Preface |
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xvi | |
Acknowledgments |
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xxiii | |
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Chapter 1 Writing as Inquiry |
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1 | (35) |
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2 | (1) |
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Beliefs About Writing and Writing Development |
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3 | (1) |
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Exercise 1.1 This I Believe (and This I Don't) |
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3 | (2) |
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One Student's Response Bernice's Journal |
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5 | (1) |
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Inquiring Into The Details Journals |
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5 | (2) |
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Unlearning Unhelpful Beliefs |
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6 | (1) |
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6 | (1) |
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6 | (1) |
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Believing You Can Learn to Write Well |
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7 | (1) |
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7 | (3) |
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Starting with Questions, Not Answers |
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7 | (1) |
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Making the Familiar Strange |
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8 | (1) |
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8 | (1) |
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Being Willing to Write Badly |
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9 | (1) |
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9 | (1) |
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Exercise 1.2 A Roomful of Details |
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10 | (1) |
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One Student's Response Bernice's Journal |
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11 | (1) |
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Writing Situations and Rhetorical Choices |
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12 | (3) |
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A First Reflection on Your Writing Process |
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15 | (1) |
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15 | (1) |
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Thinking About Your Process |
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16 | (1) |
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Exercise 1.3 Literacy Narrative Collage |
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16 | (1) |
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Exercise 1.4 What Is Your Process? |
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17 | (4) |
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Problem Solving in Your Writing Process |
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20 | (1) |
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The Nature of the Writing Process |
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21 | (2) |
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The Writing Process as Recursive and Flexible |
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22 | (1) |
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A System for Using Writing to Think |
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22 | (1) |
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Inquiring Into The Details Invention Strategies |
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23 | (1) |
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Exercise 1.5 Two Kinds of Thinking |
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24 | (6) |
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A Writing Process That Harnesses Two Currents of Thought |
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25 | (1) |
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26 | (1) |
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Answering the So What? Question |
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27 | (1) |
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A Writing Process Driven by Questions |
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28 | (2) |
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A Strategy for Inquiry: Questioning, Generating, and Judging |
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30 | (1) |
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Exercise 1.6 A Mini Inquiry Project: Cell Phone Culture |
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31 | (2) |
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Exercise 1.7 Scenes of Writing |
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33 | (2) |
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Using What You Have Learned |
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35 | (1) |
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Chapter 2 Reading as Inquiry |
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36 | (25) |
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Purposes for Academic Reading |
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37 | (2) |
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Exercise 2.1 Using the Four Purposes for Academic Reading |
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39 | (1) |
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40 | (1) |
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Exercise 2.2 A Reader's Memoir |
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41 | (1) |
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One Common Belief That Is an Obstacle |
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41 | (1) |
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Reading Situations and Rhetorical Choices |
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42 | (3) |
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43 | (1) |
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43 | (1) |
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43 | (1) |
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44 | (1) |
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Inquiring Into The Details Reading Perspectives |
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45 | (1) |
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Exercise 2.3 Reading a Life |
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45 | (2) |
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A Process for Reading to Write |
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47 | (3) |
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Questions for the Process of Reading to Write |
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47 | (1) |
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47 | (1) |
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What Should I Read to Find Out? |
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48 | (1) |
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What Do I Do with What I've Read? |
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48 | (1) |
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Having a Dialogue with What You Read |
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49 | (1) |
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Inquiring Into The Details Reading the Visual |
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50 | (1) |
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Exercise 2.4 Double-Entry Journaling with a Visual Text |
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51 | (2) |
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Techniques for Keeping a Double-Entry Journal |
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52 | (1) |
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Exercise 2.5 Reading Creatively, Reading Critically |
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53 | (1) |
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Reading Bruce Ballenger, "The Importance of Writing Badly" |
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53 | (3) |
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Alternatives to the Double-Entry Journal |
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56 | (1) |
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Wrestling with Academic Discourse: Reading from the Outside In |
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57 | (3) |
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Features of Academic Discourse |
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58 | (2) |
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Using What You Have Learned |
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60 | (1) |
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Chapter 3 Writing a Personal Essay |
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61 | (33) |
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Writing About Experience and Observations |
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61 | (2) |
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Motives for Writing a Personal Essay |
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63 | (1) |
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The Personal Essay and Academic Writing |
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63 | (1) |
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Inquiring Into The Details The Power of Narrative Thinking |
