crash Course Media Literacy #7
Learn how online ads and sponsored posts work and why the money behind a post matters.
- Grades 9–12
- Ages 16–24
Also on the student page, under Explore more.
Watch on YouTube (opens in a new tab)Try
Games, simulations and tools students use themselves.
Students and educators Meta
Meta Ad Library
Search any brand or page to see the paid ads it is running right now.
- Grades 9–12
- Ages 16–24
Also on the student page, under Explore more.
Open on facebook.com (opens in a new tab)Read
Articles, official pages and case records.
Students and educators Federal Trade Commission
Disclosures 101 for Social Media Influencers
Check the rules for when a free product counts as a material connection and where to put the disclosure.
- Grades 6–8
- Grades 9–12
- Ages 16–24
U.S. government work; public domain.
Also on the student page, under Explore more.
Open on ftc.gov (opens in a new tab)Students and educators Federal Trade Commission
FTC’s Endorsement Guides: What People Are Asking
Look up detailed answers on free products, video reviews and how clear a disclosure has to be.
- Grades 9–12
- Ages 16–24
U.S. government work; public domain.
Also on the student page, under Explore more.
Open on ftc.gov (opens in a new tab)Links checked September 25, 2026.
Standards
Common Core codes come from our standards map for this case. Each code links to the official standard. The C3 row names what students do for each code. The College and community row names the AAC&U VALUE rubrics and ACRL Framework frames the task practices. AAC&U says VALUE rubrics are for reviewing learning across a college, not for grading, so score the task with the case rubric.
| Grade | What students do | Standards |
|---|---|---|
| Grade 6 | Add a clear disclosure to Gia’s review script and explain where you put it and why. Students make: Storyboard plus 3–4 sentence explanation. | RI.6.1 (opens in a new tab) W.6.2 (opens in a new tab) W.6.5 (opens in a new tab) SL.6.1.c (opens in a new tab) SL.6.1.d (opens in a new tab) |
| Grade 7 | RI.7.1 (opens in a new tab) W.7.2 (opens in a new tab) W.7.5 (opens in a new tab) SL.7.1.c (opens in a new tab) SL.7.1.d (opens in a new tab) | |
| Grade 8 | RI.8.1 (opens in a new tab) W.8.2 (opens in a new tab) W.8.5 (opens in a new tab) SL.8.1.c (opens in a new tab) SL.8.1.d (opens in a new tab) | |
| Grades 9–10 | Write a revised script and caption and a short note on why a tag alone isn’t enough. Students make: Script (60–90 seconds) plus 100-word note. | RI.9-10.1 (opens in a new tab) W.9-10.2 (opens in a new tab) W.9-10.5 (opens in a new tab) SL.9-10.1.c (opens in a new tab) SL.9-10.1.d (opens in a new tab) |
| Grades 11–12 | Build a creator communications policy for the crew: when to disclose, how, and how to check it worked. Students make: Policy, 400–500 words. | RI.11-12.1 (opens in a new tab) W.11-12.2 (opens in a new tab) W.11-12.5 (opens in a new tab) SL.11-12.1.c (opens in a new tab) SL.11-12.1.d (opens in a new tab) |
| College and community | Write a social media disclosure policy for a student organization whose members post reviews, and a one-page training handout. Then use the policy to rewrite the first three seconds and the caption of Gia’s review. Students make: Policy, 300–400 words, a one-page handout and a revised opening and caption. |
|
| Social studies (C3) |
| D2.Civ.1.6-8 (opens in a new tab) D2.Civ.6.9-12 (opens in a new tab) D3.2.9-12 (opens in a new tab) |
What each standard means
RI.6.1- Use evidence from the text to support what it says directly and what you can infer from it.
W.6.2- Write an informative text that explains a topic by choosing, organizing and analyzing relevant information.
W.6.5- With help from peers and adults, strengthen writing by planning, revising, editing or rewriting.
SL.6.1.c- Ask and answer specific questions with details that add to the discussion.
SL.6.1.d- Review the main ideas of a discussion and show you understand other views by reflecting and paraphrasing.
RI.7.1- Use several pieces of evidence from the text to support what it says directly and what you can infer.
W.7.2- Write an informative text that explains a topic by choosing, organizing and analyzing relevant information.
W.7.5- With help from peers and adults, strengthen writing by planning and revising, focusing on purpose and audience.
SL.7.1.c- Ask questions that draw out more detail, and respond with relevant ideas that bring the discussion back on topic.
SL.7.1.d- Take in new information from others and change your view when the evidence calls for it.
RI.8.1- Use the evidence that most strongly supports your analysis of what a text says and implies.
