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| Getting Started | |
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| Writing Goals and Objectives for College and for Life | |
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| Writing in the Four Areas of Your Life | |
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| Writing as a College Student | |
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| Writing as a Professional | |
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| Writing as a Citizen | |
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| Writing as a Family Member or Friend | |
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| Writing in the Four Areas in This Course | |
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| Learning Goals in this Course | |
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| Rhetorical Knowledge | |
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| Critical Thinking, Reading, and Writing | |
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| Writing Processes | |
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| Knowledge of Conventions | |
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| Becoming a Self-Reflective Writer | |
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| Writing in Today’s World | |
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| Writing Responsibly | |
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| Writing Technologies | |
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| Reading Critically for College and for Life | |
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| Using Pre-Reading Strategies | |
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| Reading Actively | |
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| Annotating Effectively | |
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| Reading Visuals | |
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| Reading Web Sites | |
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| Using Post-Reading Strategies | |
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| Starting Your Writer's / Research Journal | |
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| Writing Effective Summaries | |
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| Synthesizing Information in Readings | |
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| Using Your Reading in Your Own Writing | |
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| Writing to Discover and to Learn | |
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| Using Invention Strategies To Discover Ideas | |
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| Listing | |
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| Freewriting | |
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| Questioning | |
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| Answering the Questions Who? What? Why? When? Where? How? | |
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| Brainstorming | |
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| Clustering | |
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| Keeping Notebooks and Journals | |
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| Double-Entry Notebook | |
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| Field Notebook | |
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| Vocabulary Journal | |
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| Expanding the Journal Concept | |
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| Rewriting Your Class Notes | |
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| Minute Paper | |
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| Muddiest Point | |
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| Preconception Check | |
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| Paraphrasing | |
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| Organizing and Synthesizing Information | |
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| Invented Dialogue | |
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| Invented Interview/Unsent Letter | |
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| R�sum�/Vita | |
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| Bio-Poem | |
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| Using Charts and Visuals to Discover and to Learn | |
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| Clustering and Concept Mapping | |
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| Process Flowchart | |
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| Time Line/Chronology | |
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| Pedigree Chart | |
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| Studying for Exams | |
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| Test Questions | |
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| Mnemonic Play | |
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| Using What You've Learned to Share Information | |
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| Writing to Share Experiences | |
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| Rhetorical Knowledge | |
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| Writing to Share Experiences in Your College Classes | |
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| Writing to Share Experiences for Life | |
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| Scenarios for Writing: Assignment Options | |
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| Writing for College | |
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| Writing for Life | |
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| Rhetorical Considerations in Sharing Your Experiences | |
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| Critical Thinking, Reading, and Writing | |
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| Learning the Qualities of Effective Writing about Experiences | |
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| Reading, Inquiry, and Research: Learning from Narratives That Share Experiences | |
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| Russell Baker, On Becoming a Writer | |
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| Tanya Barrientos, Se Habla Espa�ol | |
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| Charles Ogletree, from All Deliberate Speed | |
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| Thinking about Visuals That Share Experiences | |
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| Drawing on Research about Experiences | |
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| Writing Processes | |
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| Invention: Getting Started | |
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| Exploring Your Ideas with Research | |
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| Visualizing Variations: Using Photos and Documents as Sources | |
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| Organizing Your Ideas and Details | |
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| Constructing a Complete Draft | |
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| Revising | |
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| Responding to Readers’ Comments | |
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| Knowledge of Conventions | |
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| Editing | |
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| Genres, Documentation, and Format | |
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| Writing in Action: Convention in Genre and Design | |
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| A Writer Shares Her Experiences: Jessica Hemauer’s Final Draft | |
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| Jessica Hemauer, Farm Girl | |
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| Self-Assessment: Reflecting on Your Learning Goals | |
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| Writing to Explore | |
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| Rhetorical Knowledge | |
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| Writing to Explore in Your College Classes | |
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| Writing to Explore For Life | |
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| Scenarios for Writing: Assignment Options | |
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| Writing for College | |
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| Writing for Life | |
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| Rhetorical Considerations for Exploratory Writing | |
