TO THE INSTRUCTOR |
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xix | |
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1 Developing Your Thinking: An Overview |
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1 | (18) |
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2 | (1) |
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The Importance of Thinking |
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3 | (1) |
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Contemporary Brain Research |
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4 | (2) |
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5 | (1) |
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5 | (1) |
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6 | (1) |
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6 | (1) |
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Getting the Most from Your Efforts |
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7 | (2) |
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8 | (1) |
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8 | (1) |
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8 | (1) |
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Using Feelings to Advantage |
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9 | (1) |
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10 | (1) |
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10 | (2) |
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Writing to Discover Ideas |
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12 | (1) |
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13 | (1) |
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13 | (1) |
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14 | (2) |
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Group Discussion Exercise |
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16 | (1) |
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Composition or Speech Exercise |
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17 | (2) |
PART 1 BE AWARE |
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19 | (60) |
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21 | (20) |
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Free Will Versus Determinism |
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21 | (1) |
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22 | (2) |
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24 | (1) |
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25 | (3) |
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25 | (2) |
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27 | (1) |
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27 | (1) |
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The Problem of Remembering |
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28 | (1) |
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29 | (2) |
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30 | (1) |
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30 | (1) |
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31 | (1) |
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The Basis of Moral Judgment |
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32 | (3) |
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35 | (1) |
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36 | (1) |
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36 | (3) |
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Group Discussion Exercise |
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39 | (1) |
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Composition or Speech Exercise |
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40 | (1) |
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3 Broaden Your Perspective |
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41 | (16) |
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43 | (2) |
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Habits That Hinder Thinking |
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45 | (7) |
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45 | (1) |
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46 | (1) |
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47 | (2) |
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49 | (1) |
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50 | (1) |
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51 | (1) |
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52 | (1) |
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53 | (1) |
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54 | (2) |
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Group Discussion Exercise |
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56 | (1) |
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Composition or Speech Exercise |
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56 | (1) |
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4 Sharpen Your Analytical Skills |
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57 | (22) |
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57 | (1) |
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Making Important Distinctions |
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58 | (4) |
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Distinctions Between the Person and the Idea |
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58 | (1) |
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Distinctions Between Matters of Taste and Matters of Judgment |
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59 | (1) |
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Distinctions Between Fact and Interpretation |
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59 | (1) |
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Distinctions Between Literal and Ironic Statements |
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60 | (1) |
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Distinctions Between an Idea's Validity and the Quality of Its Expression |
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61 | (1) |
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Distinctions Between Language and Reality |
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61 | (1) |
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62 | (2) |
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64 | (4) |
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65 | (1) |
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66 | (1) |
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67 | (1) |
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68 | (1) |
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69 | (1) |
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70 | (8) |
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Group Discussion Exercise |
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78 | (1) |
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Composition or Speech Exercise |
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78 | (1) |
PART 2 BE CREATIVE |
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79 | (76) |
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81 | (13) |
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Key Facts About Creativity |
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81 | (2) |
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Characteristics of Creative People |
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83 | (3) |
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Creative People Are Dynamic |
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84 | (1) |
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Creative People Are Daring |
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84 | (1) |
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Creative People Are Resourceful |
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84 | (1) |
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Creative People Are Hardworking |
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85 | (1) |
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Creative People Are Independent |
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85 | (1) |
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Applying Creativity to Problems and Issues |
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86 | (3) |
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86 | (1) |
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Devising or Modifying a Process or System |
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87 | (1) |
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Inventing a New Product or Service |
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87 | (1) |
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Finding New Uses for Existing Things |
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88 | (1) |
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88 | (1) |
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Inventing or Redefining a Concept |
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89 | (1) |
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Stages in the Creative Process |
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89 | (2) |
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The First Stage: Searching for Challenges |
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89 | (1) |
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The Second Stage: Expressing the Problem or Issue |
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90 | (1) |
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The Third Stage: Investigating the Problem or Issue |
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90 | (1) |
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The Fourth Stage: Producing Ideas |
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90 | (1) |
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91 | (1) |
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91 | (2) |
