Preface |
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Introduction: Is Everyone an Author? |
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xxix | |
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PART I The Need for Rhetoric and Writing |
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1 | (41) |
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5 | (13) |
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8 | (1) |
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Hear What Others Are Saying--and Think about Why |
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9 | (1) |
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What Do You Think-and Why? |
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10 | (1) |
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11 | (2) |
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13 | (1) |
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13 | (2) |
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15 | (3) |
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2 Engaging Respectfully with Others |
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18 | (10) |
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Get to Know People Different from You |
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19 | (2) |
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21 | (2) |
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23 | (1) |
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24 | (2) |
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26 | (1) |
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27 | (1) |
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28 | (7) |
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30 | (1) |
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31 | (1) |
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32 | (1) |
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33 | (1) |
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33 | (1) |
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34 | (1) |
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4 Meeting the Expectations of Academic Writing |
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35 | (7) |
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Habits of Mind for Academic Success |
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36 | (2) |
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So Just What Is Edited Academic Writing? |
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38 | (1) |
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Joining US Academic Conversations |
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39 | (3) |
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42 | (23) |
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Use edited academic English |
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Use clear patterns of organization |
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Mark logical relationships between ideas |
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State claims explicitly and provide appropriate support |
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Present your ideas as a response to others |
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Express ideas clearly and directly |
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Be aware of how genres and conventions vary across disciplines |
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Document sources using appropriate citation style |
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5 Writing and Rhetoric in the Workplace |
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50 | (15) |
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Consider Your Rhetorical Situation |
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52 | (1) |
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53 | (1) |
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53 | (5) |
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58 | (2) |
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60 | (1) |
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60 | (1) |
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61 | (1) |
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62 | (3) |
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PART II Reading Processes |
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65 | (44) |
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67 | (12) |
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Thinking about Your Rhetorical Situation |
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69 | (1) |
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Becoming an Active, Engaged Reader |
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69 | (1) |
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70 | (2) |
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Unfamiliar or Difficult Texts |
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72 | (1) |
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72 | (4) |
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76 | (1) |
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Across Academic Disciplines |
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77 | (2) |
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7 Annotating, Summarizing, Responding |
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79 | (19) |
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80 | (6) |
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86 | (2) |
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88 | (2) |
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90 | (3) |
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Yuliya Vayner, The Higher Price of Buying Local |
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93 | (5) |
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8 Distinguishing Facts from Misinformation |
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98 | (11) |
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Defining Facts and Misinformation |
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98 | (2) |
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Think about Your Own Beliefs |
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100 | (1) |
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Read Defensively and Find the Good Stuff |
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101 | (4) |
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Fact-Check Photos and Videos |
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105 | (4) |
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PART III Writing Processes |
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109 | (24) |
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9 Managing the Writing Process |
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113 | (10) |
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115 | (7) |
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Approach Your Writing Pragmatically |
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122 | (1) |
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10 The Need for Collaboration/"Here Comes Everybody!" |
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123 | (10) |
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What Collaboration Means for Authors--and Audiences |
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125 | (2) |
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What Collaboration Means for You as a Student |
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127 | (1) |
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Collaboration with a Writing Tutor |
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127 | (1) |
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128 | (2) |
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Some Tips for Collaborating Effectively |
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130 | (3) |
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PART IV Genres of Writing |
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133 | (14) |
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137 | (6) |
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What You Need to Know about Genres of Writing |
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138 | (2) |
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Deciding Which Genres to Use |
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140 | (3) |
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12 Arguing a Position/"This Is Where I Stand" |
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143 | (4) |
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Across Academic Disciplines |
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147 | (45) |
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A response to what others have said or done |
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Appropriate background information |
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A clear indication of why the topic matters |
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Good reasons and evidence |
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Attention to more than one point of view |
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An appeal to readers' values |
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164 | |
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Russel Honore, Work Is a Blessing |
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162 | (10) |
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Jaron Lanier, Delete Your Social Media Accounts Right Now |
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172 | (5) |
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Katherine Spriggs, On Buying Local |
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177 | (9) |
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13 Writing a Narrative/"Here's What Happened" |
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186 | (6) |
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Across Academic Disciplines |
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192 | (10) |
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A clearly identified event |
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A clearly described setting |
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Vivid, descriptive details |
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A consistent point of view |
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208 | (6) |
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An indication of the narrative's significance |
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214 | |
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Raya Elfadel Kheirbek, Healing the Doctor-Patient Relationship |
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202 | (7) |
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Melanie Luken, Literacy: A Lineage |
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209 | (10) |
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219 | (5) |
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224 | (5) |
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"Let's Take a Closer Look" |
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229 | (5) |
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Across Academic Disciplines /Media |
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234 | (22) |
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A question that prompts a closer look |
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Some description of the subject |
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Evidence drawn from close examination of the subject |
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Insight gained from your analysis |
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256 | (32) |
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A description of the visual |
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Some contextual information |
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Close analysis of the message |
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Insight into what the visual "says" |
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262 | |
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Eamonn forde, Why Pharrell's "Happy"Has Grabbed the Nation |
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252 | (7) |
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Somini sengupta, Why Is Everyone Focused on Zuckerberg's Hoodie? |
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259 | (13) |
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Johna paolino, Google Home vs Alexa |
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272 | (4) |
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Melissa rubin, Advertisements R Us |
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276 | (6) |
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282 | (6) |
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Across Academic Disciplines |
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288 | (13) |
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A topic carefully focused for a specific audience |
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Appropriate organization and design |