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| Critical Thinking, Reading, and Writing | |
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| Learning the Qualities of Effective Exploratory Writing | |
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| Reading, Inquiry, and Research: Learning from Texts That Explore | |
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| Scientist at Work: Terence Tao; Journeys to the Distant Fields of Prime | |
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| Michael Wolff, Bipolar Iraq | |
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| P.J O’Rourke, Memoir Essay | |
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| Thinking About Visuals That Explore | |
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| Drawing on Research to Explore Your Subject | |
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| Writing Processes | |
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| Invention: Getting Started | |
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| Exploring Your Ideas with Research | |
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| Organizing Your Ideas and Details | |
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| Constructing a Complete Draft | |
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| Visualizing Variations: Using Visuals to Make Your Exploration Clear | |
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| Revising | |
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| Responding to Readers’ Comments | |
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| Knowledge of Conventions | |
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| Editing | |
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| Genres, Documentation, and Format | |
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| Writing in Action: Convention in Genre and Design | |
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| A Writer Shares his Exploration: Rick Mohler’s Final Draft | |
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| A Sporting Career? | |
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| Self-Assessment: Reflecting on Your Learning Goals | |
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| Writing to Inform | |
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| Rhetorical Knowledge | |
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| Writing to Inform in Your College Classes | |
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| Writing to Inform for Life | |
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| Scenarios for Writing: Assignment Options | |
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| Writing for College | |
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| Writing for Life | |
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| Rhetorical Considerations in Informative Writing | |
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| Critical Thinking, Reading, and Writing | |
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| Learning the Qualities of Effective Informative Writing | |
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| Reading, Writing, and Research: Learning from Texts That Inform | |
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| Harold Peterson, The Man Who Invented Baseball | |
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| Clocking Cultures | |
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| Growing Wikipedia Revises Its ‘Anyone Can Edit’ Policy | |
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| Thinking about Visuals That Inform | |
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| Drawing on Research to Inform Your Readers | |
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| Writing Processes | |
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| Invention: Getting Started | |
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| Exploring Your Ideas with Research | |
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| Organizing Your Information and Research | |
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| Constructing a Complete Draft | |
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| Visualizing Variations: Using a Web Site, Poster, or Brochure to Inform Your Readers | |
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| Revising | |
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| Responding to Readers’ Comments | |
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| Knowledge of Conventions | |
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| Editing | |
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| Genres, Documentation, and Format | |
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| Writing in Action: Convention in Genre and Design | |
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| A Writer Informs His Readers: Craig Broadbent’s Final Draft | |
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| Craig Broadbent, Watch for the Blue Barrels | |
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| Self-Assessment: Reflecting on Your Learning Goals | |
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| Writing to Analyze | |
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| Rhetorical Knowledge | |
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| Writing to Analyze in your College Classes | |
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| Writing to Analyze For Life | |
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| Scenarios for Writing: Assignment Options | |
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| Writing for College | |
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| Writing for Life | |
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| Rhetorical Considerations in Analytical Writing | |
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| Critical Thinking, Reading, and Writing | |
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| Learning the Qualities of Effective Analytical Writing | |
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| Reading, Writing, and Research: Learning from Texts That Analyze | |
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| Putting In the Hours | |
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| Pay Less at the Pump: The Hybrid Revolution | |
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| All Work and No Play | |
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| Thinking about Visuals That Analyze | |
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| Drawing on Research to Analyze Your Subject | |
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| Writing Processes | |
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| Invention: Getting Started | |
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| Exploring Your Ideas with Research | |
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| Organizing Your Information | |
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| Constructing a Complete Draft | |
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| Visualizing Variations: Using Charts and Graphs to Make Your Analysis Clear | |
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| Revising | |
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| Responding to Readers’ Comments | |
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| Knowledge of Conventions | |
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| Editing | |
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| Genres, Documentation, and Format | |
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| Writing in Action: Convention in Genre and Design | |
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| A Writer Shares Her Analysis: Sarah Washington’s Final Draft | |
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| Sarah Washington, Campus Parking: Love It or Leave It | |
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| Self-Assessment: Reflecting on Your Learning Goals | |
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| Using What You’ve Learned to Write Arguments | |
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| Writing to Convince | |
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| Rhetorical Knowledge | |
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| Writing to Convince in Your College Classes | |
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| Writing to Convince for Life | |
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| Scenarios for Writing: Assignment Options | |
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| Writing for College | |
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| Writing for Life | |