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64 | (1) |
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65 | (3) |
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68 | (1) |
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Personal Essay 1 Laura Zazulak, "Every Morning for Five Years" |
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68 | (1) |
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69 | (2) |
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Personal Essay 2 Ginny Blanford, "The Dog That Made Us a Family" |
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71 | (1) |
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72 | (2) |
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74 | (1) |
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Inquiry Project: Writing a Personal Essay |
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74 | (1) |
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Writing Beyond The Classroom Essaying "This I Believe" |
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75 | (1) |
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What Are You Going to Write About? |
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75 | (1) |
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76 | (3) |
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77 | (1) |
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77 | (1) |
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77 | (2) |
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79 | (1) |
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79 | (1) |
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What's Promising Material and What Isn't? |
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79 | (1) |
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Questions About Purpose and Audience |
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80 | (1) |
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80 | (2) |
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81 | (1) |
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82 | (1) |
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Student Sketch Amanda Stewart, "Earning a Sense of Place" |
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83 | (1) |
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Moving from Sketch to Draft |
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84 | (1) |
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Evaluating Your Own Sketch |
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84 | (1) |
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Reflecting on What You Learned |
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85 | (1) |
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85 | (1) |
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86 | (1) |
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87 | (1) |
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87 | (1) |
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87 | (1) |
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88 | (1) |
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Reflecting on the Workshop |
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88 | (1) |
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88 | (2) |
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88 | (2) |
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90 | (1) |
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Student Essay Seth Marlin, "Smoke of Empire" |
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90 | (2) |
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92 | (1) |
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Using What You Have Learned |
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93 | (1) |
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Chapter 4 Writing a Review |
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94 | (33) |
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94 | (1) |
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Motives for Writing a Review |
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95 | (1) |
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The Review and Academic Writing |
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96 | (1) |
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Seeing The Form Choosing the Best Picture |
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96 | (2) |
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98 | (2) |
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100 | (1) |
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Film Review Roger Ebert, "A Christmas Story" |
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100 | (3) |
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103 | (1) |
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Video Game Review Seth Schiesel, "Grand Theft Auto Takes on New York" |
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104 | (2) |
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106 | (2) |
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108 | (1) |
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Inquiry Project: Writing a Review Essay |
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108 | (1) |
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What Are You Going to Write About? |
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109 | (1) |
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109 | (1) |
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109 | (1) |
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109 | (1) |
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109 | (1) |
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110 | (1) |
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110 | (1) |
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What's Promising Material and What Isn't? |
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110 | (1) |
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Questions About Audience and Purpose |
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111 | (1) |
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111 | (2) |
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111 | (1) |
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112 | (1) |
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113 | (1) |
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113 | (1) |
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Experiencing Your Subject |
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113 | (1) |
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113 | (3) |
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Refining Criteria for Better Evidence |
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113 | (1) |
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Considering Criteria and Rhetorical Context |
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114 | (1) |
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115 | (1) |
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Student Sketch Laura Burns, "Recipe for a Great Film: Unlikeable People, Poor Choices, and Little Redemption" |
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116 | (1) |
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Moving from Sketch to Draft |
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117 | (1) |
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117 | (1) |
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Reflecting on What You've Learned |
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118 | (1) |
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118 | (1) |
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118 | (1) |
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118 | (1) |
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119 | (1) |
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119 | (1) |
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119 | (1) |
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119 | (1) |
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120 | (1) |
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120 | (1) |
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120 | (1) |
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121 | (1) |
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121 | (3) |
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122 | (1) |
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123 | (1) |
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Student Essay Laura Burns, "How to Not Feel Good and Feel Good About It" |
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124 | (1) |
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125 | (1) |
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Using What You Have Learned |
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126 | (1) |
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Chapter 5 Writing a Proposal |
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127 | (35) |
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Writing About Problems and Solutions |
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127 | (2) |
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128 | (1) |
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Problems of Manageable Scale |
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129 | (1) |
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Motives for Writing a Proposal |
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129 | (1) |
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The Proposal and Academic Writing |
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130 | (1) |
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Inquiring Into The Details Writing a Research Proposal |
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131 | (1) |
