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Writing | |
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Using A Process for Writing | |
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Introduction: Attitude Is Everything | |
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Activity: Developing a Positive Attitude toward Writing | |
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Paragraph and Process: The General-to-Specific Model | |
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The General-to-Specific Model | |
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Understand the Importance of Specifics | |
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Activity: Identifying General and Specific Statements | |
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Understand Levels of Generality | |
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Activity: Determining Levels of Generality | |
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Case Study: Overview of a Writer's Process | |
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Determine Purpose and Audience | |
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Find and Explore a Topic | |
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Write a Topic Sentence with a Controlling Idea | |
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Develop Support for the Topic Sentence | |
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Organize Support and Write a Draft | |
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Revise for Focus, Unity, Support, and Coherence | |
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How to Determine Your Purpose and Audience | |
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Determine Your Purpose | |
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Writing to Understand | |
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Writing to Communicate Understanding | |
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Writing to Inform | |
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Writing to Persuade | |
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Activity: Determining Purpose | |
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Consider Your Audience | |
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Writing for Ourselves | |
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Writing for Others | |
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Activity: Considering Audience | |
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Writer's Checklist: Purpose and Audience | |
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How to Find and Explore a Topic | |
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Discovering a Topic | |
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What Makes a Good Topic? | |
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Where Do Writers Discover Good Topics? | |
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Topics from Experience | |
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Topics from Reading | |
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Topic Sampler | |
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Activity: Discovering Something to Write About | |
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Prewriting to Narrow and Explore Your Topic | |
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Brainstorming | |
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Freewriting | |
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Activity: Using Brainstorming and Freewriting | |
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Clustering | |
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Asking Questions | |
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Activity: Asking Questions to Narrow a Topic | |
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Keeping a Writer's Journal | |
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Considering Audience | |
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Writer's Checklist: Topic | |
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How to Write a Topic Sentence | |
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What Is a Topic Sentence? | |
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The Topic Sentence as Contract | |
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What Is a Controlling Idea? | |
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The Difference between a Topic and a Controlling Idea | |
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Activity: Identifying Topic and Controlling Idea | |
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Deciding on a Controlling Idea | |
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What If My Controlling Idea Is Too Focused? | |
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What If My Controlling Idea Is Too Vague? | |
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Activity: Expressing a Controlling Idea | |
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Exploring Topics for Controlling Ideas | |
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Guidelines for Giving Feedback | |
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Writer's Checklist: Topic Sentence | |
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How to Develop Support for Your Topic Sentence | |
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What Is Support? | |
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Strategies for Discovering Details, Facts, and Evidence | |
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Return to Your Prewriting | |
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Do Some More Prewriting | |
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Do Some Research | |
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Activity: Discovering Details, Facts, and Evidence | |
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Building a Support Structure | |
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Primary Supports | |
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Activity: Choosing Primary Supports | |
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Activity: Writing Primary Support Sentences | |
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Secondary Supports | |
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Activity: Writing Secondary Support Sentences | |
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Guidelines for Keeping a Portfolio | |
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Writer's Checklist: Support | |
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How to Organize Support and Write a Draft | |
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Three ways to Organize Your Support | |
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Time Order | |
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Activity: Placing Events in Time Order | |
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Space Order | |
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Activity: Making a Floor Plan | |
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Order of Importance | |
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Activity: Determining Importance | |
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Tips for Writing a Draft | |
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Writer's Checklist: Organizing And Drafting | |
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How to Revise for Stronger Writing | |
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What is "Revision"? | |
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Revise for Focus | |
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Revise for Unity | |
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Activity: Sharpening Unity | |
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Revise for Support | |
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How Much Support Is Enough? | |
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Activity: Providing More Details | |
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Revise for Coherence | |
