diff --git a/userdocs/Makefile b/userdocs/Makefile
new file mode 100755
index 0000000000..06fa770521
--- /dev/null
+++ b/userdocs/Makefile
@@ -0,0 +1,177 @@
+# Makefile for Sphinx documentation
+#
+
+# You can set these variables from the command line.
+SPHINXOPTS    =
+SPHINXBUILD   = sphinx-build
+PAPER         =
+BUILDDIR      = build
+
+# User-friendly check for sphinx-build
+ifeq ($(shell which $(SPHINXBUILD) >/dev/null 2>&1; echo $$?), 1)
+$(error The '$(SPHINXBUILD)' command was not found. Make sure you have Sphinx installed, then set the SPHINXBUILD environment variable to point to the full path of the '$(SPHINXBUILD)' executable. Alternatively you can add the directory with the executable to your PATH. If you don't have Sphinx installed, grab it from http://sphinx-doc.org/)
+endif
+
+# Internal variables.
+PAPEROPT_a4     = -D latex_paper_size=a4
+PAPEROPT_letter = -D latex_paper_size=letter
+ALLSPHINXOPTS   = -d $(BUILDDIR)/doctrees $(PAPEROPT_$(PAPER)) $(SPHINXOPTS) source
+# the i18n builder cannot share the environment and doctrees with the others
+I18NSPHINXOPTS  = $(PAPEROPT_$(PAPER)) $(SPHINXOPTS) source
+
+.PHONY: help clean html dirhtml singlehtml pickle json htmlhelp qthelp devhelp epub latex latexpdf text man changes linkcheck doctest gettext
+
+help:
+	@echo "Please use \`make <target>' where <target> is one of"
+	@echo "  html       to make standalone HTML files"
+	@echo "  dirhtml    to make HTML files named index.html in directories"
+	@echo "  singlehtml to make a single large HTML file"
+	@echo "  pickle     to make pickle files"
+	@echo "  json       to make JSON files"
+	@echo "  htmlhelp   to make HTML files and a HTML help project"
+	@echo "  qthelp     to make HTML files and a qthelp project"
+	@echo "  devhelp    to make HTML files and a Devhelp project"
+	@echo "  epub       to make an epub"
+	@echo "  latex      to make LaTeX files, you can set PAPER=a4 or PAPER=letter"
+	@echo "  latexpdf   to make LaTeX files and run them through pdflatex"
+	@echo "  latexpdfja to make LaTeX files and run them through platex/dvipdfmx"
+	@echo "  text       to make text files"
+	@echo "  man        to make manual pages"
+	@echo "  texinfo    to make Texinfo files"
+	@echo "  info       to make Texinfo files and run them through makeinfo"
+	@echo "  gettext    to make PO message catalogs"
+	@echo "  changes    to make an overview of all changed/added/deprecated items"
+	@echo "  xml        to make Docutils-native XML files"
+	@echo "  pseudoxml  to make pseudoxml-XML files for display purposes"
+	@echo "  linkcheck  to check all external links for integrity"
+	@echo "  doctest    to run all doctests embedded in the documentation (if enabled)"
+
+clean:
+	rm -rf $(BUILDDIR)/*
+
+html:
+	$(SPHINXBUILD) -b html $(ALLSPHINXOPTS) $(BUILDDIR)/html
+	@echo
+	@echo "Build finished. The HTML pages are in $(BUILDDIR)/html."
+
+dirhtml:
+	$(SPHINXBUILD) -b dirhtml $(ALLSPHINXOPTS) $(BUILDDIR)/dirhtml
+	@echo
+	@echo "Build finished. The HTML pages are in $(BUILDDIR)/dirhtml."
+
+singlehtml:
+	$(SPHINXBUILD) -b singlehtml $(ALLSPHINXOPTS) $(BUILDDIR)/singlehtml
+	@echo
+	@echo "Build finished. The HTML page is in $(BUILDDIR)/singlehtml."
+
+pickle:
+	$(SPHINXBUILD) -b pickle $(ALLSPHINXOPTS) $(BUILDDIR)/pickle
+	@echo
+	@echo "Build finished; now you can process the pickle files."
+
+json:
+	$(SPHINXBUILD) -b json $(ALLSPHINXOPTS) $(BUILDDIR)/json
+	@echo
+	@echo "Build finished; now you can process the JSON files."
+
+htmlhelp:
+	$(SPHINXBUILD) -b htmlhelp $(ALLSPHINXOPTS) $(BUILDDIR)/htmlhelp
+	@echo
+	@echo "Build finished; now you can run HTML Help Workshop with the" \
+	      ".hhp project file in $(BUILDDIR)/htmlhelp."
+
+qthelp:
+	$(SPHINXBUILD) -b qthelp $(ALLSPHINXOPTS) $(BUILDDIR)/qthelp
+	@echo
+	@echo "Build finished; now you can run "qcollectiongenerator" with the" \
+	      ".qhcp project file in $(BUILDDIR)/qthelp, like this:"
+	@echo "# qcollectiongenerator $(BUILDDIR)/qthelp/getting_started.qhcp"
+	@echo "To view the help file:"
+	@echo "# assistant -collectionFile $(BUILDDIR)/qthelp/getting_started.qhc"
+
+devhelp:
+	$(SPHINXBUILD) -b devhelp $(ALLSPHINXOPTS) $(BUILDDIR)/devhelp
+	@echo
+	@echo "Build finished."
+	@echo "To view the help file:"
+	@echo "# mkdir -p $$HOME/.local/share/devhelp/getting_started"
+	@echo "# ln -s $(BUILDDIR)/devhelp $$HOME/.local/share/devhelp/getting_started"
+	@echo "# devhelp"
+
+epub:
+	$(SPHINXBUILD) -b epub $(ALLSPHINXOPTS) $(BUILDDIR)/epub
+	@echo
+	@echo "Build finished. The epub file is in $(BUILDDIR)/epub."
+
+latex:
+	$(SPHINXBUILD) -b latex $(ALLSPHINXOPTS) $(BUILDDIR)/latex
+	@echo
+	@echo "Build finished; the LaTeX files are in $(BUILDDIR)/latex."
+	@echo "Run \`make' in that directory to run these through (pdf)latex" \
+	      "(use \`make latexpdf' here to do that automatically)."
+
+latexpdf:
+	$(SPHINXBUILD) -b latex $(ALLSPHINXOPTS) $(BUILDDIR)/latex
+	@echo "Running LaTeX files through pdflatex..."
+	$(MAKE) -C $(BUILDDIR)/latex all-pdf
+	@echo "pdflatex finished; the PDF files are in $(BUILDDIR)/latex."
+
+latexpdfja:
+	$(SPHINXBUILD) -b latex $(ALLSPHINXOPTS) $(BUILDDIR)/latex
+	@echo "Running LaTeX files through platex and dvipdfmx..."
+	$(MAKE) -C $(BUILDDIR)/latex all-pdf-ja
+	@echo "pdflatex finished; the PDF files are in $(BUILDDIR)/latex."
+
+text:
+	$(SPHINXBUILD) -b text $(ALLSPHINXOPTS) $(BUILDDIR)/text
+	@echo
+	@echo "Build finished. The text files are in $(BUILDDIR)/text."
+
+man:
+	$(SPHINXBUILD) -b man $(ALLSPHINXOPTS) $(BUILDDIR)/man
+	@echo
+	@echo "Build finished. The manual pages are in $(BUILDDIR)/man."
+
+texinfo:
+	$(SPHINXBUILD) -b texinfo $(ALLSPHINXOPTS) $(BUILDDIR)/texinfo
+	@echo
+	@echo "Build finished. The Texinfo files are in $(BUILDDIR)/texinfo."
+	@echo "Run \`make' in that directory to run these through makeinfo" \
+	      "(use \`make info' here to do that automatically)."
+
+info:
+	$(SPHINXBUILD) -b texinfo $(ALLSPHINXOPTS) $(BUILDDIR)/texinfo
+	@echo "Running Texinfo files through makeinfo..."
+	make -C $(BUILDDIR)/texinfo info
+	@echo "makeinfo finished; the Info files are in $(BUILDDIR)/texinfo."
+
+gettext:
+	$(SPHINXBUILD) -b gettext $(I18NSPHINXOPTS) $(BUILDDIR)/locale
+	@echo
+	@echo "Build finished. The message catalogs are in $(BUILDDIR)/locale."
+
+changes:
+	$(SPHINXBUILD) -b changes $(ALLSPHINXOPTS) $(BUILDDIR)/changes
+	@echo
+	@echo "The overview file is in $(BUILDDIR)/changes."
+
+linkcheck:
+	$(SPHINXBUILD) -b linkcheck $(ALLSPHINXOPTS) $(BUILDDIR)/linkcheck
+	@echo
+	@echo "Link check complete; look for any errors in the above output " \
+	      "or in $(BUILDDIR)/linkcheck/output.txt."
+
+doctest:
+	$(SPHINXBUILD) -b doctest $(ALLSPHINXOPTS) $(BUILDDIR)/doctest
+	@echo "Testing of doctests in the sources finished, look at the " \
+	      "results in $(BUILDDIR)/doctest/output.txt."
+
+xml:
+	$(SPHINXBUILD) -b xml $(ALLSPHINXOPTS) $(BUILDDIR)/xml
+	@echo
+	@echo "Build finished. The XML files are in $(BUILDDIR)/xml."
+
+pseudoxml:
+	$(SPHINXBUILD) -b pseudoxml $(ALLSPHINXOPTS) $(BUILDDIR)/pseudoxml
+	@echo
+	@echo "Build finished. The pseudo-XML files are in $(BUILDDIR)/pseudoxml."
diff --git a/userdocs/source/Appendix E Draft.rst b/userdocs/source/Appendix E Draft.rst
new file mode 100644
index 0000000000..31ff611c14
--- /dev/null
+++ b/userdocs/source/Appendix E Draft.rst	
@@ -0,0 +1,870 @@
+==========================
+APPENDIX E: Problem Types
+==========================
+
+    **Option Response**
+
+    The Option Response input type allows the student to choose from a collection of answer options, presented as a drop-down list.
+
+    Option Response is structurally similar to Multiple Choice. Some conceptual differences between the two include the following.
+
+    •	The Multiple Choice radio button format makes it easier for students to read very long response options.
+
+    •	The Option Response drop-down input format makes it more likely for students to think of an answer and then search for it, rather than relying purely on recognition to answer the question.
+    The Multiple Choice format is more explicit and visual. This makes it a more appropriate choice for presenting tricky or complicated answer options which are intended to get the student to pause and think.
+
+    **Sample Problem**
+
+    Insert Image
+
+    **Problem Code**  :: 
+
+	<problem>
+
+	<p>Option Response is most similar to __________.</p>
+
+	<optionresponse>
+    		<optioninput options="('Multiple Choice','String Response','Numerical Response','External Response','Image Response')"correct="Multiple Choice"/>
+	</optionresponse>
+
+	<solution>
+		<div class="detailed-solution">
+			<p>Explanation</p>
+			<p>Like Option Response, Multiple Choice also allows students to select from a variety of pre-written responses.</p>
+		</div>
+		</solution>
+	</problem>
+
+    **Template** ::
+
+	<problem>
+
+		<optionresponse>
+			options="('A','B')"
+			correct="A"/>
+		</optionresponse>
+
+	<solution>
+		<div class="detailed-solution">
+
+			</div>
+		</solution>
+	</problem>
+
+
+    **XML Attribute Information** ::
+
+    <optionresponse>
+
+	
+
+    <optioninput>
+
+
+
+
+    **Multiple Choice** 
+
+    The Multiple Choice input type allows the student to select at most one choice from a collection of answer choices, presented as a list of radio buttons.
+
+    A Multiple Choice problem can have more than one correct answer, depending on how many choices are marked as correct in the underlying XML. If all choices are marked as incorrect, there is no correct response.
+
+    Multiple Choice is structurally similar to Option Response. Some conceptual differences between the two include the following.
+
+    •	The Multiple Choice radio button format makes it easier for students to read very long response options.
+
+    •	The Option Response drop-down input format makes it more likely for students to think of an answer and then search for it, rather than relying purely on recognition to answer the question.
+
+    •	The Multiple Choice format is more explicit and visual. This makes it a more appropriate choice for presenting tricky or complicated answer options which are intended to get the student to pause and think.
+    Sample Problem
+ 
+    **Problem Code** ::
+
+	<problem>
+ 		 <p><b>Example Problem</b></p>
+ 		 <p>How many correct responses can a Multiple Choice question have?</p>
+    			<multiplechoiceresponse>
+    		 <choicegroup type="MultipleChoice">
+        		<choice correct="false" name="one">Only one</choice>
+       			<choice correct="false" name="zeroone">Only zero or one</choice>
+      			<choice correct="true" name="zeromore">Zero or more</choice>
+      			<choice correct="false" name="onemore">Only one or more</choice>
+       			<choice correct="false" name="noone">Nobody knows</choice>
+       			<choice correct="true" name="someone">Somebody might know :)</choice>
+     		</choicegroup>
+    		</multiplechoiceresponse>
+   		<solution>
+        		<div class="detailed-solution">
+           		<p>Explanation</p>
+            		<p>It depends on how many choices are marked as correct in the underlying XML.</p>            			
+			<p>Note that if all choices are marked as incorrect, there is no
+              correct response.</p>
+        		</div>
+    		</solution>
+	</problem>
+
+
+    **Template** ::
+
+	<problem>
+
+		<multiplechoiceresponse>
+			<choicegroup type="MultipleChoice">
+			<choice correct="false" name="a">A</choice>
+			<choice correct="true" name="b">B</choice>
+			</choicegroup>
+		</multiplechoiceresponse>
+
+		<solution>
+			<div class="detailed-solution">
+    
+			</div>
+		</solution>
+
+	</problem>
+
+    **XML Attribute Information**
+
+    <multiplechoiceresponse>
+    
+
+
+  +---------------------------+------------------+----------------------+
+  |      Attribute            |   Description    |         Notes        |
+  |                           |                  |                      |
+  +===========================+==================+======================+
+  |      Options              | A list of options|Attribute must be     |
+  |                           | that students    |defined with double   |
+  |                           | choose from.     |quotes and the values |
+  |                           |                  |in the list with      |
+  |                           |                  |single quotes.        |
+  |                           |                  |			                |	                          
+  |                           |                  |There must be a space |
+  |                           |                  |between the separating|
+  |                           |                  |commas and single     |
+  |                           |                  |quote start of the    |
+  |                           |                  |option.               |
+  |                           |                  |                      |
+  |                           |                  |Answers displayed to  |
+  |                           |                  |students cannot con-  |
+  |	                          |                  |tain any quotes.      |
+  +---------------------------+------------------+----------------------+
+  |        correct            | The option that  | To get credit, this  |
+  |				                    | grader will      | option must be typed |
+  |			                      | accept as correct| exactly the same as  |                   
+  |                           |                  | the definition in    |
+  |                           |                  |    "options"         |
+  +---------------------------+------------------+----------------------+
+
+
+
+Attribute
+Description
+Notes
+
+
+
+Children
+Description
+Notes
+All standard HTML tags
+to display text relevant to the problem
+
+choicegroup
+a method to take input from students. See description below
+
+<choicegroup>
+Attribute
+Description
+Notes
+type
+needs to have the value "MultipleChoice"
+
+Children
+Description
+Notes
+choice
+a description of an option to de displayed to students. Details below
+
+<choice>
+Attribute
+Description
+Notes
+name
+(optional) a unique name that the backend will use to refer to this option
+
+correct
+"true" if this option is the correct answer, "false" if not
+Only one choice in the choicegroup can have correct="true" in order for it to be possible to get the correct answer
+
+Checkbox
+The Checkbox input type allows the student to select zero or more choices from a collection of answer choices, presented as a list of checkboxes.
+Remark: Questions with one Checkbox input type have exactly one correct response. All the choices marked as correct="true" have to be selected for the submitted answer (i.e. the response) to be considered correct.
+In particular, the response of no boxes checked off could be the single correct response, and a Checkbox question, unlike a Multiple Choice question, cannot have zero correct responses.
+Sample Problem
+
+Problem Code
+<problem>
+<startouttext/>
+  <p>How many correct responses can a Checkbox question have?</p>
+
+<choiceresponse>
+<checkboxgroup>
+<choice correct="false"><text>Zero</text></choice>
+<choice correct="true"><text>One</text></choice>
+<choice correct="false"><text>Two or more</text></choice>
+<choice correct="false"><text>Nobody knows</text></choice>
+<choice correct="true"><text>Somebody might know :)</text></choice>
+</checkboxgroup>
+</choiceresponse>
+</problem>
+Template
+<problem>
+
+<choiceresponse>
+<checkboxgroup>
+<choice correct="false"><text>Zero</text></choice>
+<choice correct="true"><text>One</text></choice>
+</checkboxgroup>
+</choiceresponse>
+</problem>
+
+String Response
+The String Response input type provides an input box in which the student can enter a line of text, which is then checked against a specified expected answer.
+A String Response input does not provide any answer suggestions, so it can be a good way to get the students to engage with the material more deeply in a sequence and look up, figure out, or remember the correct answer themselves.
+Note that a student's answer in a String Response is marked as correct if it matches every character of the expected answer. This can be a problem with international spelling, dates, or anything where the format of the answer is not clear.
+Sample Problem
+
+Problem Code
+<problem>
+  <p><b>Example Problem</b></p>
+  <p>What is the name of this unit? (What response type is this?)</p>
+  <stringresponse answer="String Response" type="ci">
+    <textline size="20"/>
+  </stringresponse>
+  <solution>
+    <div class="detailed-solution">
+      <p>Explanation</p>
+      <p>The name of this unit is "String Response," written without the punctuation.</p>
+      <p>Arbitrary capitalization is accepted.</p>
+    </div>
+  </solution>
+</problem>
+Template
+<problem>
+  <stringresponse answer="REPLACE_THIS" type="ci">
+    <textline size="20"/>
+  </stringresponse>
+  <solution>
+    <div class="detailed-solution">
+    </div>
+  </solution>
+</problem>
+XML Attribute Information
+<stringresponse>
+
+Attribute
+Description
+Notes
+type
+(optional) "ci" if the student response should be graded case-insensitively. The default is to take case into consideration when grading.
+
+answer
+The string that students need to enter in order to get credit.
+
+Children
+Description
+Notes
+textline
+used to accept student input. See description below
+
+<textline>
+Attribute
+Description
+Notes
+math
+(optional) If this attribute has any value at all, a math preview will display beneath the textbox showing well-formatted math corresponding to student input
+
+size
+(optional) defines the size in character widths of the input box as it is displayed to students.
+
+hidden
+(optional) if true, the textbox will be hidden from students.
+
+Children
+Description
+Notes
+
+
+
+
+Numerical Response
+The Numerical Response input type accepts a line of text input from the student and evaluates the input for correctness based on its numerical value. The input is allowed to be a number or a mathematical expression in a fixed syntax.
+The answer is correct if it is within a specified numerical tolerance of the expected answer.
+The expected answer can be specified explicitly or precomputed by a Python script.
+Sample Problem
+
+Problem Code
+<problem>
+  <p><b>Example Problem</b></p>
+
+<p>What base is the decimal numeral system in?
+    <numericalresponse answer="10">
+        <textline />
+    </numericalresponse>
+</p>
+
+  <p>What is the value of the standard gravity constant <i>g</i>, measured in m/s<sup>2</sup>? Give your answer to at least two decimal places.
+  <numericalresponse answer="9.80665">
+    <responseparam type="tolerance" default="0.01" />
+      <textline />
+  </numericalresponse>
+</p>
+
+<!-- Use python script spacing. The following should not be indented! -->
+<script type="loncapa/python">
+computed_response = math.sqrt(math.fsum([math.pow(math.pi,2), math.pow(math.e,2)]))
+</script>
+  
+<p>What is the distance in the plane between the points (pi, 0) and (0, e)? You can type math.
+    <numericalresponse answer="$computed_response">
+        <responseparam type="tolerance" default="0.0001" />
+        <textline math="1" />
+    </numericalresponse>
+</p>
+<solution>
+  <div class="detailed-solution">
+    <p>Explanation</p>
+    <p>The decimal numerical system is base ten.</p>
+    <p>The standard gravity constant is defined to be precisely 9.80665 m/s<sup>2</sup>.
+    This is 9.80 to two decimal places. Entering 9.8 also works.</p>
+    <p>By the distance formula, the distance between two points in the plane is
+       the square root of the sum of the squares of the differences of each coordinate.
+      Even though an exact numerical value is checked in this case, the
+      easiest way to enter this answer is to type
+      <code>sqrt(pi^2+e^2)</code> into the editor. 
+      Other answers like <code>sqrt((pi-0)^2+(0-e)^2)</code> also work.
+    </p>
+  </div>
+</solution>
+</problem>
+Templates
+Exact values
+
+<problem>
+
+  <numericalresponse answer="10">
+    <textline />
+  </numericalresponse>
+
+  <solution>
+  <div class="detailed-solution">
+
+  </div>
+</solution>
+</problem>
+Answers with decimal precision
+
+<problem>
+
+  <numericalresponse answer="9.80665">
+    <responseparam type="tolerance" default="0.01" />
+      <textline />
+  </numericalresponse>
+
+  <solution>
+  <div class="detailed-solution">
+
+  </div>
+</solution>
+</problem>
+Answers with percentage precision
+
+<problem>
+
+  <numericalresponse answer="100">
+    <responseparam type="tolerance" default="10%" />
+      <textline />
+  </numericalresponse>
+
+  <solution>
+  <div class="detailed-solution">
+
+  </div>
+</solution>
+</problem>
+Answers with a live math interpretation popup display
+
+<problem>
+
+  <numericalresponse answer="3.14159">
+    <responseparam type="tolerance" default="0.00001" />
+    <textline math="1" />
+  </numericalresponse>
+
+  <solution>
+  <div class="detailed-solution">
+
+  </div>
+</solution>
+</problem>
+Answers with scripts
+
+<problem>
+
+<!-- Use python script spacing. The following should not be indented! -->
+<script type="loncapa/python">
+computed_response = math.sqrt(math.fsum([math.pow(math.pi,2), math.pow(math.e,2)]))
+</script>
+
+  <numericalresponse answer="$computed_response">
+    <responseparam type="tolerance" default="0.0001" />
+    <textline math="1" />
+  </numericalresponse>
+
+  <solution>
+  <div class="detailed-solution">
+
+  </div>
+</solution>
+</problem>
+XML Attribute Information
+<script>
+Attribute
+Description
+Notes
+type
+"loncapa/python" - a script written in python
+•	A problem will behave the same way if all of the code in all of the script tags were in a single script tag. Specifically, any variables that are used in multiple script tags share a namespace and can be overridden.
+•	Like all python, indentation matters, even though it is embedded in XML.
+Children
+Description
+Notes
+
+
+
+<numericalresponse>
+Attribute
+Description
+Notes
+answer
+A value to which student input must be equivalent. Note that this expression can be expressed in terms of a variable that is computed in a script provided in the problem by preceding the appropriate variable name with a dollar sign.
+Note that any numeric expression provided by the student will be automatically simplified on the grader's backend.
+Children
+Description
+Notes
+responseparam
+used to specify a tolerance on the accepted values of a number. See description below
+
+textline
+a format to take input from students. See description below
+
+<responseparam>
+Attribute
+Description
+Notes
+type
+"tolerance" - defines a tolerance for a number
+
+default
+either a number or a percentage, defining how different from the provided answer a student answer can be while still getting full credit
+
+Children
+Description
+Notes
+
+
+
+<textline>
+Attribute
+Description
+Notes
+math
+(optional) If this attribute has any value at all, a math preview will display beneath the textbox showing well-formatted math corresponding to student input
+
+size
+(optional) defines the size in character widths of the input box as it is displayed to students.
+
+hidden
+(optional) if true, the textbox will be hidden from students.
+
+Children
+Description
+Notes
+
+
+
+
+Formula Response
+The Formula Response input type accepts a line of text representing a mathematical expression from the student and evaluates the input for equivalence to a mathematical expression provided by the grader. Correctness is based on numerical sampling of the symbolic expressions.
+The answer is correct if both the student-provided response and the grader's mathematical expression are equivalent to specified numerical tolerance, over a specified range of values for each variable.
+This kind of response type can handle symbolic expressions. However, it places an extra burden on the problem author to specify the allowed variables in the expression and the numerical ranges over which the variables must be sampled in order to test for correctness.
+Sample Problem
+
+Problem Code
+<problem>
+  <p><b>Example Problem</b></p>
+  <p>This is a short introduction to the Formula Response editor.</p>
+
+  <p>Write an expression for the product of R_1, R_2, and the inverse of R_3.</p>
+  <formularesponse type="ci" samples="R_1,R_2,R_3@1,2,3:3,4,5#10" answer="$VoVi">
+    <responseparam type="tolerance" default="0.00001"/> 
+    <textline size="40" math="1" />
+  </formularesponse>
+
+  <p>Let <i>c</i> denote the speed of light. What is the relativistic energy <i>E</i> of an object of mass <i>m</i>?</p>
+<script type="loncapa/python">
+VoVi = "(R_1*R_2)/R_3"
+</script>
+<formularesponse type="cs" samples="m,c@1,2:3,4#10" answer="m*c^2">
+    <responseparam type="tolerance" default="0.00001"/> 
+  <text><i>E</i> =</text> <textline size="40" math="1" />    
+</formularesponse>
+
+  <p>Let <i>x</i> be a variable, and let <i>n</i> be an arbitrary constant. What is the derivative of <i>x<sup>n</sup></i>?</p>
+<script type="loncapa/python">
+derivative = "n*x^(n-1)"
+</script>
+<formularesponse type="ci" samples="x,n@1,2:3,4#10" answer="$derivative">
+  <responseparam type="tolerance" default="0.00001"/> 
+  <textline size="40" math="1" />    
+</formularesponse>
+
+  <solution>
+    <div class="detailed-solution">
+      <p>Explanation</p>
+      <p>Use standard arithmetic operation symbols and indicate multiplication explicitly.</p>
+      <p>Use the symbol <tt>^</tt> to raise to a power.</p>
+      <p>Use parentheses to specify order of operations.</p>
+    </div>
+  </solution>
+</problem>
+Template
+<problem>
+
+<script type="loncapa/python">
+answer_value = "n*x^(n-1)"
+</script>
+<formularesponse type="ci" samples="x,n@1,2:3,4#10" answer="$answer_value">
+  <responseparam type="tolerance" default="0.00001"/> 
+  <textline size="40" math="1" />    
+</formularesponse>
+
+  <solution>
+    <div class="detailed-solution">
+
+    </div>
+  </solution>
+</problem>
+XML Attribute Information
+<script>
+Attribute
+Description
+Notes
+type
+"loncapa/python" - a script written in python
+•	A problem will behave the same way if all of the code in all of the script tags were in a single script tag. Specifically, any variables that are used in multiple script tags share a namespace and can be overridden.
+•	Like all python, indentation matters, even though it is embedded in XML.
+Children
+Description
+Notes
+
+
+
+<formularesponse>
+Attribute
+Description
+Notes
+type
+•	"cs" - Case Sensitive, the default
+•	"ci" - Case Insensitive, capitalization does not matter in variable names
+
+answer
+An expression to which the student provided response must be equivalent. Note that this expression can be expressed in terms of a variable that is computed in a script provided with the problem by preceding the appropriate variable name with a dollar sign.
+Multiplication must be explicitly stated with an asterisk. Students also must enter their input with multiplication as an asterisk. The phrase "mc^2" will be interpreted as a single value represented by the variable named "mc" raised to the second power.
