If the student looked more closely , he would see that Jensen is not in fact stereotyping, but explaining the examples she saw with scientific facts. It would be better to talk about some of the claims that Jensen made and the evidence she gave to support them. This error could be avoided by asking students to highlight claims and evidence (a formative assessment) before writing.

He might benefit from the opportunity to underline statements in the text that show that the teen’s behavior is linked to his brain. Perhaps filling out a chart would help this student to organize his thinking.