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131 | (3) |
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134 | (1) |
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Proposal 1 Buzz Bissinger, "Why College Football Should Be Banned" |
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134 | (2) |
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136 | (1) |
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Proposal 2 Robert F. Saltz, Ph. D., "Preventing Alcohol-Related Problems on College Campuses---Summary of the Final Report of the NIAAA Task Force on College Drinking" |
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137 | (5) |
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142 | (1) |
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Seeing The Form A Problem in Pictures |
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143 | (2) |
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145 | (1) |
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Inquiry Project: Writing a Proposal |
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145 | (1) |
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What Are You Going to Write About? |
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145 | (1) |
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145 | (2) |
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145 | (1) |
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146 | (1) |
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147 | (1) |
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147 | (1) |
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147 | (2) |
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What's Promising Material and What Isn't? |
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147 | (1) |
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Questions About Audience and Purpose |
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148 | (1) |
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149 | (1) |
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Researching to Answer the So What? Question |
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149 | (1) |
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Giving Your Answer on a PowerPoint |
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149 | (1) |
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149 | (1) |
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Student Sketch Jenna Appleman, "Loving and Hating Reality TV" |
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150 | (1) |
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Moving from Sketch to Draft |
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151 | (2) |
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Evaluating Your Own Sketch |
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152 | (1) |
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Reflecting on What You Learned |
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153 | (1) |
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153 | (1) |
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153 | (1) |
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Focusing on the Justifications |
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154 | (1) |
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154 | (1) |
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154 | (1) |
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155 | (1) |
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155 | (1) |
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156 | (1) |
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156 | (2) |
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156 | (1) |
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157 | (1) |
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Student Essay Jenna Appleman, "Avoidable Accidents: How to Make Reality TV Safer" |
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158 | (2) |
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160 | (1) |
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Using What You Have Learned |
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160 | (2) |
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Chapter 6 Writing an Argument |
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162 | (47) |
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Writing to Persuade People |
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162 | (1) |
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Motives for Writing an Argument |
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163 | (1) |
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Writing Beyond The Classroom Public Argument in a Digital Age |
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164 | (1) |
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The Argument and Academic Writing |
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165 | (1) |
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166 | (1) |
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167 | (3) |
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Argument Has More Than Two Sides |
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168 | (1) |
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Inquiry Arguments Begin with Exploration |
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169 | (1) |
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What Do We Mean by Claims, Reasons, and Evidence? |
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170 | (2) |
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Claims: What You Want People to Believe |
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170 | (1) |
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Reasons: The "Because..." Behind the Claim |
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171 | (1) |
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Evidence: Testing the Claim |
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171 | (1) |
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Seeing The Form The "Imagetext" as Argument |
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172 | (1) |
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Analyzing What Makes a Good Argument |
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173 | (3) |
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Classical Argument: Ethos, Pathos, Logos |
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173 | (1) |
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Toulmin's Approach: What Do You Need to Believe Is True? |
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174 | (1) |
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Rogers: Accurately Restating and Refusing Opposing Claims |
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175 | (1) |
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Exercise 6.1 Argument as Therapy |
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176 | (1) |
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One Student's Response Rebecca's Journal |
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177 | (2) |
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Avoiding Logical Fallacies |
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178 | (1) |
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Exercise 6.2 Find the Fallacies |
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179 | (1) |
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180 | (1) |
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Factual Argument: Is It True That ___? David Leonhardt, I "Is College Worth It?" |
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180 | (2) |
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182 | (1) |
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Definition Argument: What Should We Call It? Khalid Sheikh Mohammed, "The Language of War Is Killing" |
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183 | (1) |
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184 | (1) |
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Casual Argument: What's The Cause? Kevin Sabet, "Colorado Will Show Why Legalizing Marijauna Is a Mistake" |
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185 | (2) |
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187 | (1) |
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188 | (1) |
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Inquiry Project: Writing an Argument |
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188 | (1) |
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What Are You Going to Write About? |
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188 | (1) |
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189 | (1) |
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189 | (1) |
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189 | (1) |
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One Student's Response Rebecca's Journal |
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190 | (1) |
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190 | (1) |
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190 | (1) |
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191 | (2) |
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What's Promising Material and What Isn't? |
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191 | (1) |
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Questions About Audience and Purpose |
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192 | (1) |
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193 | (1) |
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Kitchen Knives of Thought |
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193 | (1) |
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194 | (1) |
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194 | (1) |
