Chapter 15 opens by asking readers to work through a complex language analysis problem, where the solution requires figuring out what the component parts mean and then making new sentences with those parts. This exercise introduces the notion of scaffolding, which goes beyond the advice that given information should precede new information. The progression from one type of information to the other will likely involve multiple steps, and attention to the order of each step should ideally be audience specific. The chapter encourages readers to describe their topics with as much technical apparatus as they want and then to break their descriptions down as much as possible. An example with vowel formants is introduced, emphasizing links back to problems with jargon and to the idea that incomplete is not incorrect. The Worked Example describes scaffolding in the formant example for the levels of explanation one might use for a young child, an older child, a teenager, a college student, and someone with expertise in a language-related field. Technical terms, materials (such as videos, spectrogram-making programs, or diagrams), and take-home messages are modified accordingly.