W.8.2- Write an informative text that explains a topic by choosing, organizing and analyzing relevant information.
W.8.5- With help from peers and adults, strengthen writing by planning and revising, focusing on purpose and audience.
SL.8.1.c- Ask questions that connect several speakers’ ideas, and respond with relevant evidence and observations.
SL.8.1.d- Take in new information from others and qualify or defend your view based on the evidence.
RI.9-10.1- Support an analysis with solid, complete evidence from the text, both for what it states and for what it implies.
W.9-10.2- Write an explanatory text that presents complex ideas and information clearly and accurately.
W.9-10.5- Strengthen writing by planning, revising, editing or rewriting, focusing on what matters most for the purpose and audience.
SL.9-10.1.c- Move a discussion forward with questions that connect it to larger ideas, bring others in and test ideas and conclusions.
SL.9-10.1.d- Respond to different views, sum up where people agree and disagree, and adjust your view when the evidence calls for it.
RI.11-12.1- Back up an analysis with the strongest evidence from the text, including where the text leaves things uncertain.
W.11-12.2- Write an explanatory text that conveys complex ideas clearly and accurately.
W.11-12.5- Strengthen writing by planning, revising, editing or rewriting, focusing on what matters most for the purpose and audience.
SL.11-12.1.c- Keep a discussion moving with questions that probe reasoning and evidence, and make sure the full range of views is heard.
SL.11-12.1.d- Respond to different views, pull together what each side says, resolve conflicts where possible and name what still needs research.
D2.Civ.1.6-8- Tell apart the powers and responsibilities of citizens, political parties, interest groups and the media.
D2.Civ.6.9-12- Critique the relationships among governments, civil society and markets.
D3.2.9-12- Judge a source’s credibility by looking at how experts value it.
Ethical Reasoning VALUE Rubric- AAC&U’s rubric for recognizing ethical issues and applying and weighing different ethical perspectives. In this case: Students decide what viewers are owed when a reviewer got the product free.
Written Communication VALUE Rubric- AAC&U’s rubric for writing that fits its context and purpose, develops its content and uses sources and evidence. In this case: Students write a policy and a training handout for members of a student organization.
Information Has Value- Information has value, including as a means to influence people, so credit, access and privacy matter. In this case: Students explain how a free product creates a relationship that viewers need to know about when they weigh a review.
Information Creation as a Process- Information is made through a process, and how it was made affects what it can be trusted for. In this case: Students trace how placement in a spoken line, on-screen text or a caption changes what a viewer notices.
Plain wording is our paraphrase. The official text is at each link.
Course versions
Each course version changes what students read, make and show. The names are the official course names.
Open your course to see its task.
Honors (set by your school)
Task: Argue whether platforms, creators or brands should carry the main responsibility for clear disclosures.
- Students make
- Argument, 550–650 words.
- Assess
- The argument is judged on accurate use of the guidance and the realism of its division of responsibility, not on length.
Steps and sample answers
Steps students follow
- Read the article on platform disclosure tools. Note what the tools do.
- Fill in the stakeholder chart: what creators, brands and platforms each control.
- Write your thesis in one sentence. Name who should carry the main responsibility.
- Write the strongest objection to your thesis, then your answer to it.
- Draft your introduction and one body paragraph on the Your draft page.
- Write the full argument of 550 to 650 words in the online workspace or on paper.
- Check your argument with the questions on the Check your work page.
Sample answers for the task boxes
- What the creator controls
- Gia’s own words, what she says and shows in the first three seconds, and her caption.
- What the brand controls
- What it gives and what it asks for, like the tag in the publisher’s email.
- What the platform controls
- The labels and tools it offers, and where captions and tags appear.
- Thesis
- Creators should carry the main responsibility, because they control what viewers see first, but brands should require disclosure in every offer.
- The strongest objection, and my answer
- Small creators like Gia lack legal knowledge and bargaining power. So brands should put disclosure terms in writing, but Gia still controls her first three seconds.
Sample draft: Introduction, about 100 words
Sample answer Honors (set by your school)
When a publisher sent Gia a free copy of its spring novel, three parties shaped what her viewers would learn. The publisher chose what to give and asked for a tag. The platform decides where captions and tags appear. Gia decides what she says in the first three seconds. 2 The FTC counts a free product as a material connection even when the brand requires no review. Because the creator is the one speaking to viewers, 1 creators should carry the main responsibility for clear disclosures. Brands and platforms should make that job easier, not replace it.
- States a clear thesis that names one party.
- Uses the FTC guidance accurately.