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194 | (1) |
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Student Sketch Rebecca Thompson, "Twitter a Profound Thought?" |
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195 | (1) |
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Moving from Sketch to Draft |
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196 | (1) |
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Evaluating Your Own Sketch |
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196 | (1) |
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Reflecting on What You've Learned |
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196 | (1) |
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197 | (3) |
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197 | (1) |
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197 | (3) |
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200 | (2) |
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Designing Your Argument Rhetorically |
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200 | (1) |
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200 | (1) |
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201 | (1) |
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Inquiring Into The Details What Evidence Can Do |
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202 | (1) |
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202 | (1) |
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203 | (1) |
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203 | (1) |
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203 | (1) |
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203 | (1) |
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Student Essay Rebecca Thompson, "Social Networking Social Good?" |
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204 | (3) |
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207 | (1) |
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Using What You Have Learned |
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208 | (1) |
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Chapter 7 Writing an Analytical Essay |
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209 | (35) |
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209 | (1) |
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Motives for Writing an Analytical Essay |
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210 | (1) |
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The Analytical Essay and Academic Writing |
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210 | (2) |
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Exercise 7.1 Interpeting an Image |
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212 | (2) |
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214 | (1) |
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215 | (1) |
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Literary Analysis N. Scott Momaday, "The Shield That Came Back" |
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215 | (1) |
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Bart Brinkman, On "The Shield That Came Back" |
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216 | (1) |
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217 | (1) |
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Ad Analysis Alex Soojung-Kim Pang, "What Does Apple's `Misunderstood' Advertisement Mean?" |
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218 | (2) |
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220 | (1) |
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Inquiring Into The Details Four Methods of Analysis |
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221 | (1) |
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Film Analysis Bryan Bishop, "`Why Won't You Die?' The Art of the Jump Scare" |
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222 | (4) |
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226 | (1) |
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227 | (1) |
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Inquiry Project: Writing an Analytical Essay |
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227 | (1) |
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What Are You Going to Write About? |
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228 | (1) |
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228 | (2) |
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228 | (1) |
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229 | (1) |
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229 | (1) |
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229 | (1) |
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Inquiring Into The Details Common Literary Devices |
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230 | (1) |
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231 | (2) |
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What's Promising Material and What Isn't? |
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231 | (2) |
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Questions About Audience and Purpose |
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233 | (1) |
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233 | (1) |
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Student Sketch Hailie Johnson-Waskow, "All About That Hate" |
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234 | (1) |
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Moving from Sketch to Draft |
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235 | (1) |
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Evaluating Your Own Sketch |
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235 | (1) |
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Reflecting on What You've Learned |
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235 | (1) |
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235 | (1) |
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235 | (1) |
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236 | (1) |
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236 | (1) |
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236 | (1) |
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237 | (1) |
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237 | (1) |
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238 | (1) |
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238 | (1) |
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238 | (1) |
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239 | (1) |
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Student Essay Hailie Johnson-Waskow, "All About That Hate: A Critical Analysis of `All About That Bass'" |
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240 | (2) |
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242 | (1) |
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Using What You Have Learned |
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242 | (2) |
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Chapter 8 Research Techniques |
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244 | (30) |
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244 | (1) |
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Research in the Electronic Age |
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245 | (4) |
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245 | (2) |
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Power Searching Using Google |
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247 | (1) |
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247 | (1) |
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Power Searching in the Library |
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248 | (1) |
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Combining Terms Using Boolean Searching |
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248 | (1) |
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Using Controlled Language Searches |
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249 | (1) |
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Developing Working Knowledge |
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249 | (3) |
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A Strategy for Developing Working Knowledge |
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250 | (1) |
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Refine the Research Question |
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250 | (2) |
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Developing Focused Knowledge |
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252 | (4) |
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Library Research: A Strategy for Developing Focused Knowledge |
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252 | (1) |
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253 | (1) |
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Searching for Periodicals and Newspapers |
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253 | (2) |
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Web Research: A Strategy for Developing Focused Knowledge |
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255 | (1) |
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Advanced Internet Research Techniques |
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255 | (1) |
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Evaluating Library Sources |
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256 | (1) |
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Inquiring Into The Details The Working Bibliography |
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257 | (1) |
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257 | (2) |
