| To the Instructor |
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xv | |
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1 | (84) |
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Developing Your Thinking: An Overview |
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3 | (22) |
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4 | (1) |
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The Importance of Thinking |
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5 | (1) |
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6 | (2) |
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7 | (1) |
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7 | (1) |
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8 | (1) |
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The Structure of This Book |
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8 | (1) |
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Getting the Most from Your Efforts |
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9 | (1) |
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Using Feelings to Advantage |
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10 | (1) |
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11 | (1) |
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12 | (1) |
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Making Discussion Meaningful |
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12 | (3) |
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Whenever Possible Prepare in Advance |
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13 | (1) |
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Set Reasonable Expectations |
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13 | (1) |
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Leave Egotism and Personal Agendas at the Door |
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13 | (1) |
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Contribute But Don't Dominate |
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13 | (1) |
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Avoid Distracting Speech Mannerisms |
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14 | (1) |
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14 | (1) |
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14 | (1) |
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Resist the Urge to Shout or Interrupt |
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14 | (1) |
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Preliminary Thinking Strategies |
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15 | (2) |
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Sample Exercises and Responses |
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17 | (8) |
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18 | (1) |
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19 | (2) |
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Issue for Extended Analysis |
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21 | (4) |
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25 | (20) |
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Free Will versus Determinism |
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26 | (1) |
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27 | (1) |
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28 | (2) |
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30 | (2) |
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30 | (1) |
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31 | (1) |
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31 | (1) |
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The Problem of Remembering |
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32 | (1) |
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33 | (2) |
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34 | (1) |
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34 | (1) |
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35 | (1) |
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The Basic of Moral Judgment |
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36 | (3) |
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39 | (6) |
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39 | (1) |
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40 | (2) |
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Issue for Extended Analysis |
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42 | (3) |
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45 | (17) |
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47 | (2) |
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Habits That Hinder Thinking |
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49 | (7) |
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49 | (1) |
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50 | (1) |
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51 | (2) |
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53 | (1) |
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54 | (1) |
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55 | (1) |
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56 | (6) |
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57 | (1) |
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57 | (2) |
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Issue for Extended Analysis |
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59 | (3) |
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62 | (23) |
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63 | (1) |
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Making Important Distinctions |
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64 | (4) |
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The Distinction Between the Person and the Idea |
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64 | (1) |
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The Distinction Between Matters of Taste and Matters of Judgments |
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64 | (1) |
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The Distinction Between Fact and Interpretation |
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65 | (1) |
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The Distinction Between Literal and Ironic Statements |
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66 | (1) |
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The Distinction Between an Idea's Validity and the Quality of Its Expression |
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66 | (1) |
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The Distinction Between Language and Reality |
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67 | (1) |
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A Strategy for Critical Reading |
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68 | (3) |
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68 | (1) |
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69 | (1) |
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69 | (1) |
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70 | (1) |
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71 | (1) |
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72 | (13) |
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74 | (1) |
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74 | (8) |
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Issue for Extended Analysis |
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82 | (3) |
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85 | (86) |
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87 | (15) |
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Key Facts About Creativity |
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88 | (2) |
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Characteristics of Creative People |
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90 | (2) |
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Applying Creativity to Problems and Issues |
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92 | (3) |
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92 | (1) |
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Devising or Modifying a Process or System |
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93 | (1) |
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Inventing a New Product or Service |
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93 | (1) |
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Finding New Uses for Existing Things |
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94 | (1) |
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94 | (1) |
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Inventing or Redefining a Concept |
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94 | (1) |
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Stages in the Creative Process |
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95 | (7) |
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The First Stage: Searching for Challenges |
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95 | (1) |
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The Second Stage: Expressing the Problem or Issue |
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96 | (1) |
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The Third Stage: Investigating the Problem or Issue |
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96 | (1) |
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The Fourth Stage: Producing Ideas |
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96 | (1) |
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97 | (1) |
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97 | (1) |
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Issue for Extended Analysis |
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98 | (4) |
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102 | (15) |
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The Importance of Curiosity |
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103 | (2) |
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105 | (1) |
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105 | (1) |
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106 | (11) |
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106 | (2) |
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108 | (1) |
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Note Your Own and Others' Dissatisfactions |
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108 | (1) |
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109 | (1) |
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Be Sensitive to Implications |
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110 | (1) |
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Recognize the Opportunity in Controversy |
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111 | (1) |
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111 | (1) |
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112 | (1) |
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Issue for Extended Analysis |
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113 | (4) |
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Express the Problem or Issue |
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117 | (13) |
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Distinguishing Problems from Issue |
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118 | (1) |
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118 | (1) |
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119 | (1) |
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When Problems Become Issues |
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120 | (1) |
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Guidelines for Expressing Problems and Issues |
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121 | (1) |
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Benefits of Careful Expression |
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121 | (2) |
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It Helps You Move Beyond the Familiar and Habitual |
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121 | (1) |
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It Keeps Your Thinking Flexible |
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121 | (1) |
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It Opens Many Lines of Thought |
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122 | (1) |
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123 | (1) |
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124 | (6) |
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125 | (1) |
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126 | (1) |
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Issue for Extended Analysis |
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127 | (3) |
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Investigate the Problem or Issue |
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130 | (22) |
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131 | (6) |
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131 | (1) |
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132 | (1) |
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132 | (1) |
