The experience of teaching informal logic (sometimes called practical logic) at the introductory level over the last fifteen years has allowed the author the opportunity to identify some interesting problems. These problems have been encountered by students attempting to understand some of the ideas presented in the informal logic course and by the instructor trying to insure that the students comprehend these ideas. Any significant problem that is encountered by a number of students should provide a reason for the conscientious instructor to investigate ways to solve the problem. At the same time, the option exists to eliminate the problematic content from the course. As the author has suggested elsewhere, the elimination of content from any course in the liberal arts should be considered carefully and critically analyzed to determine that it is an acceptable strategy. In this paper the author provides an explanation of the strategy or process he followed in identifying and producing one solution to a problem encountered in teaching students how to identify distorted references in arguments. He includes a copy of the document he distributes to students for their use in making sure they have identified distorted references correctly and have the means to defend their claims, along with some exercises which have proved useful in the testing of the ideas developed about distorted references. (Contains 16 endnotes.)