Preface for Instructors |
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Contents by Genre |
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xvi | |
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1 | (26) |
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2 | (3) |
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5 | (1) |
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6 | (8) |
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Sample Argument for Analysis |
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14 | (4) |
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15 | (3) |
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Writing a Response to an Argument |
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18 | (1) |
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Further Strategies for Analyzing an Argument So You Can Write a Response to It |
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19 | (3) |
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22 | (5) |
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Should We Rename Institutions that Honor Dead Racists? |
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23 | (4) |
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2 Writing Effective Arguments |
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27 | (16) |
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Strategies for Developing an Effective Style of Argument |
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27 | (3) |
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Structuring Your Argument: Beyond the Five-Paragraph Essay |
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30 | (2) |
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A Student Response to an Argument |
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32 | (4) |
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How to Slow Down the Rush to War |
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33 | (3) |
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Arguing in the First Person: Can You Use I? |
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36 | (1) |
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37 | (6) |
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Why I Defaulted on My Student Loans |
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37 | (3) |
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Not a Fan of Fat Shaming? Stop Thin Praising |
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40 | (3) |
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3 How to Argue about Literature |
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43 | (39) |
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43 | (2) |
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Why Study Literature in a College Writing Course? |
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45 | (1) |
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46 | (3) |
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47 | (2) |
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Strategies for Arguing about Literature |
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49 | (12) |
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A Sample Student Argument about Literature |
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61 | (2) |
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The Mother's Mixed Messages in "Girl" |
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61 | (2) |
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Looking at Literature as Argument |
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63 | (3) |
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When I consider how my light is spent |
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64 | (1) |
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65 | (1) |
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Literature and Current Issues |
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66 | (16) |
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67 | (8) |
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The Problem with Public Shaming |
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75 | (3) |
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The Social Shaming of Racists Is Working |
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78 | (4) |
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82 | (22) |
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Strategies for Close Reading |
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82 | (4) |
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86 | (1) |
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Summer Solstice, New York City |
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86 | (1) |
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87 | (4) |
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Reading Closely by Annotating |
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91 | (5) |
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92 | (4) |
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Further Strategies: Topics of Literary Studies |
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96 | (8) |
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98 | (6) |
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104 | (34) |
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Letters Arrive from the Dead |
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104 | (2) |
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106 | (2) |
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108 | (4) |
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112 | (8) |
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First Draft of a Student Paper |
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120 | (3) |
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Letters Don't Arrive from the Dead |
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120 | (3) |
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123 | (1) |
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124 | (2) |
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Revised Draft of a Student Paper |
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126 | (4) |
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Letters Don't Arrive from the Dead |
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126 | (4) |
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Strategies for Writing a Comparative Paper |
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130 | (3) |
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130 | (1) |
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131 | (2) |
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A Student Comparative Paper |
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133 | (5) |
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Don Paterson's Criticism of Nature's Owners |
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134 | (4) |
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6 Writing about Literary Genres |
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138 | (58) |
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138 | (5) |
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139 | (4) |
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A Student's Personal Response to the Story |
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143 | (1) |
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The Elements of Short Fiction |
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144 | (10) |
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Final Draft of a Student Paper |
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154 | (4) |
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The Real Meaning of "Charity" in "A Visit of Charity" |
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154 | (4) |
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158 | (1) |
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159 | (1) |
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160 | (1) |
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161 | (1) |
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A Student's Personal Responses to the Poems |
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161 | (2) |
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First Draft of a Student Paper |
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163 | (2) |
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Boundaries in Robinson, Komunyakaa, and Oliver |
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163 | (2) |
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165 | (6) |
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Revised Draft of a Student Paper |
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171 | (2) |
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171 | (2) |
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Comparing Poems and Pictures |
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173 | (3) |