+samples
+This attribute is one of the more complicated attributes in the EDXML tag system. It contains four related comma-delineated lists, separated by special delineators. The lists are in the format
+<variables>@<lower_bounds>:<upper_bound>#<num_samples
+•	variables - a set of variables that are allowed as student input
+•	lower_bounds - for every variable defined in variables, a lower bound on the numerical tests to use for that variable
+•	upper_bounds - for every variable defined in variables, an upper bound on the numerical tests to use for that variable
+•	num_samples - how many times to test the expression
+
+Children
+Description
+Notes
+responseparam
+used to define an upper bound on the variance of the numerical methods used to approximate a test for equality. See description below.
+
+textbox
+used to take student responses. See description below.
+
+<responseparam>
+Attribute
+Description
+Notes
+default
+a number or a percentage specifying how close the student and grader expressions must be.
+Failure to include a tolerance leaves expressions vulnerable to unavoidable rounding errors during sampling, causing some student input to be graded as incorrect, even if it is algebraically equivalent to the grader's expression.
+type
+"tolerance" - defines a tolerance for a number
+
+Children
+Description
+Notes
+
+
+
+
+Image Response
+The Image Response input type presents an image and accepts clicks on the image as an answer.
+Images have to be uploaded to the courseware Assets directory. Response clicks are marked as correct if they are within a certain specified sub rectangle of the image canvas.
+Note The Mozilla Firefox browser is currently not supported for this problem type.
+Sample Problem
+
+Problem Code
+<problem>
+  <p><b>Example Problem</b></p>
+<startouttext/>
+    <p>You are given three shapes. Click on the triangle.</p>
+    <endouttext/>
+    <imageresponse>
+    <imageinput src="/c4x/edX/edX101/asset/threeshapes.png" width="220" height="150" rectangle="(80,40)-(130,90)" />
+    </imageresponse>
+</problem>
+Template
+<problem>
+    <imageresponse>
+    <imageinput src="Path_to_Image_File.png" width="220" height="150" rectangle="(80,40)-(130,90)" />
+    </imageresponse> 
+</problem>
+XML Attribute Information
+<imageresponse>
+
+Attribute
+Description
+Notes
+
+
+
+Children
+Description
+Notes
+imageinput
+used to get input based off of an image. See description below.
+
+<imageinput>
+Attribute
+Description
+Notes
+src
+the url from which the image should be taken
+
+height
+The height that the image should be displayed with
+
+width
+the width that the image should be displayed with
+
+rectangle
+an attribute with four embedded values in the format
+(<start_width>,<start_height>)-(<end_width>,<end_height>)
+All coordinates start with (0,0) at the top left corner and increase in value towards the bottom right corner, very similar to the progression of reading English. The two coordinates defined form the two opposite corners of a box which a student can click inside of in order to get credit for the problem.
+
+Children
+Description
+Notes
+
+
+
+
+Custom Response
+A Custom Response input type accepts one or more lines of text input from the student and evaluate the inputs for correctness using an embedded Python script.
+Sample Problem
+
+Problem Code
+<problem>
+  <p><b>Example Problem</b></p>
+<script type="loncapa/python">
+
+def test_add_to_ten(expect,ans):
+  try:
+    a1=int(ans[0])
+    a2=int(ans[1])
+  except ValueError:
+    a1=0
+    a2=0
+  return (a1+a2)==10
+
+def test_add(expect,ans):
+  try:
+    a1=float(ans[0])
+    a2=float(ans[1])
+  except ValueError:
+    a1=0
+    a2=0
+  return (a1+a2)== float(expect)
+</script>
+
+  <p>This question consists of two parts. </p>
+<p>First, enter two integers which sum to 10. </p>
+<customresponse cfn="test_add_to_ten">
+        <textline size="40" /><br/>
+        <textline size="40" />
+</customresponse>
+
+  <p>Now enter two (finite) decimals which sum to 20.</p>
+<customresponse cfn="test_add" expect="20">
+        <textline size="40" /><br/>
+        <textline size="40" />
+</customresponse>
+
+    <solution>
+        <div class="detailed-solution">
+            <p>Explanation</p>
+          <p>For the first part, any two numbers of the form <i>n</i>
+            and <i>10-n</i>, where <i>n</i> is any integer, will work. 
+            One possible answer would be the pair 0 and 10.
+          </p>
+          <p>For the second part, any pair <i>x</i> and <i>20-x</i> will work, where <i>x</i> is any real number with a finite decimal representation. Both inputs have to be entered either in standard decimal notation or in scientific exponential notation. One possible answer would be the pair 0.5 and 19.5. Another way to write this would be 5e-1 and 1.95e1.
+          </p>
+        </div>
+    </solution>
+</problem>
+Templates
+
+With displayed suggested correct answers
+
+<problem>
+
+<script type="loncapa/python">
+def test_add(expect,ans):
+  a1=float(ans[0])
+  a2=float(ans[1])
+  return (a1+a2)== float(expect)
+</script>
+
+
+<p>Enter two real numbers which sum to 20: </p>
+<customresponse cfn="test_add" expect="20">
+        <textline size="40" correct_answer="11"/><br/>
+        <textline size="40" correct_answer="9"/>
+</customresponse>
+
+    <solution>
+        <div class="detailed-solution">
+        </div>
+    </solution>
+</problem>
+With no suggested correct answers
+
+<problem>
+
+<script type="loncapa/python">
+def test_add(expect,ans):
+  a1=float(ans[0])
+  a2=float(ans[1])
+  return (a1+a2)== float(expect)
+</script>
+
+
+<p>Enter two real numbers which sum to 20: </p>
+<customresponse cfn="test_add" expect="20">
+        <textline size="40" /><br/>
+        <textline size="40" />
+</customresponse>
+
+    <solution>
+        <div class="detailed-solution">
+        </div>
+    </solution>
+</problem>
+
+Chemical Equation Response
+The Chemical Equation Response input type is a special type of Custom Response that allows the student to enter chemical equations as answers.
+Sample Problem
+
+Problem Code
+<problem>
+  <p><b>Example Problem</b></p>
+  <startouttext/>
+  <p>Some problems may ask for a particular chemical equation. Practice by writing out the following reaction in the box below.</p>
+  <center>\( \text{H}_2\text{SO}_4 \longrightarrow \text{ H}^+ + \text{ HSO}_4^-\)</center>
+  <br/>
+  <customresponse>
+    <chemicalequationinput size="50"/>
+    <answer type="loncapa/python">
+
+if chemcalc.chemical_equations_equal(submission[0], 'H2SO4 -> H^+ + HSO4^-'): 
+    correct = ['correct']
+else:
+    correct = ['incorrect']
+
+</answer>
+  </customresponse>
+  <p> Some tips:<ul><li>Only real element symbols are permitted.</li><li>Subscripts are entered with plain text.</li><li>Superscripts are indicated with a caret (^).</li><li>The reaction arrow (\(\longrightarrow\)) is indicated with "->".</li></ul>
+	 So, you can enter "H2SO4 -> H^+ + HSO4^-".</p>
+  <endouttext/>
+</problem> 
+Schematic Response
+The Schematic Response input type provides an interactive grid on which the student can construct a schematic answer, such as a circuit.
+Sample Problem
+
+
+
+Problem Code
+<problem>
+  Make a voltage divider that splits the provided voltage evenly.
+
+<schematicresponse>
+<center>
+<schematic height="500" width="600" parts="g,r" analyses="dc"
+initial_value="[["v",[168,144,0],{"value":"dc(1)","_json_":0},["1","0"]],["r",[296,120,0],{"r":"1","_json_":1},["1","output"]],["L",[296,168,3],{"label":"output","_json_":2},["output"]],["w",[296,216,168,216]],["w",[168,216,168,192]],["w",[168,144,168,120]],["w",[168,120,296,120]],["g",[168,216,0],{"_json_":7},["0"]],["view",-67.49999999999994,-78.49999999999994,1.6000000000000003,"50","10","1G",null,"100","1","1000"]]"
+/>
+</center>
+<answer type="loncapa/python">
+dc_value = "dc analysis not found"
+for response in submission[0]:
+  if response[0] == 'dc':
+      for node in response[1:]:
+          dc_value = node['output']
+
+if dc_value == .5:
+  correct = ['correct']
+else:
+  correct = ['incorrect']
+</answer>
+</schematicresponse>
+<schematicresponse>
+<p>Make a high pass filter.</p>
+<center>
+<schematic height="500" width="600" parts="g,r,s,c" analyses="ac"
+submit_analyses="{"ac":[["NodeA",1,9]]}"
+initial_value="[["v",[160,152,0],{"name":"v1","value":"sin(0,1,1,0,0)","_json_":0},["1","0"]],["w",[160,200,240,200]],["g",[160,200,0],{"_json_":2},["0"]],["L",[240,152,3],{"label":"NodeA","_json_":3},["NodeA"]],["s",[240,152,0],{"color":"cyan","offset":"0","_json_":4},["NodeA"]],["view",64.55878906250004,54.114697265625054,2.5000000000000004,"50","10","1G",null,"100","1","1000"]]"/>
+</center>
+<answer type="loncapa/python">
+ac_values = None
+for response in submission[0]:
+  if response[0] == 'ac':
+      for node in response[1:]:
+          ac_values = node['NodeA']
+print "the ac analysis value:", ac_values
+if ac_values == None:
+  correct = ['incorrect']
+elif ac_values[0][1] < ac_values[1][1]:
+  correct = ['correct']
+else:
+  correct = ['incorrect']
+</answer>
+</schematicresponse>
+
+    <solution>
+        <div class="detailed-solution">
+            <p>Explanation</p>
+            <p>A voltage divider that evenly divides the input voltage can be formed with two identically valued resistors, with the sampled voltage taken in between the two.</p>
+            <p><img src="/c4x/edX/edX101/asset/images_voltage_divider.png"/></p>
+            <p>A simple high-pass filter without any further constaints can be formed by simply putting a resister in series with a capacitor. The actual values of the components do not really matter in order to meet the constraints of the problem.</p>
+            <p><img src="/c4x/edX/edX101/asset/images_high_pass_filter.png"/></p>
+        </div>
+    </solution>
+</problem>
diff --git a/userdocs/source/Appendix E.rst b/userdocs/source/Appendix E.rst
new file mode 100644
index 0000000000..80936f62bb
--- /dev/null
+++ b/userdocs/source/Appendix E.rst	
@@ -0,0 +1,907 @@
+===========================
+ APPENDIX E: Problem Types
+===========================
+
+    **Option Response**
+
+    The Option Response input type allows the student to choose from a collection of answer options, presented as a drop-down list.
+
+    Option Response is structurally similar to Multiple Choice. Some conceptual differences between the two include the following.
+
+    • The Multiple Choice radio button format makes it easier for students to read very long response options.
+
+    • The Option Response drop-down input format makes it more likely for students to think of an answer and then search for it, rather than relying purely on recognition to answer the question.
+    The Multiple Choice format is more explicit and visual. This makes it a more appropriate choice for presenting tricky or complicated answer options which are intended to get the student to pause and think.
+
+    **Sample Problem**
+
+    Insert Image
+
+    **Problem Code**  :: 
+
+  <problem>
+
+  <p>Option Response is most similar to __________.</p>
+
+  <optionresponse>
+        <optioninput options="('Multiple Choice','String Response','Numerical Response','External Response','Image Response')"correct="Multiple Choice"/>
+  </optionresponse>
+
+  <solution>
+    <div class="detailed-solution">
+      <p>Explanation</p>
+      <p>Like Option Response, Multiple Choice also allows students to select from a variety of pre-written responses.</p>
+    </div>
+    </solution>
+  </problem>
+
+    **Template** ::
+
+  <problem>
+
+    <optionresponse>
+      options="('A','B')"
+      correct="A"/>
+    </optionresponse>
+
+  <solution>
+    <div class="detailed-solution">
+
+      </div>
+    </solution>
+  </problem>
+
+
+    **XML Attribute Information** 
+
+    <optionresponse>
+
+    +---------------------------+------------------+-----------------+
+    |      Attribute            |   Description    |     Notes       |
+    |                           |                  |                 |
+    +===========================+==================+=================+
+    |      Children             |   Description    |     Notes       |
+    +---------------------------+------------------+-----------------+
+    | All Standard HTML Tags    |   Relevant Text  |     …           |
+    +---------------------------+------------------+-----------------+
+    |    option input           |  Relevant Input  |                 | 
+    |    See Below              |    See Below     |     …           |
+    +---------------------------+------------------+-----------------+
+
+  
+
+<optioninput>
+
+
+    +---------------------------+------------------+----------------------+
+    |      Attribute            |   Description    |         Notes        |
+    |                           |                  |                      |
+    +===========================+==================+======================+
+    |      Options              | A list of options|Attribute must be     |
+    |                           | that students    |defined with double   |
+    |                           | choose from.     |quotes and the values |
+    |                           |                  |in the list with      |
+    |                           |                  |single quotes.        |
+    |                           |                  |                      |  
+    |                           |                  |                      |
+    |                           |                  |There must be a space |
+    |                           |                  |between the separating|
+    |                           |                  |commas and single     |
+    |                           |                  |quote start of the    |
+    |                           |                  |option.               |
+    |                           |                  |                      |
+    |                           |                  |Answers displayed to  |
+    |                           |                  |students cannot con-  |
+    |                           |                  |tain any quotes.      |
+    +---------------------------+------------------+----------------------+
+    |        correct            | The option that  | To get credit, this  |
+    |                           | grader will      | option must be typed |
+    |                           | accept as correct| exactly the same as  |                   
+    |                           |                  | the definition in    |
+    |                           |                  |    "options"         |
+    +---------------------------+------------------+----------------------+
+  
+
+
+    **Multiple Choice**
+
+    The Multiple Choice input type allows the student to select at most one choice from a collection of answer choices, presented as a list of radio buttons.
+
+    A Multiple Choice problem can have more than one correct answer, depending on how many choices are marked as correct in the underlying XML. If all choices are marked as incorrect, there is no correct response.
+
+    Multiple Choice is structurally similar to Option Response. Some conceptual differences between the two include the following.
+
+    • The Multiple Choice radio button format makes it easier for students to read very long response options.
+
+    • The Option Response drop-down input format makes it more likely for students to think of an answer and then search for it, rather than relying purely on recognition to answer the question.
+
+    • The Multiple Choice format is more explicit and visual. This makes it a more appropriate choice for presenting tricky or complicated answer options which are intended to get the student to pause and think.
+    Sample Problem
+ 
+    **Problem Code** ::
+
+  <problem>
+     <p><b>Example Problem</b></p>
+     <p>How many correct responses can a Multiple Choice question have?</p>
+          <multiplechoiceresponse>
+         <choicegroup type="MultipleChoice">
+            <choice correct="false" name="one">Only one</choice>
+            <choice correct="false" name="zeroone">Only zero or one</choice>
+            <choice correct="true" name="zeromore">Zero or more</choice>
+            <choice correct="false" name="onemore">Only one or more</choice>
+            <choice correct="false" name="noone">Nobody knows</choice>
+            <choice correct="true" name="someone">Somebody might know :)</choice>
+        </choicegroup>
+        </multiplechoiceresponse>
+      <solution>
+            <div class="detailed-solution">
+              <p>Explanation</p>
+                <p>It depends on how many choices are marked as correct in the underlying XML.</p>                  
+      <p>Note that if all choices are marked as incorrect, there is no
+              correct response.</p>
+            </div>
+        </solution>
+  </problem>
+
+
+    **Template** ::
+
+  <problem>
+
+    <multiplechoiceresponse>
+      <choicegroup type="MultipleChoice">
+      <choice correct="false" name="a">A</choice>
+      <choice correct="true" name="b">B</choice>
+      </choicegroup>
+    </multiplechoiceresponse>
+
+    <solution>
+      <div class="detailed-solution">
+    
+      </div>
+    </solution>
+
+  </problem>
+
+    **XML Attribute Information**
+
+    <multiplechoiceresponse>
+
+
+   +---------------------------+------------------+----------------------+
+    |      Attribute            |   Description    |         Notes        |
+    |                           |                  |                      |
+    +===========================+==================+======================+
+    |      Options              | A list of options|Attribute must be     |
+    |                           | that students    |defined with double   |
+    |                           | choose from.     |quotes and the values |
+    |                           |                  |in the list with      |
+    |                           |                  |single quotes.        |
+    |                           |                  |        |                           
+    |                           |                  |There must be a space |
+    |                           |                  |between the separating|
+    |                           |                  |commas and single     |
+    |                           |                  |quote start of the    |
+    |                           |                  |option.               |
+    |                           |                  |                      |
+    |                           |                  |Answers displayed to  |
+    |                           |                  |students cannot con-  |
+    |                         |                  |tain any quotes.      |
+    +---------------------------+------------------+----------------------+
+    |        correct            | The option that  | To get credit, this  |
+    |       | grader will      | option must be typed |
+    |             | accept as correct| exactly the same as  |                   
+    |                           |                  | the definition in    |
+    |                           |                  |    "options"         |
+    +---------------------------+------------------+----------------------+
+
+Attribute
+Description
+Notes
+
+
+
+Children
+Description
+Notes
+All standard HTML tags
+to display text relevant to the problem
+
+choicegroup
+a method to take input from students. See description below
+
+<choicegroup>
+Attribute
+Description
+Notes
+type
+needs to have the value "MultipleChoice"
+
+Children
+Description
+Notes
+choice
+a description of an option to de displayed to students. Details below
+
+<choice>
+Attribute
+Description
+Notes
+name
+(optional) a unique name that the backend will use to refer to this option
+
+correct
+"true" if this option is the correct answer, "false" if not
+Only one choice in the choicegroup can have correct="true" in order for it to be possible to get the correct answer
+
+Checkbox
+The Checkbox input type allows the student to select zero or more choices from a collection of answer choices, presented as a list of checkboxes.
+Remark: Questions with one Checkbox input type have exactly one correct response. All the choices marked as correct="true" have to be selected for the submitted answer (i.e. the response) to be considered correct.
+In particular, the response of no boxes checked off could be the single correct response, and a Checkbox question, unlike a Multiple Choice question, cannot have zero correct responses.
+Sample Problem
+
+Problem Code
+<problem>
+<startouttext/>
+  <p>How many correct responses can a Checkbox question have?</p>
+
+<choiceresponse>
+<checkboxgroup>
+<choice correct="false"><text>Zero</text></choice>
+<choice correct="true"><text>One</text></choice>
+<choice correct="false"><text>Two or more</text></choice>
+<choice correct="false"><text>Nobody knows</text></choice>
+<choice correct="true"><text>Somebody might know :)</text></choice>
+</checkboxgroup>
+</choiceresponse>
+</problem>
+Template
+<problem>
+
+<choiceresponse>
+<checkboxgroup>
+<choice correct="false"><text>Zero</text></choice>
+<choice correct="true"><text>One</text></choice>
+</checkboxgroup>
+</choiceresponse>
+</problem>
+
+String Response
+The String Response input type provides an input box in which the student can enter a line of text, which is then checked against a specified expected answer.
+A String Response input does not provide any answer suggestions, so it can be a good way to get the students to engage with the material more deeply in a sequence and look up, figure out, or remember the correct answer themselves.
+Note that a student's answer in a String Response is marked as correct if it matches every character of the expected answer. This can be a problem with international spelling, dates, or anything where the format of the answer is not clear.
+Sample Problem
+
+Problem Code
+<problem>
+  <p><b>Example Problem</b></p>
+  <p>What is the name of this unit? (What response type is this?)</p>
+  <stringresponse answer="String Response" type="ci">
+    <textline size="20"/>
+  </stringresponse>
+  <solution>
+    <div class="detailed-solution">
+      <p>Explanation</p>
+      <p>The name of this unit is "String Response," written without the punctuation.</p>
+      <p>Arbitrary capitalization is accepted.</p>
+    </div>
+  </solution>
+</problem>
+Template
+<problem>
+  <stringresponse answer="REPLACE_THIS" type="ci">
+    <textline size="20"/>
+  </stringresponse>
+  <solution>
+    <div class="detailed-solution">
+    </div>
+  </solution>
+</problem>
+XML Attribute Information
+<stringresponse>
+
+Attribute
+Description
+Notes
+type
+(optional) "ci" if the student response should be graded case-insensitively. The default is to take case into consideration when grading.
+
+answer
+The string that students need to enter in order to get credit.
+
+Children
+Description
+Notes
+textline
+used to accept student input. See description below
+
+<textline>
+Attribute
+Description
+Notes
+math
+(optional) If this attribute has any value at all, a math preview will display beneath the textbox showing well-formatted math corresponding to student input
+
+size
+(optional) defines the size in character widths of the input box as it is displayed to students.
+
+hidden
+(optional) if true, the textbox will be hidden from students.
+
+Children
+Description
+Notes
+
+
+
+
+Numerical Response
+The Numerical Response input type accepts a line of text input from the student and evaluates the input for correctness based on its numerical value. The input is allowed to be a number or a mathematical expression in a fixed syntax.
+The answer is correct if it is within a specified numerical tolerance of the expected answer.
+The expected answer can be specified explicitly or precomputed by a Python script.
+Sample Problem
+
+Problem Code
+<problem>
+  <p><b>Example Problem</b></p>
+
+<p>What base is the decimal numeral system in?
+    <numericalresponse answer="10">
+        <textline />
+    </numericalresponse>
+</p>
+
+  <p>What is the value of the standard gravity constant <i>g</i>, measured in m/s<sup>2</sup>? Give your answer to at least two decimal places.
+  <numericalresponse answer="9.80665">
+    <responseparam type="tolerance" default="0.01" />
+      <textline />
+  </numericalresponse>
+</p>
+
+<!-- Use python script spacing. The following should not be indented! -->
+<script type="loncapa/python">
+computed_response = math.sqrt(math.fsum([math.pow(math.pi,2), math.pow(math.e,2)]))
+</script>
+  
+<p>What is the distance in the plane between the points (pi, 0) and (0, e)? You can type math.
+    <numericalresponse answer="$computed_response">
+        <responseparam type="tolerance" default="0.0001" />
+        <textline math="1" />
+    </numericalresponse>
+</p>
+<solution>
+  <div class="detailed-solution">
+    <p>Explanation</p>
+    <p>The decimal numerical system is base ten.</p>
+    <p>The standard gravity constant is defined to be precisely 9.80665 m/s<sup>2</sup>.
+    This is 9.80 to two decimal places. Entering 9.8 also works.</p>
+    <p>By the distance formula, the distance between two points in the plane is
+       the square root of the sum of the squares of the differences of each coordinate.
+      Even though an exact numerical value is checked in this case, the
+      easiest way to enter this answer is to type
+      <code>sqrt(pi^2+e^2)</code> into the editor. 
+      Other answers like <code>sqrt((pi-0)^2+(0-e)^2)</code> also work.
+    </p>
+  </div>
+</solution>
+</problem>
+Templates
+Exact values
+
+<problem>
+
+  <numericalresponse answer="10">
+    <textline />
+  </numericalresponse>
+
+  <solution>
+  <div class="detailed-solution">
+
+  </div>
+</solution>
+</problem>
+Answers with decimal precision
+
+<problem>
+
+  <numericalresponse answer="9.80665">
+    <responseparam type="tolerance" default="0.01" />
+      <textline />
+  </numericalresponse>
+
+  <solution>
+  <div class="detailed-solution">
+
+  </div>
+</solution>
+</problem>
+Answers with percentage precision
+
+<problem>
+
+  <numericalresponse answer="100">
+    <responseparam type="tolerance" default="10%" />
+      <textline />
+  </numericalresponse>
+
+  <solution>
+  <div class="detailed-solution">
+
+  </div>
+</solution>
+</problem>
+Answers with a live math interpretation popup display
+
+<problem>
+
+  <numericalresponse answer="3.14159">
+    <responseparam type="tolerance" default="0.00001" />
+    <textline math="1" />
+  </numericalresponse>
+
+  <solution>
+  <div class="detailed-solution">
+
+  </div>
+</solution>
+</problem>
+Answers with scripts
+
+<problem>
+
+<!-- Use python script spacing. The following should not be indented! -->
+<script type="loncapa/python">
+computed_response = math.sqrt(math.fsum([math.pow(math.pi,2), math.pow(math.e,2)]))
+</script>
+
+  <numericalresponse answer="$computed_response">
+    <responseparam type="tolerance" default="0.0001" />
+    <textline math="1" />
+  </numericalresponse>
+
+  <solution>
+  <div class="detailed-solution">
+
+  </div>
+</solution>
+</problem>
+XML Attribute Information
+<script>
+Attribute
+Description
+Notes
+type
+"loncapa/python" - a script written in python
+• A problem will behave the same way if all of the code in all of the script tags were in a single script tag. Specifically, any variables that are used in multiple script tags share a namespace and can be overridden.
+• Like all python, indentation matters, even though it is embedded in XML.
+Children
+Description
+Notes
+
+
+
+<numericalresponse>
+Attribute
+Description
+Notes
+answer
+A value to which student input must be equivalent. Note that this expression can be expressed in terms of a variable that is computed in a script provided in the problem by preceding the appropriate variable name with a dollar sign.
+Note that any numeric expression provided by the student will be automatically simplified on the grader's backend.
+Children
+Description
+Notes
+responseparam
+used to specify a tolerance on the accepted values of a number. See description below
+
+textline
+a format to take input from students. See description below
+
+<responseparam>
+Attribute
+Description
+Notes
+type
+"tolerance" - defines a tolerance for a number
+
+default
+either a number or a percentage, defining how different from the provided answer a student answer can be while still getting full credit
+
+Children
+Description
+Notes
+
+
+
+<textline>
+Attribute
+Description
+Notes
+math
+(optional) If this attribute has any value at all, a math preview will display beneath the textbox showing well-formatted math corresponding to student input
+
+size
+(optional) defines the size in character widths of the input box as it is displayed to students.
+
+hidden
+(optional) if true, the textbox will be hidden from students.
+
+Children
+Description
+Notes
+
+
+
+
+Formula Response
+The Formula Response input type accepts a line of text representing a mathematical expression from the student and evaluates the input for equivalence to a mathematical expression provided by the grader. Correctness is based on numerical sampling of the symbolic expressions.
+The answer is correct if both the student-provided response and the grader's mathematical expression are equivalent to specified numerical tolerance, over a specified range of values for each variable.
+This kind of response type can handle symbolic expressions. However, it places an extra burden on the problem author to specify the allowed variables in the expression and the numerical ranges over which the variables must be sampled in order to test for correctness.