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A confident, informative tone |
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301 | (32) |
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Detailed information about the subject |
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311 | |
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298 | (6) |
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Bill Laitner, Heart and Sole: Detroiter Walks 21 Miles to Work |
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304 | (14) |
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Barry Estabrook, Selling the Farm |
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318 | (6) |
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Ryan Ioy, The Right to Preach on a College Campus |
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324 | (4) |
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328 | (5) |
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Across Academic Disciplines |
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333 | (196) |
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Relevant information about the subject |
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Criteria for the evaluation |
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A well-supported evaluation |
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Attention to the audience's needs and expectations |
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Awareness of the ethics of reviewing |
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Research Sites: On the Internet, in the Library |
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497 | (6) |
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503 | (3) |
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Conducting Field Research |
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506 | (9) |
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Managing Information Overload |
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515 | (1) |
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Keep Track of Your Sources |
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515 | (1) |
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516 | (2) |
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Maintain a Working Bibliography |
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518 | (2) |
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520 | (9) |
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Is the Source Worth Your Attention? |
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521 | (5) |
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Reading Sources with a Critical Eye |
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526 | (3) |
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24 Annotating a Bibliography |
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529 | (1) |
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529 | (134) |
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Complete bibliographic information |
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A brief summary or description of each work |
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Some indication of how each source will inform your research |
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A consistent and concise presentation saurabh vaish, Renewable and Sustainable Energy in Rural India |
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531 | (3) |
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534 | (7) |
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Synthesizing the Ideas in Your Sources |
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535 | (2) |
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Moving from What Your Sources Say to What You Say |
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537 | (2) |
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Entering the Conversation You've Been Researching |
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539 | (2) |
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26 Quoting, Paraphrasing, Summarizing |
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541 | (14) |
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Deciding Whether to Quote, Paraphrase, or Summarize |
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542 | (1) |
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543 | (4) |
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547 | (2) |
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549 | (2) |
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Incorporating Source Material |
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551 | (2) |
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Incorporating Visual and Audio Sources |
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553 | (2) |
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27 Giving Credit, Avoiding Plagiarism |
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555 | (8) |
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Knowing What You Must Acknowledge |
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556 | (1) |
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Fair Use and the Internet |
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557 | (1) |
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558 | (4) |
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562 | (1) |
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563 | (55) |
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563 | (2) |
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565 | (6) |
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571 | (1) |
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572 | (26) |
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Formatting a Research Paper |
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598 | (3) |
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Walter przybylowski, Holding Up the Hollywood Stagecoach |
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601 | (17) |
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618 | (45) |
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618 | (2) |
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620 | (5) |
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625 | (1) |
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625 | (19) |
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Formatting a Research Essay |
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644 | (3) |
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Katryn Sheppard, A Study of One Child's Word Productions |
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647 | (16) |
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663 | (89) |
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667 | (16) |
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Appropriateness and Correctness |
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668 | (3) |
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Connecting with Audiences |
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671 | (2) |
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673 | (1) |
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674 | (2) |
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676 | (1) |
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677 | (2) |
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679 | (1) |
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Thinking about Your Own Style |
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680 | (3) |
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31 Mixing Languages and Dialects |
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683 | (11) |
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Using Edited Academic English and Other Dialects |
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685 | (1) |
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Connecting with Audiences |
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686 | (1) |
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687 | (2) |
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689 | (2) |
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691 | (1) |
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Quoting People Directly and Respectfully |
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691 | (1) |
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Evoking a Particular Person, Place, or Community |
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692 | (2) |
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32 How to Craft Good Sentences |
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694 | (19) |
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Four Common Sentence Patterns |
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695 | (6) |
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Ways of Emphasizing the Main Idea in a Sentence |
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701 | (3) |
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704 | (3) |
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707 | (2) |
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709 | (4) |
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33 Editing the Errors That Matter |
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713 | (39) |
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714 | (11) |
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725 | (9) |
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734 | (6) |
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740 | (6) |
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746 | (4) |
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Words That Are Often Confused |
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750 | (2) |
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PART VIII Design and Delivery |
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752 | (69) |
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34 Designing What You Write |
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757 | (19) |
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Thinking Rhetorically about Design |
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758 | (2) |
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760 | (1) |
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760 | (1) |
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761 | (2) |
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763 | (8) |
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771 | (2) |
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Getting Response to Your Design |
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773 | (3) |
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35 Writing in Multiple Modes |
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776 | (18) |
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Defining Multimodal Writing |
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776 | (2) |
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Considering Your Rhetorical Situation |
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778 | (1) |
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779 | (2) |
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781 | (3) |
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784 | (2) |
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786 | (2) |
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788 | (2) |
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790 | (2) |
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Managing a Multimodal Project |
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792 | (2) |
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794 | (15) |
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Halle Edwards, The Rise of Female Heroes in Shoujo Manga |
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797 | (6) |
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803 | (6) |
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37 Assembling a Portfolio |
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809 | (9) |
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What to Include in a Writing Portfolio |
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810 | (1) |
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811 | (1) |
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Reflecting on Your Writing |
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812 | (3) |
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815 | (3) |
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38 Publishing Your Writing |
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818 | (3) |
Credits |
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821 | (5) |
About the Authors |
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826 | (2) |
About the Alphabet |
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828 | (3) |
Submitting Papers |
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831 | (2) |
Author /Title Index |
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833 | (12) |
Glossary/Index |
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845 | (33) |
MLA and APA Directories |
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878 | |