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An Evaluation Checklist for Web Sources |
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258 | (1) |
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Research with Living Sources: Interviews, Surveys, and Fieldwork |
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259 | (7) |
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259 | (1) |
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260 | (1) |
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261 | (1) |
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Using the Interview in Your Writing |
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262 | (1) |
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263 | (1) |
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263 | (1) |
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Contacting Someone for an Online Interview |
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263 | (1) |
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264 | (1) |
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Defining a Survey's Goals and Audience |
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264 | (1) |
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Two Types of Survey Questions |
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264 | (1) |
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Crafting Survey Questions |
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265 | (1) |
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Inquiring Into The Details Types of Survey Questions |
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266 | (2) |
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Conducting a Survey: Paper or Electronic? |
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267 | (1) |
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267 | (1) |
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Finding the Target Audience |
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267 | (1) |
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Using Survey Results in Your Writing |
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268 | (1) |
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Fieldwork: Research on What You See and Hear |
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268 | (2) |
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269 | (1) |
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269 | (1) |
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Using Field Research in Your Writing |
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270 | (1) |
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Writing in the Middle: Note-Taking Techniques |
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270 | (2) |
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271 | (1) |
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272 | (1) |
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Using What You Have Learned |
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272 | (2) |
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Chapter 9 Using and Citing Sources |
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274 | (72) |
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274 | (1) |
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Using and Synthesizing Sources |
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275 | (5) |
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The Research Writer as Narrator |
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276 | (1) |
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The Narrator as Synthesizer |
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277 | (1) |
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The Note Taker's Triad: Summary, Paraphrase, and Quotation |
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278 | (1) |
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278 | (1) |
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278 | (1) |
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279 | (1) |
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Citing Sources and Avoiding Plagiarism |
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280 | (2) |
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281 | (1) |
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Inquiring Into The Details A Taxonomy of Copying |
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282 | (2) |
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Exercise 9.1 The Accidental Plagiarist |
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284 | (1) |
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MLA Documentation Guidelines |
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285 | (2) |
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286 | (1) |
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286 | (1) |
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Inquiring Into The Details Citations That Go with the Flow |
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287 | (5) |
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When You Mention the Author's Name |
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288 | (1) |
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288 | (1) |
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289 | (1) |
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When One Source Quotes Another |
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290 | (1) |
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290 | (1) |
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Several Sources in a Single Citation |
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290 | (1) |
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Sample Parenthetical References for Other Sources |
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291 | (1) |
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292 | (4) |
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292 | (4) |
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Preparing the Works Cited Page |
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296 | (20) |
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297 | (1) |
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298 | (1) |
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299 | (3) |
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302 | (2) |
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Sample Periodical Citations |
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304 | (3) |
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Citing Online and Other Sources |
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307 | (3) |
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A Sample Paper in MLA Style |
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310 | (6) |
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MLA Versus APA: Some Basic Differences |
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316 | (1) |
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APA Documentation Guidelines |
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317 | (4) |
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How the Essay Should Look |
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317 | (1) |
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317 | (1) |
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317 | (1) |
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317 | (2) |
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319 | (1) |
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320 | (1) |
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320 | (1) |
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320 | (1) |
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321 | (1) |
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321 | (1) |
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Citing Sources in Your Essay |
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321 | (3) |
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When the Author Is Mentioned in the Text |
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321 | (1) |
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When the Author Isn't Mentioned in the Text |
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322 | (1) |
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When to Cite Page Numbers |
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322 | (1) |
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A Single Work by Two or More Authors |
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322 | (1) |
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322 | (1) |
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Two or More Works by the Same Author |
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322 | (1) |
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323 | (1) |
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Multiple Works in the Same Parentheses |
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323 | (1) |
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Interviews, E-Mail, and Letters |
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323 | (1) |
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New Editions of Old Works |
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324 | (1) |
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324 | (1) |
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Preparing the References List |
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324 | (21) |
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324 | (1) |
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325 | (2) |
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Sample References: Articles |
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327 | (1) |