+Sample Problem
+
+Problem Code
+<problem>
+  <p><b>Example Problem</b></p>
+  <p>This is a short introduction to the Formula Response editor.</p>
+
+  <p>Write an expression for the product of R_1, R_2, and the inverse of R_3.</p>
+  <formularesponse type="ci" samples="R_1,R_2,R_3@1,2,3:3,4,5#10" answer="$VoVi">
+    <responseparam type="tolerance" default="0.00001"/> 
+    <textline size="40" math="1" />
+  </formularesponse>
+
+  <p>Let <i>c</i> denote the speed of light. What is the relativistic energy <i>E</i> of an object of mass <i>m</i>?</p>
+<script type="loncapa/python">
+VoVi = "(R_1*R_2)/R_3"
+</script>
+<formularesponse type="cs" samples="m,c@1,2:3,4#10" answer="m*c^2">
+    <responseparam type="tolerance" default="0.00001"/> 
+  <text><i>E</i> =</text> <textline size="40" math="1" />    
+</formularesponse>
+
+  <p>Let <i>x</i> be a variable, and let <i>n</i> be an arbitrary constant. What is the derivative of <i>x<sup>n</sup></i>?</p>
+<script type="loncapa/python">
+derivative = "n*x^(n-1)"
+</script>
+<formularesponse type="ci" samples="x,n@1,2:3,4#10" answer="$derivative">
+  <responseparam type="tolerance" default="0.00001"/> 
+  <textline size="40" math="1" />    
+</formularesponse>
+
+  <solution>
+    <div class="detailed-solution">
+      <p>Explanation</p>
+      <p>Use standard arithmetic operation symbols and indicate multiplication explicitly.</p>
+      <p>Use the symbol <tt>^</tt> to raise to a power.</p>
+      <p>Use parentheses to specify order of operations.</p>
+    </div>
+  </solution>
+</problem>
+Template
+<problem>
+
+<script type="loncapa/python">
+answer_value = "n*x^(n-1)"
+</script>
+<formularesponse type="ci" samples="x,n@1,2:3,4#10" answer="$answer_value">
+  <responseparam type="tolerance" default="0.00001"/> 
+  <textline size="40" math="1" />    
+</formularesponse>
+
+  <solution>
+    <div class="detailed-solution">
+
+    </div>
+  </solution>
+</problem>
+XML Attribute Information
+<script>
+Attribute
+Description
+Notes
+type
+"loncapa/python" - a script written in python
+• A problem will behave the same way if all of the code in all of the script tags were in a single script tag. Specifically, any variables that are used in multiple script tags share a namespace and can be overridden.
+• Like all python, indentation matters, even though it is embedded in XML.
+Children
+Description
+Notes
+
+
+
+<formularesponse>
+Attribute
+Description
+Notes
+type
+• "cs" - Case Sensitive, the default
+• "ci" - Case Insensitive, capitalization does not matter in variable names
+
+answer
+An expression to which the student provided response must be equivalent. Note that this expression can be expressed in terms of a variable that is computed in a script provided with the problem by preceding the appropriate variable name with a dollar sign.
+Multiplication must be explicitly stated with an asterisk. Students also must enter their input with multiplication as an asterisk. The phrase "mc^2" will be interpreted as a single value represented by the variable named "mc" raised to the second power.
+samples
+This attribute is one of the more complicated attributes in the EDXML tag system. It contains four related comma-delineated lists, separated by special delineators. The lists are in the format
+<variables>@<lower_bounds>:<upper_bound>#<num_samples
+• variables - a set of variables that are allowed as student input
+• lower_bounds - for every variable defined in variables, a lower bound on the numerical tests to use for that variable
+• upper_bounds - for every variable defined in variables, an upper bound on the numerical tests to use for that variable
+• num_samples - how many times to test the expression
+
+Children
+Description
+Notes
+responseparam
+used to define an upper bound on the variance of the numerical methods used to approximate a test for equality. See description below.
+
+textbox
+used to take student responses. See description below.
+
+<responseparam>
+Attribute
+Description
+Notes
+default
+a number or a percentage specifying how close the student and grader expressions must be.
+Failure to include a tolerance leaves expressions vulnerable to unavoidable rounding errors during sampling, causing some student input to be graded as incorrect, even if it is algebraically equivalent to the grader's expression.
+type
+"tolerance" - defines a tolerance for a number
+
+Children
+Description
+Notes
+
+
+
+
+Image Response
+The Image Response input type presents an image and accepts clicks on the image as an answer.
+Images have to be uploaded to the courseware Assets directory. Response clicks are marked as correct if they are within a certain specified sub rectangle of the image canvas.
+Note The Mozilla Firefox browser is currently not supported for this problem type.
+Sample Problem
+
+Problem Code
+<problem>
+  <p><b>Example Problem</b></p>
+<startouttext/>
+    <p>You are given three shapes. Click on the triangle.</p>
+    <endouttext/>
+    <imageresponse>
+    <imageinput src="/c4x/edX/edX101/asset/threeshapes.png" width="220" height="150" rectangle="(80,40)-(130,90)" />
+    </imageresponse>
+</problem>
+Template
+<problem>
+    <imageresponse>
+    <imageinput src="Path_to_Image_File.png" width="220" height="150" rectangle="(80,40)-(130,90)" />
+    </imageresponse> 
+</problem>
+XML Attribute Information
+<imageresponse>
+
+Attribute
+Description
+Notes
+
+
+
+Children
+Description
+Notes
+imageinput
+used to get input based off of an image. See description below.
+
+<imageinput>
+Attribute
+Description
+Notes
+src
+the url from which the image should be taken
+
+height
+The height that the image should be displayed with
+
+width
+the width that the image should be displayed with
+
+rectangle
+an attribute with four embedded values in the format
+(<start_width>,<start_height>)-(<end_width>,<end_height>)
+All coordinates start with (0,0) at the top left corner and increase in value towards the bottom right corner, very similar to the progression of reading English. The two coordinates defined form the two opposite corners of a box which a student can click inside of in order to get credit for the problem.
+
+Children
+Description
+Notes
+
+
+
+
+Custom Response
+A Custom Response input type accepts one or more lines of text input from the student and evaluate the inputs for correctness using an embedded Python script.
+Sample Problem
+
+Problem Code
+<problem>
+  <p><b>Example Problem</b></p>
+<script type="loncapa/python">
+
+def test_add_to_ten(expect,ans):
+  try:
+    a1=int(ans[0])
+    a2=int(ans[1])
+  except ValueError:
+    a1=0
+    a2=0
+  return (a1+a2)==10
+
+def test_add(expect,ans):
+  try:
+    a1=float(ans[0])
+    a2=float(ans[1])
+  except ValueError:
+    a1=0
+    a2=0
+  return (a1+a2)== float(expect)
+</script>
+
+  <p>This question consists of two parts. </p>
+<p>First, enter two integers which sum to 10. </p>
+<customresponse cfn="test_add_to_ten">
+        <textline size="40" /><br/>
+        <textline size="40" />
+</customresponse>
+
+  <p>Now enter two (finite) decimals which sum to 20.</p>
+<customresponse cfn="test_add" expect="20">
+        <textline size="40" /><br/>
+        <textline size="40" />
+</customresponse>
+
+    <solution>
+        <div class="detailed-solution">
+            <p>Explanation</p>
+          <p>For the first part, any two numbers of the form <i>n</i>
+            and <i>10-n</i>, where <i>n</i> is any integer, will work. 
+            One possible answer would be the pair 0 and 10.
+          </p>
+          <p>For the second part, any pair <i>x</i> and <i>20-x</i> will work, where <i>x</i> is any real number with a finite decimal representation. Both inputs have to be entered either in standard decimal notation or in scientific exponential notation. One possible answer would be the pair 0.5 and 19.5. Another way to write this would be 5e-1 and 1.95e1.
+          </p>
+        </div>
+    </solution>
+</problem>
+Templates
+
+With displayed suggested correct answers
+
+<problem>
+
+<script type="loncapa/python">
+def test_add(expect,ans):
+  a1=float(ans[0])
+  a2=float(ans[1])
+  return (a1+a2)== float(expect)
+</script>
+
+
+<p>Enter two real numbers which sum to 20: </p>
+<customresponse cfn="test_add" expect="20">
+        <textline size="40" correct_answer="11"/><br/>
+        <textline size="40" correct_answer="9"/>
+</customresponse>
+
+    <solution>
+        <div class="detailed-solution">
+        </div>
+    </solution>
+</problem>
+With no suggested correct answers
+
+<problem>
+
+<script type="loncapa/python">
+def test_add(expect,ans):
+  a1=float(ans[0])
+  a2=float(ans[1])
+  return (a1+a2)== float(expect)
+</script>
+
+
+<p>Enter two real numbers which sum to 20: </p>
+<customresponse cfn="test_add" expect="20">
+        <textline size="40" /><br/>
+        <textline size="40" />
+</customresponse>
+
+    <solution>
+        <div class="detailed-solution">
+        </div>
+    </solution>
+</problem>
+
+Chemical Equation Response
+The Chemical Equation Response input type is a special type of Custom Response that allows the student to enter chemical equations as answers.
+Sample Problem
+
+Problem Code
+<problem>
+  <p><b>Example Problem</b></p>
+  <startouttext/>
+  <p>Some problems may ask for a particular chemical equation. Practice by writing out the following reaction in the box below.</p>
+  <center>\( \text{H}_2\text{SO}_4 \longrightarrow \text{ H}^+ + \text{ HSO}_4^-\)</center>
+  <br/>
+  <customresponse>
+    <chemicalequationinput size="50"/>
+    <answer type="loncapa/python">
+
+if chemcalc.chemical_equations_equal(submission[0], 'H2SO4 -> H^+ + HSO4^-'): 
+    correct = ['correct']
+else:
+    correct = ['incorrect']
+
+</answer>
+  </customresponse>
+  <p> Some tips:<ul><li>Only real element symbols are permitted.</li><li>Subscripts are entered with plain text.</li><li>Superscripts are indicated with a caret (^).</li><li>The reaction arrow (\(\longrightarrow\)) is indicated with "->".</li></ul>
+   So, you can enter "H2SO4 -> H^+ + HSO4^-".</p>
+  <endouttext/>
+</problem> 
+Schematic Response
+The Schematic Response input type provides an interactive grid on which the student can construct a schematic answer, such as a circuit.
+Sample Problem
+
+
+
+Problem Code
+<problem>
+  Make a voltage divider that splits the provided voltage evenly.
+
+<schematicresponse>
+<center>
+<schematic height="500" width="600" parts="g,r" analyses="dc"
+initial_value="[["v",[168,144,0],{"value":"dc(1)","_json_":0},["1","0"]],["r",[296,120,0],{"r":"1","_json_":1},["1","output"]],["L",[296,168,3],{"label":"output","_json_":2},["output"]],["w",[296,216,168,216]],["w",[168,216,168,192]],["w",[168,144,168,120]],["w",[168,120,296,120]],["g",[168,216,0],{"_json_":7},["0"]],["view",-67.49999999999994,-78.49999999999994,1.6000000000000003,"50","10","1G",null,"100","1","1000"]]"
+/>
+</center>
+<answer type="loncapa/python">
+dc_value = "dc analysis not found"
+for response in submission[0]:
+  if response[0] == 'dc':
+      for node in response[1:]:
+          dc_value = node['output']
+
+if dc_value == .5:
+  correct = ['correct']
+else:
+  correct = ['incorrect']
+</answer>
+</schematicresponse>
+<schematicresponse>
+<p>Make a high pass filter.</p>
+<center>
+<schematic height="500" width="600" parts="g,r,s,c" analyses="ac"
+submit_analyses="{"ac":[["NodeA",1,9]]}"
+initial_value="[["v",[160,152,0],{"name":"v1","value":"sin(0,1,1,0,0)","_json_":0},["1","0"]],["w",[160,200,240,200]],["g",[160,200,0],{"_json_":2},["0"]],["L",[240,152,3],{"label":"NodeA","_json_":3},["NodeA"]],["s",[240,152,0],{"color":"cyan","offset":"0","_json_":4},["NodeA"]],["view",64.55878906250004,54.114697265625054,2.5000000000000004,"50","10","1G",null,"100","1","1000"]]"/>
+</center>
+<answer type="loncapa/python">
+ac_values = None
+for response in submission[0]:
+  if response[0] == 'ac':
+      for node in response[1:]:
+          ac_values = node['NodeA']
+print "the ac analysis value:", ac_values
+if ac_values == None:
+  correct = ['incorrect']
+elif ac_values[0][1] < ac_values[1][1]:
+  correct = ['correct']
+else:
+  correct = ['incorrect']
+</answer>
+</schematicresponse>
+
+    <solution>
+        <div class="detailed-solution">
+            <p>Explanation</p>
+            <p>A voltage divider that evenly divides the input voltage can be formed with two identically valued resistors, with the sampled voltage taken in between the two.</p>
+            <p><img src="/c4x/edX/edX101/asset/images_voltage_divider.png"/></p>
+            <p>A simple high-pass filter without any further constaints can be formed by simply putting a resister in series with a capacitor. The actual values of the components do not really matter in order to meet the constraints of the problem.</p>
+            <p><img src="/c4x/edX/edX101/asset/images_high_pass_filter.png"/></p>
+        </div>
+    </solution>
+</problem>
diff --git a/userdocs/source/Format Cheat Sheet.rst b/userdocs/source/Format Cheat Sheet.rst
new file mode 100644
index 0000000000..7de5a37cc8
--- /dev/null
+++ b/userdocs/source/Format Cheat Sheet.rst	
@@ -0,0 +1,59 @@
+******************
+Format cheat sheet
+******************
+
+Levels of Subheads
+
+####
+text
+####
+
+****
+text
+****
+
+text
+****
+
+text
+====
+
+text
+^^^^
+
+
+
+
+
+
+Image format, uses images as a reference from the soure/image file
+
+       .. image:: images/image029.png
+       : width: 800
+
+       .. image:: images/image009.png
+       :width: 800  
+
+
+For references to edX1010 pages:
+
+        `Writing Exercises <https://edge.edx.org/courses/edX/edX101/How_to_Create_an_edX_Course/courseware/a45de3baa8a9468cbfb1a301fdcd7e86/d15cfeaff0af4dd7be4765cd0988d172/1>`_ has more in-depth discussion about problem types, and some general pedagogical considerations for adapting to the online format and a `Gallery of Response Types <https://edge.edx.org/accounts/login?next=/courses/edX/edX101/How_to_Create_an_edX_Course/courseware/a45de3baa8a9468cbfb1a301fdcd7e86/3ba055e760d04f389150a75edfecb844/1>`_
+
+To set text in a "Code format"
+        ::
+
+To cross reference between sections of a document
+
+At the paragraph you are cross referencing:
+
+        . _Set-Grade-Brackets:
+
+To make the cross reference in text:
+
+        see :ref:`Set Grade Brackets<Set-Grade-Brackets>`
+
+External page reference
+
+        see `Create a Problem <Create_Problem.html>`_ 
+
+      
\ No newline at end of file
diff --git a/userdocs/source/Images/Image276.png b/userdocs/source/Images/Image276.png
new file mode 100644
index 0000000000..be99300ab0
Binary files /dev/null and b/userdocs/source/Images/Image276.png differ
diff --git a/userdocs/source/Images/filelist.xml b/userdocs/source/Images/filelist.xml
new file mode 100644
index 0000000000..5aa5072fc0
--- /dev/null
+++ b/userdocs/source/Images/filelist.xml
@@ -0,0 +1,282 @@
+<xml xmlns:o="urn:schemas-microsoft-com:office:office">
+ <o:MainFile HRef="::Getting Started with Studio.htm"/>
+ <o:File HRef="item0001.xml"/>
+ <o:File HRef="props0002.xml"/>
+ <o:File HRef="themedata.xml"/>
+ <o:File HRef="image001.png"/>
+ <o:File HRef="image002.png"/>
+ <o:File HRef="image003.png"/>
+ <o:File HRef="image004.png"/>
+ <o:File HRef="image005.png"/>
+ <o:File HRef="image006.png"/>
+ <o:File HRef="image007.png"/>
+ <o:File HRef="image008.png"/>
+ <o:File HRef="image009.png"/>
+ <o:File HRef="image010.png"/>
+ <o:File HRef="image011.png"/>
+ <o:File HRef="image012.png"/>
+ <o:File HRef="image013.png"/>
+ <o:File HRef="image014.png"/>
+ <o:File HRef="image015.png"/>
+ <o:File HRef="image016.png"/>
+ <o:File HRef="image017.png"/>
+ <o:File HRef="image018.png"/>
+ <o:File HRef="image019.png"/>
+ <o:File HRef="image020.png"/>
+ <o:File HRef="image021.png"/>
+ <o:File HRef="image022.png"/>
+ <o:File HRef="image023.png"/>
+ <o:File HRef="image024.png"/>
+ <o:File HRef="image025.png"/>
+ <o:File HRef="image026.png"/>
+ <o:File HRef="image027.png"/>
+ <o:File HRef="image028.png"/>
+ <o:File HRef="image029.png"/>
+ <o:File HRef="image030.png"/>
+ <o:File HRef="image031.png"/>
+ <o:File HRef="image032.png"/>
+ <o:File HRef="image033.png"/>
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@@ -0,0 +1 @@
+<b:Sources SelectedStyle="\APA.XSL" StyleName="APA" xmlns:b="http://schemas.openxmlformats.org/officeDocument/2006/bibliography" xmlns="http://schemas.openxmlformats.org/officeDocument/2006/bibliography"></b:Sources>
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--- /dev/null
+++ b/userdocs/source/Images/props0002.xml
@@ -0,0 +1,2 @@
+<?xml version="1.0" encoding="UTF-8" standalone="no"?>
+<ds:datastoreItem ds:itemID="{12FB7307-F605-0E4E-985A-D203FAFA5782}" xmlns:ds="http://schemas.openxmlformats.org/officeDocument/2006/customXml"><ds:schemaRefs><ds:schemaRef ds:uri="http://schemas.openxmlformats.org/officeDocument/2006/bibliography"/></ds:schemaRefs></ds:datastoreItem>
\ No newline at end of file
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new file mode 100644
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Binary files /dev/null and b/userdocs/source/Images/themedata.xml differ
diff --git a/userdocs/source/TextStudioDoc.rst b/userdocs/source/TextStudioDoc.rst
new file mode 100644
index 0000000000..3caad0d4ec
--- /dev/null
+++ b/userdocs/source/TextStudioDoc.rst
@@ -0,0 +1,1079 @@
+.. image:: images/image001.png
+
+
+
+###########################
+Getting Started with Studio
+###########################
+
+
+  
+************
+Introduction
+************
+
+Since the launch of edX to our original partners, we have been working to provide opportunities for additional educators to create courses on our platform. The fruits of our efforts are Edge and Studio. These tools are available not only to our edX partners, but to all faculty at consortium universities.
+
+
+
+EdX (http://edx.org) is our original, premiere learning portal. Publication to edX is available on a limited basis, depending on your university’s agreement with edX. You need specific approval from your university to release your course on the edX portal.
+
+Edge (http://edge.edx.org) is our newest online learning portal. It is almost identical to edX.org both visibly and functionally. 
+
+Edge is where you view the content you create with Studio, our course authoring tool, and where students will view your course. Instructors are encouraged to use Edge to experiment with creating courses. You do not need approval to release a course on Edge—you can create a course and release it immediately.
+
+Studio (http://studio.edge.edx.org) is our web-based course authoring tool. It is the easiest way for educators to develop courses for the edX platform. You can create courses in Studio and view and enroll in them instantly on Edge—even before you have finished creating the course.
+
+
+
+**There is a workflow to getting started.**
+
+
+
+1. First, go to: https://studio.edge.edx.org. Sign up and create an account.
+
+
+    .. image:: images/image009.png
+       :width: 800  
+
+
+
+
+
+**then**
+
+
+2. Create a course in Studio.
+
+
+    .. image:: images/image021.png
+       :width: 800
+
+
+
+
+**then**
+
+
+3. View your course on Edge.
+
+
+    .. image:: images/image027.png
+       :width: 800
+
+
+
+
+
+
+Create an Account
+*****************
+
+To begin using Studio, create an account with a unique user ID and password. A Studio account isn't the same as an edX account. Even if you already have an edX account, 
+you still need to create a separate Studio account. You can use the same e-mail address for both accounts.
+
+When you create your account on Studio, an account on Edge is automatically created using 
+the same user name and password. You don't have to create separate accounts on Studio and 
+Edge. 
+
+Edge has two views - an Instructor view and a Student view. When you view your course on Edge, you view your course as an instructor, and you see the **Instructor** tab at the top of the page.
+
+    .. image:: images/image007.png
+       :width: 800
+    
+
+
+Your students will view your courses in Student view, which is similar to Instructor view, but does not include the Instructor tab or release dates. 
+
+To create an account:
+
+1.	Go to http://studio.edge.edX.org. The Welcome to edX Studio page opens.
+
+    .. image:: images/image009.png
+       :width: 800
+
+ 
+2.	Scroll to the bottom of the page and click **Sign Up & Start Making an edX Course.**
+
+    .. image:: images/image011.png
+       :width: 800
+
+ 
+3.	In the page that opens, fill in the fields. Required fields are marked with an asterisk (*).
+
+
+    .. image:: images/image013.png
+       :width: 800
+
+ 
+a.	In the **Email Address** box, type your e-mail address.
+b.	In the **Password** box, type a unique password. 
+c.	In the **Public Username** field, type the name you want students to see 		when you  post on the user forum. (Most websites call this the "user 		name".) 
+d.	In the **Full Name** box, type your full name. This name only appears in 		Studio. 
+	Your students will not see this name.
+e.	Click to select I agree to the Terms of Service.
+
+    .. image:: images/image017.png
+       :width: 800
+
+4.	Click **Create My Account & Start Authoring Courses,** After you click this button, the following page opens. 
+
+    .. image:: images/image015.png
+       :width: 800
+
+
+5.	To finish creating your account, click the link that you receive in the activation e-mail. When you click this link, the following page opens.
+
+     .. image:: images/image017.png
+        :width: 800
+
+
+
+Create a New Course
+*******************
+
+The first time that you log in to Studio, the following page opens.
+
+    .. image:: images/image017.png
+       :width: 800
+
+
+ 
+Click the **dashboard** link, and the **My Courses** page opens. 
+
+    .. image:: images/image021.png
+       :width: 800
+
+
+Once you have created a course in 
+Studio, it will be listed on this page. From here, you can start creating courses immediately by clicking the **New Course** button.
+
+
+To create a new course:
+
+   1. Click **New Course.** A screen opens.
+
+
+*Note Enter your new course information carefully. This information becomes part of the URL for your course. To change the URL after the course is created, you must contact edX through the Help site (http://help.edge.edx.org). Additionally, because this information becomes part of your course URL, the total number of characters in the following three fields must be 65 or fewer.*
+
+
+   2. For **Course Name**, enter the title of your course. For example, the name may be “Sets, Maps and Symmetry Groups". Use title capitalization for the course title.
+
+   3. For **Organization**, enter the name of your university. Do not include whitespace or special characters.
+
+   4. For **Course Number**, enter both a subject abbreviation and a number. For example, for public
+      health course number 207, enter "PH207". For math course 101x, enter “Math101x”. Do not include
+      whitespace or special characters in the course number.
+
+*Note If your course will be open to the world, be sure to include the "x". If it is exclusively an
+on-campus offering, do not include the "x".* 
+
+   5. Click **Save.**
+
+    .. image:: images/image025.png
+       :width: 800
+         
+
+
+If you click **View Live** your course appears as follows on Edge.
+
+    .. image:: images/image027.png
+       :width: 800
+
+*Note** Although the start date is set to the current date by default, your course will not be advertised, so it will not be visible to the general public. You can change the start date of your course in Studio.*
+
+
+**************************
+Create a Lesson in Studio
+**************************
+
+Once you have created a course, you are ready to create content for that course.
+
+**CAUTION** 
+*The alpha version of Studio does not have versioning or automatic updating of your browser between
+refreshes. Versioning is planned for future releases, but, in the meantime, only one author should
+edit a unit, in one browser, on only one tab.  If a unit is open for editing in multiple browser
+sessions, the session that saves last will overwrite any previously saved content without displaying
+a warning. Also, older browser sessions can overwrite more recent content, so refresh your browser
+before you start working every time you work with a private unit or edit a draft of a public unit.*
+
+
+Introduction
+************
+
+Just as in an offline course, content in an online course is broken down into smaller pieces. In
+Studio, these pieces are categories called **sections, subsections, and units** Units, in turn, are
+made up of **components** that contain the actual content of your course.
+
+Sections, for example, may correspond to weeks in your course, while subsections often correspond to
+lessons, homework assignments, or exams. A lesson is an interwoven selection of units of different
+types, such as videos, text, images, discussions, and problems. It is an interactive representation
+of the material that you would cover in a typical class period.
+
+On the **Course Outline** page, you can see all the sections, subsections, and units in your course at a
+glance, as well as whether the subsections are public or private.
+
+
+    .. image:: images/image029.png
+       :width: 800
+
+
+
+Section
+*******
+
+A section is the topmost category that you use to organize your course. Many instructors name
+sections according to the number of weeks in the course—for example, section 1 is named Week 1,
+section 2 is named Week 2, and so on. Sections contain subsections, which in turn contain units.
+
+You can set an individual release date for each section in your course. None of the content in the
+section is visible until its release date has passed.
+
+For more information about how to create a section, see :ref:`Create a Section and Subsection<Create-Section-Subsection>`.
+
+
+Subsection
+**********
+
+A subsection is a subcategory of a section. Many instructors name subsections according to the
+topics in their courses. Subsection names appear along with section names in the left pane when you
+view your course on Edge.
+
+    .. image:: images/image033.png
+
+You can set subsections to be one of the assignment types that you created when you set up grading.
+You can then include assignments in the body of that subsection. For more information, see :ref:`Create Subsections that Contain Graded Assignments<Create-Subsections-Containing-Graded-Assignments>`.
+
+You can set an individual release date for each subsection in your course. None of the content in
+the subsection is visible until its release date has passed. If you do not set a release date, the
+subsection has the same release date as its section.
+
+For more information about how to create a subsection, see :ref:`Create a Section and Subsection<Create-Section-Subsection>`.
+
+Unit
+****
+
+A unit is a further category that helps you organize your course materials. Units contain
+components, which are the building blocks of lessons. Units do not appear in the left pane with
+section and subsection headings. Instead, each unit appears as a part of the course accordion at the
+top of the page when you view your course on Edge. The following page shows a subsection that has
+two Units.
+
+    .. image:: images/image035.png
+
+Note that by default, all units are set to **Private.** To make a unit visible to students, you have to
+explicitly change the unit’s visibility to **Public.** For more information see :ref:`Set Content Release Dates and Visibility<Set_Content_Release_Dates_And_Visibility>`.
+
+
+Component
+*********
+
+A component is the part of a unit that contains your actual course content. The names of all
+components in a unit appear when you hover over the unit in the course accordion at the top of the
+page.
+
+.. image:: images/image037.png
+   :width: 800
+
+There are four types of components: Discussion components, HTML components, Problem components, and
+Video components. For more information, see Create a Discussion, Create an HTML Component, Create a
+Problem Component, and Create a Video.
+
+
+.. _Create-Section-Subsection:
+******************************
+Create a Section and Subsection
+*******************************
+
+   1. Sign in to Studio, and then click the course that you want.
+
+   2. On the **Course Outline** page, click **New Section.**
+
+
+    .. image:: images/image039.png
+       :width: 800
+
+
+
+   3. In the **New Section** Name box, type a section name, and then click **Save.**
+
+*Note In most courses, the name of the first section is Week 1.
+
+The section that you have created appears on the **Course Outline** page.
+
+
+    .. image:: images/image041.png
+          :width: 800
+
+
+The name you enter also appears in the ribbon, as follows.
+
+
+    .. image:: images/image043.png
+          :width: 800
+
+
+   4. To create a new lesson or assessment in your section, click **New Subsection.** 
+
+   5. In the **New Subsection** box, enter the name for this subsection, and then click **Save.** `
+
+For example, if you enter **Week 1** as the section title and **Subsection 1** as the subsection title, you
+see the following.
+
+
+    .. image:: images/image045.png
+       :width: 800
+
+
+If you view your course as a student would see it, you see the following.
+
+
+    .. image:: images/image047.png
+       :width: 800
+
+
+   6. Click the new subsection that you just created. In this example, you would click **Subsection 1.**
+      You see the following screen.