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Use Transitional Words and Phrases | |
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Activity: Using Transitional Words and Phrases | |
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Repeat Key Words and Phrases | |
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Activity: Identifying Key Words and Phrases | |
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Combine Sentences | |
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Activity: Combining Sentences | |
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Maintain Grammatical Consistency | |
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Consistent Pronoun Person | |
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Consistent Verb Tense | |
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Activity: Eliminating Shifts in Pronoun Person and Verb Tense | |
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Writer's Checklist: Revising | |
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Other Rewriting Activities | |
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How to Edit for Clearer Writing | |
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Writer's Checklist: Editing | |
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Editing Activities | |
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Strategies for Writing Paragraphs | |
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Narration | |
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What Is Narration? | |
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Guidelines for Writing a Narration Paragraph | |
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Make a Point | |
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Read a Narration Paragraph | |
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What's Wrong with This Narration Paragraph? | |
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Read a Revised Narration Paragraph | |
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Activity: Identifying the Point of a Narrative | |
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Include the Most Useful Events of the Story | |
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Read a Narration Paragraph | |
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What's Wrong with This Narration Paragraph | |
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Read a Revised Narration Paragraph | |
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Activity: Choosing Events to Support a Main Point | |
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Include Enough Details to Make the Story Vivid and Lively | |
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Read a Narration Paragraph | |
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What's Wrong with This Narration Paragraph | |
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Read a Revised Narration Paragraph | |
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Writer's Checklist: Narration | |
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Example | |
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What Is Example? | |
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Guidelines for Writing an Example Paragraph | |
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Choose Appropriate Examples | |
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Read an Example Paragraph | |
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What's Wrong with This Example Paragraph | |
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Read a Revised Example Paragraph | |
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Choose Specific Examples | |
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Read an Example Paragraph | |
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What's Wrong with This Example Paragraph | |
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Read a Revised Example Paragraph | |
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Activity: Identify Examples That Are Appropriate and Specific | |
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Provide Enough Examples | |
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Read an Example Paragraph | |
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What's Wrong with This Example Paragraph | |
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Read a Revised Example Paragraph | |
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Activity: Generating Enough Examples for a Controlling Idea | |
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Writer's Checklist: Example | |
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Cause and Effect | |
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What Is Cause and Effect? | |
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Guidelines for Writing a Cause and Effect Paragraph | |
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Cite the Most Important and Convincing Causes or Effects | |
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Read a Cause and Effect Paragraph | |
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What's Wrong with This Cause and Effect Paragraph? | |
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Read a Revised Cause and Effect Paragraph | |
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Read Another Cause and Effect Paragraph | |
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Activity: Which Is More Useful: Explaining Causes or Presenting Effects? | |
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Do Not Mistake Conditions for Active Causes and Effects | |
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Read a Cause and Effect Paragraph | |
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What's Wrong with This Cause and Effect Paragraph? | |
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Writer's Checklist: Cause and Effect | |
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Process Analysis | |
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What Is Process Analysis? | |
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Guidelines for Writing a Process Analysis Paragraph | |
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Present All of the Steps | |
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Read a Process Analysis Paragraph | |
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What's Wrong with This Process Analysis Paragraph? | |
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Read a Revised Process Analysis Paragraph | |
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Present the Steps in a Logical Order | |
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Read a Process Analysis Paragraph | |
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What's Wrong with This Process Analysis Paragraph? | |
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Read a Revised Process Analysis Paragraph | |
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Activity: Listing the Steps in a Process | |
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Writer's Checklist: Process Analysis | |
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Definition | |
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What Is Definition? | |
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Guidelines for Writing a Definition Paragraph | |
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Decide between Formal and Informal Definition | |
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Place the Term in a Meaningful Class and Distinguish It from Other Items in the Class | |
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Read a Definition Paragraph | |
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What's Wrong with This Definition Paragraph? | |
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Read a Revised Definition Paragraph | |
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Activity: Identifying Class and Distinguishing Characteristics | |
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Develop the Definition | |
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Read a Definition Paragraph | |
