| Introduction |
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xi | |
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xi | |
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How this Book Enriches and Expands Your Reading Ability |
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xii | |
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Won't This Kind of Reading Take Longer? |
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xiv | |
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What is "Academic Writing"? |
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xvi | |
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The Importance of Annotation to Academic Writing |
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xvii | |
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Digitally Annotating the Selections in this Textbook |
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xvii | |
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Reading and Writing to Make Meaning |
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xvii | |
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How This Book Is Organized |
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xviii | |
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A Note about the Links to Readings |
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xix | |
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A Note about Accessibility |
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xix | |
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xix | |
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Copyright Acknowledgments |
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xx | |
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xxi | |
| Part One Experiencing The Connections Between Reading And Writing |
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Chapter 1 Annotating Your Way into Academic Discourse |
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3 | (4) |
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What Is Academic Discourse? |
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3 | (1) |
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4 | (1) |
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What Are the Differences Between Annotating and Highlighting? |
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5 | (2) |
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Chapter 2 Developing a Repertoire of Reading Strategies |
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7 | (16) |
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7 | (1) |
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Choosing a Reading Strategy: The Importance of Purpose |
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8 | (1) |
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The Reading Strategies-Previewing |
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9 | (13) |
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11 | (1) |
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12 | (2) |
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14 | (2) |
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Reading Aloud to Paraphrase |
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16 | (1) |
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17 | (1) |
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The Believing/Doubting Game |
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18 | (1) |
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Reading Like a Writer (RLW) |
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19 | (2) |
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Reading and Evaluating Online Sources |
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21 | (1) |
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22 | (1) |
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Chapter 3 Further Strategies That Make Reading Visible |
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23 | (10) |
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The Reading Journal: Developing and Recording Your Knowledge About Reading |
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23 | (1) |
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Difficulty Inventory: Tracking and Overcoming Reading Difficulties |
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24 | (2) |
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Some Potential Difficulties You May Face When You Read |
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25 | (1) |
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26 | (2) |
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28 | (4) |
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32 | (1) |
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Chapter 4 Writing and Revising Academic Projects |
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33 | (14) |
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College-Level Academic Writing: Moving Beyond the Five-Paragraph Essay |
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33 | (1) |
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Moving Toward a Working Academic Argument |
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34 | (4) |
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The Role of Reading in Developing and Refining a Working Academic Argument |
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35 | (1) |
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Elements of an Academic Essay |
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36 | (1) |
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36 | (1) |
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Additional Examples of Revised Working Academic Arguments |
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37 | (1) |
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Anticipating and Addressing Disagreements: Inserting the Naysayer |
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38 | (1) |
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39 | (2) |
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Considerations for Multimodal Composing |
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40 | (1) |
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Mindfully Reading to Revise Your Writing and Multimodal Projects |
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41 | (4) |
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Two Ways to Test the Strength of your Argument |
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42 | (5) |
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Potential Pitfall: Binary Thinking |
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42 | (2) |
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Potential Pitfall: Your Evidence Doesn't Support Your Claims |
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44 | (1) |
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Revising Based on Feedback |
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45 | (2) |
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Chapter 5 Working with Sources |
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47 | (8) |
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Consistencies (and Differences) Between Source-Based Writing and Academic Essays |
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47 | (2) |
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Reading Online Sources for Credibility |
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48 | (1) |
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The Role of Skimming in Source-Based Writing |
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49 | (1) |
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Field Research in Source-Based Writing |
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49 | (1) |
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50 | (5) |
| Part Two Readings |
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Chapter 6 Readings on Reading |
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55 | (98) |
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Prior to Reading Each Selection in This
Chapter |
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55 | (96) |
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A Relationship between Reading and Writing: The Conversational Model |
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56 | (6) |
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Toward a Composing Model of Reading |
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62 | (15) |
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Commentary: The Transition to College Reading |
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77 | (7) |
