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| An Introduction to Argument | |
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| What Is an Argument? | |
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| Why Learn to Write Effective Arguments? | |
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| The Purposes of Argument | |
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| Arguments to Assert | |
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| Arguments to Inquire | |
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| Arguments to Dominate | |
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| Arguments to Negotiate and Reconcile | |
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| Strategies for Argument | |
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| Logical Arguments | |
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| Reasoning Inductively | |
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| Reasoning Deductively | |
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| The Syllogism | |
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| The Enthymeme | |
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| Cultural Differences in Logical Arguments | |
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| The Toulmin Model of Argumentation | |
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| Understanding Claims and Warrants | |
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| Evaluating Claims and Warrants | |
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| Fallacies | |
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| Appealing to Pity | |
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| Appealing to Prejudice | |
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| Appealing to Tradition | |
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| Arguing by Analogy | |
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| Attacking the Character of Opponents | |
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| Attributing False Causes | |
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| Attributing Guilt by Association | |
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| Begging the Question | |
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| Equivocating | |
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| Ignoring the Question | |
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| Jumping to Conclusions | |
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| Opposing a Straw Man | |
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| Presenting a False Dilemma | |
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| Reasoning That Does Not Follow | |
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| Sliding Down a Slippery Slope | |
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| Emotional Arguments | |
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| Character-Based Arguments | |
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| The Contexts of Argument | |
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| The Rhetorical Situation | |
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| Analyzing Your Audience | |
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| Imagining Your Audience | |
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| Cultural Context | |
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| Understanding Culture | |
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| Considering Culture in Argument | |
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| Considering Gender | |
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| Considering Age | |
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| Considering Sexual Orientation | |
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| Historical Context | |
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| The Media for Argument | |
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| Analyzing Arguments in Print | |
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| Reading Arguments Critically | |
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| Evaluating Ethos | |
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| Appraising Evidence | |
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| Facts as Evidence | |
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| Personal Experience as Evidence | |
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| Authority as Evidence | |
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| Values as Evidence | |
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| Presenting Evidence in Visual Form | |
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| Analyzing Arguments in Visual Media | |
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| Design and Color | |
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| Art as Visual Argument | |
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| Integrating Visual Elements and Text | |
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| Analyzing Arguments in Electronic Media | |
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| The Internet | |
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| Web Sites | |
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| Online Versions of Print Arguments | |
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| Hypertextual Web Sites | |
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| Web Sites as Arguments | |
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| Online Discussion Forums | |
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| Radio and Television | |
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| Constructing Arguments | |
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| Managing the Composing Process | |
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| Understanding Composing as Inquiry | |
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| Defining Your Topic | |
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| Considering Audience | |
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| Identifying Your Audience | |
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| Making Concessions | |
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| Understanding Audience Expectations | |
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| How One Student Addresses Her Audience | |
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| Defining Your Terms | |
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| Structuring an Argument | |
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| Classical Arrangement | |
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| Rogerian Argument | |
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| Logical Arrangements | |
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| Inductive Reasoning | |
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| Deductive Reasoning | |
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| Using the Toulmin Model | |
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| Supporting Claims and Presenting Evidence | |
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| Using Language Effectively | |
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| Working with Sources | |
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| Doing Research | |
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| Reading Critically | |
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| Previewing | |
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| Annotating | |
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| Summarizing | |
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| Synthesizing | |
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| Taking Notes | |
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| Avoiding Plagiarism | |
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| Finding Relevant Material | |
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| Getting Started | |
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| Avoiding Selective Research | |
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| Using the Internet | |
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| Searching for Magazine and Journal Articles | |
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| Searching for Newspaper Articles | |
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| Using Abstracting Services | |
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| Looking for Books | |
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| Conducting Interviews and Surveys | |
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| Documenting Your Sources | |
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| Compiling a Preliminary Bibliography | |
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| Organizing a Research Paper | |
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| Integrating Source Material into Your Paper | |
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| Citing Sources | |
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| Footnotes and Content Notes | |
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| Parenthetical (In-Text) Documentation | |
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| The MLA Author/Work Style | |
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| The APA Author/Year Style | |
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| Organizing a Bibliography | |
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| Works Cited in MLA Style | |
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| References in APA Style | |
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| Preparing Your Final Draft | |
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| Negotiating Differences | |
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| Ownership | |
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| Who Owns Words and Ideas? | |
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| Con-Text: What Is Fair Use? | |
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| "Standing Up for the Power of Learning" | |
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| "Heavy Lifting" | |
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| "What's Yours? (Ownership of Intellectual Property)" | |