Sample draft: One body paragraph, about 120 words
Sample answer Honors (set by your school)
The strongest objection is that small creators like Gia lack legal knowledge and bargaining power. That is true, and it is 1 a reason for brands to write disclosure into every offer, not a reason to excuse a missing disclosure. Gia did not need a lawyer to fix her first cut. Caio found the problem with one test: watch once, on a phone, on mute, and ask whether the book was free. A platform label could help, but the platform decides where it appears, and a tag in the caption only names the brand. Gia’s own words, spoken and on screen at the start, reach viewers whether or not the sound is on.
- Answers the strongest objection without excusing nondisclosure.
Check your work questions
- Does your thesis name who should carry the main responsibility?
- Do you describe what each party can realistically control?
- Do you answer the strongest objection without excusing a missing disclosure?
- Do you use the FTC guidance accurately?
- One change I made after feedback
- I added what brands and platforms control, because my first draft blamed Gia for choices only they make.
This case in the Honors (set by your school) educator edition
Open on screen Print this casePre-AP English 1 and Pre-AP English 2
Task: Closely observe Gia’s review frame by frame, including what’s said, shown and captioned, and write an evidence-based paragraph on when a viewer learns about the free copy.
- Students make
- Observation grid plus paragraph (150–200 words).
- Assess
- The grid is checked for time-stamped observations, and the paragraph is scored for a supported claim, attention to sound-off viewers and justified revisions.
- Course skills
- Close observation and analysis, Higher-order questioning, Evidence-based writing.
Steps and sample answers
Steps students follow
- Read the first cut in Evidence B. Log what is said, shown and captioned.
- Answer the question stem: what would a viewer on mute know at second 3?
- Write one claim sentence about when a viewer learns about the free copy.
- Plan a revised timeline. Say where the disclosure goes and why.
- Write a paragraph of 150 to 200 words that supports your claim with your log.
- Trade with a partner. Ask your partner to run Caio’s stranger test on your revised timeline.
Sample answers for the task boxes
- Opening line: said
- “You guys, I have to tell you about this book because I literally could not put it down!”
- Opening: shown on screen
- Nothing. The script lists no on-screen text.
- Below the video: the caption
- A tag and a hashtag: “@publisher #booktok”
- What a viewer on mute knows at second 3
- That Gia is excited about a book. Nothing tells them it was free.
- My claim
- A viewer never learns about the free copy, because the only link to the publisher is a tag below the video.
- My revised timeline
- 0:00–0:03: spoken and on screen, the publisher sent me this free. Then the hook. Caption: free copy for review, #ad.
Sample draft: Your paragraph, 150 to 200 words
Sample answer Pre-AP English 1 and Pre-AP English 2
A viewer never learns about the free copy from Gia’s first cut, because 1 the only link to the publisher is a tag below the video. In the opening, Gia says, “You guys, I have to tell you about this book because I literally could not put it down!” The words show real excitement, but they say nothing about how she got the book. 2 The script lists no on-screen text, so a viewer with the sound off sees only a person talking about a book. The caption reads “@publisher #booktok.” 3 That tag names the publisher, but it does not say the book was free, and Caio’s notes say most people won’t open the caption. The publisher’s email shows the relationship clearly: a free copy for review. A revised timeline should put that fact in the first three seconds, spoken and on screen, and repeat it in the caption.
- States a claim the log can prove.
- Reasons from the position of a viewer on mute.
- Keeps the observation (the tag) apart from what it fails to tell.
Check your work questions
- Is each observation tied to the opening or to the caption?
- Is your claim supported by evidence from your log?
- Do you consider viewers who watch with the sound off?
- Do you justify each placement in your revised timeline?
- What my partner’s stranger test found
- My partner read my timeline as a viewer on mute and could not tell the book was free until the caption.
- What I changed, and why
- I added on-screen text at 0:00, because my partner on mute missed the spoken line.
This case in the Pre-AP English 1 and Pre-AP English 2 educator edition
Open on screen Print this caseAP English Language and Composition
Task: Rhetorically analyze Gia’s original review and argue how disclosure changes its ethos.
- Students make
- Rhetorical analysis plus argument paragraph, about 550 words.
- Assess
- The analysis and argument paragraph receive practice feedback on the three AP Lang scoring rows, with the qualification judged on precision.
- Course skills
- Rhetorical Situation (RHS), Claims and Evidence (CLE), Style (STL).
Steps and sample answers
Steps students follow
- Fill in the rhetorical situation grid for the first cut and the revised script.
- Mark two choices in the first cut that build trust with viewers.
- Write a thesis on how disclosure changes the review’s ethos.
- Draft your thesis and one analysis paragraph on the Your draft page.
