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| Understanding Argument | |
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| The Purposes of Argument | |
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| What is an Argument? | |
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| Understanding the Purposes of Argument | |
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| Arguments to Assert | |
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| Arguments to Prevail | |
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| Arguments to Inquire | |
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| Arguments to Negotiate and Reconcile | |
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| The Contexts of Argument | |
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| The Rhetorical Situation | |
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| Analyzing Your Audience | |
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| Imagining Your Audience | |
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| Cultural Context | |
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| Understanding Culture | |
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| Considering Culture in Argument | |
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| Considering Gender | |
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| Consider Age | |
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| Considering Sexual Orientation | |
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| Historical Context | |
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| The Media for Argument | |
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| Analyzing Arguments in Print | |
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| Reading Arguments Critically in Print Form | |
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| Analyzing Arguments in Visual Media | |
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| Photographs as Argument | |
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| Advertisements as Argument | |
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| Art as Argument | |
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| Integrating Visual Elements and Text | |
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| Analyzing Arguments in Electronic Media | |
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| The Internet | |
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| Websites | |
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| Online Versions of Print Arguments | |
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| Websites as Arguments | |
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| Social Media | |
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| The Strategies for Argument | |
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| Understanding Ethos: Appeals to Character | |
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| Understanding Pathos: Appeals to Emotion | |
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| Understanding Logos: Appeals to Reason | |
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| Patterns of Logic | |
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| Reasoning Inductively | |
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| Reasoning Deductively | |
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| The Syllogism | |
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| The Enthymeme | |
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| Cultural Differences in Logical Arguments | |
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| The Toulmin Model of Argumentation | |
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| Understanding Claims and Warrants | |
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| Evaluating Claims and Warrants | |
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| Appraising Evidence | |
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| Facts as Evidence | |
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| Personal Experience as Evidence | |
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| Authority as Evidence | |
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| Values as Evidence | |
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| Presenting Evidence in Visual Form | |
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| Recognizing Logical Fallacies | |
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| Appealing to Pity | |
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| Appealing to Prejudice | |
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| Appealing to Tradition | |
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| Arguing by Analogy | |
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| Attacking the Character of Opponents | |
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| Attributing False Causes | |
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| Attributing Guilt by Association | |
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| Begging the Question | |
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| Equivocating | |
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| Ignoring the Question | |
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| Jumping to Conclusions | |
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| Opposing a Straw Man | |
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| Presenting a False Dilemma | |
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| Reasoning That Does Not Follow ("Non Sequitur") | |
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| Sliding Down a Slippery Slope | |
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| Composing Arguments | |
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| Constructing Arguments | |
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| Managing the Composing Process | |
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| Understanding Composing as Inquiry | |
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| Defining Your Topic | |
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| Considering Audience | |
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| Identifying Your Audience | |
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| Making Concessions | |
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| Understanding Audience Expectations | |
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| How One Student Addresses Her Audience | |
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| Defining Your Terms | |
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| Structuring an Argument | |
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| Classical Arrangement | |
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| Rogerian Argument | |
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| Logical Arrangements | |
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| Inductive Reasoning | |
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| Deductive Reasoning | |
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| Using the Toulmin Model | |
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| Supporting Claims and Presenting Evidence | |
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| Using Language Effectively | |
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| Doing Research | |
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| Reading Critically | |
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| Previewing | |
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| Annotating | |
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| Summarizing | |
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| Synthesizing | |
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| Integrating Source Material Into Your Paper | |
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| Avoiding Plagiarism | |
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| Finding Relevant Material | |
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| Using the Internet | |
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| Searching for Magazine and Journal Articles | |
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| Looking for Books | |
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| Conducting Interviews and Surveys | |
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| Documenting Your Sources | |
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| Compiling a Preliminary Bibliography | |
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| Citing Sources | |
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| MLA and APA Sources | |
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| Using Footnote and Content Notes | |
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| Parenthetical (In-Text) Citation | |
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| Organizing a Bibliography | |
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| MLA-Style Documentation | |
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| Citing Sources in MLA Style | |
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| Creating a Bibliography or Works Cited Page in MLA Style | |
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| APA-Style Documentation | |
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| Citing Sources in APA Style | |
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| Creating a Bibliography or Works Cited Page in APA Style | |