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| "'Let's Roll': You Can Trademark Words but Not Meaning" | |
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| Who Owns the Body? | |
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| Con-Text: The Father of Surrogate Parenting | |
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| "Standing at the Crossroads of Genetic Testing: New Eugenics, Disability Consciousness, and Women's Work" | |
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| "Designer Babies and Other Fairy Tales" | |
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| "Adapting to Our Own Engineering" | |
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| "Victims from Birth" | |
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| Who Owns Music? | |
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| Con-Text: The Importance of Music | |
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| "Free Downloads Play Sweet Music" | |
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| "Music Dangers and the Case for Control" | |
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| "Black Is Back" | |
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| "Empire of the Air" | |
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| Education | |
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| What Should Be Taught in Schools? | |
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| Con-Text: John Dewey on Democracy and Education | |
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| "Enroll: Why Berkeley Students Should Punish a Teacher by Taking His Class" | |
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| "Balancing the Academy" | |
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| "Toward a Radical Feminist Pedagogy" | |
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| "An Educated and Culturally Literate Person Must Study America's Multicultural Reality" | |
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| How Should We Determine What Our Children Learn? | |
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| Con-Text: The Report of the Committee of Ten, 1892 | |
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| "'No' Is the Right Answer" | |
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| "Tests, Tracking, and Derailment" | |
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| "Unintended Consequences of High Stakes Testing" | |
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| "Why So Many Exams? A Marxist Response" | |
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| How Should We Pay for Education? | |
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| Con-Text: Horace Mann and Public Education | |
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| "The Market Can Transform Our Schools" | |
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| "Flagging Flagships" | |
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| "Pizza Hut, Domino's, and the Public Schools" | |
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| "Why I Said No to Coca-Cola" | |
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| Environments | |
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| What Is Common Ground? | |
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| Con-Text: "The Tragedy of the Commons" | |
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| "In Defense of Hallowed Ground" | |
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| "Global Commons: But Where Is the Community?" | |
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| "Rediscovery of the Commons: Managing for the Common Good, Not Just for the Corporate Good" | |
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| "The Daily We: Is the Internet Really a Blessing for Democracy" | |
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| How Do We Design Communities? | |
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| Con-Text: "A Beautiful Place Made Ugly" | |
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| "A Suburb Grown Up and All Paved Over" | |
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| "Misplacing the Blame for Our Troubles on 'Flat, Not Tall' Spaces" | |
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| "So What Can We Do--Really Do--About Sprawl?" | |
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| "Enough Snickering. Suburbia Is More Complicated and Varied Than We Think" | |
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| What Is Our Relationship to Nature? | |
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| Con-Text: Thoreau's Wildness | |
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| "The Obligation to Endure" | |
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| "Silent Spring at 40" | |
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| "In Wildness Is the Preservation of the World" | |
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| "Values Beyond Price" | |
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| American National Identity | |
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| Who Gets to Be an American? | |
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| Con-Text: "The New Colossus" | |
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| "By the Time I Get to Cucaracha" | |
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| "A Nation of Immigrants" | |
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| "Keep the Borders Open" | |
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| "Too Many: Looking Today's Immigration in the Face" | |
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| What Does It Mean to Be a Good American Citizen? | |
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| Con-Text: John F. Kennedy's Inaugural Address, 1961 | |
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| "Needed: Informed Voters" | |
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| "Want to Be a Patriot? Do Your Job" | |
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| "America: Idea or Nation?" | |
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| "A Patriotic Left" | |
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| What Kind of Power Should We Give Our Government? | |
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| Con-Text: "The Declaration of Independence" | |
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| "Letter From a Birmingham Jail" | |
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| "Liberties Are a Real Casualty of War" | |
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| "Databases and Security vs. Privacy" | |
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| "Why Fear National ID Cards?" | |
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| Free Enterprise | |
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| What Is a Free Market? | |
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| Con-Text: The Wealth of Nations | |
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| "Greed Despoils Capitalism" | |
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| "The True Spirit of Enterprise" | |
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| "The Rebel Sell: If We All Hate Consumerism, How Come We Can't Stop Shopping?" | |
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| "Economies of Meaning" | |
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| What Does It Mean to Be a Consumer? | |
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| Con-Text: "Conspicuous Consumption" | |
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| "All-Consuming Patriotism: American Flag: $19.95. New Yacht: $75,000. True Patriotism: Priceless" | |
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| "The Joys of Excess" | |
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| "Mixed Messages Call for Healthy Skepticism" | |
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| "The Singer Solution to World Poverty" | |
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| How Should Workers Be Treated? | |
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| Con-Text: "Industrial Workers of the World" | |
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| "Let Them Sweat" | |
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| "Rugmaking, Interwoven with Social Justice" | |
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| "Going Down the Road" | |
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| "Just Another Hollow Day" | |
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| Globalization | |
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| Is Globalization Progress? | |
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| Con-Text: The Marshall Plan | |
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| "Giving Aid to World Trade" | |
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| "The March of the Monoculture" | |
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| "The Living Democracy Movement: Alternatives to the Bankruptcy of Globalisation" | |
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| "Singing for the Global Community" | |
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| What Is Fair Trade? | |
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| Con-Text: Harry Truman and Fair Trade | |
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| "Free Trade for a Fair, Prosperous World" | |
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| "Fair Trade: Small Change, Big Difference" | |
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| "Squeezed to the Last Drop" | |
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| "Finding Meaning in a Cup of Coffee" | |
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| How Should We Share the Earth? | |
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| Con-Text: The Kyoto Protocol | |
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| "No Margin for Error" | |
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| "The Global Warming Scapegoat" | |
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| "Injustice? Duress and the Burnt Church First Nation Fisheries Agreement with Canada" | |
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| "Stop Energy Eco-Imperialism" | |
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| Text Credits | |
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| Photo Credits | |
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| Index | |