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| * - New reading selections for this edition | |
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| Orientation: Preparing and Organizing Yourself for Success in College | |
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| Making Yourself Successful in College | |
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| Skills: Doing What Successful Students Do | |
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| Motivating Yourself | |
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| Setting Your Goals | |
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| Identifying Your Learning Style | |
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| Managing Your Time | |
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| Setting Up a Weekly Study Schedule | |
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| Making the Most of Your Study Time | |
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| Planning Further Ahead: Creating a Monthly Assignment Calendar and Using a Daily "To Do" List | |
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| Creating Your Summary: Developing Chapter Review Cards | |
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| Reading Selections: | |
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| "Why Go To College?" from P.O.W.E.R. Learning: Strategies for Success in College and Life | |
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| "Getting Ready for Prime Time: Learning the Skills Needed to Succeed Today and Tomorrow" from Understanding Business | |
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| "Saved" from The Autobiography of Malcolm X, as told to Alex Haley (Autobiography) | |
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| Approaching College Reading and Developing A College-Level Vocabulary | |
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| Skills: Understanding the Reading Process | |
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| Improving Your Reading | |
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| Predicting as You Read | |
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| Monitoring Your Comprehension | |
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| Adjusting Your Reading Rate | |
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| Developing a College-Level Vocabulary | |
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| Using Context Clues | |
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| Using Word-Structure Clues | |
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| Using a Dictionary Pronunciation Key | |
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| Understanding Denotations and Connotations of Words | |
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| Understanding Figurative Language | |
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| A Word about Standardized Reading Tests: Vocabulary in Context and Figurative Language Questions | |
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| Creating Your Summary: Developing Chapter Review Cards | |
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| Reading Selections: | |
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| "Making It Happen: Creating Positive Change to Become a Peak Performer" (Student Success) | |
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| "Fighting Terrorism in a Global Age" (History) | |
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| "A Whale of a Survival Problem" | |
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| Approaching College Assignments: Reading Textbooks and Following Directions | |
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| Skills:College Textbooks: A Method for Reading and Studying Effectively | |
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| The SQ3R Study System | |
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| Prepare to Read | |
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| Ask and Answer Questions to Enhance Your Reading | |
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| Review by Rehearsing the Answers to Your Questions | |
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| Following Directions in Textbooks and on Tests | |
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| Guidelines for Following Directions | |
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| Example: Directions from a Textbook | |
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| Example: Directions for a Test | |
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| Creating Your Summary: Developing Chapter Review Cards | |
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| Reading Selections: | |
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| "African Americans: The Struggle for Equality" | |
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| "Parenthood: Now, Later, ...Never?" | |
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| "Art in the Service of Religion" | |
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| Comprehension: Understanding College Textbooks by Reading for Ideas | |
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| Determining the Topic and the Stated Main Idea | |
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| Skills: The Topic of a Paragraph | |
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| What is the Topic of a Paragraph, and Why is it Important? Determining and Expressing the Topic | |
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| The Stated Main Idea of a Paragraph | |
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| What is a Stated Main Idea, and Why is it Important? | |
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| Locating the Stated Main Idea Sentence | |
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| How to Tell if you have Identified the Stated Main Idea Sentence | |
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| How to Avoid Two Common Errors in Locating a Stated Main Idea | |
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| Stated Overall Main Ideas in Longer Passages | |
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| A Word about Standardized Reading Tests: Topics and Stated Main Ideas | |
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| Creating Your Summary: Developing Chapter Review Cards | |
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| Test Your Understanding: Determing the Topic and Stated Main Idea | |
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| Reading Selections: | |
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| "A Warning to Students: Plagiarism, Term Papers and Web Research" | |
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| "Latinos: An Emerging Influence in the United States" | |
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| "Muhammed" | |
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| Formulating Implied Main Ideas | |
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| Skills: Implied Main Ideas in Paragraphs | |
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| What is an Implied Main Idea? Why is Formulating Implied Main Ideas Important? | |
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| Formulating an Implied Main Idea | |
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| Steps to Follow | |
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| Threee formulas for Using Information in a Paragraph to Formulate the MainThree | |
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| Requirements for Correctly Formulated Main Idea Sentences | |
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| Implied Overall Main Ideas in Longer Passages | |
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| A Word about Standardized Reading Tests: Implied Main Ideas | |
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| Creating Your Summary: Developing Chapter Review Cards | |
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| Test Your Understanding: Formulating Implied Main Ideas | |
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| Reading Selections: | |
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| "Identity Theft: You are at Risk" (Personal Finance) | |
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| "Violence in Television and Video Games: Does the Media's Message Matter?" (Psychology) | |
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| "Demography" | |
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| Identifying Supporting Details | |
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| Skills: Supporting Details in Paragraphs | |
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| What are Supporting Details? Why are Supporting Details Important? | |
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| Identifying and Listing Supporting Details | |
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| Major and Minor Details, and How to Tell the Difference | |
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| A Word about Standardized Reading Tests: Supporting Details | |
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| Creating Your Summary: Developing Chapter Review Cards | |
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| Test Your Understanding: Identifying Supporting Details | |
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| Reading Selections: | |