- Write an argument paragraph that answers the view that disclosure turns a sincere review into an ad.
- Name the viewers for whom disclosure may lower trust, to qualify your claim.
- Finish the full response of about 550 words in the online workspace or on paper.
Sample answers for the task boxes
- Rhetorical situation, first cut
- Speaker: Gia, a reader who loves the book. Audience: BookTok viewers, some on mute. Purpose: get them to read it. Context: a free copy she never mentions.
- What changes in the revised script
- The context is now public: viewers hear and see that the book was free.
- Choice 1 that builds trust
- Direct address, “You guys,” treats viewers as friends.
- Choice 2 that builds trust
- The intensifier “literally” signals a real, personal reaction.
- Thesis
- Gia’s first cut earns trust through closeness, and disclosure strengthens that ethos by showing viewers she has nothing to hide.
Sample draft: Thesis and analysis paragraph
Sample answer AP English Language and Composition
Gia’s first cut earns trust through closeness, and 1 disclosure strengthens that ethos by showing viewers she has nothing to hide. The review opens with direct address, “You guys,” which speaks to viewers as friends rather than customers. 2 The intensifier “literally” and the exclamation point make her reaction sound unplanned and personal. These choices build an ethos of honesty. Yet the context undercuts them. The publisher sent the book free, and the only sign of that relationship is “@publisher #booktok” in a caption below the video. A viewer who later learns about the free copy may reread the closeness as a sales technique.
- A defensible thesis about how disclosure changes the situation.
- Analyzes specific choices and their effect.
Sample draft: Argument paragraph with a counterargument
Sample answer AP English Language and Composition
Some viewers will hear “the publisher sent me this free” and dismiss the review as just an ad. 1 That risk is real for viewers who already distrust BookTok. But the alternative is worse. A viewer who discovers the relationship afterward, like the commenter who wrote “kind of feels like an ad now,” loses trust in the whole video. 2 Disclosure moves that discovery to the first three seconds, where Gia controls it. Her closeness then reads as confidence rather than concealment. Disclosure will not win over every skeptic, but it protects the ethos her voice creates.
- Qualifies the claim by naming the viewers for whom trust may drop.
- Answers the counterargument with commentary on timing.
Check your work questions
- Does your thesis say how disclosure changes the rhetorical situation?
- Do you analyze specific choices in the first cut?
- Do you answer the view that disclosure makes a sincere review look like an ad?
- Does your qualification name specific viewers?
- One change I made after feedback
- I replaced “some people” with “viewers who already distrust BookTok,” because my qualification needed specific viewers.
This case in the AP English Language and Composition educator edition
Open on screen Print this caseAP United States Government and Politics
Task: Concept application: the FTC is an independent regulatory agency. Explain how it uses guidance and enforcement to shape influencer disclosure, and how that differs from Congress passing a law.
- Students make
- Concept-application response, about 350 words.
- Assess
- Each part is checked in the style of the Concept Application question for an accurate account of the agency’s role, the guidance-versus-statute distinction and a correct description of the Citizens United disclosure holding.
- Course skills
- Unit 2: Interactions Among Branches of Government, Unit 3: Civil Liberties and Civil Rights, Concept Application.
Fit: partial. The FTC’s role as an independent regulatory agency using guidance and enforcement is genuine Unit 2 content, and the disclosure holding in Citizens United v. FEC is a required-case link, but a book review is commercial rather than political speech, so the connection needs careful framing.
Steps and sample answers
Steps students follow
- Fill in the chain: Congress, the FTC Act, the FTC, its guides, then creators like Gia.
- Explain in one sentence how guidance differs from a statute.
- Name one enforcement step the FTC took, using the In the news sources.
- Write part A: describe the FTC’s role as an independent regulatory agency.
- Write part B: apply guidance and enforcement to Gia’s review.
- Write part C: explain why the disclosure part of Citizens United v. FEC survived.
- Write about 350 words in all. Continue on paper if you need more room.
Sample answers for the task boxes
- The chain from Congress to Gia
- Congress passed the FTC Act, which bans deceptive practices. The FTC applies it through its Endorsement Guides. Creators like Gia follow the guides.
- Guidance and statute
- Congress passes a statute. Guidance explains how an agency will apply it.
- One enforcement step
- In November 2023, the FTC warned a dozen influencers about their disclosures.
Sample draft: Part A: the FTC’s role
Sample answer AP United States Government and Politics
1 The Federal Trade Commission is an independent regulatory agency. Congress passed the FTC Act, which bans deceptive practices, and the FTC applies that law. It does so partly through guidance. Its Endorsement Guides explain how the law applies to reviews and social media posts.