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What's Wrong with This Definition Paragraph? | |
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Read a Revised Definition Paragraph | |
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Writer's Checklist: Definition | |
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Comparison and Contrast | |
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What Are Comparison and Contrast? | |
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Guidelines for Writing a Comparison or Contrast Paragraph | |
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Compare or Contrast Items in the Same Class | |
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Make Sure the Class Is Meaningful | |
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Read a Comparison/Contrast Paragraph | |
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What's Wrong with This Comparison/Contrast Paragraph? | |
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Read a Revised Comparison/Contrast Paragraph | |
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Activity: Identifying Class for a Comparison or Contrast Paragraph | |
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Choose Clear Points of Comparison or Contrast | |
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Read a Comparison/Contrast Paragraph | |
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What's Wrong with This Comparison/Contrast Paragraph? | |
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Read a Revised Comparison/Contrast Paragraph | |
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Two Ways to Organize a Comparison/Contrast Paragraph | |
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Point-to-Point | |
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Whole-to-Whole | |
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Activity: Point-to-Point or Whole-to-Whole? | |
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Writer's Checklist: Comparison and Contrast | |
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Classification | |
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What Is Classification? | |
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Guidelines for Writing a Classification Paragraph | |
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Select a Single Basis for Classifying Your Subject | |
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Place the Term in a Meaningful Class and Distinguish It from Other Items in the Class | |
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Read a Classification Paragraph | |
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What's Wrong with This Classification Paragraph? | |
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Select Categories That Do Not Overlap | |
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Read a Revised Classification Paragraph | |
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Activity: Identifying a Basis for Classification | |
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Choose Useful Examples | |
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Activity: Choosing Useful Examples | |
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A Word of Caution: Avoid Oversimplification | |
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Writer's Checklist: Classification | |
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Strategies for Writing Essays | |
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Writing an Essay by Expanding a Paragraph | |
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How Is an Essay Different from a Paragraph? | |
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Understanding the 1-3-1 Essay | |
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Adapting the 1-3-1 Essay | |
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Writing the Essay | |
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Five Basic Steps | |
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Following the Five Basic Steps | |
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Step 1: Make the Topic Sentence of the Paragraph the Thesis Sentence of the Essay | |
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Step 2: Make Each of the Primary Supports in the Paragraph the Topic Sentence of a Body Paragraph in the Essay | |
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Step 3: Write a Paragraph Developing Each Point of Primary Support | |
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Activity: Analyzing Secondary Supports | |
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Step 4: Write an Introductory Paragraph for the Essay | |
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Activity: Capturing an Audience | |
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Step 5: Write a Concluding Paragraph for the Essay | |
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The Completed 1-3-1 Essay | |
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Writer's Checklist: Paragraph to Essay | |
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Writing an Essay from Scratch | |
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Determine Your Purpose and Audience | |
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Case Study: Writing an Informative Essay | |
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Find and Explore a Topic | |
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Activity: Narrowing a Topic | |
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Write a Thesis Sentence for Your Essay | |
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Find a Happy Medium | |
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Develop Support for Your Thesis Sentence | |
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Decide on a Method of Development | |
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Choose the Best Support Points | |
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Outline Your Support Points | |
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The Traditional Outline | |
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The Organizational Tree | |
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Activity: Structuring Your Support | |
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Organize Support and Write a Draft | |
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Three Ways to Organize Your Support | |
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Write a Draft | |
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Write Topic Sentences for the Body Paragraphs | |
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Develop Each Body Paragraph by Adding Details, Facts, and Evidence | |
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Write an Introductory Paragraph | |
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Write a Concluding Paragraph | |
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Writer's Checklist: Writing an Essay | |
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Writing a Persuasive Essay | |
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What Is Persuasion? | |
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Activity: Writing Thesis Sentences and Writing Propositions | |
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The Structure of the Persuasive Essay | |
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A Process for Writing a Persuasive Essay | |
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Discover a Topic for a Persuasive Essay | |
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Determine Your Purpose and Audience | |
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Write a Proposition | |
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Activity: What Makes a Good Proposition? | |
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Case Study: Writing a Persuasive Essay | |
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Develop Support for the Proposition | |
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Choose the Most Convincing Points of Support | |