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Group Discussion Exercise |
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93 | (1) |
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Composition or Speech Exercise |
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93 | (1) |
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94 | (14) |
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The Importance of Curiosity |
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95 | (1) |
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96 | (1) |
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97 | (1) |
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98 | (5) |
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98 | (1) |
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99 | (1) |
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Note Your Own and Others' Dissatisfactions |
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100 | (1) |
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101 | (1) |
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Be Sensitive to Implications |
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101 | (1) |
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Recognize the Opportunity in Controversy |
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102 | (1) |
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103 | (1) |
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103 | (4) |
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Group Discussion Exercise |
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107 | (1) |
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Composition or Speech Exercise |
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107 | (1) |
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7 Express the Problem or Issue |
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108 | (12) |
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Distinguishing Problems from Issues |
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108 | (1) |
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109 | (1) |
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110 | (1) |
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When Problems Become Issues |
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111 | (1) |
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Guidelines for Expressing Problems and Issues |
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112 | (1) |
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Benefits of Careful Expression |
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112 | (2) |
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It Helps You Move Beyond the Familiar and Habitual |
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112 | (1) |
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It Keeps Your Thinking Flexible |
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112 | (1) |
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It Opens Many Lines of Thought |
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113 | (1) |
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114 | (1) |
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115 | (1) |
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116 | (1) |
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117 | (1) |
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Group Discussion Exercise |
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118 | (1) |
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Composition or Speech Exercise |
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119 | (1) |
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8 Investigate the Problem or Issue |
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120 | (17) |
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Three Sources of Information |
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121 | (3) |
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121 | (2) |
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123 | (1) |
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123 | (1) |
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Maintain a Questioning Perspective |
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124 | (1) |
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125 | (1) |
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126 | (2) |
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Conducting Your Own Research |
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128 | (2) |
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128 | (1) |
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129 | (1) |
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129 | (1) |
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130 | (1) |
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131 | (1) |
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131 | (4) |
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Group Discussion Exercise |
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135 | (1) |
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Composition or Speech Exercise |
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135 | (2) |
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137 | (18) |
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Stimulating Your Imagination |
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138 | (4) |
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138 | (1) |
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139 | (1) |
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139 | (1) |
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Look for Unusual Combinations |
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140 | (1) |
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140 | (1) |
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Construct Pro and Con Arguments |
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140 | (1) |
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Construct Relevant Scenarios |
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141 | (1) |
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142 | (1) |
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143 | (1) |
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143 | (2) |
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143 | (1) |
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144 | (1) |
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145 | (1) |
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145 | (1) |
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146 | (2) |
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148 | (2) |
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150 | (1) |
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150 | (2) |
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Group Discussion Exercise |
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152 | (1) |
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Composition or Speech Exercise |
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153 | (2) |
PART 3 BE CRITICAL |
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155 | (50) |
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157 | (12) |
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Why Criticism Is Necessary |
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157 | (1) |
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158 | (1) |
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Overcoming Obstacles to Critical Thinking |
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159 | (1) |
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159 | (1) |
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159 | (2) |
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Refining Your Solutions to Problems |
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161 | (1) |
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161 | (1) |
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Refining Your Positions on Issues |
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162 | (1) |
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163 | (1) |
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Taking Action on the Issue |
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163 | (1) |
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164 | (1) |
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165 | (2) |
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Group Discussion Exercise |
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167 | (1) |
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Composition or Speech Exercise |
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168 | (1) |
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11 Refine Your Solution to the Problem |
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169 | (11) |
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170 | (4) |
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Step 1: Working Out the Details |
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170 | (1) |
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Step 2: Finding Imperfections and Complications |
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171 | (1) |
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Step 3: Making Improvements |
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172 | (2) |
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174 | (3) |
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174 | (1) |
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175 | (2) |
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177 | (1) |
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177 | (2) |
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Group Discussion Exercise |
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179 | (1) |
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Composition or Speech Exercise |
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179 | (1) |