- Names the agency’s role accurately.
Sample draft: Part B: guidance and enforcement in Gia’s case
Sample answer AP United States Government and Politics
The guides say a free product can be a material connection, even when the brand requires nothing in return. So Gia’s free copy should be disclosed in the video itself, not only in a caption tag. Guidance shapes her choice before she posts. Enforcement shapes behavior after posts go up: in November 2023, the FTC warned a dozen influencers about their disclosures. This differs from Congress passing a law. 1 The agency did not create a new statute; it explained and applied the one Congress already passed.
- Distinguishes guidance from legislation.
Sample draft: Part C: Citizens United and disclosure
Sample answer AP United States Government and Politics
In Citizens United v. FEC, a required case, the Court struck down limits on independent corporate political spending but 1 upheld disclosure requirements for political ads. Disclosure survived because it adds information for the audience without limiting how much anyone can say. A book review is commercial speech, not political speech, 2 so the link to Gia is an analogy.
- Describes the disclosure part of Citizens United accurately.
- Labels the connection carefully, because the route is a partial fit.
Check your work questions
- Do you describe the FTC’s role as an independent regulatory agency accurately?
- Do you distinguish agency guidance from a statute?
- Do you describe the disclosure part of Citizens United accurately?
- Do you apply the concepts to Gia’s review?
- One change I made after feedback
- I rewrote a sentence that said the FTC passed a law, because Congress passes statutes and the FTC applies them.
This case in the AP United States Government and Politics educator edition
Open on screen Print this caseAP Seminar
Task: Team inquiry: “Should influencer disclosure rules change?” Members research consumer psychology, FTC policy, creator economics and teen media use, then present recommendations.
- Students make
- Individual research report (800–1,000 words) plus 8-minute team presentation.
- Assess
- Reports and the presentation are scored with educator-adapted rubrics modeled on the published Performance Task 1 components; this is practice, not a submitted performance task.
- Course skills
- Question and Explore, Evaluate Multiple Perspectives, Team, Transform, and Transmit.
Steps and sample answers
Steps students follow
- Choose your lens: consumer psychology, FTC policy, creator economics or teen media use.
- Write your team’s research question and your own lens question in the planner.
- Find and annotate at least three teacher-approved sources for your lens.
- Write the core of your report on the Your draft page.
- Write your full report of 800 to 1,000 words in the online workspace or on paper.
- Build an 8-minute team presentation with recommendations that work for small creators like Gia.
- Check your report with the questions on the Check your work page.
Sample answers for the task boxes
- Team research question
- Should influencer disclosure rules change?
- My lens and my question
- Teen media use: do disclosures help teens recognize a post as an ad?
- Source 1 and what it found
- PLOS One, May 27, 2026: a study of 3,149 high school students in Taiwan. Full disclosure helped teens recognize a post as an ad.
- Source 2 and what it asks
- Journal of Youth and Adolescence, January 18, 2020: research on whether disclosures help younger and older teens notice paid posts.
- What a recommendation needs to work for small creators
- It must be simple enough for one person to follow alone, like Caio’s mute test before posting.
Sample draft: Introduction and lens question
Sample answer AP Seminar
Should influencer disclosure rules change? 1 My team split the question into four lenses: consumer psychology, FTC policy, creator economics and teen media use. I studied teen media use. My question was whether disclosures help teens recognize a post as an ad. The fictional case of Gia, a reviewer who got a free novel from a publisher, shows why this matters. Her first cut tagged the publisher in the caption but never said the book was free.
- Frames the team inquiry and places one lens within it.
Sample draft: One findings paragraph
Sample answer AP Seminar
The strongest evidence comes from a 2026 study in PLOS One of 3,149 high school students in Taiwan. It found that full sponsorship disclosure helped teens recognize a post as an ad. That supports clear rules over vague ones. 1 It does not show whether the same result holds for U.S. teens, or for a video watched on mute. A 2020 article in the Journal of Youth and Adolescence asks a related question. Do disclosures help younger and older teens notice when an influencer is being paid? Together, these sources suggest that the form of a disclosure matters, not only its presence. For a small creator like Gia, that points to 2 a rule she can follow alone: say it and show it in the first seconds.
- Names the limits of the strongest source.
- Tests the recommendation against a small creator’s situation.
Check your work questions
- Is your research question focused and answerable?
- Do you report each source accurately and name its limits?
- Do your recommendations bring several perspectives together?
- Do your recommendations work for small creators like Gia?
- One change I made after feedback
- I added where the study took place, Taiwan, because my first draft made the finding sound like it covered all teens.