+
+
+    .. image:: images/image049.png
+       :width: 800
+
+
+
+*************
+Create a Unit
+*************
+
+   1. On the **Course Outline** page, click to open the subsection where you want to create the unit.
+
+   2. Click **New Unit.** The following screen appears.
+
+    .. image:: images/image051.png
+       :width: 800
+
+
+   3. In the **Display Name** box, type the name of the unit. This name appears in the course ribbon at
+      the top of the screen on Edge.
+
+      Each unit has one or more components. 
+
+     -To create a discussion space where you or your students can   post    questions or participate in a discussion, click **Discussion.**
+
+     -To create a component where you can add text, images, or other content, click **html.**
+
+     -To create a problem for your students to solve, click **Problem.**
+
+     -To add a video, click **Video.**
+
+
+**************
+Create a Video
+**************
+
+Many instructors use videos to take the place of in-class lectures. You can create a video of your lecture, and interweave other components—such as discussions and problems—to promote active learning.
+
+To add a video to the unit, you must upload your video to YouTube, and then create a video component. You can also add a transcript to your video.
+
+You can include videos that run at 0.75 speed, 1.25 speed, and 1.50 speed as well as at normal speed. To do this, you must upload each of these videos to YouTube separately.
+
+*Note YouTube only hosts videos of up to 15 minutes. If you encode a 0.75 speed option, you must make
+sure that source video segments are only 11.25 minutes long so that YouTube can host all speeds.
+YouTube offers paid accounts that relax this restriction.*
+
+   1. Upload the video that you want to YouTube. Make note of the code that appears between **watch?v**
+      = and **&feature** in the URL. This code appears in the green box below.
+
+    .. image:: images/image053.png
+       :width: 800
+
+   2. In Studio, go to the unit that you want.
+
+   3. Under **Add New Component,** click **Video.**
+
+   4. In the screen that appears, click **default.**
+
+   5. When the new video component appears, click **edit**.** A video component opens, and a sample video
+      begins playing automatically.
+
+   6. In the **display_name** box, type the text that you want the student to see when the student hovers
+      the mouse over the icon in the bar at the top of the page. This text also appears as a header
+      for the video.
+
+   7. Change the codes in the green boxes to the YouTube codes that you noted in step 1. The first
+      code (immediately to the right of "0.75:") corresponds to the video at 0.75 speed, the next
+      corresponds to 1.0 speed, etc.
+
+    .. image:: images/image055.png
+       :width: 800
+
+   8. Click **Save.**
+
+*Note All videos embedded using the edX player begin playing automatically. There is currently no way
+to turn off the autoplay feature.*
+
+**To add a transcript for your video:**
+
+   1. Save your srt.sjson file as **subs_YOUTUBEID.srt.sjson,**           where **YOUTUBEID** is the YouTube ID of your video.
+
+   2. Upload the **subs_YOUTUBEID.srt.sjson** file to the **Files & Uploads** page.
+
+   3. Create a link to this file by following the steps in the Add Items to the Handouts Sidebar
+      section.
+
+
+*******************
+Create a Discussion
+*******************
+
+To create a discussion in your course, you create a question and Discussion component in Studio. You
+can then encourage the students to respond by seeding the discussion space on edX or Edge.
+
+
+Create a Discussion Component
+*****************************
+
+Keep in mind the following best practices when you create a Discussion component.
+
+    • Be very sure that you want to add the Discussion component. Discussion categories are
+      immediately visible in your forum (on the Discussion tab for your course) when you create them,
+      even if the unit that contains the Discussion component is set to Private.
+
+    • When you create an ID for the Discussion component, be very careful—especially if you are
+      adding the Discussion component to a running course. Follow the format in step 10 below to make
+      sure that the ID is unique across all courses on edX.
+
+    • Edit only the fields at the top of the Discussion component edit box. Do not change the XML in
+      the large box.
+
+To add a Discussion component:
+
+   1. Open Studio.
+
+   2. Make a note of the **Display Name** of the Subsection you are in and the **Display Name** of the Unit
+      you are in.
+
+   3. At the location in the Unit where you want to start your discussion, create an HTML component
+      that contains the question that you want students to discuss.
+
+   4. Directly under this new HTML component, click **Discussion** under **Add New Component.**
+
+    .. image:: images/image057.png
+
+   5. When the following box appears, click **Discussion Tag.**
+
+    .. image:: images/image059.png
+
+   6. When the following box appears, click **Edit.**
+
+    .. image:: images/image061.png
+
+The following editing box opens. You will change the values in the small boxes, but you will not
+change the text in the large box.
+
+    .. image:: images/image063.png
+       :width: 800
+
+*Note In the future, these boxes may be filled in for you with a default value.*
+
+   7. In the **discussion_category** box, type the name of the category that you want to create for the
+      discussion. You can include spaces.
+
+   8. In the **discussion_target** box, type the name of the subcategory that you want to create for the
+      discussion. You can include spaces.
+
+*Note The category and subcategory names only appear in the discussion forum for your course. They do
+not appear in the discussion space inside the Unit.*
+
+For example, if you set **discussion_category** to be “The Discussion Component” and you set
+**discussion_target** to be “Online Instruction Methods,” the category and subcategory appear as follows
+in the category list in the discussion forum:
+
+    .. image:: images/image065.png
+       :width: 400
+
+
+   9. In the **display_name** box, type a name for the discussion. The display name appears when a student hovers the mouse over the ribbon.
+
+   10. Click **Save.** 
+
+
+Seed a Discussion Space in Your Course
+**************************************
+
+When you create a discussion, many students may feel hesitant to be the first to post an answer to
+your question. You can get the discussion started by posting your own answer—preferably anonymously
+or as a student, so that students will be more comfortable replying if they disagree with your post.
+
+
+To post as a student, follow the steps below. If you later want to reply as yourself, log back into
+your usual account and omit steps 1 and 2.
+
+   1. Set up a test account on edX or Edge with an e-mail address that is not associated with your
+      Course Team.
+
+   2. Go to your course URL and register for your course.
+
+   3. On edX or Edge, locate the Unit that contains the Discussion component.
+
+   4. In the Unit, locate the discussion space.
+
+   5. Click **New post.**
+
+   6. Type a title for your post in the Title box, and then enter text for your post.
+
+   7. If you want to, select the **post anonymously** check box or the **follow this post** check box.
+
+   8. When you are satisfied with your post, click **Add Post.**
+
+Your new post appears at the top of list in the unit. Posts are listed in reverse chronological
+order.
+
+************************
+Create an HTML Component
+************************
+
+    .. image:: images/image067.png
+
+
+The HTML component is the most basic component type. These components are the building blocks of
+text-based courses. They are used to add information such as text, lists, links, and images to
+units. For example, you can use these components between Problem components to add explanatory text.
+You can also use HTML components to import LaTeX code into your course.
+
+The HTML component editor has two views: **Visual view** and **HTML view.** Visual view offers you a “what
+you see is what you get” (WYSIWYG) editor for editing a pre-formatted version of the text. HTML view
+gives you a text editor in which you can edit HTML code directly. 
+
+Note Studio processes the HTML code entered when saving it and before rendering it. Make sure that
+the component you created looks the way you expect live if you go back and forth between Visual and
+HTML view.
+
+
+Create a Basic HTML Component
+*****************************
+
+**To create a basic, blank HTML component:**
+
+   1. Under Add New Component, click **html**, and then click **Empty.** The following blank component
+      appears.
+
+
+    .. image:: images/image069.png
+
+   2. In the blank component, click **Edit.** The HTML editor opens.
+
+    .. image:: images/image071.png
+
+   3. Enter the information that you want, and then click **Save.**
+
+*Note If you want to enter links to other pages or to images or to edit the HTML directly, switch to
+the HTML tab.*
+
+**To create a basic HTML component that includes a template you can use:**
+
+   1. Under **Add New Component,** click **html** and then click **Announcement.**
+
+The following screen opens.
+
+    .. image:: images/image073.png
+
+   2. Click **Edit.**
+
+The text editor opens in Visual view. Replace the template text with your announcement text.
+
+*Note If you want to enter links to other pages or to images or to edit the HTML directly, switch to
+the HTML tab.*
+
+    .. image:: images/image075.png
+
+   3. Click **Save.**
+
+
+Create Links
+************
+
+
+**Link to a Handout or Image**
+
+To link to a document, image, or other file that you uploaded to the Files & Uploads page:
+
+   1. Create a blank HTML component, and switch to HTML view.
+
+   2. In the HTML box, create links to your files.
+
+      To create a link to a document, enter the following syntax, where URL OF FILE is the URL that you noted in step 5 of Upload a File to the Files & Uploads Page and LINK TEXT is the text that the user will click. ::	
+
+
+	<p><a href="[URL OF FILE]">[LINK TEXT]</a></p>
+
+
+
+      For example, to create a link to the HTML template for the “About” page    document whose URL is /c4x/edX/edX101/asset/AboutPage_Template.txt, use the following code. ::
+
+
+
+	<p><a href="/c4x/edX/edX101/asset/AboutPage_Template.txt">HTML Template for the "About" page</a></p>
+
+
+      To create a link to an image that you’ve uploaded, enter the following syntax, where URL OF FILE is the URL that you noted in step 5 of Upload a File to the Files & Uploads Page. ::
+
+
+	<p><img src="[URL OF FILE]"/></p>
+
+
+      For example, to create a link to the CourseImage.jpg file whose URL is
+      /c4x/edX/edX101/asset/CourseImage.jpg, use the following code. ::
+
+
+
+	<p><img src="/c4x/edX/edX101/asset/CourseImage.jpg"></p>
+
+
+
+      When you use this code, the following image appears.
+
+
+    .. image:: images/image078.png
+       :width: 800
+
+
+
+   3. Click **Save.** Your files or images appear in the component.
+
+
+
+
+**Link to Course Units**
+
+To direct the student to a specific place in your own course, you must add an HTML link to that
+unit. To do this:
+
+1. Determine the relative directory of your course.
+
+   a. On the Course Settings tab, click the blue your course URL link under Basic Information. 
+
+
+    ..  image:: images/image079.png
+        :width: 800
+
+
+    The registration page for your course opens.
+
+   b. In the address bar at the top of the page, locate the URL.
+
+   c. Copy the part of the URL after “.org” and before “about”, including the forward slashes. The syntax is the following. ::
+
+
+
+	/courses/[organization]/[course_number]/[course_name]/
+
+
+
+
+    For example, for edX101: How to Create an edX Course from edX, the complete URL is the following. ::
+
+
+
+	https://edge.edx.org/courses/edX/edX101/How_to_create_an_edX_course/about
+
+
+    The relative directory is the following. ::
+
+
+	/courses/edX/edX101/How_to_create_an_edX_course/
+
+
+2. Determine the location ID of the target unit. Studio generates the location ID for each unit when you create the unit. The location ID uses the following syntax. ::
+
+
+	 ::i4x://<organization>/<course_number>/vertical/<url_name_of_unit>
+
+
+
+To find the location ID, open the page of the unit you are trying to link to in Studio and look at the URL in the browser’s address bar. The location ID is the text in the URL after edit, as in the following example.
+
+    .. image:: images/image081.png
+       :width: 800
+      
+
+
+   3. Open the unit that you want to link from.
+
+   4. Under Add New Component, click html, and then click Empty. A      new, blank component appears.
+
+    .. image:: images/image083.png
+       :width: 800
+
+   5. Click **edit**.
+
+   6. In the HTML editor that opens, click the HTML tab.
+
+   7. Next to the number 1, type the following. Replace relative course directory, location id of unit, and link text with your information. ::
+
+
+	<a href = "[[relative course directory]]/jump_to/[[location id of unit]]">[link text]</a>
+
+      For example, a link to the “Creating an HTML Component” unit in edx101 resembles the following. ::
+
+	<a href = "courses/edX/edX101/How_to_Create_an_edX_Course/jump_to/i4x://edX/edX101/vertical/8713e94afd074e40991dcb675d1030b5">Creating an HTML Component</a>
+
+
+
+Import from LaTeX
+*****************
+
+You can create an HTML component from imported LaTeX code.
+
+    *Note: This feature is currently under development.*
+
+
+    1. Under **Add New Component**, click **html**, and then click **E-text Written in LaTeX.**
+
+
+    .. image:: images/image067.png
+       :width: 800
+
+    2. In the component that appears, click Edit.
+
+    .. image:: images/image083.png
+       :width: 800
+
+    3. The component editor opens. In the top left corner of the editor, click the yellow **Edit High Level Source** text.
+
+    .. image:: images/image085.png
+       :width: 800
+
+
+    4. In the **High Level Source Editing** screen that opens, replace the sample code with your LaTeX code.
+
+    .. image:: images/image087.png
+       :width: 800
+
+    5. Click **Save and compile to edX XML** to convert the LaTeX code into edX XML code.
+
+    *Note: Studio uses a third-party LaTeX processor to convert LaTeX code to XML. The LaTeX processor must be up and running.*
+
+    6. Click **Save**. Verify that your newly created component looks the way you want it to.
+
+
+
+****************
+Create a Problem 
+****************
+
+Overview
+********
+
+
+    The problem component allows you to add interactive, automatically graded exercises to your course content. You can create many different types of problems
+    in Studio.
+
+    By default, all problems are ungraded practice problems. To change the problems to graded problems, change the assignment type of the subsection. 
+
+    To create a problem, determine:
+
+    • The type of problem that you want.
+
+    • The weight to assign to the problem.
+
+    • Whether you want to randomize the problem. 
+
+    • How to close the problem-that is, how to set the number of attempts a student has, [as well as set the due date].
+
+    • How you want to provide feedback to students; show answer on/off.
+
+    This course contains several places with more information about creating exercises and integrating them into your 	course.
+
+    • `Writing Exercises <https://edge.edx.org/courses/edX/edX101/How_to_Create_an_edX_Course/courseware/a45de3baa8a9468cbfb1a301fdcd7e86/d15cfeaff0af4dd7be4765cd0988d172/1>`_ has more in-depth discussion about problem types, and some general pedagogical considerations for adapting to the online format and a `Gallery of Response Types <https://edge.edx.org/accounts/login?next=/courses/edX/edX101/How_to_Create_an_edX_Course/courseware/a45de3baa8a9468cbfb1a301fdcd7e86/3ba055e760d04f389150a75edfecb844/1>`_
+    
+    •  The Appendix contains `XML Documentation <https://edge.edx.org/courses/edX/edX101/How_to_Create_an_edX_Course/jump_to/i4x:/edX/edX101/sequential/2b789a363cba4af09cbf5e14fd7a1a7f>`_ for the different problem response types.
+
+    •  The `Discussion Forum <https://edge.edx.org/courses/edX/edX101/How_to_Create_an_edX_Course/discussion/forum">`_  for this class is a good place to ask questions about exercise types, report any errors or oddities that you may encounter, and get technical support.
+   
+    •  Creating problems for the online format opens a new playing field in the educational process. A big part of the community aspect of edX is to initiate and grow a `Creative Problems <https://edge.edx.org/courses/edX/edX101/How_to_Create_an_edX_Course/wiki/edx101/creative-problems/>`_ . Please look here to be inspired by new approaches when first making your class. Please also come back to post interesting approaches that you came up with while running your class, and to share with the community what worked well and what did not.
+
+**Simple Editor and Advanced Editor**
+
+
+    Studio offers two interfaces for editing problem components.
+
+    • The **Simple Editor** allows you to edit problems visually, without having to work with XML.
+
+    • The **Advanced Editor** converts the problem to edX's XML standard and allows you to edit that XML directly. For more information about
+        the XML for different problem types, see Appendix E: Problem Types
+        
+ 
+    Some of the simpler problem templates, including multiple choice, open in the Simple Editor and allow you to switch to the Advanced Editor. The more complicated problem types, such as Circuit Response, open in the Advanced Editor.
+
+    *Note: You can switch at any time from the Simple Editor to the Advanced Editor by clicking **Advanced Editor** in the Simple Editor interface. However, there is no way to go back from the Advanced Editor to the Simple Editor without making a new component.*
+   
+    To open the Advanced Editor, click **Advanced Editor** in the top right corner of the Simple Editor.
+
+    .. image:: images/image275.png
+   
+
+    The following is a multiple choice problem in the Advanced Editor.
+
+    .. image:: images/image276.png
+
+
+Problem Type
+************
+
+    Links to description of all the different problem types-brief. Then include links to all the XML, etc.
+
+    You may want to create a problem that has more than one response type. For example, you may want to create a multiple choice question, and then ask the
+    student to explain his or her response. You may also want a student to be able to check the answers to many problems at one time. To accomplish these
+    tasks, you can include multiple problems inside a single Problem component. (LINK)
+
+Randomizing
+***********
+
+    The **rerandomize** setting determines whether any random variable inputs for a problem are randomized each time a student loads the problem.
+    (This is only applicable to problems with randomly generated numeric variables.)
+
+Scoring and Weight
+******************
+
+    Problems store a **point score** for submitted responses. The score that a student earns is the number of correct responses the student
+    submits divided by the maximum score for the problem. The default maximum score, or weight, is the integer number of response type inputs the problem has.
+    Thus, the weight attribute for a problem with one response type input is set to 1 (one point). You can change the maximum score for an individual problem
+    by manually changing the problem **weight** attribute to another number. When you do this, the number of points that you specify appears next
+    to the problem title ( to one decimal precision).
+
+    **WEIGHT: 0 POINTS**
+
+    Scores are stored for all problems, but they only contribute to a student's grade in the course if they are part of a subsection marked as graded. For more
+    information, see the material on attempts and closing problems in 7B: Feedback and Grading.
+
+**Computing Point Scores**
+
+    The point score of a response for a problem reflects the correctness of the response and is recorded as the number of points earned out of the maximum
+    possible score for the problem (also known as the problem weight). The formula used for computing the recorded point score is the following:
+
+    **point score of response = problem weight * ( # inputs correct / # total inputs)**
+
+        •**point score of response**
+        is the point score "earned" by this response for the problem.
+   
+        •**problem weight**
+        is the maximum possible point score that can be earned for the problem. By default, this is the integer number of response types in that problem. This can be changed to another value by setting the weight attribute of the problem, as described in Setting Problem Attributes.
+  
+        •**# inputs correct**
+        is the number of values for this response that were evaluated as correct by the response type fields.
+   
+        •**# total inputs**
+        is the total number of response type fields in the problem.
+   
+**Examples**
+
+    The following are some examples of setting problem weight and computing problem scores.
+
+    **Example 1**
+
+    A problem with two response type inputs and a blank weight attribute has a maximum score of 2.0 points.
+
+    A student response to this problem that consists of one correct input value and one incorrect input value would be marked as having a score of 1.0 points
+    out of 2.0 points possible.
+
+    **Example 2**
+
+    A problem with three response type inputs and a weight attribute of 12 has a maximum score of 12.0 points.
+
+    A student response to this problem that consists of one correct input value and two incorrect input values would be marked as having a score of 4.0 points out of 12.0 points possible.
+
+    **Example 3**
+
+    A problem with four response type inputs and a weight attribute of 2 has a maximum score of 2.0 points.
+
+    A student response to this problem that consists of two correct input values and two incorrect input values would be marked as having a score of 0.5 of a point out of 2.0 points total.
+
+    **PROBLEM: 20.0 POINTS**
+
+    • The weight attribute for this problem has been changed from the default.
+    
+    • How many points is the entire problem worth?
+    
+    • What number is the weight attribute of this problem set to?
+    
+    • How many response inputs does this problem have?
+
+    • What is the default maximum score for this problem?
+    
+    • If a response to this problem got one value right and the rest wrong, what score would it be assigned?
+
+Close
+*****
+
+    To stop accepting responses and recording points, problems can be *closed.* Closed problems do not display a **Check** button. Students
+    can still see questions, solutions, and revealed explanations in a closed problem, but they can no longer check their work, submit responses, or change their stored score.
+
+    There are several ways that you can close problems:
+
+    • Set a due date for the problems in a subsection. Note that you cannot set due dates for individual problems -- only for containing subsections (assignments). By default, due dates are not set. To set a due date, see LINK.
+
+    • Specify a grace period for your course. Note that the grace period applies to the entire course. To set a grace period, see LINK.
+
+    • Set the number of attempts for the individual problem component. The attempts setting determines the number of times a student is allowed to check their answer by clicking Check before the problem closes. If this field is left blank, a student has unlimited attempts. If you specify a number for the attempts setting, the number of total allowed and remaining attempts appears next to the Check button for the problem. Problems with a limited number of attempts also always display a Save button that allows response values to be saved without being submitted. When there is only one submission left, the student will receive a warning, and the Check button will be replaced with a Final Check button. When no attempts are left, both the Save and Check button will disappear.For more information, see Problem Attributes.
+
+    • Manually increase the number of attempts left for a given problem for a particular student from the Instructor tab in the live view of your course, when accessed in the Instructor view on Edge. This is recommended only for unusual situations, such as if you have to fix live problems during an exam.
+
+Feedback
+********
+
+Studio includes several tools to provide feedback to students: the **Check** button, the **Show Answer** button, and the    **Attempts** setting. When you use the **Show Answer** button, you can also provide a detailed explanation of the answer.
+
+    TBD-SCREENSHOT OF PROBLEM WITH THESE ELEMENTS CIRCLED
+
+    **Check Button**
+
+    The student clicks the **Check** button to submit a response. The problem module then performs the following steps.
+
+    • Accepts and stores the responses entered into each input.
+
+    • Checks the response values against the correct answers or solutions using an automatic grader.
+
+    • Visually marks the correct responses with a green check mark and the incorrect responses with a red x.
+
+    • Stores the point score earned by this response for this problem for this student.
+
+    If a student wants to save but not submit a response, the student can click **Save**.
+
+    In the following problem, enter a response, and then click **Check**. The problem tells you if your response is correct or incorrect.
+    Additionally, although you don't see it, a point score is also automatically stored for the response you submit.
+
+    .. image:: images/image277.png
+
+    **Show Answer button**
+
+    When a student clicks **Show Answer**, the problem shows the correct answers next to the corresponding response inputs and reveals any
+    additional explanations that you have provided. **Show Answer** is controlled by the **showanswer** attribute in the problem
+    editor. It can be set to be never visible, always visible, or visible only when the problem has closed. [Reference: Setting Problem Attributes.]
+
+    In the following problem, the **Show Answer ** button appears after the student has made at least one attempt to answer. Enter a response that you know is wrong, and then click **Check**.
+
+    .. image:: images/image278.png
+
+    Now, click **Show Answer** to view the correct answer and its explanation.
+
+       .. image:: images/image279.png
+
+Create a Problem
+****************
+
+
+   *Note: You can also include non-graded exercises throughout your course.*
+
+    To add interactive, automatically graded exercises to your course content, use the Problem component. This component allows you to include an explanation
+    that the student can see when the student clicks **Show Answer**.
+
+    Studio offers several templates that you can use. Alternatively, you can create your own problem type in XML.
+    For detailed information about different problem types, see
+   
+     **Insert CR to APPENDIX A: Problem Types**
+  
+   
+
+    1. Under **Add New Component**, click **Problem**.
+
+    .. image:: images/image096.png
+        
+
+    The **Select Problem Component Type** screen appears. By default, the **Common Problem Types** tab is selected.
+
+    .. image:: images/image098.png
+
+
+    To see a list of more complex problem types, click the **Advanced** tab.
+
+
+    .. image:: images/image100.png
+
+
+    2. Click the problem type that you want.
+
+       *Note To create your own problem in XML, click **Empty** to open a blank XML editor.*
+
+       A new problem component with sample template text appears.
+
+       For example, if you click **Multiple Choice**, the following problem component appears.
+
+    .. image:: images/image102.png
+
+
+    3. Click **Edit**. This opens the Simple Editor for the problem component. The following example shows this view for a multiple choice
+    problem.
+
+    .. image:: images/image104.png
+
+
+    4. Set the problem attributes.
+
+        In the **display_name** box, type the text that you want the student to see when the student hovers over the icon in the bar at the top of the page. This text also appears as a header for the problem.
+   
+        a. In the **weight** box, set a weight for the problem. If you want the problem to be a practice problem, set this to zero (0).
+    
+        b. In the **rerandomize **box,
+    
+        c.  In the **attempts **box, specify the number of attempts that you want to allow the student.
+  
+        d.  In the **showanswer** box, enter one of the following settings.
+
+**Reference**
+
+    • **never** = The Show Answer button is never visible.
+
+    • **closed** = The Show Answer button is not visible if either the due date has passed, or the student has no attempts left.
+
+    • **attempted** = The Show Answer button appears after the student has checked an answer once, regardless of correctness.
+
+    • **always** = The Show Answer button always appears.
+
+
+    5. Modify the problem text, and then click **Save** to save and check your work. Make sure to publish the draft you are working on to view the problem live.
+
+Modify a Released Problem
+*************************
+
+   **WARNING: Be careful when you modify problems after they have been released!**
+
+    Currently, problems cache the following information per student:
+
+        • The student's last submitted response. (which does not know how to check itself)
+
+        • The score the student earned for that last response.
+
+        • The maximum point score for that problem.
+
+    This information is updated when a student submits a response to a problem. If the student refreshes the **Progress** page, solutions are not
+re-checked. If a student refreshes the page of a problem, the latest version of the problem statement is loaded, but their previous response is NOT reevaluated. Rather, the previous response is loaded on top of the current problem statement. That is **existing student responses for a problem are not reevaluated if the problem statement or attributes are changed until a student goes back and resubmits the problem. Furthermore, as of the time of writing, if the problem weight attribute is changed, stored scores are reweighted (without rechecking the response) when the student reloads the Progress page.**
+
+    For example, you may release a problem that has two inputs. After some students have submitted answers, you change the solution to one of the inputs. Existing student scores are not updated.
+
+    If you change the number of inputs to three, the student scores are not updated. So, some students will have a score of 0, 1, or 2 out of 2.0, while other students will have scores of 0, 1, 2, or 3 out of 3.0 for the same problem.
+
+    However, if you go in and change the weight of the problem, the existing scores update when you refresh the **Progress** page.
+
+    Note that this behavior of re-grading in case of error is an edge case. It is dependent on the implementation of grading, and may change. The goal in the future is to have re-grading that will allow some basic updates to live problems to be propagated cleanly, whether or not students have submitted a response.
+
+    **Workarounds**
+
+    If you have to modify a released problem in a way that affects grading, you have two options. Note that both options require you to ask your students to go back and resubmit a problem.
+
+
+    1.  Increase the number of attempts on the problem in the same Problem component. Then ask all the students in your class to redo the problem.
+   
+    2.  Delete the entire Problem component in Studio and create a new Problem component with the content and settings that you want. Then ask all the students in your course to go back to this assignment and complete problem.
+
+    Check your **Progress** view or the **Instructor** tab on Edge as described in the Viewing Scores unit to see if point scores are
+    being stored as you expect. If there are issues with stored scores that you do not understand or cannot fix, contact support on the Studio help page.
+
+    For a discussion of some trade-offs and some suggestions for cleaner solutions in the future, see the following discussion thread on the Studio help desk:
+
+    <a href="http://help.edge.edx.org/discussions/questions/73-what-if-you-discover-that-a-live-problem-is-wrong">
+        http://help.edge.edx.org/discussions/questions/73-what-if-you-discover-that-a-live-problem-is-wrong
+  
+
+    You can include multiple problems of different types inside a single Problem component, even if you select a particular template when you create a problem.
+    A template is simply an XML editor with template text already filled in. You can add to or replace the template text.