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| Preparing Your Final Draft | |
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| Negotiating Differences | |
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| Ownership | |
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| Who Owns Words and Ideas? | |
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| "Standing Up for the Power of Learning" | |
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| "What's Yours? (Ownership of Intellectual Property)" | |
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| "Copyright Crusaders" | |
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| "The Responsible Plagiarist: Understanding Students Who Misuse Sources" | |
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| Who Owns Music? | |
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| "Free Downloads Play Sweet Music," | |
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| "Ringtones," | |
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| "Hello, Cleveland," | |
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| "Collecting Music in the Digital Realm," | |
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| What Should We Own? | |
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| Excerpt from "Economy" in Walden (new selection) | |
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| "Rethinking Rent" (new selection) | |
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| "Defining an Ownership Society" (new selection) | |
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| "The End of the Ownership Society" (new selection) | |
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| Relationships | |
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| How Should We Conduct Our Relationships? | |
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| "Why I'm Selling My Virginity" (new selection) | |
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| "Get Your Hand Out of My Pocket" | |
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| "Dorm Brothel" | |
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| "We're Here! We're Queer! We're 13!" (new selection) | |
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| What Does it Mean to be a Good Parent? | |
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| "Designer Babies and Other Myths," | |
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| "Victims From Birth," | |
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| "The Good Enough Mother," | |
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| "What Fathers Do Best," | |
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| What Are Family Values? | |
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| "Fidelity with a Wandering Eye" | |
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| "A More Perfect Union" | |
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| "The Future of Marriage" (new selection) | |
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| "The Marriage Gap" (new selection) | |
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| Communication. (new chapter) Should There Be Limits on Free Speech? | |
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| "The Globalization of Censorship" (new selection) | |
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| "Them Damn Pictures" (new selection) | |
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| "Why We Have Free Speech in America" (new selection) | |
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| "The Price of Free Speech: Campus Hate Speech Codes" (new selection) | |
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| What Responsibilities Do Popular Media Have? | |
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| "Empire of Images in Our World of Bodies" (new selection) | |
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| "Racism in the Media"(new selection) | |
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| "Symbolic Gestures" (new selection) | |
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| "Why I Love Al-Jazeera"(new selection) | |
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| How Should We Talk to One Another in the Digital Age? | |
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| "The Daily We: Is the Internet Really a Blessing for Democracy?" | |
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| "The Revolution Will Not Be Digitized"(new selection) | |
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| "Why Gen-Y Johnny Can't Read Non-Verbal Cues"(new selection) | |
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| "The Daily Show and Political Activism" (new selection) | |
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| Education | |
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| What Should Students Be Taught? | |
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| "The Humanities for Cocktail Parties and More" | |
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| "Liberal Educations on the Ropes" | |
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| "Designing a Signature General Education Program" | |
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| "Life, Liberty, and the Pursuit of Aptitude" (new selection) | |
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| How Should Students Be Taught? | |
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| "Lost in the Life of the Mind" | |
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| "Moving Away from the Authoritarian Classroom". bell hooks, "Toward a Radical Feminist Pedagogy" | |
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| "The Art of Teaching Science" | |
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| How Should Learning Be Measured? | |
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| "Tests, Tracking, and Derailment" | |
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| "Unintended Consequences of High Stakes Testing" | |
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| "Why So Many Exams? | |
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| A Marxist Response" | |
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| "Getting Along Without Grades--and Getting Along With Them too" (new selection) | |
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| American National Identity | |
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| Who Gets to Be an American? | |
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| "By the Time I Get to Cucaracha" | |
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| "A Nation of Immigrants" | |
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| "Keep the Borders Open" | |
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| "Too Many: Looking Today's Immigration in the Face" | |
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| What Does It Mean to be a Good Citizen? | |
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| "Needed: Informed Voters" | |
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| "America: Idea or Nation?" | |
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| "A Patriotic Left" | |
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| "Class Warfare: It is Wrong that America's Most Privileged Families Have Abandoned Military Service" | |
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| How Should Americans Govern Themselves? | |
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| First Inaugural Address (new selection) | |
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| "Where Did "We" Go?" (new selection) | |
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| "Letter from Birmingham Jail," | |
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| "Americans, Common Law, and Freedom: What You Need to Know" (new selection) | |
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| Environments | |
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| How Should We Design Communities? | |
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| "The Lived-In City" | |
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| "So What Can We Do--Really Do--About Sprawl?" | |
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| "Enough Snickering | |
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| Suburbia Is More Complicated and Varied Than We Think" | |
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| "The Green Case for Cities"(new selection) | |
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| What (and How) Should We Eat? | |
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| "Eat This Now!" | |
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| "Voting With Your Fork" (new selection) | |
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| "The Omnivore's Delusion" (new selection) | |
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| Capital Times editorial, "In Defense of Michael Pollan" (new selection) | |
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| What is Our Responsibility to the Earth? | |
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| "The Obligation to Endure" | |
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| "Silent Spring at 40" | |
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| "Human Nature" (new selection) | |
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| "Forget Short Showers" (new selection) | |
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