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A Reading System for Master Readers | |
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Prior Knowledge | |
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The Reading Process | |
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Before Reading: Survey and Question | |
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During Reading: Read and Recite | |
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After Reading: Review | |
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Textbook Skills: Using SQ3R to Master Textbook Reading | |
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Chapter Review | |
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Applications | |
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Review Tests | |
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Mastery Tests | |
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Vocabulary Skills | |
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Before Reading About Vocabulary Skills | |
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Words are Building Blocks | |
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Context Clues: A SAGE Approach | |
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Synonyms | |
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Antonyms | |
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General Context | |
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Examples | |
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Textbook Skills: Using a Glossary | |
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Word Parts | |
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Roots | |
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Prefixes | |
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Suffixes | |
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Textbook Skills: Visual Vocabulary | |
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Chapter Review | |
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Applications | |
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Review Tests | |
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After Reading About Vocabulary Skills | |
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Mastery Tests | |
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Stated Main IdeasBefore Reading About Stated Main Ideas | |
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Traits of a Main Idea | |
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Identifying the Topic of a Paragraph | |
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Identifying a Topic Sentence | |
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The Flow of Ideas and Placement of Topic Sentences | |
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Topic Sentence at the Beginning of a Paragraph | |
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Topic Sentence Within a Paragraph | |
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Topic Sentence at the End of a Paragraph | |
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Topic Sentence at the Beginning and the End of a Paragraph | |
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The Central Idea and the Thesis Statement | |
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Textbook Skills: Topics, Main Ideas, and Central Ideas in Textbooks | |
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Chapter Review | |
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Applications | |
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Review Tests | |
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After Reading About Stated Main Ideas | |
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Supporting Details | |
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Before Reading About Supporting Main Ideas | |
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Questions for Locating Supporting Details | |
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Major and Minor Details | |
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Creating a Summary from Annotations | |
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Textbook Skills: Chapter-end Questions in a Textbook | |
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Chapter Review | |
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Applications | |
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Review Tests | |
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After Reading About Stated Main Ideas | |
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Mastery Tests | |
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Outlines and Concept Maps | |
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Before Reading About Outlines and Concept Maps | |
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Outlines | |
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Concept Maps | |
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Textbook Skills: The Table of Contents in a Textbook | |
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Chapter Review | |
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Applications | |
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Review Tests | |
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After Reading About Outlines and Concept Maps | |
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Mastery Tests | |
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Transitions and Thought Patterns | |
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Before Reading about Transitions and Thought PatternsTransition Words: Relationships Within a Sentence | |
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Thought Patterns: Relationships Between Sentences | |
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The Time Order Pattern | |
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The Space Order Pattern | |
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The Listing Pattern | |
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The Classification Pattern | |
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Textbook Skills: Thought Patterns in Textbooks | |
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A Final Note | |
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Chapter Review | |
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Applications | |
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Review Tests | |
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After Reading about Transitions and Thought Patterns | |
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Mastery Tests | |
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More Thought Patterns | |
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Before Reading about More Thought Patterns | |
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The Comparison-and-Contrast Pattern | |
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Comparison | |
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Contrast | |
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Comparison and Contrast | |
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The Cause-and-Effect Pattern | |
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The Generalization-and-Example Pattern | |
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The Definition Pattern | |
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Textbook Skills: Thought Patterns and Textbooks | |
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Chapter Review | |
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Applications | |
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Review Tests | |
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After Reading about More Thought Patterns | |
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Mastery Tests | |
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Implied Main Ideas and Implied Central Ideas | |
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Before Reading About Implied Main Ideas and Implied Central Ideas | |
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What is an Implied Main Idea? | |
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Using Supporting Details and Thought Patterns to Find Implied Main Ideas | |
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Finding the Implied Main Ideas of Paragraphs | |
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Creating a Summary from the Supporting Details | |
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The Implied Central Idea | |
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Textbook Skills: How to Read a Map | |
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A Final Note About Experience and Perspective | |
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Chapter Review | |
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Applications | |
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Review Tests | |
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After Reading about Implied Main Ideas and Implied Central Ideas | |
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Mastery Tests | |