\ No newline at end of file
diff --git a/userdocs/source/add a syllabus.rst b/userdocs/source/add a syllabus.rst
new file mode 100644
index 0000000000..4d3fdcddb3
--- /dev/null
+++ b/userdocs/source/add a syllabus.rst	
@@ -0,0 +1,260 @@
+*******************************************************
+Add a Syllabus, Static Page, Update, or Course Handouts
+*******************************************************
+
+Add a Static Page
+*****************
+
+**Static Pages**
+takes you to a list of the important pages for your course that you want students to be able to access easily. Static pages usually apply to the whole course rather than a particular sequence. For example, your static pages might include your syllabus or information about your grading policy.
+
+.. image:: images/image155.png   
+
+When you create a static page, the name of that page appears in your course's navigation bar at the top of the page, along with **Courseware**, **Course Info**, and other tabs. For example, the following navigation bar includes a **Syllabus** static page and a    **Projects** static page.
+
+.. image:: images/image157.png
+    
+
+To add a static page:
+
+1. On the navigation bar, click **Course Content**, and then click **Static Pages**.
+
+.. image:: images/image159.png
+
+
+2. In the top right corner, click **New Page**. The following entry appears.
+
+.. image:: images/image161.png
+
+
+3. On the right side of the box, click **Edit**. The following dialog box opens.
+
+.. image:: images/image163.png
+
+4. In the **display_name** box, type the name that you want to appear in the navigation bar for your course.
+
+
+5. Replace the placeholder text with your content.
+
+6. Click **Save**.
+
+Add a Schedule
+**************
+
+
+To create a schedule for your course, you can create a Google calendar that students can incorporate into their personal Google calendars, or you can use HTML to create a dynamic schedule with links that students can click. You can also include both types of calendar in your course.
+
+Google Calendar
+===============
+
+
+Your Google calendar should include all release dates and due dates. You can link to it in your course. Your calendar may look like the following calendar for BerkeleyX's CS 169.2x course. To see this calendar live, click https://www.google.com/calendar/embed?src=edx.org_mcjhp2tv3ul2etfpb43hd388p4@group.calendar.google.com&amp;ctz=America/New_York_
+
+.. image:: images/image165.png
+
+
+To create a Google calendar, access your Google account, and then click **Calendar** at the top of the page. You can then enter your schedule information. You can also create a link to this calendar anywhere in your course.
+
+Dynamic HTML Schedule
+=====================
+
+You can create a dynamic HTML schedule page that you update manually as the course progresses. The template below was adapted from a version created by Professors Dan Klein and Pieter Abbeel.
+
+Below is a sample course schedule that shows the way the schedule would look during week 3 of the course. As you can see, there are no links for material after week 3, since that information has not yet been released.
+
+This course uses the following release schedule:
+
+1. All lessons are released on Mondays.
+2. All homework assignments are released on Wednesdays, and are due on Sunday of the following week.
+3. All quizzes are released on Fridays and due on Sunday of the following week (9 days later).
+
+
+.. image:: images/image285.png
+
+
+
+To create a dynamic HTML schedule:
+
+1. On the navigation bar, click **Course Content**, and then click **Static Pages**.
+
+.. image:: images/image155.png
+
+2. In the top right corner, click **New Page**. The following entry appears.
+
+.. image:: images/image15t.png
+
+3. On the right side of the box, click **Edit**. The following dialog box opens.
+
+4. In the editor that opens, type **Schedule **in the **display_name** box.
+
+5. Click the **HTML** tab.
+  
+ 
+.. image:: images/image158.png
+  
+ 
+6. Go to    href="https://preview.edge.edx.org/c4x/edX/edX101/asset/Sample_DynamicSchedule_Template.txt">edX101  or       href="file:///C:/Users/Sylvia/Dropbox/edX/Getting%20Started%20with%20Studio/Getting%20Started%20with%20Studio.docx#AppendixB">Appendix B  and copy the code for the dynamic schedule template.
+  
+ 
+7. In the editor in Studio, replace the placeholder code on the HTML tab with the code for the dynamic schedule template.
+  
+  
+Course Handouts 
+===============
+  
+ 
+Your course handouts are available on Edge from the **Course Handouts** sidebar on the **Course Info** page. To add these items, you must create a file and upload the file to the **>Files & Uploads** page. When you do this, a URL is created for that file. You then use
+this URL to create a link to the file on the **Handouts** sidebar. You create this link on the **Course Updates** page.
+  
+ 
+*Note You cannot upload videos to the Files & Uploads page.*
+
+
+Upload a File to the Files & Uploads page
+=========================================
+
+  
+ 
+The **Files & Uploads** page lists handouts, images, and other content that you want to integrate into your course.
+  
+ age:: images/image160.png
+  
+ 
+For example, if you want to include a cartoon in one of your weekly updates, you upload the image to **Files & Uploads**. When you do this, the file receives its own URL, and you then use that URL to create a link to the image in the body of the course. Likewise, if you want to include a handout in the **Course Handouts** section of the **Course Info** page or in a lesson, you upload the handout here, and then create a link to the handout under **Course Handouts** or in the lesson.
+  
+ 
+You can also use the **Files & Uploads** page to keep all of the content for your course in one place. Content is only visible to students
+if you create a link to it. You can thus keep older versions of your content.
+  
+ 
+For example, if you create a Word file to use in your class, and you then create a PDF copy of that Word file, you can link to the PDF file but keep the Word file on the **Files Uploads** page. If you later delete the file from your personal computer, or if a colleague asks you if they can run a version of your course but change the dates in your handout, you can easily find the Word file on the **Files Uploads** page.
+  
+ 
+Note that you should be careful when you name files that you add to the **>Files & Uploads** page. Because the file name becomes part of the URL, students can see the name of the file when they open it. Avoid using file names such as "AnswerKey.pdf."
+  
+ 
+ **Warning**
+      
+Uploading a file with the same name as a file that is already uploaded will cause the original file to be overwritten. There is not currently a warning when you try to upload a file that has the same name.
+      
+  
+ 
+To upload a file to the Files & Uploads** page:
+  
+ 
+1. On the navigation bar, click **Course Content**, and then click **Files & Uploads**.
+  
+ 
+2. On the **>Files & Uploads ** page, click **Upload New File**.
+  
+ 
+image:: images/image162.png
+  
+ 
+3. In the **Upload New File** dialog box, click **Choose File**.
+  
+ 
+4. In the **Open **dialog box, locate the file that you want, and then click **Open**.
+   
+To add another file, click **Load Another File**. To close the dialog box, click the **x** in the top right corner. When you
+close the dialog box, the file appears on the **Files & Uploads** page.
+  
+ 
+5. Determine the URL of your newly uploaded file. To do this, on the **Files & Uploads** page, locate the file in the list. In the **URL** column on the right, you can see the URL you will need to use to display an image or create a hyperlink.
+  
+ 
+image:: images/image164.png
+  
+ 
+*Note: Currently, you cannot delete a file after you upload it to the **Files & Uploads** page. You can replace a file by uploading another
+file with the same name, but you cannot delete the file.
+      
+  
+  
+Add Items to the Handouts Sidebar
+=================================
+  
+ 
+1. On the navigation bar, click **Course Content**, and then click **Updates**.
+  
+ 
+image:: images/image166.png
+  
+ 
+2. Locate the **Course Handouts** sidebar on the right, and then click **Edit**.
+  
+ 
+ image:: images/image168.png
+  
+ 
+3. In the XML box that appears, create links to your files.
+  
+ 
+o To create a link to a document, enter the following syntax, where URL OF FILE is the URL that you noted in step 5 of    <  **>Upload a File the Files &amp; Uploads Page </  **>and LINK TEXT is the text that you want to appear in the **Handouts **sidebar.
+  
+ 
+    &lt;p&gt;&lt;a href="[URL OF FILE]"&gt;[LINK TEXT]&lt;/a&gt;&lt;/p&gt;
+  
+ 
+    For example, to create a link to the <  **>HTML template for the "About" page</  **> document whose URL is
+    /c4x/edX/edX101/asset/AboutPage_Template.txt, use the following code.
+  
+ 
+    &lt;p&gt;&lt;a href="/c4x/edX/edX101/asset/AboutPage_Template.txt"&gt;HTML Template for the "About" page&lt;/a&gt;&lt;/p&gt;
+  
+ 
+o To create a link to an image that you've uploaded, enter the following syntax, where URL OF FILE is the URL that you noted in step 5 of    **Upload a File to Your Assets Tab**.
+  
+ 
+    &lt;p&gt;&lt;img src="[URL OF FILE]"/&gt;&lt;/p&gt;
+  
+ 
+    For example, to create a link to the <  **>CourseImage.jpg </  **>file whose URL is /c4x/edX/edX101/asset/CourseImage.jpg, use the following code.
+  
+ 
+    &lt;p&gt;&lt;img src="/c4x/edX/edX101/asset/CourseImage.jpg"&gt;&lt;/p&gt;
+  
+ 
+    When you use this code, the following image appears.
+  
+ 
+    <img
+        border="0"
+        width="375"
+        height="200"
+        src="file:///C:/Users/Sylvia/AppData/Local/Temp/msohtmlclip1/01/clip_image073.jpg"
+        alt="https://lh6.googleusercontent.com/DABeqmGlZudpdR5fC9puzEgrFgeVUj52kA_jbsua5ve_GYDXvUkhS8Gh4MVatQu2tOHUKGxPwwdxlD7va48xfhU8aUhkqGAptS1fnPlxq0VWvmSXiRXhYuWpSA"
+    />
+  
+ 
+    4. Click **Save**. Your files appear under **Course Handouts**.
+  
+  
+       name="_Toc353283155">Add an Announcement or Update 
+  
+ 
+    You can add announcements or updates to welcome students to the class, remind students of exams, notify students of changes in the course schedule, and
+    call out important steps students need to keep in mind. These updates appear on the **Course Info **tab on edX or Edge. Because your course
+    automatically opens to the **Course Info **page, students will see the update as soon as they sign in.
+  
+ 
+    1. On the **Course Content **menu, click **Updates**. The **Course Updates **page opens.
+  
+ 
+    <img border="0" width="481" height="112" src="file:///C:/Users/Sylvia/AppData/Local/Temp/msohtmlclip1/01/clip_image170.png"/>
+  
+ 
+    2. Click **New Update**. The following dialog box opens.
+  
+ 
+    <img border="0" width="384" height="269" src="file:///C:/Users/Sylvia/AppData/Local/Temp/msohtmlclip1/01/clip_image172.png"/>
+  
+ 
+    The content for this box must be formatted in HTML. For a template that you can use that includes placeholders, see
+       href="file:///C:/Users/Sylvia/Dropbox/edX/Getting%20Started%20with%20Studio/Getting%20Started%20with%20Studio.docx#AppendixA">
+        **Appendix A**
+     
+    .
+  
+ 
+    3. Enter your update formatted as HTML, and then click **Save**.
\ No newline at end of file
diff --git a/userdocs/source/add syllabus_course handout.rst b/userdocs/source/add syllabus_course handout.rst
new file mode 100644
index 0000000000..b5eef3e589
--- /dev/null
+++ b/userdocs/source/add syllabus_course handout.rst	
@@ -0,0 +1,287 @@
+ 
+
+ 
+    *******************************************************
+    Add a Syllabus, Static Page, Update, or Course Handouts
+    *******************************************************  
+  
+
+    Add a Static Page
+    *****************  
+  
+ 
+    **Static Pages** takes you to a list of the important pages for your course that you want students to be able to access easily. Static pages usually apply to the whole course rather than a particular sequence. For example, your static pages might include your syllabus or information about your grading policy.
+  
+ 
+     img border="0" width="624" height="185" src="file:///C:/Users/Sylvia/AppData/Local/Temp/msohtmlclip1/01/clip_image144.png" 
+  
+ 
+    When you create a static page, the name of that page appears in your course's navigation bar at the top of the page, along with **Courseware**, **Course Info**, and other tabs. For example, the following navigation bar includes a **Syllabus** static page and a **Projects** static page.
+  
+ 
+     img border="0" width="624" height="41" src="file:///C:/Users/Sylvia/AppData/Local/Temp/msohtmlclip1/01/clip_image146.png" 
+  
+ 
+    To add a static page:
+  
+ 
+    1. On the navigation bar, click **Course Content**, and then click **Static Pages**.
+  
+ 
+     img border="0" width="144" height="166" src="file:///C:/Users/Sylvia/AppData/Local/Temp/msohtmlclip1/01/clip_image148.png" 
+     br 
+     br 
+  
+ 
+    2. In the top right corner, click **New Page**. The following entry appears.
+  
+ 
+     img border="0" width="540" height="139" src="file:///C:/Users/Sylvia/AppData/Local/Temp/msohtmlclip1/01/clip_image150.png" 
+  
+ 
+    3. On the right side of the box, click **Edit**. The following dialog box opens.
+  
+ 
+     img border="0" width="480" height="271" src="file:///C:/Users/Sylvia/AppData/Local/Temp/msohtmlclip1/01/clip_image152.png" 
+  
+ 
+    4. In the **display_name** box, type the name that you want to appear in the navigation bar for your course.
+  
+ 
+    5. Replace the placeholder text with your content.
+  
+ 
+    6. Click **Save**.
+  
+ 
+    Add a Schedule
+    **************
+  
+ 
+    To create a schedule for your course, you can create a Google calendar that students can incorporate into their personal Google calendars, or you can use HTML to create a dynamic schedule with links that students can click. You can also include both types of calendar in your course.
+  
+ 
+    Google Calendar  
+    *Note:
+ 
+    Your Google calendar should include all release dates and due dates. You can link to it in your course. Your calendar may look like the following calendar for BerkeleyX's CS 169.2x course. (To see this calendar live, click
+
+          href="http://www.google.com/calendar/embed?src=edx.org_mcjhp2tv3ul2etfpb43hd388p4%40group.calendar.google.com&amp;ctz=America/New_York">here  .)
+  
+ 
+     img border="0" width="466" height="312" src="file:///C:/Users/Sylvia/AppData/Local/Temp/msohtmlclip1/01/clip_image154.jpg" 
+  
+ 
+    To create a Google calendar, access your Google account, and then click **Calendar** at the top of the page. You can then enter your schedule information. You can also create a link to this calendar anywhere in your course.
+  
+ 
+    Dynamic HTML Schedule
+    =====================
+
+    *Note: You can create a dynamic HTML schedule page that you update manually as the course progresses. The template below was adapted from a version created by Professors Dan Klein and Pieter Abbeel.*
+  
+ 
+    Below is a sample course schedule that shows the way the schedule would look during week 3 of the course. As you can see, there are no links for material
+    after week 3, since that information has not yet been released.
+  
+ 
+    This course uses the following release schedule:
+  
+     
+        All lessons are released on Mondays.
+      
+     
+        All homework assignments are released on Wednesdays, and are due on Sunday of the following week.
+      
+     
+        All quizzes are released on Fridays and due on Sunday of the following week (9 days later).
+      
+  
+
+ 
+    To create a dynamic HTML schedule:
+  
+ 
+    1. On the navigation bar, click **Course Content**, and then click **Static Pages**.
+  
+ 
+     img border="0" width="120" height="139" src="file:///C:/Users/Sylvia/AppData/Local/Temp/msohtmlclip1/01/clip_image155.png" 
+  
+ 
+    2. In the top right corner, click **New Page**. The following entry appears.
+  
+ 
+     img border="0" width="422" height="108" src="file:///C:/Users/Sylvia/AppData/Local/Temp/msohtmlclip1/01/clip_image156.png" 
+  
+ 
+    3. On the right side of the box, click **Edit**. The following dialog box opens.
+  
+ 
+    4. In the editor that opens, type **Schedule **in the **display_name** box.
+  
+ 
+    5. Click the **HTML** tab.
+  
+ 
+     img border="0" width="430" height="309" src="file:///C:/Users/Sylvia/AppData/Local/Temp/msohtmlclip1/01/clip_image158.png" 
+  
+ 
+    6. Go to   href="https://preview.edge.edx.org/c4x/edX/edX101/asset/Sample_DynamicSchedule_Template.txt">edX101   or      href="file:///C:/Users/Sylvia/Dropbox/edX/Getting%20Started%20with%20Studio/Getting%20Started%20with%20Studio.docx#AppendixB">Appendix B   and copy
+    the code for the dynamic schedule template.
+  
+ 
+    7. In the editor in Studio, replace the placeholder code on the HTML tab with the code for the dynamic schedule template.
+  
+ 
+      name="_Toc353283152">Add Course Handouts  
+  
+ 
+    Your course handouts are available on Edge from the **Course Handouts **sidebar on the **Course Info **page. To add these items,
+    you must create a file and upload the file to the   **Files &amp; Uploads   **page. When you do this, a URL is created for that file. You then use
+    this URL to create a link to the file on the **Handouts** sidebar. You create this link on the **Course Updates** page.
+  
+ 
+       *Note: You cannot upload videos to the **Files &amp; Uploads** 
+  
+ 
+      name="_Toc353283153">  
+      name="UploadFiles">Upload a File to the   
+    Files &amp; Uploads page
+  *Note:
+ 
+    The  ** Files &amp; Uploads  ** page lists handouts, images, and other content that you want to integrate into your course.
+  
+ 
+     img border="0" width="468" height="88" src="file:///C:/Users/Sylvia/AppData/Local/Temp/msohtmlclip1/01/clip_image160.jpg" 
+  
+ 
+    For example, if you want to include a cartoon in one of your weekly updates, you upload the image to   **Files &amp; Uploads  **. When you do this, the file receives its own URL, and you then use that URL to create a link to the image in the body of the course. Likewise, if you want to include a handout in the **Course Handouts **section of the** Course Info **page or in a lesson, you upload the handout here, and then create a link to the handout under **Course Handouts **or in the lesson.
+  
+ 
+    You can also use the  **Files &amp; Uploads** page to keep all of the content for your course in one place. Content is only visible to students if you create a link to it. You can thus keep older versions of your content.
+  
+ 
+    For example, if you create a Word file to use in your class, and you then create a PDF copy of that Word file, you can link to the PDF file but keep the Word file on the   **Files &amp; Uploads   **page. If you later delete the file from your personal computer, or if a colleague asks you if they can run a version of your course but change the dates in your handout, you can easily find the Word file on the  **Files &amp; Uploads** page.
+  
+ 
+    Note that you should be careful when you name files that you add to the  **Files &amp; Uploads** page. Because the file name becomes part of the URL, students can see the name of the file when they open it. Avoid using file names such as "AnswerKey.pdf."
+  
+ 
+     **Warning-Uploading a file with the same name as a file that is already uploaded will cause the original file to be overwritten. There is not currently a warning when you try to upload a file that has the same name.*
+      
+    To upload a file to the  **Files &amp; Uploads** page:
+  
+ 
+    1. On the navigation bar, click **Course Content**, and then click  **Files &amp; Uploads**.
+  
+ 
+    2. On the  **Files &amp; Uploads** page, click **Upload New File**.
+  
+ 
+     img border="0" width="481" height="128" src="file:///C:/Users/Sylvia/AppData/Local/Temp/msohtmlclip1/01/clip_image162.png" 
+  
+ 
+    3. In the **Upload New File** dialog box, click **Choose File**.
+  
+ 
+    4. In the **Open** dialog box, locate the file that you want, and then click **Open**.
+
+   
+    To add another file, click **Load Another File**. To close the dialog box, click the **x** in the top right corner. When you
+    close the dialog box, the file appears on the **Files &amp; Uploads** page.
+  
+ 
+    5. Determine the URL of your newly uploaded file. To do this, on the **Files &amp; Uploads** page, locate the file in the list. In the **URL** column on the right, you can see the URL you will need to use to display an image or create a hyperlink.
+  
+ 
+     img border="0" width="480" height="97" src="file:///C:/Users/Sylvia/AppData/Local/Temp/msohtmlclip1/01/clip_image164.png" 
+  
+      
+    **Note: Currently, you cannot delete a file after you upload it to the Files &amp; Uploads page. You can replace a file by uploading another file with the same name, but you cannot delete the file.**
+     
+ 
+     Add Items to the Handouts Sidebar  
+ 
+    1. On the navigation bar, click **Course Content**, and then click **Updates**.
+  
+ 
+     img border="0" width="144" height="166" src="file:///C:/Users/Sylvia/AppData/Local/Temp/msohtmlclip1/01/clip_image166.png" 
+  
+ 
+    2. Locate the **Course Handouts **sidebar on the right, and then click **Edit**.
+  
+ 
+     img border="0" width="480" height="113" src="file:///C:/Users/Sylvia/AppData/Local/Temp/msohtmlclip1/01/clip_image168.png" 
+  
+ 
+    3. In the XML box that appears, create links to your files.
+  
+ 
+        o To create a link to a document, enter the following syntax, where URL OF FILE is the URL that you noted in step 5 of      **Upload a File the Files &amp; Uploads Page   **and LINK TEXT is the text that you want to appear in the **Handouts **sidebar.
+  
+ 
+        &lt;p&gt;&lt;a href="[URL OF FILE]"&gt;[LINK TEXT]&lt;/a&gt;&lt;/p&gt;
+  
+ 
+        For example, to create a link to the   **HTML template for the "About" page  ** document whose URL is
+        /c4x/edX/edX101/asset/AboutPage_Template.txt, use the following code.
+  
+ 
+        &lt;p&gt;&lt;a href="/c4x/edX/edX101/asset/AboutPage_Template.txt"&gt;HTML Template for the "About" page&lt;/a&gt;&lt;/p&gt;
+  
+ 
+        o To create a link to an image that you've uploaded, enter the following syntax, where URL OF FILE is the URL that you noted in step 5 of    **Upload a File to Your Assets Tab**.
+  
+ 
+        lt;p&gt;&lt;img src="[URL OF FILE]"/&gt;&lt;/p&gt;
+  
+ 
+        For example, to create a link to the   **CourseImage.jpg   **file whose URL is /c4x/edX/edX101/asset/CourseImage.jpg, use the following code.
+  
+ 
+        & lt;p&gt;&lt;img src="/c4x/edX/edX101/asset/CourseImage.jpg"&gt;&lt;/p&gt;
+  
+ 
+        When you use this code, the following image appears.
+  
+ 
+     img
+        border="0"
+        width="375"
+        height="200"
+        src="file:///C:/Users/Sylvia/AppData/Local/Temp/msohtmlclip1/01/clip_image073.jpg"
+        alt="https://lh6.googleusercontent.com/DABeqmGlZudpdR5fC9puzEgrFgeVUj52kA_jbsua5ve_GYDXvUkhS8Gh4MVatQu2tOHUKGxPwwdxlD7va48xfhU8aUhkqGAptS1fnPlxq0VWvmSXiRXhYuWpSA"
+     
+  
+ 
+    4. Click **Save**. Your files appear under **Course Handouts**.
+  
+ 
+      name="_Toc353283155">Add an Announcement or Update  
+  
+ 
+    You can add announcements or updates to welcome students to the class, remind students of exams, notify students of changes in the course schedule, and
+    call out important steps students need to keep in mind. These updates appear on the **Course Info **tab on edX or Edge. Because your course
+    automatically opens to the **Course Info **page, students will see the update as soon as they sign in.
+  
+ 
+    1. On the **Course Content **menu, click **Updates**. The **Course Updates **page opens.
+  
+ 
+     img border="0" width="481" height="112" src="file:///C:/Users/Sylvia/AppData/Local/Temp/msohtmlclip1/01/clip_image170.png" 
+  
+ 
+    2. Click **New Update**. The following dialog box opens.
+  
+ 
+     img border="0" width="384" height="269" src="file:///C:/Users/Sylvia/AppData/Local/Temp/msohtmlclip1/01/clip_image172.png" 
+  
+ 
+    The content for this box must be formatted in HTML. For a template that you can use that includes placeholders, see
+      href="file:///C:/Users/Sylvia/Dropbox/edX/Getting%20Started%20with%20Studio/Getting%20Started%20with%20Studio.docx#AppendixA">
+        **Appendix A**
+    
+ 
+    3. Enter your update formatted as HTML, and then click **Save**.
+  
+ 
diff --git a/userdocs/source/appendices/a.rst b/userdocs/source/appendices/a.rst
new file mode 100644
index 0000000000..0f981b0eef
--- /dev/null
+++ b/userdocs/source/appendices/a.rst
@@ -0,0 +1,62 @@
+========================================
+ APPENDIX A-Template For Course Overview
+========================================
+
+  
+Replace the placeholders in the following template with your information.
