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Preface | |
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Thematic Contents | |
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To the Student | |
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Academic Quick Start | |
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Succeeding in College | |
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Chapter Quick Start | |
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Strategies for Success | |
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Focus on Success | |
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Manage Your Time | |
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Organize a Writing and Study Area | |
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Study Smarter | |
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Manage Stress | |
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Classroom Skills | |
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Polish Your Academic Image | |
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Demonstrate Academic Integrity | |
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Communicate with Your Instructor | |
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Listen Carefully and Critically | |
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Ask and Answer Questions | |
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Work with Classmates | |
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Take Effective Notes in Class | |
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Writing in College | |
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Chapter Quick Start | |
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Academic Writing: What to Expect | |
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Expect Your Writing to Move from More Personal to Less Personal | |
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Expect Your Writing to Take Different Forms | |
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Expect to Use the Language of the Discipline | |
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Expect to Use Standard American English | |
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Expect to Use and Document Scholarly Sources | |
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Expect to Collaborate with Classmates | |
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Why Strive to Improve Your Writing Skills? | |
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Writing Skills Help in College and in Your Career | |
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Writing Facilitates Learning and Recall | |
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Writing Clarifies Your Thinking | |
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Writing Helps You Solve Problems | |
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Developing Strategies for Writing | |
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Start with a Positive Attitude | |
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Use your Course Syllabus | |
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Use the Right Learning Tools | |
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Use the College Writing Center | |
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Keep a Writing Journal | |
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Get the Most out of Writing Conferences | |
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Assessing Your Learning Style | |
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What Is Your Learning Style? | |
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Learning Style Inventory | |
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Interpreting Your Scores | |
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A Word About Your Findings | |
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How to Use Your Findings | |
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Applying your Learning Style to Your Writing | |
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Reading and Writing about Text | |
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Chapter Quick Start | |
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Reading in College | |
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Changing Some Misconceptions about Reading | |
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A Guide to Active Reading | |
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Preview before Reading | |
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Read with a Purpose | |
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Reading: Purse Snatching | |
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Review after Reading | |
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Understanding Difficult Text and Visuals | |
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Draw a Graphic Organizer | |
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Read Visuals | |
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Responding to Text | |
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A Guide to Responding to text | |
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Summarize to Check Your Understanding | |
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Link the Reading to Your Own Experiences | |
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Analyze the Reading | |
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Using Your Learning Style | |
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How to Approach the Student Essays in this Book | |
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How to Focus on Writing Features | |
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Students Write | |
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Reading: The Games We Play: Inequality in the Pro-Sports Workplace | |
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Strategies for Writing Essays | |
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Prewriting: How to Find and Focus Ideas | |
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Chapter Quick Start | |
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Choosing and Narrowing a Topic | |
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Choosing a Topic | |
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Narrowing a Topic | |
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Thinking about Your Purpose, Audience, and Point of View | |
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Determining Your Purpose | |
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Considering Your Audience | |
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Choosing a Point of View | |
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Discovering Ideas to Write About | |
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Freewriting | |
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Mapping | |
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Brainstorming | |
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Group Brainstorming | |
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Questioning | |
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Writing Assertions | |
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Interviewing | |
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Using the Patterns of Development | |
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Visualizing or Sketching | |
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Researching Your Topic | |
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Students Write | |
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Christine Lee's Prewriting Strategies | |
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Developing and Supporting a Thesis | |
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Chapter Quick Start | |
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What Is a Thesis Statement? | |
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Developing Your Thesis Statement | |
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Coming Up with a Working Thesis Statement | |
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Writing an Effective Thesis Statement | |
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Placing the Thesis Statement | |
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Using an Implied Thesis | |
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Supporting Your Thesis Statement with Evidence | |
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Choosing Types of Evidence | |
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Collecting Evidence to Support Your Thesis | |
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Choosing the Best Evidence | |
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Using Sources to Support Your Thesis | |
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Students Write | |
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Christine Lee's Working Thesis | |
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Working With Text | |
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Reading: Pet Therapy for Heart and Soul | |
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Drafting An Essay | |
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Chapter Quick Start | |
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The Structure of an Essay | |
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Organizing Your Supporting Details | |
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Selecting a Method of Organization | |
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Preparing an Outline or Graphic Organizer | |
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Connecting Your Supporting Details with Transitions and Repetition | |
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Writing Your Introduction, Conclusion, and Title | |
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Writing a Strong Introduction | |
