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Analysis: What It Is and What It Does | |
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First Principles | |
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Analysis Defined | |
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The Five Analytical Moves | |
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Analysis at Work: A Sample Paper | |
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Distinguishing Analysis from Argument, Summary, and Expressive Writing | |
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Applying the Five Analytical Moves: the Example of Whistler+s Mother | |
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Analysis and Personal Associations | |
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Assignment: Analyze a Portrait or Other Visual Image | |
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Counterproductive Habits of Mind | |
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Fear of Uncertainty | |
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Prejudging | |
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Blinded by Habit | |
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The Judgment Reflex | |
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Generalizing | |
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Overpersonalizing (Naturalizing Our Assumptions) | |
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Opinions (Versus Ideas) | |
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What It Means to Have an Idea | |
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Rules of Thumb for Handling Complexity | |
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Assignment: Observation Practice | |
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A Toolkit of Analytical Methods | |
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Paraphrase X 3 | |
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Notice-and-Focus (Ranking) | |
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10 on 1 | |
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The Method: Working with Patterns of Repetition and Contrast | |
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Freewriting | |
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Assignments: Using the Toolkit | |
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Interpretation: What It Is, What It Isn+t, and How to Do It | |
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Pushing Observations to Conclusions: Asking So What? | |
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Asking So What?: An Example | |
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Implications versus Hidden Meanings | |
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The Limits on Interpretation | |
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Intention as an Interpretive Context | |
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The Fortune Cookie School of Interpretation | |
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The Anything Goes School of Interpretation | |
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Seems to Be About X But Could Also Be (Is +Really+) About Y | |
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Putting It All Together: Interpretation of a New Yorker Cover | |
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Assignments: Writing an Interpretive Essay | |
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Analyzing Arguments | |
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A Procedure for Reformulating Binaries in Argument | |
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Uncovering Assumptions (aka Reasoning Back to Premises) | |
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Uncovering Assumptions: A Brief Example | |
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A Procedure for Uncovering Assumptions | |
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Analyzing an Argument: The Example of +Playing By the Antioch Rules+ | |
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Strategies for Developing an Argument by Reasoning Back to Premises | |
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The Problems with Debate-Style Argument | |
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Seeing the Trees as Well as the Forest: Toulmin and the Rules of Argument | |
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Refining Categorical Thinking: Two Examples | |
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A Brief Glossary of Common Logical Errors | |
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Assignments: Analyze or Produce an Argument | |
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Topics and Modes of Analysis | |
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Rhetorical Analysis | |
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Summary | |
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Personal Response: The Reaction Paper | |
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Agree/Disagree | |
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Comparison/Contrast | |
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Definition | |
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Assignments: Using the Topics and Modes of Analysis | |
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Writing the Analytical Essay | |
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What Evidence Is and How It Works The Function of Evidence | |
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The Missing Connection: Linking Evidence and Claims | |
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+Because I Say So+ | |
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Unsubstantiated Claims | |
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Distinguishing Evidence from Claims | |
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Giving Evidence a Point: Making Details Speak | |
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What Counts as Evidence? | |
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Kinds of Evidence | |
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Using What You Have | |
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Assignment: Distinguishing Evidence from Claims | |
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Using Evidence to Build a Paper: 10 on 1 versus 1 on 10 | |
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Developing a Thesis Is More Than Repeating an Idea (1 on 10) | |
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What+s Wrong with Five-Paragraph Form? | |
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Analyzing Evidence in Depth: 10 on 1 | |
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Pan, Track, and Zoom: Using 10 on 1 to Build a Paper | |
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Converting 1 on 10 into 10 on 1: A Student Paper (Flood Stories) | |
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Doing 10 on 1: A Student Paper (Good Bye Lenin!) | |
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A Template for Organizing Papers Using 10 on 1: An Alternative to Five-Paragraph Form | |
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Assignment: Writing a Paper Using 10 on 1 | |
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Making a Thesis Evolve | |
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What a Strong Thesis Does | |
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Making a Thesis Evolve: A Brief Example (Tax Laws) | |
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The Reciprocal Relationship between Thesis and Evidence: The Thesis as Lens | |
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What a Good Thesis Statement Looks Like | |
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Six Steps for Making a Thesis Evolve | |
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Evolving a Thesis in an Exploratory Draft: A Student Draft on Las Meninas | |
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Evolving a Thesis in a Later-Stage Draft: The Example of Educating Rita | |
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Locating the Evolving Thesis in the Final Draft | |
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Assignments: Using the Six Steps for Making a Thesis Evolve | |
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Structuring the Paper: Forms and Formats | |
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Romantics versus Formalists | |
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The Two Functions of Formats: Product and Process | |
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Classical Forms and Formats | |
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Writing Analytically+s Forms and Formats | |
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The Shaping Force of Thesis Statements | |
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The Shapin | |