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12 Evaluate Your Argument on the Issue |
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180 | (16) |
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180 | (4) |
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180 | (1) |
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181 | (1) |
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181 | (1) |
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182 | (1) |
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183 | (1) |
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Shifting the Burden of Proof |
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183 | (1) |
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184 | (1) |
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Errors Affecting Validity |
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184 | (2) |
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A Special Problem: The Hidden Premise |
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186 | (2) |
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Recognizing Complex Arguments |
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188 | (1) |
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Steps in Evaluating an Argument |
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189 | (1) |
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The Case of Parents Versus Broadcasters |
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190 | (1) |
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The Case of the Retarded Girls |
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191 | (1) |
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191 | (1) |
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192 | (3) |
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Group Discussion Exercise |
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195 | (1) |
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Composition or Speech Exercise |
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195 | (1) |
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13 Refine Your Resolution of the Issue |
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196 | (9) |
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Step 1: Deciding What Action Should Be Taken |
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197 | (1) |
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Step 2: Recognizing and Overcoming Difficulties |
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197 | (1) |
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The Case of the Retarded Girls |
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198 | (1) |
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Should Children Pledge Allegiance? |
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199 | (1) |
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200 | (1) |
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200 | (2) |
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Group Discussion Exercise |
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202 | (1) |
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Composition or Speech Exercise |
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203 | (2) |
PART 4 COMMUNICATE YOUR IDEAS |
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205 | (28) |
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14 Anticipate Negative Reactions |
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207 | (11) |
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How Common Are Negative Reactions? |
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208 | (1) |
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Why People React Negatively |
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209 | (1) |
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Common Negative Reactions |
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210 | (1) |
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Anticipating Specific Reactions |
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210 | (3) |
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The Brainstorming Technique |
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211 | (1) |
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The Imaginary-Dialogue Technique |
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211 | (2) |
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213 | (1) |
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213 | (3) |
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Group Discussion Exercise |
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216 | (1) |
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Composition or Speech Exercise |
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217 | (1) |
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15 Build a Persuasive Case |
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218 | (15) |
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How Persuasion Is Achieved |
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218 | (2) |
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Using Evidence Effectively |
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220 | (1) |
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Presenting Ideas Skillfully |
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221 | (1) |
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221 | (1) |
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221 | (1) |
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Select the Most Appropriate Tone |
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222 | (1) |
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Answer All Significant Objections |
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222 | (1) |
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222 | (1) |
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223 | (4) |
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227 | (1) |
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228 | (3) |
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Group Discussion Exercise |
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231 | (1) |
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Composition or Speech Exercise |
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232 | (1) |
Appendix A A Guide to Composition |
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233 | (11) |
Four Important Characteristics |
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233 | (2) |
A Strategy for Composing |
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235 | (5) |
Prewriting |
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235 | (2) |
Planning |
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237 | (2) |
Drafting |
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239 | (1) |
Revising |
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239 | (1) |
Editing |
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240 | (1) |
Developing a Readable Style |
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240 | (2) |
A Sample Analytical Paper |
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242 | (2) |
Appendix B A Guide to Formal Speaking, Conversation, and Group Discussion |
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244 | (11) |
Formal Speaking |
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244 | (5) |
Types of Speeches |
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244 | (1) |
Organizing Your Material |
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245 | (1) |
Sample Outline and Speech |
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246 | (2) |
Practicing the Delivery |
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248 | (1) |
Conversation |
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249 | (1) |
Speaking Well |
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250 | (1) |
Listening Well |
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251 | (1) |
Improving Your Listening Skills |
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251 | (1) |
Group Discussion |
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252 | (3) |
Appendix C The Fundamentals of Logic |
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255 | (5) |
Three Basic Principles |
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255 | (1) |
Formal Argument |
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256 | (1) |
Common Errors in Syllogisms |
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257 | (1) |
The Undistributed Middle |
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257 | (1) |
Illicit Process |
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257 | (1) |
Affirming the Consequent |
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258 | (1) |
Denying the Antecedent |
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259 | (1) |
Converting a Conditional |
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259 | (1) |
Negating Antecedent and Consequent |
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259 | (1) |
Appendix D Doing the Warm-up Exercises |
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260 | (4) |
Seven Helpful Strategies |
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260 | (2) |
Sample Exercises and Responses |
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262 | (1) |
Exercise 1 |
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262 | (1) |
Exercise 2 |
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262 | (2) |
Appendix E Solutions to Sample Problems |
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264 | (2) |
The Three Glasses Problem |
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264 | (1) |
The Young Girl/Old Woman Problem |
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264 | (1) |
The Vase and Faces Problem |
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265 | (1) |
NOTES |
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266 | (7) |
INDEX |
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