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| Rhetorical Considerations for Persuasive Writing | |
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| Critical Thinking, Reading, and Writing | |
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| Learning the Qualities of Effective Persuasive Writing | |
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| Reading, Inquiry, and Research: Learning from Texts That Persuade | |
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| When Women Go to War | |
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| Maureen Dowd, Our Own Warrior Princess, and Brian J. G. Pereira, M.D., Letter responding to Dowd | |
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| Arthur Levine and Jeanette S. Cureton, Collegiate Life: An Obituary | |
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| Thinking about Visuals That Persuade | |
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| Drawing on Research to Persuade your Reader | |
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| Writing Processes | |
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| Invention: Getting Started | |
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| Exploring Your Ideas with Research | |
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| Reviewing Your Invention and Research | |
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| Organizing Your Information | |
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| Constructing a Complete Draft | |
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| Visualizing Variations: Using Charts and Photographs to Support Your Claim | |
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| Revising | |
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| Responding to Readers’ Comments | |
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| Knowledge of Conventions | |
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| Editing | |
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| Genres, Documentation, and Format | |
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| Writing in Action: Convention in Genre and Design | |
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| A Writer Shares His Persuasive Writing: Santi Derosa’s Final Draft | |
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| Santi DeRosa, The Objectification of Women: Whose Fault is It? | |
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| Self-Assessment: Reflecting on Your Learning Goals | |
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| Writing to Evaluate | |
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| Rhetorical Knowledge | |
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| Writing to Analyze in Your College Classes | |
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| Writing to Evaluate for Life | |
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| Scenarios for Writing: Assignment Options | |
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| Writing for College | |
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| Writing for Life | |
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| Rhetorical Considerations for Evaluative Writing | |
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| Critical Thinking, Reading, and Writing | |
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| Reading, Inquiry, and Research: Learning from Texts That Evaluate | |
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| Roger Ebert, Harry Potter and the Sorcerer’s Stone | |
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| Elvis Mitchell, Harry Potter and the Sorcerer’s Stone | |
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| Matthew Power, Immersion Journalism | |
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| Thinking about Visuals That Evaluate | |
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| Drawing on Research for Your Evaluation | |
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| Writing Processes | |
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| Invention: Getting Started | |
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| Exploring Your Ideas with Research | |
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| Reviewing Your Invention and Research | |
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| Organizing Your Evaluation | |
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| Constructing a Complete Draft | |
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| Visualizing Variations: Using Visuals to Support Your Evaluation | |
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| Revising | |
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| Responding to Readers’ Comments | |
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| Knowledge of Conventions | |
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| Editing | |
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| Genres, Documentation, and Format | |
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| Writing in Action: Convention in Genre and Design | |
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| A Writer Shares Her Evaluation: Annlee Lawrence’s Final Draft | |
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| Annlee Lawrence, Who Has the Healthier Burger? | |
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| Self-Assessment: Reflecting on Your Learning Goals | |
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| Writing to Explain Causes and Effects | |
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| Rhetorical Knowledge | |
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| Writing about Causes and Effects in Your College Classes | |
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| Writing about Causes and Effects for Life | |
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| Scenarios for Writing: Assignment Options | |
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| Writing for College | |
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| Writing for Life | |
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| Rhetorical Considerations in Cause-Effect Writing | |
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| Critical Thinking, Reading, and Writing | |
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| Learning the Qualities of Effective Writing about Causes and Effects | |
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| Reading, Inquiry, and Research: Learning from Texts That Explain Cause-and-Effect Relationships | |
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| Juan Williams, Brown v. Board of Education | |
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| Bruce Nussbaum, Where Are the Jobs? | |
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| Neal Gabler, How Urban Myths Reveal Society's Fears | |
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| Thinking About Visuals That Indicate Cause-and-Effect | |
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| Drawing on Research to Demonstrate Causes or Effects | |
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| Writing Processes | |
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| Invention: Getting Started | |
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| Exploring Your Ideas with Research | |
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| Organizing Your Cause-Effect Paper | |
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| Constructing a Complete Draft | |
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| Visualizing Variations: Choosing Visuals That Illustrate Cause-and-Effect Relationships | |
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| Revising | |
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| Responding to Readers’ Comments | |
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| Knowledge of Conventions | |
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| Editing | |
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| Genres, Documentation, and Format | |
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| Writing in Action: Convention in Genre and Design | |
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| A Writer Shares Her Causal Analysis: Deborah Schlegel’s Final Draft | |
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| Deborah Schlegel, Weather Forecast: Bikinis or Parkas? | |
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| Self-Assessment: Reflecting on Your Learning Goals | |
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| Writing to Solve Problems | |
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| Rhetorical Knowledge | |