+
+.. code-block:: html
+
+  <section class="about">
+    <h2>About This Course</h2>
+    <p>Include your long course description here. The long course description
+      should contain 150-400 words.</p>
+    <p>This is paragraph 2 of the long course description. Add more paragraphs
+      as needed. Make sure to enclose them in paragraph tags.</p>
+  <section>
+  <section class="prerequisites">
+    <h2>Prerequisites</h2>
+    <p>Add information about class prerequisites here.</p>
+  </section>
+  <section class="course-staff">
+    <h2>Course Staff</h2>
+    <article class="teacher">
+      <div class="teacher-image">
+        <!-- Replace the path below with the path to your faculty image. -->
+        <img src="/c4x/edX/edX101/asset/Placeholder_FacultyImage.jpg"
+          align="left" style="margin:0 20 px 0"/>
+      </div>
+      <h3>Staff Member</h3>
+      <p>Biography of instructor/staff member</p>
+    </article>
+  <article class="teacher">
+      <div class="teacher-image">
+        <img src="/c4x/edX/edX101/asset/Placeholder_FalcutyImage.jpg"/>
+      </div>
+      <h3>Staff Member Name</h3>
+      <p>Biography of instructor/staff member</p>
+    </article>
+  </section>
+  <section class="faq">
+    <section class="responses">
+      <h2>Frequently Asked Questions</h2>
+      <article class="response">
+        <h3>Do I need to buy a textbook?</h3>
+        <p>No, a free online version of Chemistry: Principles, Patterns, and
+          Applications, First Edition by Bruce Averill and Patricia Eldredge
+          will be available, though you can purchase a printed version
+          (published by FlatWorld Knowledge) if you'd like.</p>
+      </article>
+      <article class="response">
+        <h3>Question 2?</h3>
+        <p>Answer 2.</p>
+      </article>
+    </section>
+  </section>
+
+  <!--Paragraph: <p>CONTENT GOES IN HERE</p> -->
+  <!--Line break: <br/> -->
+  <!--Hyperlink: <a href="URL">LINK TEXT</a> -->
+  <!--Email hyperlink: <a href="mailto:EMAIL@ADDRESS.COM">LINK TEXT</a> -->
+  <!--Bold text: <b>TEXT</b> -->
+  <!--Italic text: <i>TEXT</i> -->
diff --git a/userdocs/source/appendices/b.rst b/userdocs/source/appendices/b.rst
new file mode 100644
index 0000000000..be5fdad502
--- /dev/null
+++ b/userdocs/source/appendices/b.rst
@@ -0,0 +1,171 @@
+===========================================
+APPENDIX B: Code for Dynamic HTML Schedule
+===========================================
+
+ :: 
+
+
+	<div class= "syllabus">
+
+	<table style="width: 100%">
+ 		<col width="10%">
+ 		<col width="15%">
+  		<col width="10%">
+  		<col width="30%">
+  		<col width="10%">
+  		<col width="15%">
+  		<col width="10%">
+  
+	<!-- Headings -->
+ 		 <thead>
+    			<td class="day"> Wk of </td>
+   			<td class="topic"> Topic </td>
+   			<td class="reading"> Read </td>
+    			<td class="video"> Lecture Sequence </td>	
+    			<td class="slides"> Slides </td>
+    			<td class="assignment"> HW/Q </td>
+			<td class="due"> Due </td>
+  		</thead>
+  
+	<!-- Week 1 Row 1 -->
+ 		 <tr class="first">
+   			<td class="day">10/22</td>
+			<td class="topic">Topic 1</td>
+			<td class="reading">Ch. 1</td>
+    			<td class="video"><a href="#">L1: Title</a></td>
+    			<td class="slides"><a href="#">L1</a></td>
+    			<td class="assignment"><a href="#">HW 1</a></td>
+    			<td class="due">11/04</td>
+  		</tr>
+  
+	<!-- Week 1 Row 2 -->
+    		<tr>
+    			<td class="day"> </td>
+    			<td class="topic"></td>
+    			<td class="reading"></td>
+    			<td class="video"><a href="#">L2: Title</a></td>
+    			<td class="slides"><a href="#">L2</a></td>
+    			<td class="assignment">     </td>
+   			 <td class="due">      </td>
+  		</tr>
+
+   		 <tr> <td class="week_separator" colspan=7> <hr/> </td> </tr>
+  
+	<!-- Week 2 Row 1 -->
+ 		 <tr>
+    			<td class="day">10/29</td>
+    			<td class="topic">Topic 2</td>
+    			<td class="reading">Ch. 2</td>
+    			<td class="video"> <a href="#">L3: Title<a></td>
+   			 <td class="slides"><a href="#">L3</a></td>
+    			<td class="assignment"><a href="#">Quiz 1</a></td>
+    			<td class="due">11/11</td>
+ 		 </tr>
+  
+	<!-- Week 2 Row 2 -->
+ 		<tr>
+  			<td class="day"></td>
+    			<td class="topic"></td>
+    			<td class="reading"></td>
+    			<td class="video"><a href="#">L4: Title</a></td>
+    			<td class="slides"><a href="#">L4</a> </td>
+    			<td class="assignment"></td>
+    			<td class="due"></td>
+  		</tr>
+  		<tr> <td class="week_separator" colspan=7> <hr/> </td> </tr>
+  
+	<!-- Week 3 Row 1 -->
+  		<tr>
+    			<td class="day">11/05</td>
+    			<td class="topic">Topic 3</td>
+    			<td class="reading">Ch. 3</td>
+    			<td class="video"><a href="#">L5: Title</a></td>
+    			<td class="slides"><a href="#">L5 </a></td>
+    			<td class="assignment"><a href="#">HW 2</a></td>
+    			<td class="due">11/18 </td>
+  		</tr>
+  
+	<!-- Week 3 Row 2 -->
+		<tr>
+    			<td class="day"> </td>
+    			<td class="topic"> </td>
+    			<td class="reading"></td>
+    			<td class="video"><a href="#">L6: Title</a></td>
+    			<td class="slides"><a href="#">L6 </a></td>
+    			<td class="video"></td>
+    			<td class="assignment"></td>
+    			<td class="due"></td>
+  		</tr>
+  		<tr> <td class="week_separator" colspan=7> <hr/> </td> </tr>
+  
+	<!-- Week 4 Row 1 -->
+  		<tr>
+    			<td class="day">11/12</td>
+    			<td class="topic">Topic 4</td>
+    			<td class="reading">Ch. 4</td>
+    			<td class="video"><!--<a href="#">L7: Title</a>--> L7: Title</td>
+    			<td class="slides"><!--<a href="#">L7</a>-->L7</td>
+    			<td class="assignment"><!--<a href="#">Quiz 2</a>-->Quiz 2</td>
+    			<td class="due"> 11/25 </td>
+  		</tr>
+  
+	<!-- Week 4 Row 2 -->
+    		<tr>
+    			<td class="day"></td>
+    			<td class="topic"></td>
+    			<td class="reading"></td>
+    			<td class="video"><!--<a href="#">L8: Title</a>-->L8: Title</td>
+    			<td class="slides"><!--<a href="#">L8</a>-->L8</td>
+    			<td class="assignment"></td>
+    			<td class="due"></td>
+  		</tr>
+  		<tr> <td class="week_separator" colspan=7> <hr/> </td> </tr>
+  
+	<!-- Week 5 Row 1 -->
+  		<tr>
+    			<td class="day">11/19</td>
+    			<td class="topic">Topic 5</td>
+    			<td class="reading">Ch. 5</td>
+    			<td class="video"><!--<a href="#">L9: Title</a>-->L9: Title</td>
+    			<td class="slides"><!--<a href="#">L9</a>-->L9</td>
+    <			td class="assignment"><!--<a href="#">HW 3</a>-->HW 3</td>
+    			<td class="due"> 12/02 </td>
+  		</tr>
+  
+	<!-- Week 5 Row 2 -->
+   		<tr>
+    			<td class="day"></td>
+    			<td class="topic"></td>
+    			<td class="reading"></td>
+    			<td class="video"><!--<a href="#">L10: Title</a>-->L10: Title</td>
+    			<td class="slides"><!--<a href="#">L10</a>-->L10 </td>
+    			<td class="assignment"></td>
+    			<td class="due"></td>
+  		</tr>
+  		<tr> <td class="week_separator" colspan=7> <hr/> </td> </tr>
+  
+	<!-- Week 6 Row 1 -->
+  		<tr>
+    			<td class="day">11/26</td>
+    			<td class="topic">Topic 6</td>
+    			<td class="reading">Ch. 6</td>
+    			<td class="video"><!--<a href="#"><L11: Title</a>-->L11: Title </td>
+    			<td class="slides"><!--<a href="#">L11</a>-->L11</td>
+    			<td class="assignment"><!--<a href="#">HW 4</a>-->HW 4</td>
+    			<td class="due">12/09</td>
+  		</tr>
+  
+	<!-- Week 6 Row 2 -->
+    		<tr>
+			<td class="day"> </td>
+    			<td class="topic"> </td>
+    			<td class="reading"></td>
+    			<td class="video"><!--<a href="#">L12: Title</a>-->L12: Title</td>
+    			<td class="slides"><!--<a href="#">L12</a>-->L12</td>
+    			<td class="assignment"></td>
+    			<td class="due">      </td>
+		</tr>
+
+	</table>
+	</div>
+
diff --git a/userdocs/source/appendices/c.rst b/userdocs/source/appendices/c.rst
new file mode 100644
index 0000000000..4a35179288
--- /dev/null
+++ b/userdocs/source/appendices/c.rst
@@ -0,0 +1,50 @@
+======================================
+APPENDIX C: Sample Student Login Guide 
+======================================
+
+Create a login guide for your individual course.
+
+    **STUDENT LOGIN GUIDE FOR [COURSE NUMBER]**
+    
+
+    How to Set Up Your edX Account and Register for Your Class
+
+
+    Welcome to [COURSE NAME] on edX!
+    This guide will walk you through setting up your student account with edX, registering for [COURSE NAME], and accessing the course materials.
+
+    **Step 1: Open the course registration page**
+    Go to https://edge.edx.org/courses/[YOUR_CLASS_PATH]/about [REPLACE WITH URL TO YOUR REGISTRATION PAGE ON EDGE]
+    The above URL should bring you to the course registration page: [REPLACE WITH SCREENSHOT OF YOUR REGISTRATION PAGE]
+
+
+    **Step 2: Request to register for the course**
+    Click on the blue Register for [NUMBER OF YOUR CLASS] button:
+    [REPLACE WITH PART OF YOUR SCREENSHOT ABOVE]
+
+    A pop-up user authentication window will appear. It will ask you to log in or sign up for edX. (If you already have an account with edX, use it to log in. You should now be registered for the course. Skip to Step 5. Otherwise, go on with Step 3.)
+
+
+    **Step 3: Create your account with edX**
+
+    Fill out the form in the pop-up window: (Some tips:  Use an email address you check regularly. Also, the username you choose will also be your screen name in the course. This means the only name we will know you by is the username (not a first and last name). Please include your last name as part of your username so we can tell who you are on the forums.)
+
+
+    **Step 4: Activate your edX account**
+
+    Check your email. This is where your course activation link has been sent. You must click on this to finalize your access to the course.
+
+    Congratulations! You should now have an edX account and be registered for [ENTER YOUR COURSE NUMBER].
+
+    Proceed with Step 5 to access the class materials.
+
+
+    **Step 5: Log in to edX and go the course website**
+
+    Log in to your account on edX at https://edge.edx.org/
+    by using the username and password you just created.
+    You will be taken to the main landing page of your edX edge account, which should now include a listing for [ENTER YOUR COURSE NUMBER]: [REPLACE WITH SCREENSHOT OF YOUR COURSE]
+
+    You can now click **View Courseware** to enter the main course website. 
+
+    If you are experiencing problems with registration or with accessing the class website, please contact [SUPPORT CONTACT NAME] at [CLASS SUPPORT EMAIL].
diff --git a/userdocs/source/appendices/d.rst b/userdocs/source/appendices/d.rst
new file mode 100644
index 0000000000..84cdddad5f
--- /dev/null
+++ b/userdocs/source/appendices/d.rst
@@ -0,0 +1,38 @@
+======================
+APPENDIX D: Time Zones
+======================
+
+    **Overview**
+    Released course materials become visible to all students at once, and assignments with a due date will be due for all students at once, at the time specified by the setting. However, a number of places on edX and Studio present a time setting without specifying a time zone. Unless specified otherwise, most dates and times in Studio and edX are in UTC, not in your local time zone! When you specify date and time settings that do not have a time zone label, you need to convert values to UTC.  You should also ensure that students and instructors know how to interpret time settings for your course.
+
+    **Details**
+    Time is stored in a specific time zone. However, this time zone may not be visible in the interface. Unlabeled time values are specified, stored, and viewed in UTC.
+
+    EdX and Studio handle time zones as follows.
+
+    •	All times, labeled and unlabeled, are saved to the server in UTC (a.k.a. UTC or Z).
+    •	Unlabeled times are displayed both in Studio and on edX/Edge in UTC.
+    •	Times labeled with a particular time zone in Studio are specified in that time zone, and are converted to UTC. (This is rare.)
+
+    For settings in Studio that are labeled with a time zone, such as the course start and end dates, enter the setting in the time zone specified (usually your local time zone).
+
+    For time settings that are not labeled with a time zone, such as release dates and due dates for course content, convert from your local time zone, and set the dates and time settings in UTC. You can use an online time zone converter to convert from your local time zone.  
+
+    *Note When you use an online converter, enter both the day and the time to account for daylight saving time.*
+
+    Example US Eastern Standard Time is "UTC-5", so a New York winter due date of 5:00pm (17:00) should be entered as 10:00pm (or 22:00) in Studio. US Daylight Saving Time, however, is UTC-4, so a New York summer due date of 5:00pm would be entered as 9:00pm in Studio.
+
+    Most of these time settings are also not labeled in the Student view on edX/Edge. When you set due dates for an assignment, make sure to tell students how to interpret the due date. You can choose one of the following options.
+
+    •	Notify students in advance that all times, unless otherwise labeled, are displayed in UTC, and point them to a time zone converter to convert to their local time zone.
+    •	Allow students to assume that all due dates are specified in their local time zone, and specify an unadvertised grace period to invisibly extend all the due dates in your course. For example, some courses set a grace period of "1 day, 6 hours, and 1 minute" to accommodate differences in time zones and any potential system issues.
+
+    *Note Setting a grace period is generally not recommended. It can lead to problems not closing "when they should", and may be misleading to your students.*
+
+    If you have further questions about specifying times and time zones, or are experiencing inconsistencies in due date or release date behavior, please contact us from the edX Studio Help page.
+
+    **References**
+
+    http://help.edge.edx.org/discussions/questions/61-time-zones
+
+    http://help.edge.edx.org/discussions/questions/23-grace-periods
diff --git a/userdocs/source/conf.py b/userdocs/source/conf.py
new file mode 100755
index 0000000000..d416509d15
--- /dev/null
+++ b/userdocs/source/conf.py
@@ -0,0 +1,310 @@
+# -*- coding: utf-8 -*-
+#
+# getting_started documentation build configuration file, created by
+# sphinx-quickstart on Tue Apr 16 11:19:12 2013.
+#
+# This file is execfile()d with the current directory set to its containing dir.
+#
+# Note that not all possible configuration values are present in this
+# autogenerated file.
+#
+# All configuration values have a default; values that are commented out
+# serve to show the default.
+
+import sys, os
+
+# If extensions (or modules to document with autodoc) are in another directory,
+# add these directories to sys.path here. If the directory is relative to the
+# documentation root, use os.path.abspath to make it absolute, like shown here.
+#sys.path.insert(0, os.path.abspath('.'))
+
+# -- General configuration -----------------------------------------------------
+
+# If your documentation needs a minimal Sphinx version, state it here.
+#needs_sphinx = '1.0'
+
+# Add any Sphinx extension module names here, as strings. They can be extensions
+# coming with Sphinx (named 'sphinx.ext.*') or your custom ones.
+extensions = ['sphinx.ext.autodoc', 'sphinx.ext.doctest', 'sphinx.ext.intersphinx', 'sphinx.ext.coverage', 'sphinx.ext.pngmath', 'sphinx.ext.mathjax', 'sphinx.ext.ifconfig']
+
+# Add any paths that contain templates here, relative to this directory.
+templates_path = ['_templates']
+
+# The suffix of source filenames.
+source_suffix = '.rst'
+
+# The encoding of source files.
+#source_encoding = 'utf-8-sig'
+
+# The master toctree document.
+master_doc = 'index'
+
+# General information about the project.
+project = u'edX'
+copyright = u'2013, EdX Doc Team'
+
+# The version info for the project you're documenting, acts as replacement for
+# |version| and |release|, also used in various other places throughout the
+# built documents.
+#
+# The short X.Y version.
+version = '0.1'
+# The full version, including alpha/beta/rc tags.
+release = '0.1'
+
+# The language for content autogenerated by Sphinx. Refer to documentation
+# for a list of supported languages.
+#language = None
+
+# There are two options for replacing |today|: either, you set today to some
+# non-false value, then it is used:
+#today = ''
+# Else, today_fmt is used as the format for a strftime call.
+#today_fmt = '%B %d, %Y'
+
+# List of patterns, relative to source directory, that match files and
+# directories to ignore when looking for source files.
+exclude_patterns = []
+
+# The reST default role (used for this markup: `text`) to use for all documents.
+#default_role = None
+
+# If true, '()' will be appended to :func: etc. cross-reference text.
+#add_function_parentheses = True
+
+# If true, the current module name will be prepended to all description
+# unit titles (such as .. function::).
+#add_module_names = True
+
+# If true, sectionauthor and moduleauthor directives will be shown in the
+# output. They are ignored by default.
+#show_authors = False
+
+# The name of the Pygments (syntax highlighting) style to use.
+pygments_style = 'sphinx'
+
+# A list of ignored prefixes for module index sorting.
+#modindex_common_prefix = []
+
+# If true, keep warnings as "system message" paragraphs in the built documents.
+#keep_warnings = False
+
+
+# -- Options for HTML output ---------------------------------------------------
+
+# The theme to use for HTML and HTML Help pages.  See the documentation for
+# a list of builtin themes.
+html_theme = 'default'
+
+# Theme options are theme-specific and customize the look and feel of a theme
+# further.  For a list of options available for each theme, see the
+# documentation.
+#html_theme_options = {}
+
+# Add any paths that contain custom themes here, relative to this directory.
+#html_theme_path = []
+
+# The name for this set of Sphinx documents.  If None, it defaults to
+# "<Studio> v<release> documentation".
+#html_title = None
+
+# A shorter title for the navigation bar.  Default is the same as html_title.
+#html_short_title = None
+
+# The name of an image file (relative to this directory) to place at the top
+# of the sidebar.
+#html_logo = None
+
+# The name of an image file (within the static path) to use as favicon of the
+# docs.  This file should be a Windows icon file (.ico) being 16x16 or 32x32
+# pixels large.
+#html_favicon = None
+
+# Add any paths that contain custom static files (such as style sheets) here,
+# relative to this directory. They are copied after the builtin static files,
+# so a file named "default.css" will overwrite the builtin "default.css".
+html_static_path = ['_static']
+
+# If not '', a 'Last updated on:' timestamp is inserted at every page bottom,
+# using the given strftime format.
+#html_last_updated_fmt = '%b %d, %Y'
+
+# If true, SmartyPants will be used to convert quotes and dashes to
+# typographically correct entities.
+#html_use_smartypants = True
+
+# Custom sidebar templates, maps document names to template names.
+#html_sidebars = {}
+
+# Additional templates that should be rendered to pages, maps page names to
+# template names.
+#html_additional_pages = {}
+
+# If false, no module index is generated.
+#html_domain_indices = True
+
+# If false, no index is generated.
+#html_use_index = True
+
+# If true, the index is split into individual pages for each letter.
+#html_split_index = False
+
+# If true, links to the reST sources are added to the pages.
+#html_show_sourcelink = True
+
+# If true, "Created using Sphinx" is shown in the HTML footer. Default is True.
+#html_show_sphinx = True
+
+# If true, "(C) Copyright ..." is shown in the HTML footer. Default is True.
+#html_show_copyright = True
+
+# If true, an OpenSearch description file will be output, and all pages will
+# contain a <link> tag referring to it.  The value of this option must be the
+# base URL from which the finished HTML is served.
+#html_use_opensearch = ''
+
+# This is the file name suffix for HTML files (e.g. ".xhtml").
+#html_file_suffix = None
+
+# Output file base name for HTML help builder.
+htmlhelp_basename = 'edxdoc'
+
+
+# -- Options for LaTeX output --------------------------------------------------
+
+latex_elements = {
+# The paper size ('letterpaper' or 'a4paper').
+#'papersize': 'letterpaper',
+
+# The font size ('10pt', '11pt' or '12pt').
+#'pointsize': '10pt',
+
+# Additional stuff for the LaTeX preamble.
+#'preamble': '',
+}
+
+# Grouping the document tree into LaTeX files. List of tuples
+# (source start file, target name, title, author, documentclass [howto/manual]).
+latex_documents = [
+  ('index', 'getting_started.tex', u'edX Studio Documentation',
+   u'EdX Doc Team', 'manual'),
+]
+
+# The name of an image file (relative to this directory) to place at the top of
+# the title page.
+#latex_logo = None
+
+# For "manual" documents, if this is true, then toplevel headings are parts,
+# not chapters.
+#latex_use_parts = False
+
+# If true, show page references after internal links.
+#latex_show_pagerefs = False
+
+# If true, show URL addresses after external links.
+#latex_show_urls = False
+
+# Documents to append as an appendix to all manuals.
+#latex_appendices = []
+
+# If false, no module index is generated.
+#latex_domain_indices = True
+
+
+# -- Options for manual page output --------------------------------------------
+
+# One entry per manual page. List of tuples
+# (source start file, name, description, authors, manual section).
+man_pages = [
+    ('index', 'getting_started', u'getting_started Documentation',
+     [u'EdX Doc Team'], 1)
+]
+
+# If true, show URL addresses after external links.
+#man_show_urls = False
+
+
+# -- Options for Texinfo output ------------------------------------------------
+
+# Grouping the document tree into Texinfo files. List of tuples
+# (source start file, target name, title, author,
+#  dir menu entry, description, category)
+texinfo_documents = [
+  ('index', 'getting_started', u'getting_started Documentation',
+   u'EdX Doc Team', 'getting_started', 'One line description of project.',
+   'Miscellaneous'),
+]
+
+# Documents to append as an appendix to all manuals.
+#texinfo_appendices = []
+
+# If false, no module index is generated.
+#texinfo_domain_indices = True
+
+# How to display URL addresses: 'footnote', 'no', or 'inline'.
+#texinfo_show_urls = 'footnote'
+
+# If true, do not generate a @detailmenu in the "Top" node's menu.
+#texinfo_no_detailmenu = False
+
+
+# -- Options for Epub output ---------------------------------------------------
+
+# Bibliographic Dublin Core info.
+epub_title = u'getting_started'
+epub_author = u'EdX Doc Team'
+epub_publisher = u'EdX Doc Team'
+epub_copyright = u'2013, EdX Doc Team'
+
+# The language of the text. It defaults to the language option
+# or en if the language is not set.
+#epub_language = ''
+
+# The scheme of the identifier. Typical schemes are ISBN or URL.
+#epub_scheme = ''
+
+# The unique identifier of the text. This can be a ISBN number
+# or the project homepage.
+#epub_identifier = ''
+
+# A unique identification for the text.
+#epub_uid = ''
+
+# A tuple containing the cover image and cover page html template filenames.
+#epub_cover = ()
+
+# A sequence of (type, uri, title) tuples for the guide element of content.opf.
+#epub_guide = ()
+
+# HTML files that should be inserted before the pages created by sphinx.
+# The format is a list of tuples containing the path and title.
+#epub_pre_files = []
+
+# HTML files shat should be inserted after the pages created by sphinx.
+# The format is a list of tuples containing the path and title.
+#epub_post_files = []
+
+# A list of files that should not be packed into the epub file.
+#epub_exclude_files = []
+
+# The depth of the table of contents in toc.ncx.
+#epub_tocdepth = 3
+
+# Allow duplicate toc entries.
+#epub_tocdup = True
+
+# Fix unsupported image types using the PIL.
+#epub_fix_images = False
+
+# Scale large images.
+#epub_max_image_width = 0
+
+# If 'no', URL addresses will not be shown.
+#epub_show_urls = 'inline'
+
+# If false, no index is generated.
+#epub_use_index = True
+
+
+# Example configuration for intersphinx: refer to the Python standard library.
+intersphinx_mapping = {'http://docs.python.org/': None}
diff --git a/userdocs/source/create_discussion.rst b/userdocs/source/create_discussion.rst
new file mode 100644
index 0000000000..6858c52547
--- /dev/null
+++ b/userdocs/source/create_discussion.rst
@@ -0,0 +1,108 @@
+
+*******************
+Create a Discussion
+*******************
+
+To create a discussion in your course, you create a question and Discussion component in Studio. You
+can then encourage the students to respond by seeding the discussion space on edX or Edge.
+
+
+Create a Discussion Component
+*****************************
+
+Keep in mind the following best practices when you create a Discussion component.
+
+    • Be very sure that you want to add the Discussion component. Discussion categories are
+      immediately visible in your forum (on the Discussion tab for your course) when you create them,
+      even if the unit that contains the Discussion component is set to Private.
+
+    • When you create an ID for the Discussion component, be very careful—especially if you are
+      adding the Discussion component to a running course. Follow the format in step 10 below to make
+      sure that the ID is unique across all courses on edX.
+
+    • Edit only the fields at the top of the Discussion component edit box. Do not change the XML in
+      the large box.
+
+To add a Discussion component:
+
+   1. Open Studio.
+
+   2. Make a note of the **Display Name** of the Subsection you are in and the **Display Name** of the Unit
+      you are in.
+
+   3. At the location in the Unit where you want to start your discussion, create an HTML component
+      that contains the question that you want students to discuss.
+
+   4. Directly under this new HTML component, click **Discussion** under **Add New Component.**
+
+    .. image:: images/image057.png
+
+   5. When the following box appears, click **Discussion Tag.**
+
+    .. image:: images/image059.png
+
+   6. When the following box appears, click **Edit.**
+
+    .. image:: images/image061.png
+
+The following editing box opens. You will change the values in the small boxes, but you will not
+change the text in the large box.
+
+    .. image:: images/image063.png
+       :width: 800
+
+*Note In the future, these boxes may be filled in for you with a default value.*
+
+   7. In the **discussion_category** box, type the name of the category that you want to create for the
+      discussion. You can include spaces.
+
+   8. In the **discussion_target** box, type the name of the subcategory that you want to create for the
+      discussion. You can include spaces.
+
+*Note The category and subcategory names only appear in the discussion forum for your course. They do
+not appear in the discussion space inside the Unit.*
+
+For example, if you set **discussion_category** to be “The Discussion Component” and you set
+**discussion_target** to be “Online Instruction Methods,” the category and subcategory appear as follows
+in the category list in the discussion forum:
+
+    .. image:: images/image065.png
+       :width: 400
+
+
+   9. In the **display_name** box, type a name for the discussion. The display name appears when a student hovers the mouse over the ribbon.
+
+   10. Click **Save.** 
+
+
+Seed a Discussion Space in Your Course
+**************************************
+
+When you create a discussion, many students may feel hesitant to be the first to post an answer to
+your question. You can get the discussion started by posting your own answer—preferably anonymously
+or as a student, so that students will be more comfortable replying if they disagree with your post.
+
+
+To post as a student, follow the steps below. If you later want to reply as yourself, log back into
+your usual account and omit steps 1 and 2.
+
+   1. Set up a test account on edX or Edge with an e-mail address that is not associated with your
+      Course Team.
+
+   2. Go to your course URL and register for your course.
+
+   3. On edX or Edge, locate the Unit that contains the Discussion component.
+
+   4. In the Unit, locate the discussion space.
+
+   5. Click **New post.**
+
+   6. Type a title for your post in the Title box, and then enter text for your post.
+
+   7. If you want to, select the **post anonymously** check box or the **follow this post** check box.
+
+   8. When you are satisfied with your post, click **Add Post.**
+
+Your new post appears at the top of list in the unit. Posts are listed in reverse chronological
+order.
+
diff --git a/userdocs/source/create_html_component.rst b/userdocs/source/create_html_component.rst
new file mode 100644
index 0000000000..38e4f8a84d
--- /dev/null
+++ b/userdocs/source/create_html_component.rst
@@ -0,0 +1,229 @@
+
+************************
+Create an HTML Component
+************************
+
+    .. image:: images/image067.png
+
+
+The HTML component is the most basic component type. These components are the building blocks of
+text-based courses. They are used to add information such as text, lists, links, and images to
+units. For example, you can use these components between Problem components to add explanatory text.
+You can also use HTML components to import LaTeX code into your course.
+
+The HTML component editor has two views: **Visual view** and **HTML view.** Visual view offers you a “what
+you see is what you get” (WYSIWYG) editor for editing a pre-formatted version of the text. HTML view
+gives you a text editor in which you can edit HTML code directly. 
+
+Note Studio processes the HTML code entered when saving it and before rendering it. Make sure that
+the component you created looks the way you expect live if you go back and forth between Visual and
+HTML view.
+
+
+Create a Basic HTML Component
+*****************************
+
+**To create a basic, blank HTML component:**
+
+   1. Under Add New Component, click **html**, and then click **Empty.** The following blank component
+      appears.
+
+
+    .. image:: images/image069.png
+
+   2. In the blank component, click **Edit.** The HTML editor opens.
+
+    .. image:: images/image071.png
+
+   3. Enter the information that you want, and then click **Save.**
+
+*Note If you want to enter links to other pages or to images or to edit the HTML directly, switch to
+the HTML tab.*
+
+**To create a basic HTML component that includes a template you can use:**
+
+   1. Under **Add New Component,** click **html** and then click **Announcement.**
+
+The following screen opens.
+
+    .. image:: images/image073.png
+
+   2. Click **Edit.**
+
+The text editor opens in Visual view. Replace the template text with your announcement text.
+
+*Note If you want to enter links to other pages or to images or to edit the HTML directly, switch to
+the HTML tab.*
+
+    .. image:: images/image075.png
+
+   3. Click **Save.**
+
+
+Create Links
+************
+
+
+**Link to a Handout or Image**
+
+To link to a document, image, or other file that you uploaded to the Files & Uploads page:
+
+   1. Create a blank HTML component, and switch to HTML view.
+
+   2. In the HTML box, create links to your files.
