specifically grow in urban environments, including species of grasses, mosses, ferns, weeds, and decorative plants. The format is a little more visually sloppy than the average plant guide, but it seems to still have reliable information and use proper scientific jargon. Each plant has two pages dedicated to it: one for information, and one for images. I want to use this guide as an example of variation in formatting within different field guides, while still retaining its identity as one. Farnsworth, Elizabeth J., et al. “Next-Generation Field Guides.” BioScience, vol. 63, no. 11, 2013, pp. 891–99. JSTOR, https://doi.org/10.1525/bio.2013.63.11.8. Accessed 15 Oct. 2024. This article goes into detail about various forms of field guides, the methods they use, their importance, and ways to create them. It immediately defines what a field guide is, and talks at length about what makes one user and beginner friendly, which is right along the lines of what I am tackling with my research question. This article will be extremely helpful for defining the basis of the genre, as well the ways in which they are created. Franks, Megan, and Rebecca Vore. “How to Make a Plant Field Guide: Students Discover the Biodiversity of Plants in Their Surroundings.” Science and children vol. 47, no. 5, 2010, p. 21. Gale Academic OneFile Select, link.gale.com/apps/doc/A216960386/EAIM?u=orla57816&sid=bookmark-EAIM&xid=f 3d9898d. Accessed 29 Sept. 2024. This article describes the process of fourth and fifth-grade science class’s creation of a field guide for their local plants. The class is that of a charter school in Central Texas, and in the year the article describes, they focused on the plants of the local Blackwater Prairie. The article goes on to explain the processes by which the students created their guides, as well as the