| A Word to Students |
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xi | |
| Preface |
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xiii | |
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Introduction to Critical Thinking |
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1 | (28) |
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What is Critical Thinking? |
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1 | (1) |
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Critical Thinking Standards |
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2 | (5) |
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2 | (1) |
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2 | (1) |
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3 | (1) |
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3 | (1) |
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4 | (1) |
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5 | (1) |
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6 | (1) |
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6 | (1) |
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The Benefits of Critical Thinking |
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7 | (3) |
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Critical Thinking in the Classroom |
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7 | (2) |
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Critical Thinking in the Workplace |
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9 | (1) |
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Critical Thinking in Life |
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9 | (1) |
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Barriers to Critical Thinking |
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10 | (15) |
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11 | (2) |
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13 | (3) |
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Unwarranted Assumptions and Stereotypes |
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16 | (3) |
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19 | (5) |
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24 | (1) |
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Characteristics of a Critical Thinker |
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25 | (4) |
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29 | (24) |
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29 | (4) |
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Identifying Premises and Conclusions |
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33 | (7) |
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40 | (13) |
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40 | (1) |
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41 | (1) |
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41 | (2) |
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43 | (1) |
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43 | (10) |
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53 | (14) |
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53 | (3) |
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How Can We Tell Whether an Argument Is Deductive or Inductive? |
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56 | (1) |
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57 | (5) |
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The Strict Necessity Test |
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58 | (1) |
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58 | (1) |
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The Principle of Charity Test |
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59 | (2) |
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Exceptions to the Strict Necessity Test |
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61 | (1) |
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Common Patterns of Deductive Reasoning |
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62 | (1) |
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62 | (5) |
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65 | (1) |
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66 | (1) |
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Argument Based on Mathematics |
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66 | (1) |
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67 | (1) |
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Common Patterns of Inductive Reasoning |
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67 | (19) |
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68 | (1) |
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68 | (1) |
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69 | (1) |
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69 | (1) |
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70 | (1) |
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70 | (3) |
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73 | (4) |
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77 | (9) |
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86 | (33) |
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Finding the Right Words: The Need for Precision |
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86 | (7) |
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87 | (1) |
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88 | (1) |
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89 | (4) |
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The Importance of Precise Definitions |
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93 | (14) |
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95 | (2) |
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97 | (3) |
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Rules for Constructing Good Lexical Definitions |
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100 | (7) |
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Emotive Language: Slanting the Truth |
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107 | (7) |
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The Emotive Power of Words |
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108 | (6) |
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Euphemisms and Political Correctness |
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114 | (5) |
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119 | (21) |
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119 | (2) |
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121 | (19) |
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Personal Attack (Ad Hominem) |
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122 | (1) |
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123 | (1) |
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Look Who's Talking (Tu Quoque) |
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124 | (1) |
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125 | (2) |
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127 | (1) |
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128 | (1) |
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128 | (1) |
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129 | (1) |
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130 | (1) |
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131 | (1) |
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132 | (8) |
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140 | (24) |
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Fallacies of Insufficient Evidence |
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140 | (24) |
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Inappropriate Appeal to Authority |
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140 | (4) |
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144 | (1) |
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145 | (1) |
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146 | (1) |
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147 | (2) |
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149 | (1) |
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150 | (1) |
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151 | (3) |
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154 | (10) |
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164 | (31) |
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Diagramming Short Arguments |
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164 | (11) |
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Tips on Diagramming Arguments |
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169 | (6) |
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Summarizing Longer Arguments |
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175 | (20) |
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176 | (4) |
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Finding Missing Premises and Conclusions |
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180 | (2) |
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Summarizing Extended Arguments |
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182 | (5) |
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Common Mistakes to Avoid in Standardizing Arguments |
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187 | (8) |
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Evaluating Arguments and Truth Claims |
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195 | (30) |
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When Is an Argument a Good One? |
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195 | (3) |
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What ``Good Argument'' Does Not Mean |
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195 | (1) |
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What ``Good Argument'' Does Mean |
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196 | (2) |