+
+      To create a link to a document, enter the following syntax, where URL OF FILE is the URL that you noted in step 5 of Upload a File to the Files & Uploads Page and LINK TEXT is the text that the user will click. ::	
+
+
+	<p><a href="[URL OF FILE]">[LINK TEXT]</a></p>
+
+
+
+      For example, to create a link to the HTML template for the “About” page    document whose URL is /c4x/edX/edX101/asset/AboutPage_Template.txt, use the following code. ::
+
+
+
+	<p><a href="/c4x/edX/edX101/asset/AboutPage_Template.txt">HTML Template for the "About" page</a></p>
+
+
+      To create a link to an image that you’ve uploaded, enter the following syntax, where URL OF FILE is the URL that you noted in step 5 of Upload a File to the Files & Uploads Page. ::
+
+
+	<p><img src="[URL OF FILE]"/></p>
+
+
+      For example, to create a link to the CourseImage.jpg file whose URL is
+      /c4x/edX/edX101/asset/CourseImage.jpg, use the following code. ::
+
+
+
+	<p><img src="/c4x/edX/edX101/asset/CourseImage.jpg"></p>
+
+
+
+      When you use this code, the following image appears.
+
+
+    .. image:: images/image078.png
+       :width: 800
+
+
+
+   3. Click **Save.** Your files or images appear in the component.
+
+
+
+
+**Link to Course Units**
+
+To direct the student to a specific place in your own course, you must add an HTML link to that
+unit. To do this:
+
+1. Determine the relative directory of your course.
+
+   a. On the Course Settings tab, click the blue your course URL link under Basic Information. 
+
+
+    ..  image:: images/image079.png
+        :width: 800
+
+
+    The registration page for your course opens.
+
+   b. In the address bar at the top of the page, locate the URL.
+
+   c. Copy the part of the URL after “.org” and before “about”, including the forward slashes. The syntax is the following. ::
+
+
+
+	/courses/[organization]/[course_number]/[course_name]/
+
+
+
+
+    For example, for edX101: How to Create an edX Course from edX, the complete URL is the following. ::
+
+
+
+	https://edge.edx.org/courses/edX/edX101/How_to_create_an_edX_course/about
+
+
+    The relative directory is the following. ::
+
+
+	/courses/edX/edX101/How_to_create_an_edX_course/
+
+
+2. Determine the location ID of the target unit. Studio generates the location ID for each unit when you create the unit. The location ID uses the following syntax. ::
+
+
+	 ::i4x://<organization>/<course_number>/vertical/<url_name_of_unit>
+
+
+
+To find the location ID, open the page of the unit you are trying to link to in Studio and look at the URL in the browser’s address bar. The location ID is the text in the URL after edit, as in the following example.
+
+    .. image:: images/image081.png
+       :width: 800
+      
+
+
+   3. Open the unit that you want to link from.
+
+   4. Under Add New Component, click html, and then click Empty. A      new, blank component appears.
+
+    .. image:: images/image083.png
+       :width: 800
+
+   5. Click **edit**.
+
+   6. In the HTML editor that opens, click the HTML tab.
+
+   7. Next to the number 1, type the following. Replace relative course directory, location id of unit, and link text with your information. ::
+
+
+	<a href = "[[relative course directory]]/jump_to/[[location id of unit]]">[link text]</a>
+
+      For example, a link to the “Creating an HTML Component” unit in edx101 resembles the following. ::
+
+	<a href = "courses/edX/edX101/How_to_Create_an_edX_Course/jump_to/i4x://edX/edX101/vertical/8713e94afd074e40991dcb675d1030b5">Creating an HTML Component</a>
+
+
+
+Import from LaTeX
+*****************
+
+You can create an HTML component from imported LaTeX code.
+
+    *Note: This feature is currently under development.*
+
+
+    1. Under **Add New Component**, click **html**, and then click **E-text Written in LaTeX.**
+
+
+    .. image:: images/image067.png
+       :width: 800
+
+    2. In the component that appears, click Edit.
+
+    .. image:: images/image083.png
+       :width: 800
+
+    3. The component editor opens. In the top left corner of the editor, click the yellow **Edit High Level Source** text.
+
+    .. image:: images/image085.png
+       :width: 800
+
+
+    4. In the **High Level Source Editing** screen that opens, replace the sample code with your LaTeX code.
+
+    .. image:: images/image087.png
+       :width: 800
+
+    5. Click **Save and compile to edX XML** to convert the LaTeX code into edX XML code.
+
+    *Note: Studio uses a third-party LaTeX processor to convert LaTeX code to XML. The LaTeX processor must be up and running.*
+
+    6. Click **Save**. Verify that your newly created component looks the way you want it to.
+
+
diff --git a/userdocs/source/create_lesson.rst b/userdocs/source/create_lesson.rst
new file mode 100644
index 0000000000..1796c4f5a9
--- /dev/null
+++ b/userdocs/source/create_lesson.rst
@@ -0,0 +1,99 @@
+
+**************************
+Create a Lesson in Studio
+**************************
+
+Once you have created a course, you are ready to create content for that course.
+
+**CAUTION** 
+*The alpha version of Studio does not have versioning or automatic updating of your browser between
+refreshes. Versioning is planned for future releases, but, in the meantime, only one author should
+edit a unit, in one browser, on only one tab.  If a unit is open for editing in multiple browser
+sessions, the session that saves last will overwrite any previously saved content without displaying
+a warning. Also, older browser sessions can overwrite more recent content, so refresh your browser
+before you start working every time you work with a private unit or edit a draft of a public unit.*
+
+
+Introduction
+************
+
+Just as in an offline course, content in an online course is broken down into smaller pieces. In
+Studio, these pieces are categories called **sections, subsections, and units** Units, in turn, are
+made up of **components** that contain the actual content of your course.
+
+Sections, for example, may correspond to weeks in your course, while subsections often correspond to
+lessons, homework assignments, or exams. A lesson is an interwoven selection of units of different
+types, such as videos, text, images, discussions, and problems. It is an interactive representation
+of the material that you would cover in a typical class period.
+
+On the **Course Outline** page, you can see all the sections, subsections, and units in your course at a
+glance, as well as whether the subsections are public or private.
+
+
+    .. image:: images/image029.png
+       :width: 800
+
+
+
+Section
+*******
+
+A section is the topmost category that you use to organize your course. Many instructors name
+sections according to the number of weeks in the course—for example, section 1 is named Week 1,
+section 2 is named Week 2, and so on. Sections contain subsections, which in turn contain units.
+
+You can set an individual release date for each section in your course. None of the content in the
+section is visible until its release date has passed.
+
+For more information about how to create a section, see `Create A Section and SubSection <Create__Section_Sub_Section.html>`_.
+
+
+Subsection
+**********
+
+A subsection is a subcategory of a section. Many instructors name subsections according to the
+topics in their courses. Subsection names appear along with section names in the left pane when you
+view your course on Edge.
+
+    .. image:: images/image033.png
+
+You can set subsections to be one of the assignment types that you created when you set up grading.
+You can then include assignments in the body of that subsection. For more information, see :ref:`Create Subsections that Contain Graded Assignments<Create-Subsections-Containing-Graded-Assignments>`.
+
+You can set an individual release date for each subsection in your course. None of the content in
+the subsection is visible until its release date has passed. If you do not set a release date, the
+subsection has the same release date as its section.
+
+For more information about how to create a subsection, see :doc:`create_section_sub_section`.
+
+Unit
+****
+
+A unit is a further category that helps you organize your course materials. Units contain
+components, which are the building blocks of lessons. Units do not appear in the left pane with
+section and subsection headings. Instead, each unit appears as a part of the course accordion at the
+top of the page when you view your course on Edge. The following page shows a subsection that has
+two Units.
+
+    .. image:: images/image035.png
+
+Note that by default, all units are set to **Private.** To make a unit visible to students, you have to
+explicitly change the unit’s visibility to **Public.** For more information see :ref:`Set Content Release Dates and Visibility<Set_Content_Release_Dates_And_Visibility>`.
+
+
+Component
+*********
+
+A component is the part of a unit that contains your actual course content. The names of all
+components in a unit appear when you hover over the unit in the course accordion at the top of the
+page.
+
+.. image:: images/image037.png
+   :width: 800
+
+There are four types of components: Discussion components, HTML components, Problem components, and
+Video components. For more information, see Create a Discussion, Create an HTML Component, Create a
+Problem Component, and Create a Video.
+
+
+
diff --git a/userdocs/source/create_problem.rst b/userdocs/source/create_problem.rst
new file mode 100644
index 0000000000..a6cf77b495
--- /dev/null
+++ b/userdocs/source/create_problem.rst
@@ -0,0 +1,324 @@
+
+****************
+Create a Problem 
+****************
+
+Overview
+********
+
+
+    The problem component allows you to add interactive, automatically graded exercises to your course content. You can create many different types of problems
+    in Studio.
+
+    By default, all problems are ungraded practice problems. To change the problems to graded problems, change the assignment type of the subsection. 
+
+    To create a problem, determine:
+
+    • The type of problem that you want.
+
+    • The weight to assign to the problem.
+
+    • Whether you want to randomize the problem. 
+
+    • How to close the problem-that is, how to set the number of attempts a student has, [as well as set the due date].
+
+    • How you want to provide feedback to students; show answer on/off.
+
+    This course contains several places with more information about creating exercises and integrating them into your 	course.
+
+    • `Writing Exercises <https://edge.edx.org/courses/edX/edX101/How_to_Create_an_edX_Course/courseware/a45de3baa8a9468cbfb1a301fdcd7e86/d15cfeaff0af4dd7be4765cd0988d172/1>`_ has more in-depth discussion about problem types, and some general pedagogical considerations for adapting to the online format and a `Gallery of Response Types <https://edge.edx.org/accounts/login?next=/courses/edX/edX101/How_to_Create_an_edX_Course/courseware/a45de3baa8a9468cbfb1a301fdcd7e86/3ba055e760d04f389150a75edfecb844/1>`_
+    
+    •  The Appendix contains `XML Documentation <https://edge.edx.org/courses/edX/edX101/How_to_Create_an_edX_Course/jump_to/i4x:/edX/edX101/sequential/2b789a363cba4af09cbf5e14fd7a1a7f>`_ for the different problem response types.
+
+    •  The `Discussion Forum <https://edge.edx.org/courses/edX/edX101/How_to_Create_an_edX_Course/discussion/forum">`_  for this class is a good place to ask questions about exercise types, report any errors or oddities that you may encounter, and get technical support.
+   
+    •  Creating problems for the online format opens a new playing field in the educational process. A big part of the community aspect of edX is to initiate and grow a `Creative Problems <https://edge.edx.org/courses/edX/edX101/How_to_Create_an_edX_Course/wiki/edx101/creative-problems/>`_ . Please look here to be inspired by new approaches when first making your class. Please also come back to post interesting approaches that you came up with while running your class, and to share with the community what worked well and what did not.
+
+**Simple Editor and Advanced Editor**
+
+
+    Studio offers two interfaces for editing problem components.
+
+    • The **Simple Editor** allows you to edit problems visually, without having to work with XML.
+
+    • The **Advanced Editor** converts the problem to edX's XML standard and allows you to edit that XML directly. For more information about
+        the XML for different problem types, see Appendix E: Problem Types
+        
+ 
+    Some of the simpler problem templates, including multiple choice, open in the Simple Editor and allow you to switch to the Advanced Editor. The more complicated problem types, such as Circuit Response, open in the Advanced Editor.
+
+    *Note: You can switch at any time from the Simple Editor to the Advanced Editor by clicking **Advanced Editor** in the Simple Editor interface. However, there is no way to go back from the Advanced Editor to the Simple Editor without making a new component.*
+   
+    To open the Advanced Editor, click **Advanced Editor** in the top right corner of the Simple Editor.
+
+    .. image:: images/image275.png
+       :width: 400
+   
+
+    The following is a multiple choice problem in the Advanced Editor.
+
+    .. image:: images/image276.png
+       :width: 400
+
+
+Problem Type
+************
+
+    Links to description of all the different problem types-brief. Then include links to all the XML, etc.
+
+    You may want to create a problem that has more than one response type. For example, you may want to create a multiple choice question, and then ask the
+    student to explain his or her response. You may also want a student to be able to check the answers to many problems at one time. To accomplish these
+    tasks, you can include multiple problems inside a single Problem component. (LINK)
+
+Randomizing
+***********
+
+    The **rerandomize** setting determines whether any random variable inputs for a problem are randomized each time a student loads the problem.
+    (This is only applicable to problems with randomly generated numeric variables.)
+
+Scoring and Weight
+******************
+
+    Problems store a **point score** for submitted responses. The score that a student earns is the number of correct responses the student
+    submits divided by the maximum score for the problem. The default maximum score, or weight, is the integer number of response type inputs the problem has.
+    Thus, the weight attribute for a problem with one response type input is set to 1 (one point). You can change the maximum score for an individual problem
+    by manually changing the problem **weight** attribute to another number. When you do this, the number of points that you specify appears next
+    to the problem title ( to one decimal precision).
+
+    **WEIGHT: 0 POINTS**
+
+    Scores are stored for all problems, but they only contribute to a student's grade in the course if they are part of a subsection marked as graded. For more
+    information, see the material on attempts and closing problems in 7B: Feedback and Grading.
+
+**Computing Point Scores**
+
+    The point score of a response for a problem reflects the correctness of the response and is recorded as the number of points earned out of the maximum
+    possible score for the problem (also known as the problem weight). The formula used for computing the recorded point score is the following:
+
+    •  **point score of response = problem weight * ( # inputs correct / # total inputs)**
+
+    •  **point score of response** is the point score "earned" by this response for the problem.
+   
+    •  **problem weight** is the maximum possible point score that can be earned for the problem. By default, this is the integer number of response types in that problem. This can be changed to another value by setting the weight attribute of the problem, as described in Setting Problem Attributes.
+  
+    • ** # inputs correct** is the number of values for this response that were evaluated as correct by the response type fields.
+   
+    • **# total inputs** is the total number of response type fields in the problem.
+   
+**Examples**
+
+    The following are some examples of setting problem weight and computing problem scores.
+
+
+    **Example 1**
+
+    A problem with two response type inputs and a blank weight attribute has a maximum score of 2.0 points.
+
+    A student response to this problem that consists of one correct input value and one incorrect input value would be marked as having a score of 1.0 points
+    out of 2.0 points possible.
+
+
+    **Example 2**
+
+    A problem with three response type inputs and a weight attribute of 12 has a maximum score of 12.0 points.
+
+    A student response to this problem that consists of one correct input value and two incorrect input values would be marked as having a score of 4.0 points out of 12.0 points possible.
+
+
+    **Example 3**
+
+    A problem with four response type inputs and a weight attribute of 2 has a maximum score of 2.0 points.
+
+    A student response to this problem that consists of two correct input values and two incorrect input values would be marked as having a score of 0.5 of a point out of 2.0 points total.
+
+    **PROBLEM: 20.0 POINTS**
+
+    • The weight attribute for this problem has been changed from the default.
+    
+    • How many points is the entire problem worth?
+    
+    • What number is the weight attribute of this problem set to?
+    
+    • How many response inputs does this problem have?
+
+    • What is the default maximum score for this problem?
+    
+    • If a response to this problem got one value right and the rest wrong, what score would it be assigned?
+
+Close
+*****
+
+    To stop accepting responses and recording points, problems can be *closed.* Closed problems do not display a **Check** button. Students
+    can still see questions, solutions, and revealed explanations in a closed problem, but they can no longer check their work, submit responses, or change their stored score.
+
+    There are several ways that you can close problems:
+
+    • Set a due date for the problems in a subsection. Note that you cannot set due dates for individual problems -- only for containing subsections (assignments). By default, due dates are not set. To set a due date, see LINK.
+
+    • Specify a grace period for your course. Note that the grace period applies to the entire course. To set a grace period, see LINK.
+
+    • Set the number of attempts for the individual problem component. The attempts setting determines the number of times a student is allowed to check their answer by clicking Check before the problem closes. If this field is left blank, a student has unlimited attempts. If you specify a number for the attempts setting, the number of total allowed and remaining attempts appears next to the Check button for the problem. Problems with a limited number of attempts also always display a Save button that allows response values to be saved without being submitted. When there is only one submission left, the student will receive a warning, and the Check button will be replaced with a Final Check button. When no attempts are left, both the Save and Check button will disappear.For more information, see Problem Attributes.
+
+    • Manually increase the number of attempts left for a given problem for a particular student from the Instructor tab in the live view of your course, when accessed in the Instructor view on Edge. This is recommended only for unusual situations, such as if you have to fix live problems during an exam.
+
+Feedback
+********
+
+Studio includes several tools to provide feedback to students: the **Check** button, the **Show Answer** button, and the    **Attempts** setting. When you use the **Show Answer** button, you can also provide a detailed explanation of the answer.
+
+    TBD-SCREENSHOT OF PROBLEM WITH THESE ELEMENTS CIRCLED
+
+    **Check Button**
+
+    The student clicks the **Check** button to submit a response. The problem module then performs the following steps.
+
+    • Accepts and stores the responses entered into each input.
+
+    • Checks the response values against the correct answers or solutions using an automatic grader.
+
+    • Visually marks the correct responses with a green check mark and the incorrect responses with a red x.
+
+    • Stores the point score earned by this response for this problem for this student.
+
+    If a student wants to save but not submit a response, the student can click **Save**.
+
+    In the following problem, enter a response, and then click **Check**. The problem tells you if your response is correct or incorrect.
+    Additionally, although you don't see it, a point score is also automatically stored for the response you submit.
+
+    .. image:: images/image277.png
+
+    **Show Answer button**
+
+    When a student clicks **Show Answer**, the problem shows the correct answers next to the corresponding response inputs and reveals any
+    additional explanations that you have provided. **Show Answer** is controlled by the **showanswer** attribute in the problem
+    editor. It can be set to be never visible, always visible, or visible only when the problem has closed. [Reference: Setting Problem Attributes.]
+
+    In the following problem, the **Show Answer ** button appears after the student has made at least one attempt to answer. Enter a response that you know is wrong, and then click **Check**.
+
+    .. image:: images/image278.png
+       :width: 400 
+
+    Now, click **Show Answer** to view the correct answer and its explanation.
+
+       .. image:: images/image279.png
+
+
+
+Create a Problem
+****************
+
+
+   *Note: You can also include non-graded exercises throughout your course.*
+
+    To add interactive, automatically graded exercises to your course content, use the Problem component. This component allows you to include an explanation
+    that the student can see when the student clicks **Show Answer**.
+
+    Studio offers several templates that you can use. Alternatively, you can create your own problem type in XML.
+    For detailed information about different problem types, see
+   
+    **Insert CR to APPENDIX A: Problem Types**
+  
+   
+
+    1. Under **Add New Component**, click **Problem**.
+
+    .. image:: images/image096.png
+        
+
+    The **Select Problem Component Type** screen appears. By default, the **Common Problem Types** tab is selected.
+
+    .. image:: images/image098.png
+
+
+    To see a list of more complex problem types, click the **Advanced** tab.
+
+
+    .. image:: images/image100.png
+       :width: 400
+
+
+    2. Click the problem type that you want.
+
+       *Note To create your own problem in XML, click **Empty** to open a blank XML editor.*
+
+       A new problem component with sample template text appears.
+
+       For example, if you click **Multiple Choice**, the following problem component appears.
+
+    .. image:: images/image102.png
+       :width: 400
+
+
+
+    3. Click **Edit**. This opens the Simple Editor for the problem component. The following example shows this view for a multiple choice
+    problem.
+
+    .. image:: images/image104.png
+       :width: 400
+
+
+    4. Set the problem attributes.
+
+    In the **display_name** box, type the text that you want the student to see when the student hovers over the icon in the bar at the top of the page. This text also appears as a header for the problem.
+   
+        a. In the **weight** box, set a weight for the problem. If you want the problem to be a practice problem, set this to zero (0).
+    
+        b. In the **rerandomize **box,
+    
+        c.  In the **attempts **box, specify the number of attempts that you want to allow the student.
+  
+        d.  In the **showanswer** box, enter one of the following settings.
+
+    **Reference**
+
+    • **never** = The Show Answer button is never visible.
+
+    • **closed** = The Show Answer button is not visible if either the due date has passed, or the student has no attempts left.
+
+    • **attempted** = The Show Answer button appears after the student has checked an answer once, regardless of correctness.
+
+    • **always** = The Show Answer button always appears.
+
+
+    5. Modify the problem text, and then click **Save** to save and check your work. Make sure to publish the draft you are working on to view the problem live.
+
+Modify a Released Problem
+*************************
+
+   **WARNING: Be careful when you modify problems after they have been released!**
+
+    Currently, problems cache the following information per student:
+
+        • The student's last **submitted** response. 
+
+        • The score the student earned for that last response.
+
+        • The maximum point score for that problem.
+
+    This information is updated when a student submits a response to a problem. If the student refreshes the **Progress** page, solutions are not re-checked. If a student refreshes the page of a problem, the latest version of the problem statement is loaded, but their previous response is NOT reevaluated. Rather, the previous response is loaded on top of the current problem statement. That is **existing** student responses for a problem are not reevaluated if the problem statement or attributes are changed, until a student goes back and resubmits the problem. Furthermore, as of the time of writing, if the problem weight attribute is changed, stored scores are re-weighted (without rechecking the response) when the student reloads the **Progress page.**
+
+    For example, you may release a problem that has two inputs. After some students have submitted answers, if you change the solution to one of the inputs, the existing student scores are not updated.
+
+    Example: If you change the number of inputs to three, students who submitted answers before the change will have a score of 0, 1, or 2 out of 2.0. Students who submitted answers after the change will have scores of 0, 1, 2, or 3 out of 3.0 for the same problem.
+
+    However, if you go in and change the weight of the problem, the existing scores update when you refresh the **Progress** page.
+
+    Note that the behavior of re-grading in case of error is an edX Edge case. It is dependent on the implementation of grading, and may change. The goal in the future is to include re-grading that will allow some basic updates to live problems, whether or not students have submitted a response.
+
+    **Workarounds**
+
+    If you have to modify a released problem in a way that affects grading, you have two options. Note that both options require you to ask your students to go back and resubmit a problem.
+
+
+    1.  Increase the number of attempts on the problem in the same Problem component. Then ask all the students in your class to redo the problem.
+   
+    2.  Delete the entire Problem component in Studio and create a new Problem component with the content and settings that you want. Then ask all the students in your course to go back to this assignment and complete problem.
+
+    Check your **Progress** view or the **Instructor** tab on Edge as described in the Viewing Scores unit to see if point scores are
+    being stored as you expect. If there are issues with stored scores that you do not understand or cannot fix, contact support on the Studio help page.
+
+    For a discussion of some trade-offs and some suggestions for cleaner solutions in the future, see the following `discussion thread <http://help.edge.edx.org/discussions/questions/73-what-if-you-discover-that-a-live-problem-is-wrong">`_ on the Studio help desk.
+        
+
+    You can include multiple problems of different types inside a single Problem component, even if you select a particular template when you create a problem.
+    A template is simply an XML editor with template text already filled in. You can add to or replace the template text.
\ No newline at end of file
diff --git a/userdocs/source/create_section_sub_section.rst b/userdocs/source/create_section_sub_section.rst
new file mode 100644
index 0000000000..3313b3d735
--- /dev/null
+++ b/userdocs/source/create_section_sub_section.rst
@@ -0,0 +1,66 @@
+
+
+*******************************
+Create a Section and Subsection
+*******************************
+
+
+1. Sign in to Studio, and then click the course that you want.
+
+
+2. On the **Course Outline** page, click **New Section.** 
+
+
+.. image:: images/image039.png  
+ :width: 800
+
+
+
+3. In the **New Section** Name box, type a section name, and then click
+**Save**. 
+
+*Note: In most courses, the name of the first section is Week 1. The section
+that you have created appears on the **Course Outline** page.
+
+.. image:: images/image041.png  
+ :width: 800
+
+
+The name you enter also appears in the navigation ribbon, as follows.
+
+
+.. image:: images/image043.png  
+ :width: 800
+
+
+4. To create a new lesson or assessment in your section, click **New
+Subsection.** 
+
+
+5. In the **New Subsection** box, enter the name for this subsection, and then
+click **Save.** 
+
+For example, if you enter **Week 1** as the section title and **Subsection 1**
+as the subsection title, you see the following.
+
+
+.. image:: images/image045.png  
+ :width: 800
+
+
+If you view your course as a student would see it, you see the following.
+
+
+.. image:: images/image047.png  
+ :width: 800
+
+
+6. Click the new subsection that you just created. In this example, you would
+click **Subsection 1.** You see the following screen. 
+
+
+.. image:: images/image049.png  
+ :width: 800
+
+
+
diff --git a/userdocs/source/create_unit.rst b/userdocs/source/create_unit.rst
new file mode 100644
index 0000000000..e95bba0af1
--- /dev/null
+++ b/userdocs/source/create_unit.rst
@@ -0,0 +1,25 @@
+
+*************
+Create a Unit
+*************
+
+   1. On the **Course Outline** page, click to open the subsection where you want to create the unit.
+
+   2. Click **New Unit.** The following screen appears.
+
+    .. image:: images/image051.png
+       :width: 800
+
+
+   3. In the **Display Name** box, type the name of the unit. This name appears in the course ribbon at
+      the top of the screen on Edge.
+
+      Each unit has one or more components. 
+
+     -To create a discussion space where you or your students can   post    questions or participate in a discussion, click **Discussion.**
+
+     -To create a component where you can add text, images, or other content, click **html.**
+
+     -To create a problem for your students to solve, click **Problem.**
+
+     -To add a video, click **Video.**
diff --git a/userdocs/source/create_video.rst b/userdocs/source/create_video.rst
new file mode 100644
index 0000000000..242c729ac9
--- /dev/null
+++ b/userdocs/source/create_video.rst
@@ -0,0 +1,55 @@
+
+**************
+Create a Video
+**************
+
+Many instructors use videos to take the place of in-class lectures. You can create a video of your lecture, and interweave other components—such as discussions and problems—to promote active learning.
+
+To add a video to the unit, you must upload your video to YouTube, and then create a video component. You can also add a transcript to your video.
+
+You can include videos that run at 0.75 speed, 1.25 speed, and 1.50 speed as well as at normal speed. To do this, you must upload each of these videos to YouTube separately.
+
+*Note YouTube only hosts videos of up to 15 minutes. If you encode a 0.75 speed option, you must make
+sure that source video segments are only 11.25 minutes long so that YouTube can host all speeds.
+YouTube offers paid accounts that relax this restriction.*
+
+   1. Upload the video that you want to YouTube. Make note of the code that appears between **watch?v**
+      = and **&feature** in the URL. This code appears in the green box below.
+
+    .. image:: images/image053.png
+       :width: 800
+
+   2. In Studio, go to the unit that you want.
+
+   3. Under **Add New Component,** click **Video.**
+
+   4. In the screen that appears, click **default.**
+
+   5. When the new video component appears, click **edit**.** A video component opens, and a sample video
+      begins playing automatically.
+
+   6. In the **display_name** box, type the text that you want the student to see when the student hovers
+      the mouse over the icon in the bar at the top of the page. This text also appears as a header
+      for the video.
+
+   7. Change the codes in the green boxes to the YouTube codes that you noted in step 1. The first
+      code (immediately to the right of "0.75:") corresponds to the video at 0.75 speed, the next
+      corresponds to 1.0 speed, etc.