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132 | (1) |
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133 | (1) |
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134 | (1) |
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134 | (1) |
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134 | (1) |
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135 | (1) |
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135 | (1) |
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The Experiences of People You Know |
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136 | (1) |
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137 | (2) |
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139 | (3) |
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Maintaining a Questioning Perspective |
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142 | (1) |
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142 | (1) |
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143 | (2) |
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Conducting Your Own Research |
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145 | (1) |
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145 | (1) |
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Consider Doing an Observational Study |
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146 | (1) |
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146 | (6) |
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146 | (1) |
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147 | (2) |
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Issue for Extended Analysis |
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149 | (3) |
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152 | (19) |
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Stimulating Your Imagination |
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153 | (4) |
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154 | (1) |
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154 | (1) |
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154 | (1) |
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Look for Unusual Combinations |
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155 | (1) |
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155 | (1) |
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Construct Pro and Con Arguments |
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155 | (1) |
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Construct Relevant Scenarios |
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156 | (1) |
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157 | (1) |
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158 | (1) |
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158 | (2) |
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158 | (1) |
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159 | (1) |
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160 | (1) |
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160 | (1) |
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161 | (2) |
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163 | (8) |
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165 | (1) |
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166 | (1) |
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Issue for Extended Analysis |
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167 | (4) |
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171 | (56) |
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173 | (13) |
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Why Criticism Is Necessary |
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173 | (1) |
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174 | (1) |
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Overcoming Obstacles to Critical Thinking |
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175 | (1) |
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175 | (1) |
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176 | (1) |
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Refining Your Solutions to Problems |
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177 | (1) |
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177 | (1) |
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Refining Your Positions on Issues |
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178 | (1) |
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179 | (7) |
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Taking Action on the Issue |
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180 | (1) |
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181 | (1) |
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181 | (1) |
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Issue for Extended Analysis |
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182 | (4) |
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Refine Your Solution to the Problem |
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186 | (13) |
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187 | (4) |
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Step 1: Working Out the Details |
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187 | (1) |
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Step 2: Finding Imperfections and Complications |
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188 | (1) |
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Step 3: Making Improvements |
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189 | (2) |
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191 | (8) |
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191 | (1) |
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192 | (2) |
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194 | (1) |
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194 | (1) |
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Issue for Extended Analysis |
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195 | (4) |
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Evaluate Your Argument on the Issue |
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199 | (18) |
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199 | (4) |
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200 | (1) |
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200 | (1) |
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201 | (1) |
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202 | (1) |
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202 | (1) |
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Shifting the Burden of Proof |
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202 | (1) |
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203 | (1) |
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Errors Affecting Validity |
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203 | (2) |
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A Special Problem: The Hidden Premise |
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205 | (2) |
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Recognizing Complex Arguments |
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207 | (1) |
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Steps in Evaluating an Argument |
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208 | (1) |
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The Case of Parents Protesting TV Programs |
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209 | (1) |
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The Case of the Mentally Impaired Girls |
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210 | (7) |
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211 | (1) |
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211 | (3) |
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Issue for Extended Analysis |
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214 | (3) |
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Refine Your Resolution of the Issue |
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217 | (10) |
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Step 1: Deciding What Action Should Be Taken |
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218 | (1) |
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Step 2: Recognizing and Overcoming Difficulties |
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218 | (1) |
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Should Children Pledge Allegiance? |
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219 | (1) |
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Should the Miranda Rule Be Abolished? |
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220 | (7) |
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221 | (1) |
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222 | (1) |
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Issue for Extended Analysis |
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223 | (4) |
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PART IV Communicate Your Ideas |
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227 | (35) |
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229 | (13) |
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Understanding Why People Reject Ideas |
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230 | (1) |
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231 | (2) |
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Anticipating Your Audience's Objections |
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233 | (2) |
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The Brainstorming Technique |
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233 | (1) |
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The Imaginary-Dialogue Technique |
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233 | (2) |
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Presenting Your Ideas to Advantage |
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235 | (2) |
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235 | (1) |
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236 | (1) |
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Select the Most Appropriate Tone |
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236 | (1) |
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Emphasize the Evidence for Your View |
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237 | (1) |
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Answer All Significant Objections |
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237 | (1) |
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237 | (5) |
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238 | (1) |
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239 | (1) |
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Issue for Extended Analysis |
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239 | (3) |
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Writing and Speaking Effectively |
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242 | (20) |
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Characteristics of Effective Writing |
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243 | (1) |
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A Step-by-Step Approach to Composition |
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244 | (3) |
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244 | (2) |
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246 | (1) |
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246 | (1) |
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246 | (1) |
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Developing a Readable Style |
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247 | (1) |
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248 | (2) |
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The Challenge of Effective Speaking |
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250 | (1) |
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251 | (1) |
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251 | (2) |
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Sample Outline and Speech |
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253 | (2) |
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255 | (7) |
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256 | (1) |
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256 | (2) |
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Issue for Extended Analysis |
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258 | (4) |
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Solutions to Sample Problems |
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262 | (2) |
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The Three Glasses Problem |
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262 | (1) |
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The Young Girl/Old Woman Problem |
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262 | (1) |
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The Vase and Faces Problem |
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263 | (1) |
| Notes |
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264 | (7) |
| Index |
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271 | |