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Writing an Effective Conclusion | |
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Writing a Good Title | |
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Drafting with a Computer | |
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Students Write | |
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Reading: The Reality of Real TV | |
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Working with Text | |
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Reading: Black Men and Public Space | |
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Writing Effective Paragraphs | |
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Chapter Quick Start | |
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The Structure of A Paragraph | |
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Writing A Topic Sentence | |
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A Topic Sentence Should Be Focused | |
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A Topic Sentence May Preview the Organization of the Paragraph | |
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A Topic Sentence Should Support Your Thesis | |
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A Topic Sentence Should be Strategically Placed | |
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Including Supporting Details | |
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Effective Paragraphs Have Unity | |
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Effective Paragraphs Are Well Developed | |
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Effective Paragraphs Provide Specific Supporting Details | |
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Details are Arranged Logically | |
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Using Transitions and Repetition | |
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Coherent Paragraphs Include Transitional Expressions | |
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Coherent Paragraphs Include Repetition of Key Words | |
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Diction in Academic Writing | |
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Students Write | |
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Reading: The Reality of Real TV | |
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Working with Text | |
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Revising Content and Organization | |
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Chapter Quick Start | |
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Why Revise? | |
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Useful Techniques for Revision | |
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Using a Graphic Organizer for Revision | |
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Key Questions for Revision | |
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Analyzing Your Purpose and Audience | |
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Analyzing Your Thesis, Topic Sentences, and Evidence | |
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Analyzing Your Organization | |
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Analyzing Your Paragraph Development | |
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Working with Classmates to Revise Your Essay | |
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How to Find a Good Reviewer | |
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Suggestions for the Writer | |
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Suggestions for the Reviewer | |
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Using your Instructor's Comments | |
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Revising an Essay Using Your Instructor's Comments | |
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Using Your Instructor's Comments to Improve Future Essays | |
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Considering Your Learning Style | |
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Students Write | |
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Reading: A Trend Taken Too Far: The Reality of Real TV | |
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Editing Sentences and Words | |
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Chapter Quick Start | |
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Analyzing Your Sentences | |
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Are Your Sentences Concise? | |
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Are Your Sentences Varied? | |
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Are Your Sentences Parallel in Structure? | |
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Do Your Sentences Have Strong, Active Verbs? | |
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Analyzing Your Word Choice | |
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Are Your Tone and Level of Diction Appropriate? | |
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Do You Use Words with Appropriate Connotations? | |
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Do You Use Concrete Language? | |
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Do You Use Fresh, Appropriate Figures of Speech? | |
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Evaluating Your Word Choice | |
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Suggestions for ProofReading | |
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Keeping an Error Log | |
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Students Write | |
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Excerpt from Christine Lee's Edited Second Draft | |
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Patterns of Development | |
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Narration: Recounting Events | |
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Chapter Quick Start | |
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Writing a Narrative | |
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What Is Narration? | |
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Reading: Right Place, Wrong Face | |
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Characteristics of a Narrative | |
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Visualizing a Narrative: A Graphic Organizer | |
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Reading: Selling Civility | |
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Integrating a Narrative into an Essay | |
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A Guided Writing Assignment | |
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The Assignment | |
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Generating Ideas | |
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Evaluating Your Ideas | |
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Developing Your Thesis | |
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Organizing and Drafting | |
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Analyzing and Revising | |
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Editing and Proofreading | |
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Students Write | |
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Reading: You Can Count on Miracles | |
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Reading a Narrative | |
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Working with Text: Reading Narratives | |
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Thinking Critically about Narration | |
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Reading: Selling in Minnesota | |
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Reading: Another Mother's Child: A Letter to a Murdered Son | |
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Applying Your Skills: Additional Essay Assignments | |
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Description: Portraying People, Places, and Things | |
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Chapter Quick Start | |
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Writing a Description | |
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What Is Description? | |
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Reading: Eating Chili Peppers | |
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Characteristics of Descriptive Writing | |
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Visualizing a Description: A Graphic Organizer | |
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Reading: Inferior Decorating | |
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Integrating Description into an Essay | |
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A Guided Writing Assignment | |
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The Assignment | |
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Generating Ideas and Details | |
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Evaluating Your Details | |
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Creating a Dominant Impression | |
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Organizing and Drafting | |
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Analyzing and Revising | |
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Editing and Proofreading | |
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Students Write | |
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Reading: Heatstroke with a Side of Burn Cream | |
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Reading a Description | |
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Working with Text: Reading Descriptive Essays | |
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Thinking Critically about Description | |
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Reading: Shipwreck | |
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Reading: Bloggers Without Borders���� | |
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