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| Introduction | |
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| Remembering Who You Were | |
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| Chapter Readings | |
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| How I Lost the Junior Miss Pageant | |
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| Beat Education | |
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| The Aloha Spirit: A Reminiscence | |
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| The Thrill of Victory | |
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| The Agony of Parents | |
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| The Grapes of | |
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| Outside Reading | |
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| Invention | |
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| Point of Contact | |
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| Analysis | |
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| Public Resonance | |
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| Delivery | |
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| Rhetorical Tools | |
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| Considering Your Thesis | |
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| Narration | |
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| Scenarios | |
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| Allusion | |
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| Dialogue | |
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| Organizational Strategies | |
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| What Details Should I Include? How Should I Begin? How Should I Conclude? Writer''s Voice | |
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| Using Figurative Language | |
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| Choosing Details | |
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| Using Slang | |
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| Choosing Allusions | |
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| Revision Strategies | |
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| Peer Revision | |
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| Global Revision | |
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| Considering Consequences | |
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| Everyday Rhetoric | |
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| Explaining Relationships | |
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| Chapter Readings | |
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| The Ring of Truth: My Child is Growing Up | |
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| Americans and the Land | |
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| What the Honey Meant | |
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| Dog Tied | |
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| Friend or Foe | |
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| Outside Reading | |
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| Invention | |
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| Point of Contact | |
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| Analysis | |
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| Public Resonance | |
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| Delivery | |
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| Rhetorical Tools | |
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| Considering Your Thesis | |
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| Using Narration | |
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| Using Description | |
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| Using Figurative Language | |
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| Organizational Strategies | |
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| How Should I Begin? | |
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| Where Should My Thesis or Main Point Go? | |
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| What Should I Conclude? | |
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| When Should I Change Paragraphs? | |
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| How Should I Make Transitions? | |
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| How Should I Conclude? | |
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| Writer''s Voice | |
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| Writing Whispers | |
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| Writing Yells | |
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| Writing Pace | |
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| Revision Strategies | |
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| Peer Review | |
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| Global Revision Questions | |
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| Considering Consequences | |
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| Everyday Rhetoric | |
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| Observing | |
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| Chapter Readings | |
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| Annie Dillard, Living Like Weasels | |
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| Edward Abbey, Planting a Tree | |
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| Jane Goodall, Gombe | |
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| Chester McCovey, The Front Porch | |
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| Dean Meek, A Building of Mailboxes | |
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| Outside Reading | |
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| Invention | |
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| Point of Contact: Finding a Subject to Observe | |
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| Analysis: What Meaning Can I Discover? | |
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| Public Resonance: How Does This Matter to Others? | |
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| Delivery | |
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| Rhetorical Tools: Focusing and Developing the Idea | |
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| Articulating Your Thesis | |
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| Using Details | |
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| Using Narrative | |
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| Using Allusions | |
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| Using Simile/Metaphor | |
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| Organizational Strategies: Addressing Common Concerns | |
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| How Should I Deal with Public Resonance? | |
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| How Should I Arrange Details? | |
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| When Should I Change Paragraphs? | |
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| Writer''s Voice: Exploring Options | |
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| The Present "I" | |
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| The Invisible "I" | |
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| Level of Formality | |
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| Projecting Wonder | |
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| Revision Strategies | |
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| Peer Review | |
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| Global Revision | |
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| Considering Consequences | |
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| The Consequences of Your Essay | |
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| The Consequences of the Chapter Readings | |
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| The Consequences of Everyday Observations | |
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| Everyday Rhetoric | |
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| Writing, Speech, and Action Exploring Visual Rhetoric | |
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| Analyzing Concepts | |
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| Chapter Readings | |
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| Pico Iyer, In Praise of the Humble Comma | |
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| What it Means to be Creative | |
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| College: What''s in it for Me? | |
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| Have It Your Way | |
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| Why We No Longer Use the ''H'' Word | |
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| Outside Reading | |
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| Invention | |
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| Point of Contact: Finding a Topic in Everyday Life | |
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| Analysis: What Does It Mean? Public Resonance: How Does It Matter to Others? Delivery | |
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| Rhetorical Tools: Developing Your Ideas | |
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| Considering Your Thesis | |
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| Developing Support | |
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| Using Definitions | |
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| Using Outside Sources | |
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| Organizational Strategies: Addressing Common Concerns | |
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| How Should I Begin? | |
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| When Should I Begin Paragraphs? | |
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| Where Should My Thesis Go? | |
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| How Should I Conclude? Writer''s Voice: Exploring Options | |
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| Using Metaphor | |
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| Using Allusions | |
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| Promoting Curiosity | |
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| Revision Strategies | |
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| Peer Review | |
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| Global Revision Questions | |
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| Considering Consequences | |
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| The Consequences of the Chapter Readings | |
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| The Consequences of Everyday Writing | |
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| Everyday Rhetoric | |
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| Writing, Speech, and Action Exploring Visual Rhetoric | |
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| Making Arguments | |
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| Chapter Readings | |
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| Ward Churchill, Crimes Against Humanity | |
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| Why a Great Books Education is the Most Practical | |
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| Cruelty, Civility, and Other Weighty Matters | |
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| Don''t Make Me a Has-Bean! Therese Cherry, Beware of Drug Sales | |
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| Outside Reading | |
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| Invention | |
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| Point of Contact | |
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| Analysis | |
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| Pu | |