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Outline your Major Points and Supporting Evidence | |
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Organize Support and Write a Draft | |
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Three Ways to Organize Your Support | |
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Write a Draft | |
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Write Topic Sentences for the Body Paragraphs | |
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Develop Each Body Paragraph by Adding Specific Evidence | |
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Write an Introductory Paragraph | |
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Activity: Writing an Introductory Paragraph for a Persuasive Essay | |
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Write a Concluding Paragraph | |
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Revise and Edit Your Essay | |
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Writer's Checklist: Writing a Persuasive Essay | |
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Strategies for Completing Other Writing Tasks | |
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Writing from Reading | |
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Reading for Understanding | |
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Prepare to Read | |
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Skim First | |
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Read a Second Time as an Active Reader | |
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Summarize Major Points | |
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Identify Supporting Evidence | |
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Respond to Ideas | |
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Case Study: Writing a Response to a Reading | |
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Planning Your Response | |
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Identify Key Words in the Writing Assignment | |
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Write a One-Sentence Response to the Assignment | |
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Develop Support for Your Topic Sentence | |
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Organize Your Response | |
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Drafting and Revising | |
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Draft from Your Outline | |
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Revise for Focus, Unity, Support, and Coherence | |
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Edit Your Work Carefully | |
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Citing Sources | |
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Develop an Organized Note-taking Strategy | |
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To Cite or Not to Cite | |
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Develop Effective and Honest Paraphrasing Habits | |
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Follow Standard Citation and Documentation Models | |
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Writer's Checklist: Writing from Reading | |
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Brief Documentation Guide | |
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MLA Format for In-Text Citations | |
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MLA Format for a List of Works Cited | |
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Readings | |
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Roy Rowan, "Homeless Bound" | |
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Lorraine Ali, "Do I Look Like Public Enemy Number One?" | |
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Nickie McWhirter, "What You Do Is What You Are" | |
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Jay Ingram, "Welcome to the Tongue-Show" | |
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Deborah Tannen, "You Be the Monster and Chase Me: Children at Play" | |
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J. Madeleine Nash, "The Case for Cloning" | |
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Writing Timed Paragraphs and Essays | |
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How to Recognize a Discussion Question | |
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Understanding the Question | |
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Paragraph or Essay | |
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What Method of Development? | |
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Case Study: Writing a Timed Essay | |
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Collecting Facts | |
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Organizing and Writing the Paragraph or Essay | |
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Creating a Topic Sentence or Thesis | |
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Organizing Information | |
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Drafting from the Rough Outline | |
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Writer's Checklist: Writing Timed Paragraphs and Essays | |
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Writing Online | |
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What Are the Internet and the World Wide Web? | |
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Electronic Mail (Email) | |
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Email as a Tool in the Classroom | |
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Email Basics | |
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E-journals | |
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Collaborative Tools on the Internet | |
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Online Distance Education Courses | |
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Chat Rooms | |
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Message Boards (Bulletin Boards) | |
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Netiquette | |
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Strategies for Effective Writing Online | |
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Consider Your Audience and Purpose | |
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Case Study: Writing an Online Review | |
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Brainstorm for Ideas before Starting to Write | |
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Focus and Structure Your Message | |
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Draft and Revise Your Message | |
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Writer's Checklist: Writing Online | |
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Career Communication Skills | |
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Planning Career Communication | |
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Performing a Personal Inventory | |
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Answering the Employer's Need | |
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Examining Job Ads | |
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Exploring the Informal Job Market | |
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Ethical Considerations | |
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Application Letters That Get Results | |
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Unsolicited Application Letters | |
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Beginnings of Unsolicited Application Letters | |
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Supporting Sections of Unsolicited Application Letters | |
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Solicited Application Letters | |
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Beginnings of Solicited Application Letters | |
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Supporting Sections of Solicited Application Letters | |
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Conclusions of Solicited Application Letters | |
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Strategies for Effective R�©sum�© | |