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When Is It Reasonable to Accept a Premise? |
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198 | (5) |
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203 | (16) |
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Appendix: Sample Critical Essay |
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219 | (6) |
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A Little Categorical Logic |
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225 | (27) |
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225 | (5) |
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Translating into Standard Categorical Form |
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230 | (7) |
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237 | (15) |
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A Little Propositional Logic |
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252 | (33) |
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253 | (3) |
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256 | (5) |
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261 | (4) |
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Deeper Analysis of Negation and Conjunction |
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265 | (6) |
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271 | (5) |
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276 | (9) |
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285 | (45) |
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Introduction to Induction |
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285 | (1) |
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Inductive Generalizations |
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286 | (10) |
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Evaluating Inductive Generalizations |
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288 | (4) |
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Opinion Polls and Inductive Generalizations |
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292 | (4) |
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296 | (7) |
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300 | (3) |
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303 | (10) |
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303 | (1) |
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How Can We Argue by Analogy? |
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303 | (2) |
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Evaluating Arguments from Analogy |
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305 | (7) |
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312 | (1) |
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Induction and Causal Arguments |
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313 | (7) |
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317 | (3) |
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A Few Words about Probability |
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320 | (10) |
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A Closer Look at a Priori Probability |
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322 | (8) |
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Finding, Evaluating, and Using Sources |
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330 | (52) |
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333 | (8) |
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Refining Your Search: Questions and Keywords |
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334 | (2) |
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336 | (2) |
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338 | (3) |
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341 | (20) |
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Content: Facts and Everything Else |
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342 | (5) |
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The Author and the Publisher |
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347 | (5) |
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352 | (1) |
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Evaluating Internet Sources |
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353 | (8) |
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361 | (11) |
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Bibliographical Information |
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361 | (1) |
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Content Notes: Quotes, Summaries, and Paraphrases |
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362 | (10) |
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372 | (10) |
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372 | (4) |
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376 | (6) |
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Writing Argumentative Essays |
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382 | (43) |
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Writing a Successful Argument |
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384 | (1) |
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385 | (21) |
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385 | (1) |
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386 | (4) |
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Choose and Narrow Your Topic |
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390 | (3) |
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Write a Sentence That Expresses Your Claim |
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393 | (1) |
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Gather Ideas: Brainstorm and Research |
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394 | (6) |
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400 | (3) |
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Organize by Methods of Development |
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403 | (3) |
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406 | (6) |
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Provide an Interesting Opening |
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407 | (1) |
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Include a Thesis Statement |
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408 | (1) |
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Develop Your Body Paragraphs |
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409 | (1) |
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Provide a Satisfying Conclusion |
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410 | (2) |
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412 | (13) |
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Read What You Have Written and Revise |
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412 | (1) |
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Consider What You Have Not Written and Revise |
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412 | (1) |
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413 | (1) |
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413 | (1) |
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413 | (1) |
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Sample Argumentative Essay |
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414 | (11) |
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Thinking Critically about the Media |
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425 | (36) |
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425 | (1) |
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426 | (4) |
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The Importance of Context |
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426 | (4) |
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Getting Us to Pay Attention: What Really Drives the Media |
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430 | (2) |
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Keeping Our Interest: The News as Entertainment |
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432 | (13) |
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How the Media Entertain Us |
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433 | (8) |
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441 | (4) |
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445 | (2) |
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447 | (14) |
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448 | (2) |
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450 | (1) |
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Criticisms of Advertising |
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450 | (2) |
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452 | (9) |
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Science and Pseudoscience |
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461 | (1) |
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The Basic Pattern of Scientific Reasoning |
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461 | (7) |
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The Limitations of Science |
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468 | (2) |
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How to Distinguish Science from Pseudoscience |
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470 | (12) |
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A Case Study in Pseudoscientific Thinking: Astrology |
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482 | |
| Appendix: Essays for Critical Analysis |
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1 | (1) |
| Notes |
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1 | (1) |
| Answers to Selected Exercises |
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1 | (1) |
| Credits |
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1 | (1) |
| Index |
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1 | |
