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Preface | |
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Prologue: How to Succeed in School | |
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How to Get a Good Grade | |
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How to (Re)Learn in School: a Guide to Studying | |
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Introduction to Writing | |
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Learning to Write | |
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We All Write, All the Time | |
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What Is an "Essay"? | |
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What Is an Academic "Paper"? | |
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Learning to Write Well | |
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Learn Like a Child | |
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The Four Basics | |
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Exposure | |
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Motivation | |
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Practice | |
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Feedback | |
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The Purpose of a Composition Class | |
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How Can I Write Well Right Now? | |
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Believe in Yourself | |
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Writer's Workshop: Students Talk about Learning to Write Exercises | |
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What Makes Writing Effective? | |
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The Sense of Audience | |
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Having a Reader in Your Head | |
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Giving the Readers What They Need | |
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Seeing Writing as Performance | |
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What Good Writing Isn't | |
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Proof that it Works | |
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Exercises | |
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Writing in School: an Introduction | |
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Not as Different as You Might Think | |
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Purpose | |
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Audience | |
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A Word about level of formality | |
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A Brief Review | |
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You Need Exposure to Learn How to Write | |
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You Need Motivation | |
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You Need Time to Prewrite and Revise | |
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Thesis in Academic Writing | |
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Audience in Academic Writing | |
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Purpose in Academic Writing | |
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Academic Writing as Performance | |
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How to Read Writing Assignments | |
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Following the Advice of Woody Allen | |
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Instructions You're Likely to See on an Assignment--Highlight Them | |
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Asking Questions | |
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In-Class and Timed Writing | |
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in a Writing Course | |
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in a Content Course | |
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Planning and Drafting | |
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Choosing Topics and Getting Started | |
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Where Do Good Essays Come From? | |
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Four Principles for Getting Good Ideas | |
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Don't Begin with a Topic | |
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Think All the Time | |
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Reacting | |
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Content prompts | |
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Models | |
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Responding to visuals | |
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Go from Little, Concrete Things to Big, Abstract Ones | |
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Connect | |
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Writing from Rage | |
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from First Thoughts to Drafts | |
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Writer's Block: Myth or Reality? | |
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Defeating Writer's Block | |
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Call yourself a writer | |
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Give yourself a lot of time | |
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Write as yourself | |
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Write to your favorite audience | |
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Don't write; talk | |
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Take your ego out of the loop | |
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Don't demand that you know where you're going | |
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Lower your standards | |
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Quit when you're hot, persist when you're not | |
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Sidestep the thing that blocks you | |
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Write un-essays | |
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Writer's Workshop: Finding Essays in Your Life | |
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Exercises | |
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Thesis, Purpose, and Audience | |
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Purpose and Audience Tell You How to Write | |
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Thesis | |
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Audience | |
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Style and Tone | |
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Style | |
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What Writing Style or Voice Should You Use? | |
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Some Important Style Principles to Keep in Mind | |
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How to Master a Style | |
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Sentence length | |
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Latinate diction | |
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Concretion | |
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Tone | |
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Writer's Workshop: Thinking about Thesis, Audience, Purpose, Tone, and Style | |
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Exercises | |
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Organization: Mapping, Outlining, and Abstracting | |
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The Organizing Attitude | |
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Organizing Begins with Making a Model | |
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Organize as You're Working on Your Draft | |
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Experiment Freely | |
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Take Time to Reflect | |
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Learn to Organize by Reading for the Craft | |
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Mapping | |
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Outlining | |
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Abstracting | |
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Transition and Readers | |
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Transition and Connectors | |
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Writing Abstracts | |
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Diagnosing Transition by the Numbers | |
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Structural Templates | |
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Paragraphing | |
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Exercises | |
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Revising and Editing | |
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The Spirit of Revising | |
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How to Feel about Rules | |
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Revision Tools | |
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Diagnostic Tools | |
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Making Your Own Tools | |
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Revision in Four Steps | |
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Thesis, Purpose, Audience, Tone, and Style | |
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Topic: a Brief Review | |
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Thesis | |
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Purpose | |
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Audience | |
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Style | |
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Tone | |
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Revising for Length: Making the Draft Longer or Shorter | |
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Making it Shorter | |
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Seeing the mode | |
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Making it Longer | |