This case in the AP Seminar educator edition
Open on screen Print this caseOfficial course framework: College Board, AP Seminar course page (opens in a new tab)
Pre-IB (a school pathway, not an IB program)
Task: Analyze how three kinds of disclosure (spoken words, on-screen text and a caption tag) work in Gia’s revised review and in one real post from a brand’s own account. Then write a reflection on the question: can a viewer ever be sure a recommendation is independent?
- Students make
- Annotated comparison of two posts plus a 300-word reflection.
- Assess
- The educator applies the school’s own pre-IB rubric for analysis, accuracy and reflection; no IB criteria, marks or grades are assigned.
Steps and sample answers
Steps students follow
- Read Gia’s first cut in Evidence B and her revised script side by side.
- Fill in the grid: spoken words, on-screen text and caption tag in each version.
- Annotate the brand post your teacher gives you with the same three columns.
- Finish the stem: “A disclosure tells me…, but it cannot tell me…”.
- Write a reflection of about 300 words: can a viewer ever be sure a recommendation is independent?
- Check your work with the questions on the Check your work page.
Sample answers for the task boxes
- Spoken words: first cut and revised
- First cut: nothing about the free copy. Revised: “Quick heads-up: the publisher sent me this book for free to review.”
- On-screen text: first cut and revised
- First cut: none. Revised: the same sentence, on screen at the start.
- Caption: first cut and revised
- First cut: “@publisher #booktok.” Revised: “Publisher sent me a free copy for review. #ad #booktok.”
- A disclosure tells me ___, but it cannot tell me ___
- A disclosure tells me the publisher sent the book free, but it cannot tell me whether her claims about the book are accurate.
Sample draft: Your reflection, about 300 words
Sample answer Pre-IB (a school pathway, not an IB program)
Can a viewer ever be sure a recommendation is independent? After comparing Gia’s two versions, I think 1 a viewer can know the relationship but not be sure of independence. In the first cut, the only sign of the publisher is “@publisher #booktok,” a tag below the video. The revised script says, spoken and on screen, that the publisher sent the book for free, and the caption repeats it. That change matters. 2 A viewer with the sound off now learns the most important fact about the relationship in the first seconds. The FTC guidance asks for this: a disclosure in the video itself that is hard to miss. But a disclosure tells me how Gia got the book. 3 It cannot tell me whether her claims about the book are accurate, or whether the free copy shaped what she chose to say. Independence is about a reviewer’s judgment, and no label can show a judgment from the inside. A post from a brand’s own account is the clearest case, since the brand is openly behind it. So a viewer can be sure of the relationship when it is disclosed well. Independence can only be estimated, for example by comparing a review with reviews from people who got nothing free.
- Answers the reflection question directly, with a limit.
- Compares the two versions by their effect on a viewer.
- Names what disclosure cannot settle.
Check your work questions
- Do you compare the forms of disclosure instead of describing each version separately?
- Do you use the FTC guidance accurately?
- Does your reflection answer the question directly?
- Does your reflection name what disclosure cannot settle?
- One change I made after feedback
- I cut a sentence that guessed why the publisher sent the book, because the email shows only what it gave and asked for.
This case in the Pre-IB (a school pathway, not an IB program) educator edition
Open on screen Print this caseIB Middle Years Programme (MYP)
Task: Investigate “How do brands shape what we trust online?” and create a media-literacy mini-lesson for younger students.
- Students make
- 5-minute mini-lesson plan plus reflection.
- Assess
- The educator uses Language and literature criteria A and C and Individuals and societies criterion D, applying the school’s own year-level descriptors.
- Course skills
- Language and Literature A: Analysing, Language and Literature C: Producing text, Individuals and Societies D: Thinking critically.
Steps and sample answers
Steps students follow
- Write the inquiry question at the top of the planner.
- List three details from the evidence that show how Gia’s review persuades.
- Plan a 5-minute mini-lesson: a hook, one explanation, one activity and a check.
- Design the activity so younger students find a disclosure in a sample post.
- Write the mini-lesson plan on the Your draft page.
- Write a reflection of about 100 words that connects the case to the global context.
- Check your work with the questions on the Check your work page.
Sample answers for the task boxes
- Inquiry question
- How do brands shape what we trust online?
- How Gia’s review persuades: three details
- 1. She speaks straight to viewers: “You guys.” 2. She shares a strong feeling: she could not put it down. 3. The only brand sign is a tag below the video.
- The activity for younger students
- Show two versions of a fictional post on mute. Students point to the words that say the product was free.