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Texts of Our Institutional Lives: Studying the "Reading Transition" from High School to College: What Are Our Students Reading and Why? |
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84 | (19) |
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Motivation and Connection: Teaching Reading (and Writing) in the Composition Classroom |
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103 | (19) |
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From Story to Essay: Reading and Writing |
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122 | (19) |
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Reading and Writing a Text: Correlations between Reading and Writing Patterns |
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141 | (13) |
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Questions on
Chapter 6: Readings on Reading |
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151 | (1) |
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Reflecting on your Reading Strategies and Annotations |
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152 | (1) |
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Chapter 7 Reading, Writing, and Technology |
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153 | (18) |
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Prior to Reading Each Selection in This
Chapter |
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153 | (1) |
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154 | (13) |
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154 | (1) |
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Questions about "The Book Stops Here" |
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154 | (1) |
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155 | (1) |
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Questions about "Scan this Book" |
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155 | (1) |
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156 | (2) |
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Questions about "A Head for Detail" |
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157 | (1) |
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158 | (1) |
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Questions about "Escape the Echo Chamber" |
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158 | (1) |
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159 | (13) |
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Questions about "The Pace of Modern Life" |
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166 | (1) |
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Long Writing Assignments Based on Readings in
Chapter 7 |
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167 | (2) |
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Reflecting on Your Reading Strategies and Annotations |
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169 | (2) |
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Chapter 8 Expertise and Technology |
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171 | (34) |
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Prior to Reading Each Selection in This
Chapter |
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172 | (1) |
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172 | (29) |
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172 | (25) |
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Questions about "The Allegory of the Cave" |
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196 | (1) |
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197 | (2) |
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Questions about "Digital Maoism" |
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198 | (1) |
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The Rise of Crowdsourcing |
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199 | (1) |
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Questions about "The Rise of Crowdsourcing" |
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199 | (1) |
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200 | (6) |
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Questions about "It Should Happen to You" |
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200 | (1) |
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Long Writing Assignments Based on Readings in
Chapter 8 |
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201 | (2) |
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Reflecting on Your Reading Strategies and Annotations |
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203 | (2) |
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Chapter 9 Gender and Technology |
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205 | (24) |
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Prior to Reading Each Selection in This
Chapter |
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205 | (1) |
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206 | (20) |
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The "Blurred Lines" Effect: Popular Music and the Perpetuation of Rape Culture |
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206 | (10) |
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Questions about "The 'Blurred Lines' Effect" |
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215 | (1) |
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On the Occasion of Being Mistaken for a Man by Security Personnel at Newark International Airport |
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216 | (2) |
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Questions about "On the Occasion of Being Mistaken for a Man" |
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217 | (1) |
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Facebook, the Gender Binary, and Third-Person Pronouns |
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218 | (6) |
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Questions about "Facebook, the Gender Binary, and Third-Person Pronouns" |
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223 | (1) |
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224 | (6) |
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Questions about "Mothers Anonymous" |
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225 | (1) |
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Long Writing Assignments Based on Readings in
Chapter 9 |
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226 | (1) |
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Reflecting on Your Reading Strategies and Annotations |
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227 | (2) |
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Chapter 10 The Environment and Technology |
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229 | (24) |
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Prior to Reading Each Selection in This
Chapter |
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229 | (1) |
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230 | (20) |
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Environmentalists Have Given Up Too Much by Not Being Radical Enough |
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230 | (6) |
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Questions about "Environmentalists Have Given Up Too Much" |
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235 | (1) |
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236 | (4) |
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Questions about "Forget Shorter Showers" |
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239 | (1) |
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If You Think Technology Has No Place In the National Parks, Think Again |
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240 | (7) |
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Questions about "If you Think Technology Has no Place in the National Parks" |
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246 | (1) |
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Were Farmers America's First High Tech Information Workers? |
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247 | (3) |
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Questions about "Were Farmers America's First High Tech Information Workers?" |
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249 | (1) |
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Long Writing Assignments Based On Readings in
Chapter 10 |
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250 | (1) |
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Reflecting On Your Reading Strategies and Annotations |
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251 | (2) |
| Glossary |
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253 | (2) |
| Permissions |
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255 | |