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| Writing to Solve Problems in Your College Classes | |
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| Writing to Solve Problems for Life | |
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| Scenarios for Writing: Assignment Options | |
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| Writing for College | |
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| Writing for Life | |
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| Rhetorical Considerations in Writing to Solve Problems | |
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| Critical Thinking, Reading, and Writing | |
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| Learning the Qualities of Effective Problem-Solving | |
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| Reading, Writing, and Research: Learning from Texts That Propose Solutions | |
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| Michelle Mise Pollard, The Nursing Crisis: The Solution Lies Within | |
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| Thomas L. Friedman, World War III | |
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| Michael B�rub�, How to End Grade Inflation | |
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| Thinking about Visuals That Present a Problem and Give a Solution | |
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| Drawing on Research to Solve Problems | |
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| Writing Processes | |
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| Invention: Getting Started | |
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| Exploring Your Ideas with Research | |
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| Organizing Your Information | |
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| Constructing a Complete Draft | |
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| Visualizing Variations: Alternative Forms for Solving Problems | |
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| Revising | |
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| Responding to Readers’ Comments | |
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| Knowledge of Conventions | |
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| Editing | |
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| Genres, Documentation, and Format | |
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| Writing in Action: Convention in Genre and Design | |
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| A Writer Proposes Her Solution: Esther Ellsworth’s Final Draft | |
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| Esther Ellsworth, Comprehensive Land Use Planning in Arizona | |
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| Self-Assessment: Reflecting on Your Learning Goals | |
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| Writing about a Creative Work | |
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| Rhetorical Knowledge | |
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| Writing about a Creative Work in Your College Classes | |
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| Writing about a Creative Work for Life | |
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| Scenarios for Writing: Assignment Options | |
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| Writing for College | |
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| Writing for Life | |
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| Rhetorical Considerations for Writing about a Creative Work | |
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| Critical Thinking, Reading, and Writing | |
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| Learning the Qualities of Effective Writing about a Creative Work | |
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| Reading, Inquiry, and Research: Learning from Literary Works | |
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| Don DeLillo, Videotape | |
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| John Edgar Wideman, Ascent by Balloon from the Yard of Walnut Street Jail | |
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| Amy Tan, Alien Relative | |
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| Thinking about Visuals When Writing about Creative Works | |
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| Drawing on Research | |
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| Writing Processes | |
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| Invention: Getting Started | |
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| Visualizing Variations: Selecting a Creative Work to Write about | |
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| Exploring Your Ideas with Research | |
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| |
| Organizing Your Ideas and Details | |
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| |
| Constructing a Complete Draft | |
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| |
| Revising | |
| |
| |
| Responding to Readers’ Comments | |
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| |
| Knowledge of Conventions | |
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| Editing | |
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| Genres, Documentation, and Format | |
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| A Writer Shares Her Writing About a Creative Work: Hanna Earley’s Final Draft | |
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| Hanna Earley, That Doesn't Mean We Want Him to Stop: Suspense in Don DeLillo's "Videotape" | |
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| Self-Assessment: Reflecting on Your Learning Goals | |
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| Strategies for Effective Communication | |
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| Using Strategies that Guide Readers | |
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| Announcing a Thesis or Controlling Idea Writing Paragraphs | |
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| Placement of Topic Sentences | |
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| Moving to a New Paragraph | |
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| Opening Paragraphs | |
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| Concluding Paragraphs | |
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| Using Cohesive Devices | |
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| Using Connective Words and Phrases | |
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| Using Transitional Sentences and Paragraphs | |
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| Using Headings and Subheadings | |
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| Using Organizing Strategies | |
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| Writing Narratives | |
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| Writing Descriptions | |
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| Writing Definitions | |
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| Writing Classifications | |
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| Writing About Comparisons and Contrasts Using Outlines And Maps to Organize Your Writing | |
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| Using Strategies that Persuade Readers | |
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| Argument And Persuasion | |
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| Rhetorical Appeals | |
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| Logical Appeals | |
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| Ethical Appeals | |
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| Emotional Appeals | |
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| The Rhetorical Triangle: Considering the Appeals Together | |
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| Three Approaches to Argument | |
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| Classical Strategies for Arguing | |
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| Jaron Lanier, Beware the Online Collective | |
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| Toulmin Strategies for Arguing | |
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| Stanley Fish, But I Didn't Do It! | |
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| Rogerian Strategies for Arguing | |
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| Rick Reilly, Nothing but Nets | |
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| Some Common Flaws in Arguments | |
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| Using Strategies for Collaboration | |