Sample draft: Your 5-minute mini-lesson plan
Sample answer IB Middle Years Programme (MYP)
Minute 1, hook: play a fictional book review on mute and ask, “Was the book free?” Minutes 2 and 3, explain: 1 a material connection is a relationship with a brand, like a free product. A disclosure says it clearly, where people will notice. A tag that only names a brand is not enough. Minute 4, activity: 2 students compare two versions of the post and point to the words that say the book was free. Minute 5, check: each student finishes the sentence “I can like the review and still want to know…” out loud.
- Explains the key term accurately, in words younger students can follow.
- Includes the activity where younger students find a disclosure.
Sample draft: Reflection on the global context, about 100 words
Sample answer IB Middle Years Programme (MYP)
Our global context is personal and cultural expression. Gia’s review is personal expression: she stayed up until 2 a.m. and loved the book. 1 A business relationship sits behind it, because the publisher sent the book free. Younger students see reviews like this every day and may never look below the video. My mini-lesson teaches one habit: look for the relationship in the video itself. The statement of inquiry says audiences need clear signals. A disclosure is that signal, and it still leaves the viewer free to like the book.
- Connects personal expression to the commercial relationship in the global context.
Check your work questions
- Is your mini-lesson accurate about material connections and disclosures?
- Does it include an activity where younger students find a disclosure?
- Does it fit in 5 minutes?
- Does your reflection connect the case to the global context?
- One change I made after feedback
- I replaced the word “material” with “a relationship with a brand,” because my partner thought material meant fabric.
This case in the IB Middle Years Programme (MYP) educator edition
Open on screen Print this caseOfficial course framework: International Baccalaureate, MYP curriculum (opens in a new tab)
IB Diploma Programme: Language A: language and literature
Task: Write a guided textual analysis of Gia’s first-cut review (spoken script, on-screen text and caption) in response to the guiding question, treating it as a multimodal non-literary text.
- Students make
- Guided analysis, 600–800 words, written in 75 minutes.
- Assess
- The educator gives practice feedback on understanding and interpretation, analysis of the writer’s choices, focus and organization, and language; no IB marks are predicted.
- Course skills
- Language A: language and literature — Readers, writers and texts.
Steps and sample answers
Steps students follow
- Read the guiding question above the text.
- Annotate Evidence B in three layers: address to the viewer, intensifiers and the brand tag.
- Write a thesis that answers both parts of the guiding question.
- Plan two or three body paragraphs, each on one feature.
- Write your analysis of 600 to 800 words in 75 minutes. Start on the Your draft page.
- Read the other evidence and the revised version only after you finish.
Sample answers for the task boxes
- Layer 1: address to the viewer
- “You guys” speaks to viewers as friends; “I have to tell you” sounds urgent and personal.
- Layer 2: intensifiers
- “literally” and the exclamation point make the reaction sound unplanned.
- Layer 3: the brand tag
- “@publisher #booktok” sits in the caption, outside the spoken and on-screen text.
- Thesis
- The review builds intimacy through direct address and emphasis that sounds unplanned, while the tag’s placement keeps the business relationship out of view.
Sample draft: Introduction and thesis
Sample answer IB Diploma Programme: Language A: language and literature
Gia’s first-cut review is a short multimodal text: a spoken line, a screen with no written text, and a caption. It builds intimacy and trust through direct address and emphasis that sounds unplanned. At the same time, 1 the placement of the brand tag keeps the business relationship below the video, where the text’s intimate voice never reaches.
- Answers the second part of the guiding question.
Sample draft: Body paragraph 1
Sample answer IB Diploma Programme: Language A: language and literature
The spoken line opens with direct address: “You guys, I have to tell you about this book.” 1 The plural “you guys” treats viewers as a group of friends. “I have to tell you” frames the review as an urgent personal need, not a pitch. The intensifier “literally” and the exclamation point add the texture of a reaction that was not planned. Together these choices build ethos from closeness: the viewer trusts Gia because she sounds like one of them.
- Analyzes a precise feature of address.
Sample draft: Body paragraph 2
Sample answer IB Diploma Programme: Language A: language and literature
The caption works differently. “@publisher #booktok” is the only place the publisher appears, and it sits outside the spoken and visual text. A viewer on mute sees no words at all, and a viewer who listens hears only enthusiasm. 1 The tag names a brand but not the relationship. The warmth of the text reaches every viewer, while its business context may reach very few.
- Explains how placement shapes what viewers notice.
Check your work questions
- Does your thesis answer both parts of the guiding question?
- Do you analyze spoken, visual and written features with precise references?
- Do you explain how the text builds intimacy and trust?
- Is your analysis organized, with one feature per paragraph?