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Making it longer by filling in | |
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Expanding the canvas | |
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Asking the Next Question | |
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Writer's Workshop: Expanding Essays | |
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Exercises | |
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Beginning, Ending, and Titling | |
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Introductions | |
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Conclusions | |
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Titles | |
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Exercises | |
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Peer Feedback | |
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Rules for Readers | |
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Rules for Writers | |
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Peer Editing in Groups | |
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The Writer's Role in Group Editing | |
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Peer Editing for Mechanics and Grammar | |
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A Final Piece of Advice | |
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Writer's Workshop: Peer Editing a Peer-Editing Session | |
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Editing | |
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Getting the Editing Attitude | |
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"Grammar." Conventions | |
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Rules of Logic | |
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Unparallel Lists | |
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Rules of Clarity | |
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Punctuation | |
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The Comma | |
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Things Commas Don't Do | |
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The Semicolon | |
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Things Semicolons Don't Do | |
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The Colon | |
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Things Colons Don't Do | |
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Other Punctuation | |
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The Dash | |
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Parentheses | |
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Question Marks | |
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The Hyphen | |
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The Apostrophe | |
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Quotation Marks | |
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Things Quotation Marks Don't Do | |
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Spacing and Positioning | |
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Spelling | |
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Don't Sidestep Mechanics Problems | |
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Remember the Tightening | |
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Following Format | |
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Proofreading | |
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Exercises | |
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Modes of Writing | |
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Personal Writing | |
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Personal Writing | |
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What's Personal Writing? | |
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Where Do We See Personal Writing? | |
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Show, Don't Tell | |
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Choosing an Effect | |
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Thesis in Personal Writing | |
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Seeing the Mode | |
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Writer's Workshop: Concretizing Abstract Generalizations | |
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Exercises | |
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Writing to Inform | |
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Where Do We See Informative Writing? | |
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The Three Challenges | |
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You Don't Feel Knowledgeable Enough | |
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It's Boring | |
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Coik Is a Constant Problem | |
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Eight Teaching Tips | |
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Seeing the Mode | |
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Writer's Workshop: Informative Strategies--Action | |
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Exercises | |
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Writing an Argument | |
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Thinking it Through | |
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What's an Argument? | |
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Where Do We See Argumentative Writing? | |
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Finding an Argumentative Prompt | |
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Thinking it Through Versus Selling the Case | |
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Why Thinking Is Hard | |
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Eliminating Language Problems | |
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Making a Well-Formed Assertion | |
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Eliminating Clouding Language | |
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Examining Your Assumptions | |
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Examining the Consequences of the Thesis | |
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Seven Cleanup Tasks | |
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Seeing the Mode | |
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Writer's Workshop: Using the Tools | |
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Exercises | |
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Writing an Argument | |
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Selling the Case | |
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Define Your Objectives Realistically | |
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The Promp | |
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Identify Your Audience as Specifically as Possible | |
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Establish a Positive Relationship with Your Audience | |
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be Human | |
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be Interesting | |
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Empathize | |
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Get Some Support | |
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Four Diagnostic Questions | |
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Find a Dramatic Structure | |
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Seeing the Mode | |
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Writer's Workshop: Using Models | |
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Exercise | |
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Academic Writing | |
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Research | |
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Online Research | |
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Databases | |
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Websites | |
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Using the Library | |
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The Texts | |
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Library Search Tools | |
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Evaluating the Credibility of Your Sources | |
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The Craap Test | |
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Using Sources | |
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Summary and Paraphrase | |
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Quotation | |
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Why and When to Quote | |
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How to Quote | |
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Documentation | |
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Why and When to Document | |
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How to Document | |
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Rules of Thumb and Helpful Hints for Using Online Sources | |
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Making Sense of it All | |
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Model Citations | |
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Exercises | |
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The Academic Research Paper | |
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Setting Out | |
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Getting Things Organized | |
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Format | |
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Graphics | |
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Two Model Research Papers | |
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A Collection of Good Writing | |
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Personal Essays | |
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Informative Essays | |
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Argumentative Essays | |
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Academic Essays | |
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Five Essays on Food | |