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| Working With Peers on Your Single-Authored Projects | |
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| Strategies for Working with Peers on Your Projects | |
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| |
| Using Digital Tools for Peer Review | |
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| Using Catalyst for Peer Review | |
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| Working with Peers on Multiple-Authored Projects | |
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| Strategies for Working with Peers Effectively | |
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| |
| Using Digital Tools for Facilitating Multi-Authored Projects | |
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| |
| Making Effective Oral Presentations | |
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| Developing Your Presentation | |
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| Establishing a Clear Structure | |
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| Considering Your Audience | |
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| Eliminating the Fear of Speaking in Public | |
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| Impromptu Presentations | |
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| Technologies for Effective Communication | |
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| Choosing a Medium, Genre, and Technology for Your Communication | |
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| Communication Technologies | |
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| Publishing Your Work | |
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| Selecting a Genre and a Medium | |
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| |
| Deciding on a Genre for Your Work | |
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| Deciding Whether to Use Print, Electronic, or Oral Media | |
| |
| |
| Considering Design | |
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| Technologies for Computer-Mediated Communication | |
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| E-mail | |
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| Threaded Discussions | |
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| Synchronous Chat | |
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| Blogs | |
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| Word-Processing Software | |
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| Peer Review Applications | |
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| Graphics Software | |
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| Desktop Publishing Software | |
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| Presentation Software | |
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| Technologies for Constructing Web Pages | |
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| Communicating with Design and Visuals | |
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| Principles of Document Design | |
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| Proximity | |
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| Contrast | |
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| Alignment | |
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| Repetition (or Consistency) | |
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| Common Kinds of Visual Texts | |
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| Tables | |
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| Bar and Line Graphs | |
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| Charts | |
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| Photographs | |
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| Drawings | |
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| Diagrams | |
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| Maps | |
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| Cartoons | |
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| Using Visuals Rhetorically | |
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| Considering Your Audience | |
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| Considering Your Purpose | |
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| Using Visuals Responsibly | |
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| Permissions | |
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| Distortions | |
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| Using Research for Informed Communication | |
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| Finding and Evaluating Information from Sources and the Field | |
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| Conducting Effective Research: An Example | |
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| Library Research | |
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| Research on the World Wide Web | |
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| Selecting Sources | |
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| Books | |
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| Academic Journals | |
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| Newspapers | |
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| Popular Magazines | |
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| Trade or Commercial Magazines | |
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| Public Affairs Magazines | |
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| Specialty Magazines | |
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| The Internet | |
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| Evaluating Your Sources: Asking the Reporter’s Questions | |
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| Who Is the Author? | |
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| What Is the Text About? What Is the Quality of the Information? | |
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| When Was the Text Published or the Web Site Last Updated? | |
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| Why Was This Information Published? | |
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| Where Was the Item Published? | |
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| How Accurate Is the Information in This Source? | |
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| Field Research | |
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| Working with Human Subjects | |
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| Informed Consent | |
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| Observations | |
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| Interviews | |
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| Surveys and Questionnaires | |
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| Synthesizing and Documenting Sources | |
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| Quotations | |
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| Paraphrases | |
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| SUMMARIES | |
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| ELLIPSIS | |
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| MLA Documentation Style | |
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| MLA Style: In-Text Citation | |
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| MLA Style: Constructing a List of Works Cited | |
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| MLA Style: Sample Student Paper | |
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| APA Documentation Style | |
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| APA Style: In-Text Citation | |
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| APA Style: Constructing a References List | |
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| APA Style: Sample Student Paper | |
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| A Writer's Handbook | |
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| C: Common Sentence Problems | |
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| S: Style | |
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| P: Punctuation | |
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| M: Mechanics | |
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| I: A Guide for Multilingual Writers | |
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| G: Guide to Sentence Structure | |
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| Constructing a Writing Portfolio | |
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| Writing Effective Essay Examinations | |
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| Standard Document Forms | |