- One change I made after feedback
- I cut a paragraph about whether Gia was honest, because the guiding question asks how the text builds trust.
This case in the IB Diploma Programme: Language A: language and literature educator edition
Open on screen Print this caseSteps and sample answers for each course are in the educator edition for that course.
Not recommended for this case
- IB Diploma Programme: Global politics
- Advertising disclosure is consumer-protection regulation inside one country; the case raises no contest over power, sovereignty or rights between political actors, so it does not support a Global Politics task.
Sources
Case sources
- TikTok Newsroom, “BookTok and publishing (opens in a new tab).” September 2022. Background on BookTok, with real posts from creators and publishers. We do not claim that any of them broke disclosure rules.
- Federal Trade Commission, “Disclosures 101 for Social Media Influencers (opens in a new tab).” No date listed. FTC staff guidance on material connections and clear disclosures in videos.
- Federal Trade Commission, “FTC’s Endorsement Guides: What People Are Asking (opens in a new tab).” No date listed. FTC answers to common questions about endorsements and disclosures.
- Federal Trade Commission, “FTC explanatory video (opens in a new tab).” No date listed. A video from the agency that wrote the guidance.
Research behind the lesson
These are our teaching applications of the ideas below. For a rule or a fact, use the case sources.
- Robert M. Entman, 1993. Framing (opens in a new tab). Research article. What a message selects and emphasizes can shape how a problem, its causes and possible responses are understood. Keep in mind: Identifying a frame does not establish a speaker’s intent or prove how every audience member will respond.
- AMEC, No date listed. Integrated Evaluation Framework taxonomy (opens in a new tab). Professional evaluation framework. Distinguish communication activity and outputs from audience responses, outcomes and longer-term impact. Keep in mind: Reach and likes do not by themselves establish understanding, behavior change or causation.
Professional codes
- Federal Trade Commission (FTC), FTC Endorsement Guides (16 CFR Part 255) (opens in a new tab). Current text as revised July 26, 2023 (88 FR 48102), read on the eCFR.
- Public Relations Society of America (PRSA), PRSA Code of Ethics (opens in a new tab). First developed in 1950. The current code was adopted by PRSA members in October 2000, according to PRSA's Board of Ethics and Professional Standards handbook. The page shows no later revision date.
Standards and course frameworks
- Common Core State Standards Initiative, English Language Arts Standards, Reading: Informational Text: grade 6 (opens in a new tab), grade 7 (opens in a new tab), grade 8 (opens in a new tab), grades 9–10 (opens in a new tab), grades 11–12 (opens in a new tab). Checked September 24, 2026.
- Common Core State Standards Initiative, English Language Arts Standards, Writing: grade 6 (opens in a new tab), grade 7 (opens in a new tab), grade 8 (opens in a new tab), grades 9–10 (opens in a new tab), grades 11–12 (opens in a new tab). Checked September 24, 2026.
- Common Core State Standards Initiative, English Language Arts Standards, Speaking and Listening: grade 6 (opens in a new tab), grade 7 (opens in a new tab), grade 8 (opens in a new tab), grades 9–10 (opens in a new tab), grades 11–12 (opens in a new tab). Checked September 24, 2026.
- National Council for the Social Studies, “College, Career, and Civic Life (C3) Framework (opens in a new tab).” Checked September 25, 2026.
- College Board, Pre-AP shared principles and instructional practices (opens in a new tab). Checked September 25, 2026.
- College Board, AP English Language and Composition course page (opens in a new tab). Checked September 25, 2026.
- College Board, AP United States Government and Politics course page (opens in a new tab). Checked September 25, 2026.
- College Board, AP Seminar course page (opens in a new tab). Checked September 25, 2026.
- International Baccalaureate, MYP curriculum (opens in a new tab). Checked September 25, 2026.
- International Baccalaureate, Language A: language and literature course page (opens in a new tab). Checked September 25, 2026.
- American Association of Colleges and Universities (AAC&U), “VALUE Rubrics (opens in a new tab).” 2009. Checked September 25, 2026.
- Association of College and Research Libraries (ACRL), a division of the American Library Association, “Framework for Information Literacy for Higher Education (opens in a new tab).” 2016. Checked September 25, 2026.
Margin notes
- Evidence to check
- A question to ask
- A rule or process
- A next step
The companions are characters in the story. Their notes point to something to check or ask.
AP, Pre-AP and IB activities are practice designed by No, Pero Why?. They are not official College Board or IB materials. Honors expectations are set by your school. College tasks are practice designed by No, Pero Why?. They are not official materials from AAC&U, ACRL or any college, and no college has reviewed them. This guide gives general education, not legal advice.