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175 | (1) |
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176 | (1) |
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A Sample Paper Comparing a Poem and a Picture |
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176 | (3) |
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Lack of Motion and Speech in Rolando Perez's "Office at Night" |
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176 | (3) |
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179 | (5) |
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180 | (4) |
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A Student's Personal Response to the Play |
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184 | (1) |
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185 | (8) |
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Final Draft of a Student Paper |
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193 | (3) |
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Which Is the Stronger Actress in August Strindberg's Play? |
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193 | (3) |
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7 Writing Researched Arguments |
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196 | (51) |
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Begin Your Research by Giving It Direction |
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197 | (1) |
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Search for Sources in the Library and Online |
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198 | (2) |
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200 | (1) |
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Record Your Sources' Key Details |
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201 | (3) |
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Strategies for Integrating Sources |
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204 | (1) |
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205 | (2) |
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Strategies for Documenting Sources (MLA Format) |
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207 | (2) |
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Directory to MLA Works-Cited Entries |
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209 | (1) |
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209 | (2) |
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Short Works from Collections and Anthologies |
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211 | (1) |
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Multiple Works by the Same Author |
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211 | (1) |
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212 | (1) |
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213 | (2) |
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Citation Formats for Other Kinds of Sources |
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215 | (1) |
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215 | (1) |
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Three Annotated Student Researched Arguments |
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216 | (11) |
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"The Yellow Wallpaper" as a Guide to Social Factors in Postpartum Depression |
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217 | (10) |
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How Sarah Uses Her Sources |
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227 | (1) |
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The Meaning of the Husband's Fainting in "The Yellow Wallpaper" |
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223 | (4) |
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How Katie Uses Her Sources |
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227 | (5) |
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The Relative Absence of the Human Touch in "The Yellow Wallpaper" |
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228 | (4) |
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How Fatima Uses Her Sources |
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232 | (1) |
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Contexts for Research: Confinement, Mental Illness, and "The Yellow Wallpaper" |
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233 | (14) |
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233 | (14) |
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Why I Wrote "The Yellow Wallpaper" |
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247 | (1) |
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From "The Evolution of the Rest Treatment" |
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248 | (5) |
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From The Ladies' Guide in Health and Disease |
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253 | (6) |
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8 Evaluating Internet Resources in a "Post-Truth" Age |
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259 | (34) |
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Evaluating Written Arguments You Find on the Internet |
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260 | (6) |
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261 | (3) |
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Restaurants Should Be More Aware of Celiac, Gluten-Free Diet Limits |
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264 | (2) |
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Critically Analyzing Web Sites' Truth Claims |
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266 | (6) |
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Summing Up the Recommendations |
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272 | (1) |
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Understanding Strategies in Visual Arguments on the Internet |
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272 | (2) |
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Duke et Decorum Est (poem) |
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273 | (1) |
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274 | (3) |
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Songs for Turtles in the Gulf (poem) |
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276 | (1) |
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277 | (1) |
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Identifying the Visual Strategies |
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277 | (3) |
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279 | (1) |
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Cartoon: "No Room, You'll Sink Us!" |
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280 | (1) |
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Identifying the Visual Strategies |
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280 | (3) |
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The Border: A Double Sonnet (poem) |
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282 | (1) |
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Identifying the Visual Strategies |
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283 | (1) |
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284 | (2) |
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285 | (1) |
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Graph: Mass Shootings in 2019 |
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286 | (1) |
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Identifying the Visual Strategies |
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287 | (1) |
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Summing Up the Strategies |
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288 | (1) |
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Identifying Biases You Might Bring to Your Internet Research |
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289 | (4) |
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Appendix: Writing with Critical Approaches to Literature |
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293 | (27) |
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Contemporary Schools of Criticism |
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294 | (5) |
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Working with the Critical Approaches |
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299 | (13) |
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299 | (13) |
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312 | (8) |
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A Refugee at Home (student paper) |
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312 | (3) |
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315 | (5) |
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Index of Authors, Titles, First Lines, and Key Terms |
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320 | |