+
+    .. image:: images/image055.png
+       :width: 800
+
+   8. Click **Save.**
+
+*Note All videos embedded using the edX player begin playing automatically. There is currently no way
+to turn off the autoplay feature.*
+
+**To add a transcript for your video:**
+
+   1. Save your srt.sjson file as **subs_YOUTUBEID.srt.sjson,**           where **YOUTUBEID** is the YouTube ID of your video.
+
+   2. Upload the **subs_YOUTUBEID.srt.sjson** file to the **Files & Uploads** page.
+
+   3. Create a link to this file by following the steps in the Add Items to the Handouts Sidebar
+      section.
+
diff --git a/userdocs/source/establish_course_settings.rst b/userdocs/source/establish_course_settings.rst
new file mode 100644
index 0000000000..80f1a4e845
--- /dev/null
+++ b/userdocs/source/establish_course_settings.rst
@@ -0,0 +1,202 @@
+*************************
+Establish Course Settings
+*************************
+ 
+Add Collaborators
+*****************
+ 
+ 
+    Studio has support for rudimentary collaborative editing of a course. Users must have registered at studio.edge.edx.org, and must have activated their account via the  ail link. If a user is not found, you will be notified.
+ 
+ 
+    Before you add a new user, consider the following.
+ 
+ 
+    · Invited users have full permissions to edit your course, including deleting content created by anyone else.
+ 
+ 
+    · Invited users cannot currently grant new permissions on the course.
+ 
+ 
+    · Editing conflicts are currently not managed. Thus, the state of the course might change between refreshes of the page.
+ 
+ 
+    To give another user permission to edit your course:
+ 
+ 
+    1. On the navigation bar, click **Course Settings**, and then click **Course Team**.
+ 
+ 
+    .. image:: images/image115.png
+  
+ 
+ 
+    2. Click **New User**.
+ 
+ 
+    .. image:: images/image117.png
+ 
+ 
+    3. In the **email** box, type the  ail address of the user, and then click **Add User**.
+
+ 
+
+Add Manual Policy Data
+**********************
+
+
+ 
+    You can add manual policy data on the **Advanced Settings** page. These advanced configuration options are specified using JSON key and value
+    pairs.
+ 
+ 
+    You should only add manual policy data if you are very familiar with valid configuration key value pairs and the ways these pairs will affect your course.
+    Errors on this page can cause significant probl s with your course.
+ 
+ 
+    The edX program managers can help you learn about how to apply these settings.
+ 
+ 
+    1. On the navigation bar, click **Course Settings**, and then click **Advanced Settings**.
+ 
+ 
+    2. Click **New Manual Policy**.
+ 
+ 
+      .. image:: images/image119.png  
+ 
+ 
+    3. In the **Policy Key** box, enter the policy key.
+ 
+ 
+    4. In the **Policy Value** box, enter the value of the policy.
+ 
+ 
+Add Course Catalog Information
+******************************
+ 
+ 
+    To add scheduling information, a description, and other information for your course, use the **Course Settings **menu.
+ 
+ 
+     .. image:: images/image121.png  
+ 
+ 
+    This takes you to the 
+
+Schedule and Details Page
+=========================
+ 
+ 
+    1. At the top of this page, you will find a section with the **Basic Information** for your course. It is here that you can locate the title of your course and find the URL for your course, which you can  ail to students to invite students to enroll in your course. 
+
+    .. image:: images/image281.png   
+ 
+ 
+    2. In the **Course Schedule** section, enter the date you want your course to start in the **Course**    **Start Date **box, and then enter the time you want your course to start in the **Course** **Start Time **box.
+ 
+ 
+    *Note: The Course Start Time on this screen will reflect the current time zone in your browser, depending on your geography. Course start times for students will show as UTC on Edge.*
+        
+ 
+    3. In the **Course Schedule** section, enter the date you want your course to end in the **Course** **End Date **
+    box, and then enter the time you want your course to end in the **Course** **End Time** box.
+ 
+
+Add Enrollment Information 
+==========================
+ 
+ 
+    1. On the navigation bar, click **Course **Settings, and then click **Schedule & Details** .
+ 
+ 
+    2. In the **Course Schedule** section, enter the date you want enrollment for your course to start in the **Enrollment Start Date** box, and then enter the time you want enrollment for your course to start in the **Enrollment Start Time** box.
+ 
+ 
+    3. In the **Course Schedule** section, enter the date you want enrollment for your course to end in the **Enrollment End Date **
+    box, and then enter the time you want enrollment for your course to end in the **Enrollment End Time** box.
+ 
+ 
+     *Note: The Enrollment dates on this screen will reflect the current time zone in your browser, depending on your geography. Enrollment times for students will show as UTC on Edge.*
+        
+
+  
+Add a Course Overview 
+=====================
+ 
+ 
+    1. On the navigation bar, click **Course Settings**, and then click   ** Schedule &amp; Details   ** .
+ 
+ 
+    2. Scroll down to the **Introducing Your Course** section, and then locate the **Course Overview** box.
+
+    .. image:: images/image123.png
+   
+
+ 
+ 
+    3. In the **Course Overview** box, enter a description of your course. 
+
+
+    The content for this box must be formated in HTML. For a template that you
+    can use that includes placeholders, see :doc:`appendices/a`.
+
+    
+ 
+    If your course has prerequisites, you can include that information in the course overview.
+ 
+ 
+    *Note: There is no save button. Studio automatically saves your changes.*
+ 
+ 
+    The following is example content for the **Course Overview** box:
+ 
+ 
+    .. image:: images/image125.png   
+  
+Add an About Video
+==================
+ 
+ 
+    You can create an About video that will appear on the **About** page for your course.
+ 
+ 
+    1. Upload the video that you want to YouTube. Make note of the code that appears between   ** watch?v =**  and   ** &amp;feature**  in the URL. This code appears in the green box below.
+
+
+    .. image:: images/image127.png      
+ 
+ 
+    2. On the navigation bar, click **Course Settings**, and then click **Schedule & Details** .
+ 
+ 
+    3. Scroll down to the **Introducing Your Course** section, and then locate the **Course** **Introduction Video**
+    field. If you have not already added a video, you see a blank field above an **id** box.
+ 
+ 
+    .. image:: images/image129.png    
+ 
+ 
+    4. In the ** your YouTube video's ID**  box, enter your video code. When you add the code, the video automatically appears in the field above the   **your YouTube video's ID**  box.
+ 
+ 
+   *Note: There is no save button. Studio automatically saves your changes.*
+ 
+ 
+    For example, your course introduction video appears as follows.
+ 
+ 
+      .. image:: images/image131.png 
+ 
+  
+Add Weekly Time Requirements Information
+======================================== 
+ 
+ 
+    1. On the navigation bar, click **Course Settings**, and then click **Schedule & Details** .
+ 
+ 
+    2. Scroll down to the **Requirments** section.
+ 
+ 
+    3. In the **Hours of Effort per Week** box, enter the number of hours you expect students to work on this course each week.
diff --git a/userdocs/source/establish_grading_policy.rst b/userdocs/source/establish_grading_policy.rst
new file mode 100644
index 0000000000..1cac54e107
--- /dev/null
+++ b/userdocs/source/establish_grading_policy.rst
@@ -0,0 +1,204 @@
+
+***************************
+Establish a Grading Policy  
+***************************
+  
+
+Overview 
+********
+  
+  
+Grades in edX courses are based on homework assignments and exams.
+  
+  
+Setting up grading in edX Studio has several steps. These steps will be explained in more detail later in the course. To skip to the detailed information, click the links below.
+  
+
+1. Establish an overall grading policy, also see :ref:`Set Grade Brackets<Set-Grade-Brackets>`.
+          
+.. image:: images/image139.png
+  
+This is done at the course level in the **Course Settings** menu.
+  
+          
+Establish whether your course is pass-fail or graded by letter, and what the thresholds are for each grade.
+     
+          
+Create assignment types for the course and determine the weight of the student's total grade for each assignment type. For example, you may have 10 homework assignments, worth a total of 50% of the grade; three exams, worth a total of 10% of the grade; and one final exam, worth 20% of the grade. By default, Studio includes four assignment types when you create the course: homework, lab, midterm exam, and final exam. You can also create additional assignment types, such as quizzes.
+    
+            
+2. Create subsections that contain graded assignments in the body of the course, see :ref:`Create Subsections that Contain Graded Assignments<Create-Graded-Subsections>`.
+              
+
+.. image:: images/image135.png
+
+  
+Each subsection in your course can be designated as one of the assignment types that you have specified in the grading policy. You can also specify a release date and a due date.
+  
+  
+ *Note: You can create problems in Studio without specifying that the subsection is an assignment type. However, problems do not count toward a student's grade unless you set the subsection as a graded assignment type.*
+
+For more information on creating problems, see `Create a Problem <Create_Problem.html>`_ . 
+ 
+3. In the assignment subsections, create individual problems 
+
+.. image:: images/image137.png
+  
+  
+You can then establish the settings for these problems (including the number of attempts a student has and the problem's point value, or weight).  
+
+Once a grading policy is in place, students can view both their problem scores and the percent completed and current grade at the top of their  **Progress** tab for the course.
+  
+Additionally, as an instructor, you can access your students' scores on graded content. On the live published page of your course on Edge (not from the Preview page in Studio), click the **Instructor** tab. Many options appear for viewing or downloading a snapshot of the currently stored student grades. On the **Instructor** tab you can also request a link to a view of the student's individual progress page, including both graded and not graded scores. For more information, see Progress and Certificates.
+
+  
+.. _Set-Grade-Brackets:
+
+Set Grade Brackets 
+++++++++++++++++++ 
+  
+To set the thresholds for course grades:
+    
+1. On the navigation bar, click **Course Settings**, and then click **Grading**.
+  
+2. Under **Overall Grade Range**, click and drag the dividing line between grade divisions to move each threshold up or down.
+  
+  *Note: The default grade divisions are Pass and Fail. To add more grade divisions (such as A, B, C, or D), click the plus sign (+).*
+    
+  
+.. image:: images/image133.png    
+
+To remove a grade division, hover the mouse over the grade division (shown above) and then click the **Remove** link that appears above the grade division.
+
+.. _Set-Grace-Period:
+
+Set a Grace Period 
+++++++++++++++++++
+    
+You can set a grace period that extends homework due dates for your students. Note that this setting applies to the whole course; you cannot set a grace period for individual assignments.
+  
+  
+1. On the navigation bar, click **Course Settings**, and then click **Grading**.
+  
+  
+2. Under **Grading Rules & Policies** enter a value in the **Grace Period on Deadline** box.
+  
+  
+Create Assignment Types
++++++++++++++++++++++++  
+  
+  
+By default, Studio includes four assignment types for your course when you create the course: homework, lab, midterm exam, and final exam. You decide the weight of the student's total grade for each assignment type.
+  
+  
+To set an assignment type:
+  
+  
+1. On the navigation bar, click **Course Settings**, and then click **Grading**.
+  
+  
+2. Under **Assignment Types**, locate the settings for the assignment type that you want.
+  
+  
+If you want to create a new assignment type, scroll to the bottom of the page, and then click **New Assignment Type**.
+  
+  
+3. Enter values in each of the following boxes.
+  
+  
+**Assignment Type Name:** 
+This is a general category of assessment (homework, exam, exercise). All assignments within an assignment type are given equal weight. This name will be visible to students.
+  
+  
+**Abbreviation:** 
+This is the short name that will appear next to an assignment on every student's **Progress** tab (see below).
+  
+.. image:: images/image141.png
+      
+  
+**Weight of Total Grade:** 
+The assignments of a particular type together account for the percent value set in **Weight of Total Grade**.
+  
+  
+**Total Number:** 
+The number of assignments of that type that you plan to present in your course.
+  
+  
+**Number of Droppable**
+(optional): Specify the number of assignments that the grader will drop. The grader will omit the lowest-scored assignments first.
+  
+  
+For example, the following course has two types of assignments. The overall course grade is broken down as 40% Homework and 60% Final Exam. There are eight Homework assignments, and the grader will omit the lowest-scored assignment from the final grade. Thus, the seven remaining Homework assignments are each worth 40 7 = 5.8% of the final grade.
+  
+.. image:: images/image143.png
+          
+Troubleshooting
++++++++++++++++
+   
+If you have problems creating assignment types, try the following.
+        
+In the **Weight of Total Grade** field, omit the % sign. Be sure that your **Weight of Total Grade** fields add up to 100.
+    
+.. _Create-Graded-Subsections:  
+
+Create Subsections Containing Graded Assignments
+**************************************************
+   
+After you establish your grading rubric, you can create a graded assignment or a test for your students. To do this, you must first create a subsections and then set up grading for the subsection. This includes setting the assignment type, the assignment release date, and the due date.
+  
+
+  *Note: When you set a due date, keep in mind that students will be in different time zones across the world. By default, the time zone appears as UTC-not the student's local time. If you tell your students an assignment is due at 5:00 PM, make sure to specify that the time is 5:00 PM UTC and point them to a time converter.*
+      
+  
+Alternatively, you can :ref:`set a grace period<Set-Grace-Period>` for your assignments to cover any misunderstandings about time. For example, some classes have set a grace period of 1 day, 6 hours, and 1 minute. This grace period applies to the entire course. 
+      
+Keep in mind that a subsection can only have one assignment type. If you want to create a homework assignment and a lab for a specific topic, you would create two subsections for that topic. You would set one subsection as the Homework assignment type and the other as the Lab assignment type. Both subsections can contain other content as well as the actual homework or lab problems.
+  
+  
+All assignments of a particular type are automatically worth the same amount. Thus, a homework assignment that contains 10 problems is worth the same percentage of a student's grade as a homework assignment that contains 20 problems. If you want the assignment with 20 problems to be worth twice as much as the assignment with 10 problems, you can create two assignments.
+  
+  
+1. On the navigation bar, click **Course Content**, and then click **Outline**.
+  
+  
+.. image:: images/image145.png
+
+      
+2. Under **Course Outline**, locate the section where you want to add an assignment.
+  
+3. Under the name of the section, click **New Subsection**.
+       
+4. In the text box, replace **New Subsection** with the name of your subsection, and then click **Save**.
+      
+Click the subsection you want. The edit page for the subsection opens. In the top right corner of the page, locate the **Subsection Settings** box.
+
+
+.. image:: images/image147.png     
+      
+Set the assignment type. To do this, locate the blue link next to **Graded as**. Because all subsections are set to  **Not Graded** by default, the text for this link is **NOT GRADED**.
+
+.. image:: images/image149.png  
+    
+Click this link to open a list of the assignment types that you specified in your grading rubric, and then click the assignment type that you want.
+  
+  
+.. image:: images/image151.png   
+
+Set the assignment's release date and time. To set the date, click inside the **Release date** field, and then select the date that you want in the calendar that appears. To set the release time, click inside the time input field, and then specify the time you want.
+       
+Set a due date for the assignment. To do this, click the blue **SET A DUE DATE** link, and click inside the **Due date** box, and then select the date you want in the calendar that appears. To set the time, click inside the time input field, and then specify the time you want.
+
+Change a Subsection's Assignment Type
++++++++++++++++++++++++++++++++++++++    
+  
+To set the assignment type for a subsection:
+  
+1. On the navigation bar, click **Course Content**, and then click **Course Outline**.
+
+2. Under **Course Outline**, locate the subsection that you want.
+  
+3. On the right side of the screen, click the blue check mark for the subsection, and then select the assignment type.
+  
+.. image:: images/image153.png   
+
+*Note: If you change an assignment type name in the Grading page, make sure the assignment type names on the Course Outline still match.*
\ No newline at end of file
diff --git a/userdocs/source/get_started.rst b/userdocs/source/get_started.rst
new file mode 100644
index 0000000000..913a94a0ed
--- /dev/null
+++ b/userdocs/source/get_started.rst
@@ -0,0 +1,161 @@
+
+.. image:: images/image001.png
+
+
+
+###########################
+Getting Started with Studio
+###########################
+
+
+  
+************
+Introduction
+************
+
+Since the launch of edX to our original partners, we have been working to provide opportunities for additional educators to create courses on our platform. The fruits of our efforts are Edge and Studio. These tools are available not only to our edX partners, but to all faculty at consortium universities.
+
+
+
+EdX (http://edx.org) is our original, premiere learning portal. Publication to edX is available on a limited basis, depending on your university’s agreement with edX. You need specific approval from your university to release your course on the edX portal.
+
+Edge (http://edge.edx.org) is our newest online learning portal. It is almost identical to edX.org both visibly and functionally. 
+
+Edge is where you view the content you create with Studio, our course authoring tool, and where students will view your course. Instructors are encouraged to use Edge to experiment with creating courses. You do not need approval to release a course on Edge—you can create a course and release it immediately.
+
+Studio (http://studio.edge.edx.org) is our web-based course authoring tool. It is the easiest way for educators to develop courses for the edX platform. You can create courses in Studio and view and enroll in them instantly on Edge—even before you have finished creating the course.
+
+
+
+**There is a workflow to getting started.**
+
+
+
+1. First, go to: https://studio.edge.edx.org. Sign up and create an account.
+
+
+.. image:: images/image009.png
+ :width: 800  
+
+
+**then**
+
+
+2. Create a course in Studio.
+
+
+.. image:: images/image021.png
+ :width: 800
+
+
+**then**
+
+
+3. View your course on Edge.
+
+
+.. image:: images/image027.png
+ :width: 800
+
+
+
+Create an Account
+*****************
+
+To begin using Studio, create an account with a unique user ID and password. A Studio account isn't the same as an edX account. Even if you already have an edX account, you still need to create a separate Studio account. You can use the same e-mail address for both accounts.
+
+When you create your account on Studio, an account on Edge is automatically created using the same user name and password. You don't have to create separate accounts on Studio and Edge. 
+
+Edge has two views - an Instructor view and a Student view. When you view your course on Edge, you view your course as an instructor, and you see the **Instructor** tab at the top of the page.
+
+.. image:: images/image007.png
+ :width: 800
+    
+
+Your students will view your courses in Student view, which is similar to Instructor view, but does not include the Instructor tab or release dates. 
+
+To create an account:
+
+1. Go to http://studio.edge.edX.org. The Welcome to edX Studio page opens.
+
+.. image:: images/image009.png
+ :width: 800
+
+   
+2. Scroll to the bottom of the page and click **Sign Up & Start Making an edX Course.**
+
+.. image:: images/image011.png
+ :width: 800
+
+ 
+3.  In the page that opens, fill in the fields. Required fields are marked with an asterisk (*).
+
+
+.. image:: images/image013.png
+ :width: 800
+
+ 
+a. In the **Email Address** box, type your e-mail address.
+b. In the **Password** box, type a unique password. 
+c. In the **Public Username** field, type the name you want students to see when you post on the user forum. Most websites call this the "user name". 
+d. In the **Full Name** box, type your full name. This name only appears in Studio. 
+   Your students will not see this name.
+e.  Click to select I agree to the Terms of Service.
+
+.. image:: images/image017.png
+ :width: 800
+
+4. Click **Create My Account & Start Authoring Courses,** After you click this button, the following page opens. 
+
+.. image:: images/image015.png
+ :width: 800
+
+5. To finish creating your account, click the link that you receive in the activation e-mail. When you click this link, the following page opens.
+
+.. image:: images/image017.png
+ :width: 800
+
+
+Create a New Course
+*******************
+
+The first time that you log in to Studio, the following page opens.
+
+.. image:: images/image017.png
+ :width: 800
+ 
+Click the **dashboard** link, and the **My Courses** page opens. 
+
+.. image:: images/image021.png
+ :width: 800
+
+Once you have created a course in Studio, it will be listed on this page. From here, you can start creating courses immediately by clicking the **New Course** button.
+
+
+To create a new course:
+
+1. Click **New Course.** A screen opens.
+
+
+   *Note: Enter your new course information carefully. This information becomes part of the URL for your course. To change the URL after the course is created, you must contact edX through the Help site (http://help.edge.edx.org). Additionally, because this information becomes part of your course URL, the total number of characters in the following three fields must be 65 or fewer.*
+
+
+2. For **Course Name**, enter the title of your course. For example, the name may be “Sets, Maps and Symmetry Groups". Use title capitalization for the course title.
+
+3. For **Organization**, enter the name of your university. Do not include whitespace or special characters.
+
+4. For **Course Number**, enter both a subject abbreviation and a number. For example, for public health course number 207, enter "PH207". For math course 101x, enter “Math101x”. Do not include whitespace or special characters in the course number.
+
+   *Note: If your course will be open to the world, be sure to include the "x". If it is exclusively anon-campus offering, do not include the "x".* 
+
+5. Click **Save.**
+
+.. image:: images/image025.png
+ :width: 800
+    
+If you click **View Live** your course appears as follows on Edge.
+
+.. image:: images/image027.png
+ :width: 800
+
+*Note: Although the start date is set to the current date by default, your course will not be advertised, so it will not be visible to the general public. You can change the start date of your course in Studio.*
\ No newline at end of file
diff --git a/userdocs/source/index.rst b/userdocs/source/index.rst
new file mode 100755
index 0000000000..65b0016bf4
--- /dev/null
+++ b/userdocs/source/index.rst
@@ -0,0 +1,44 @@
+.. Getting_Started documentation master file, created by
+   sphinx-quickstart on Tue Apr 16 11:19:12 2013.
+   You can adapt this file completely to your liking, but it should at least
+   contain the root `toctree` directive.
+
+.. image:: images/image001.png
+
+
+Contents
+========
+
+
+.. toctree::
+   :maxdepth: 5
+
+   get_started
+   create_lesson
+   create_section_sub_section
+   establish_course_settings
+   create_unit
+   create_discussion
+   create_html_component
+   create_problem
+   set_content_releasedates
+   establish_course_settings
+   establish_grading_policy
+  
+
+
+
+Appendices 
+==========
+
+.. toctree::
+   :maxdepth: 2
+   :glob:
+
+   appendices/*
+
+
+
+
+
+
diff --git a/userdocs/source/latex/Makefile b/userdocs/source/latex/Makefile
new file mode 100644
index 0000000000..6b87ad8814
--- /dev/null
+++ b/userdocs/source/latex/Makefile
@@ -0,0 +1,66 @@
+# Makefile for Sphinx LaTeX output
+
+ALLDOCS = $(basename $(wildcard *.tex))
+ALLPDF = $(addsuffix .pdf,$(ALLDOCS))
+ALLDVI = $(addsuffix .dvi,$(ALLDOCS))
+
+# Prefix for archive names
+ARCHIVEPRREFIX =
+# Additional LaTeX options
+LATEXOPTS =
+
+all: $(ALLPDF)
+all-pdf: $(ALLPDF)
+all-dvi: $(ALLDVI)
+all-ps: all-dvi
+	for f in *.dvi; do dvips $$f; done
+
+all-pdf-ja:
+	for f in *.pdf *.png *.gif *.jpg *.jpeg; do extractbb $$f; done
+	for f in *.tex; do platex -kanji=utf8 $(LATEXOPTS) $$f; done
+	for f in *.tex; do platex -kanji=utf8 $(LATEXOPTS) $$f; done
+	for f in *.tex; do platex -kanji=utf8 $(LATEXOPTS) $$f; done
+	-for f in *.idx; do mendex -U -f -d "`basename $$f .idx`.dic" -s python.ist $$f; done
+	for f in *.tex; do platex -kanji=utf8 $(LATEXOPTS) $$f; done
+	for f in *.tex; do platex -kanji=utf8 $(LATEXOPTS) $$f; done
+	for f in *.dvi; do dvipdfmx $$f; done
+
+zip: all-$(FMT)
+	mkdir $(ARCHIVEPREFIX)docs-$(FMT)
+	cp $(ALLPDF) $(ARCHIVEPREFIX)docs-$(FMT)
+	zip -q -r -9 $(ARCHIVEPREFIX)docs-$(FMT).zip $(ARCHIVEPREFIX)docs-$(FMT)
+	rm -r $(ARCHIVEPREFIX)docs-$(FMT)
+
+tar: all-$(FMT)
+	mkdir $(ARCHIVEPREFIX)docs-$(FMT)
+	cp $(ALLPDF) $(ARCHIVEPREFIX)docs-$(FMT)
+	tar cf $(ARCHIVEPREFIX)docs-$(FMT).tar $(ARCHIVEPREFIX)docs-$(FMT)
+	rm -r $(ARCHIVEPREFIX)docs-$(FMT)
+
+bz2: tar
+	bzip2 -9 -k $(ARCHIVEPREFIX)docs-$(FMT).tar
+
+# The number of LaTeX runs is quite conservative, but I don't expect it
+# to get run often, so the little extra time won't hurt.
+%.dvi: %.tex
+	latex $(LATEXOPTS) '$<'
+	latex $(LATEXOPTS) '$<'
+	latex $(LATEXOPTS) '$<'
+	-makeindex -s python.ist '$(basename $<).idx'
+	latex $(LATEXOPTS) '$<'
+	latex $(LATEXOPTS) '$<'
+
+%.pdf: %.tex
+	pdflatex $(LATEXOPTS) '$<'
+	pdflatex $(LATEXOPTS) '$<'
+	pdflatex $(LATEXOPTS) '$<'
+	-makeindex -s python.ist '$(basename $<).idx'
+	pdflatex $(LATEXOPTS) '$<'
+	pdflatex $(LATEXOPTS) '$<'
+
+clean:
+	rm -f *.dvi *.log *.ind *.aux *.toc *.syn *.idx *.out *.ilg *.pla
+
+.PHONY: all all-pdf all-dvi all-ps clean
+.PHONY: all-pdf-ja
+
diff --git a/userdocs/source/set_content_releasedates.rst b/userdocs/source/set_content_releasedates.rst
new file mode 100644
index 0000000000..3a925d56cf
--- /dev/null
+++ b/userdocs/source/set_content_releasedates.rst
@@ -0,0 +1,70 @@
+
+*****************************************
+Set Content Release Dates and Visibility
+*****************************************
+
+    The release schedule for course material is determined by setting release dates for sections and subsections.
+
+Section
+*******
+
+    To set the release date for a section:
+
+    1. On the **Course Content **menu, click **Course Outline**.
+
+    2. Find the section you are looking for in the course outline.
+
+    3. Under **Will Release**, click **Edit**, and then change the date.
+ .. image:: images/image280.png
+
+Subsection
+**********
+
+    Subsections inherit the release date of the section they are in, but you can change this date so that different subsections are released at different times.
+
+Note that if the release date for a subsection falls before the release date for the section that contains it, students will not be able to see the subsection until the release date for the *section *has passed. Section release dates override subsection release dates.
+
+   To set the release date for a subsection:
+
+    1. Click to open the subsection.
+
+    2. Locate the **Subsection Settings** box in the top right corner.
+
+    3. Under **Release Date**, change the date.
+
+Unit
+****
+     
+    Individual units inherit the release date of the subsection they are in, but have an additional **Visibility** setting that can be set to **Public** or **Private**. Private units are never visible to students.
+
+**Note: You can modify private units directly. To modify a unit that is marked as Public, you must create a draft. For more information, see :ref:`Modify Published Content<Create-Section-Subsection>` *TBD Insert LINK***
+
+    
+       
+    To change the **Visibility** setting for a private unit:
+  
+  
+    1. Click to open the unit.
+  
+  
+    2. Locate the **Unit Settings** box in the top right corner.
+  
+  
+    3. For **Visibility**, select **Public**.
+  
+  
+    To change the **Visibility** setting for a public unit:
+  
+  
+    1. Click to open the unit.
+  
+  
+    2. Locate the **Unit Settings** box in the top right corner.
+  
+  
+    3. Under **Unit Settings**, click **edit a draft**.
+  
+  
+    4. For **Visibility**, select **Private**.
+  
+  
\ No newline at end of file