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| "Shaping Your Health: The Millenial Generation and Early Adulthood" | |
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| "America's Most Popular Drug: Caffeine" (Health) | |
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| "What Can Be Done to Help Third World Countries?" From A Beginner's Guide to the World Economy | |
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| Recognizing Authors' Writing Patterns | |
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| Skills: Patterns of Writing | |
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| What are Authors' Writing Patterns? Why is Recognizing Writing Patterns Important? | |
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| Recognizing Authors' Writing Patterns | |
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| List Pattern | |
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| Sequence Pattern | |
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| Definition Pattern | |
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| Comparison-Contrast Pattern | |
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| Cause-Effect Pattern | |
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| Spacial Order Pattern | |
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| Avoid Seeing Everything as a List | |
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| Other Writing Patterns | |
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| Addition Pattern | |
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| Generalization and Example Pattern | |
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| Statement and Classification Pattern | |
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| Summary Pattern | |
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| Mixed Pattern | |
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| Relationships within and between Sentences | |
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| A Word about Standardized Reading Tests: Authors' Writing Patterns | |
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| Creating Your Summary: Developing Chapter Review Cards | |
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| Test Your Understanding: Part One - Basic Writing Patterns | |
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| Reading Selections: | |
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| "E-Commerce? It's E-Normous!" (Business) | |
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| "The Development of Rock Music and Rock in American Society" | |
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| "Reactions to Impending Death" | |
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| Reading Critically | |
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| Skills: What is Critical Reading? | |
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| Critical Reading Skills | |
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| Determining an Author's Purpose | |
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| Determining an Author's Intended Audience | |
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| Determining an Author's Point of View, tone, and intended meaning | |
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| A Word about Standardized Reading Tests: Critical Reading | |
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| Creating Your Summary: Developing Chapter Review Cards | |
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| Reading Selections: | |
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| Prologue from The Illustrated Man | |
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| "Think Before You Speak: Public Speaking in a Multicultural World" | |
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| From The Things They Carried | |
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| Thinking Critically | |
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| Skills: What is Critical Thinking, and Why is it Important? | |
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| Critical Thinking Skills | |
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| Why Readers Fail to Think Critically | |
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| Distinguishing Facts from Opinions and Determining Whether Opinions Are Well Supported | |
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| Making Inferences and Drawing Logical Conclusions | |
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| Evaluating an Author's Argument | |
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| Distinguishing between Deductive and Inductive Reasoning | |
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| Identifying Propaganda Devices | |
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| A Word about Standardized Reading Tests: Critical Thinking | |
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| Creating Your Summary: Developing Chapter Review Cards | |
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| Test Your Understanding: Thinking Critically | |
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| Reading Selections: | |
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| "Poverty in America and Improving Social Welfare through Public Education" (Government) | |
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| "Sport Utility Vehicles: How Do I Hate Thee? Let Me Count the Ways" | |
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| "Take Out the Trash, and Put It...Where?" | |
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| Systems for Studying Textbooks: Developing a System that Works for You | |
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| Selecting and Organizing Textbook Information | |
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| Skills: Studying Better Rather Than Harder | |
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| Three Keys to Studying College Textbooks | |
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| Selectivity | |
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| Organization | |
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| Rehearsal | |
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| Using Textbook Features | |
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| Marking Textbooks: Underlining, Highlighting, and Annotating | |
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| Taking Notes from Textbooks: Outlining, Mapping, and Summarizing | |
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| Taking Notes on a Laptop | |
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| Guidelines for Outlining | |
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| Guidelines for the Cornell Method of Note-Taking | |
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| Guidelines for Mapping | |
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| Guidelines for Summarizing | |
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| Interpreting Graphs and Visual Aids | |
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| Bar Graphs | |
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| Line Graphs | |
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| Pie Charts | |
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| Tables | |
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| Photographs | |
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| Diagrams | |
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| Flowcharts | |
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| Maps | |
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| Cartoons | |
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| Creating Your Summary: Developing Chapter Review Cards | |
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| Reading Selection: | |
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| "The Age of Globalization" | |
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| Rehearsing Textbook Information and Preparing for Tests | |
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| Skills: Rehearsal and Memory | |
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| Studying for Tests | |
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| General Guidelines | |
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| Five-Day Test Review Plan | |
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| Creating Review Cards to Prepare for a Test | |
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| Creating Test Review Sheets | |
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| Creating Your Summary: Developing Chapter Review Cards | |
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| Reading Selection: | |
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| "Cultural Diversity: Family Strengths and Challenges" | |
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| Glossary of Key Reading and Study Skills Terms | |
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| A List of Word Parts: Prefixes, Roots, and Suffixes | |
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| United States Map, World Map and List of World Capitals | |
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| List of Reading Selection Vocabulary from the Vocabulary-in-Context Exercises for each Reading Selection | |
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| Credits | |
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| Index | |
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| Vocabulary Log | |