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328 | (4) |
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332 | (3) |
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A Sample Paper in APA Style |
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335 | (10) |
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Using What You Have Learned |
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345 | (1) |
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Chapter 10 Re-Genre: Repurposing Your Writing for Multimedia Genres |
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346 | (14) |
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What Writers Can Learn from Re-Genre: Knowledge Transfer |
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347 | (1) |
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Transfer from Blog Essay to Podcast: A Case Study |
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348 | (2) |
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Beyond Words: Communicating in Other Modes |
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350 | (2) |
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The Problem of Definition |
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351 | (1) |
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Re-Genre Is Deep Revision |
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352 | (1) |
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Genre as a Way of Knowing and Seeing |
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352 | (1) |
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Genre and Its Conventions |
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353 | (1) |
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Inquiring Into The Details Re-Genre and Re-Flect |
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353 | (1) |
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354 | (2) |
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354 | (1) |
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Applying Rhetorical Goals |
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355 | (1) |
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Inquiring Into The Details Levels of Content |
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356 | (1) |
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Exercise 10.1 Re-Genre Pitch |
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356 | (1) |
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Exercise 10.2 Genre Analysis: Conventions and Best Practices |
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357 | (1) |
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358 | (1) |
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358 | (1) |
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Using What You Have Learned |
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359 | (1) |
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Chapter 11 Revision Strategies |
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360 | |
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360 | (2) |
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362 | (1) |
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Strategies for Divorcing the Draft |
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363 | (1) |
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Five Categories of Revision |
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364 | (2) |
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366 | (2) |
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Revision Strategy 11.1 Dialogue with Dave |
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366 | (1) |
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Revision Strategy 11.2 What Do You Want to Know About What You Learned? |
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367 | (1) |
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One Student's Response Julia's Draft |
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368 | (2) |
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Revision Strategy 11.3 Finding the Focusing Question |
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368 | (1) |
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Revision Strategy 11.4 What's the Relationship? |
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369 | (1) |
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370 | (7) |
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Where Does Meaning Come From? |
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370 | (2) |
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Methods for Discovering Your Thesis |
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372 | (1) |
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Revision Strategy 11.5 Harvest Meanings from the Draft |
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372 | (1) |
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Revision Strategy 11.6 Looping Toward a Thesis |
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373 | (1) |
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Revision Strategy 11.7 Reclaiming Your Topic |
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374 | (1) |
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Revision Strategy 11.8 The Believing Game |
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375 | (1) |
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Methods for Refining Your Thesis |
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375 | (1) |
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Revision Strategy 11.9 Questions as Knives |
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375 | (1) |
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Revision Strategy 11.10 Qualifying Your Claim |
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376 | (1) |
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Problems with Information |
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377 | (4) |
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Revision Strategy 11.11 Explode a Moment |
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377 | (1) |
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Revision Strategy 11.12 Beyond Examples |
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378 | (1) |
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Revision Strategy 11.13 Research the Conversation |
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379 | (1) |
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Revision Strategy 11.14 Backing Up Your Assumptions |
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380 | (1) |
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381 | (7) |
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Formal Academic Structures |
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382 | (1) |
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Revision Strategy 11.15 Beginnings, Middles, Ends, and the Work They Do |
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383 | (1) |
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Revision Strategy 11.16 Reorganizing Around Thesis and Support |
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383 | (2) |
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Revision Strategy 11.17 Multiple Leads |
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385 | (1) |
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Revision Strategy 11.18 The Frankenstein Draft |
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386 | (1) |
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Revision Strategy 11.19 Reverse Outline |
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387 | (1) |
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Problems with Clarity and Style |
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388 | (4) |
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Solving Problems of Clarity |
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389 | (1) |
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Revision Strategy 11.20 The Three Most Important Sentences |
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389 | (1) |
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389 | (1) |
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The Last Line of the First Paragraph |
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390 | (1) |
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The Very Last Line of the Essay |
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390 | (1) |
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Revision Strategy 11.21 Untangling Paragraphs |
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390 | (2) |
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Revision Strategy 11.22 Cutting Clutter |
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392 | (1) |
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Inquiring Into The Details Transition Flags |
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392 | (4) |
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Revision Strategy 11.23 The Actor and the Action Next Door |
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393 | (1) |
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394 | (1) |
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Revision Strategy 11.24 Actors and Actions |
|
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394 | (1) |
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Revision Strategy 11.25 Smoothing the Choppiness |
|
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395 | (1) |
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Revision Strategy 11.26 Fresh Ways to Say Things |
|
|
396 | (1) |
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Using What You Have Learned |
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|
396 | |
Credits |
|
1 | (1) |
Index |
|
1 | |