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Fact and Opinion | |
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Before Reading About Fact and Opinion | |
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What Is the Difference Between Fact and Opinion? | |
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Ask Questions to Identify Opinions | |
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Note Biased Words to Identify Opinions | |
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Note Qualifiers to Identify Opinions | |
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Think Carefully about Supposed "Facts" | |
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Read Critically: Evaluate Details as Fact or Opinion in Context | |
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Evaluate the Context of the Passage | |
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Evaluate the Context of the Author | |
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Evaluate the Context of the Source | |
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Textbook Skills: Fact and Opinion in a Textbook Passage | |
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Chapter Review | |
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Applications | |
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Review Tests | |
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After Reading About Fact and Opinion | |
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Mastery Tests | |
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Tone and Purpose | |
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Before Reading about Tone and Purpose | |
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What are Tone and Purpose? | |
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Understand How Tone is Established | |
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Identify Subjective and Objective Tone Words | |
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Discover the General Purpose in the Main Idea | |
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Figure Out the Primary Purpose | |
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Recognize Irony Used for Special Effects | |
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Textbook Skills: Author's Purpose and Tone | |
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Chapter Review | |
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Applications | |
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Review Tests | |
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After Reading about Tone and Purpose | |
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Mastery Tests | |
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Inferences | |
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Before Reading about Inferences | |
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Inferences: Educated Guesses | |
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What is a Valid Inference? | |
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Making VALID Inferences and Avoiding Invalid Conclusions | |
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Step 1: Verify and Value the Facts | |
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Step 2: Assess Prior Knowledge | |
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Step 3: Learn from the Text | |
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Step 4: Investigate for Bias | |
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Step 5: Detect Contradiction | |
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Inferences in Creative Expression | |
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Textbook Skills: Inferences and Visual Aids | |
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Chapter Review | |
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Applications | |
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Review Tests | |
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Before Reading about Inferences | |
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Mastery Tests | |
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The Basics of ArgumentBefore Reading about the Basics of Argument | |
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What is an Argument? | |
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Step 1. Identify the Author's Claim and Supports | |
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Step 2. Decide If the Supports Are Relevant | |
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Step 3. Decide If the Supports Are Adequate | |
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Step 4: Check the Argument for Bias | |
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Textbook Skills: The Logic of Arguments | |
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Chapter Review | |
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Applications | |
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Review Tests | |
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After Reading about the Basics of Argument | |
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Mastery Tests | |
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Advanced Argument: Persuasive Techniques | |
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Before Reading About Advanced Argument | |
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Biased Arguments | |
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What is a Fallacy in Logical Thought? | |
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What is Propaganda? | |
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Irrelevant Arguments: Fallacies | |
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Personal Attack | |
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Straw Man | |
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Begging the Question | |
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Irrelevant Arguments: Propaganda Techniques | |
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Name-Calling | |
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Testimonials | |
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Bandwagon | |
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Plain Folks | |
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Inadequate Arguments: Fallacies | |
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Either-Or | |
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False Comparison | |
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False Cause | |
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Inadequate Arguments: Propaganda Techniques | |
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Card Stacking | |
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Transfer | |
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Glittering Generalities | |
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Textbook Skills: Examining Biased Arguments | |
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Chapter Review | |
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Applications | |
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After Reading about Advanced Argument | |
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Mastery Tests | |
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Additional Readings | |
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The Connection Between Reading and Writing | |
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Step 1: Prewrite | |
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Step 2: Organize Your Ideas | |
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Step 3: Write | |
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Step 4: Edit and Revise | |
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Annotating a Text | |
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Writing a Summary | |
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"What Do Employers Really Want? Top Skills and Values Employers Seek" from Job-Seekers | |
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"Greed Is Not Good--So What Do We Do About It?" | |
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"On Being a Muslim American," | |
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"What Islam Really Says," | |
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"A Quilt Of A Country: Out Of Many, One? For The Most Pluralistic Nation On Earth, It's The Ideal--And The Reality," | |
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"The Destructive Male," | |
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"Feminism Has Caused the Breakdown of the Family," | |
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"Barack Obama's Election Is A Joyful and Historic Time," | |
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"Obama Presidential Announcement" | |
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"War Is Kind," | |
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Combined-Skills TestsCredits | |
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Index | |