ARGUMENT Everything is an. An academic, scholarly, or journalistic argument is not the same as an...

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ARGUMENT Everything is an

Transcript of ARGUMENT Everything is an. An academic, scholarly, or journalistic argument is not the same as an...

Page 1: ARGUMENT Everything is an. An academic, scholarly, or journalistic argument is not the same as an emotional conflict between people. Everything is an.

ARGUMENTEverything is an

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An academic, scholarly, or journalistic argument is not the same as an emotional conflict between people.

Everything is an

ARGUMENT

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At its best, an ARGUMENT should seek to:

• Open a subject – not close it.

• Broaden a topic – not narrow it.

• Earn respect for a position – not necessarily defeat it.

Adapted from V. Stevenson, 2013 Patrick Henry High School

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But is everything really an argument?HOW?

• Any text with a point of view is an argument.

• Any point of view can be debated.

• A text is anything (or anyone) that can be – analyzed– assessed– examined – explicated – deconstructed

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The ARGUMENTS we present today will be useful in your classrooms.

• The Identity Box project

• Research and Source Evaluation

• The Close Read

• The Learning Autobiography project

• Argumentative Speaking and Writing

(and no, this isn’t a redundancy—details to follow)

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In your classroom students will:

explore, assemble, and present visual rhetoric.

select and research a topic.

evaluate primary and secondary source material.

analyze texts through a close reading.

assess an author’s claims

respond to and defend an argument.

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THE IDENTITY BOX

Thinking inside the box:

The ARGUMENT of ME

Using visual rhetoric to explore identity and make introductions

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• Images, items, and artifacts allow us to get to know the “real you”

• A 3-D portrait of yourself

 

Identity box: the argument of me

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The Identity Box:The ARGUMENT of ME

• Wallet or purse. • Music collection.• Junk drawers. • Attic or basement. • Pieces of your past and

heritage that inform your identity

• People and places important to you.

• Get your family involved if you wish—they are a part of your identity, after all.

What to include • Photos• Picture ID’s (e.g. driver’s

license)• Keys• Awards or certificates• National flags• Cultural artifacts • Symbols of your past• Books or poems• CD cover art• Iconic representatives of your

future goals

Where to search

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Examples of visual rhetoric one might include in the ARGUMENT:

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Set aside time for ARGUMENT presentations

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Follow up with a written ARGUMENT:

• SELF-REFLECTION – Narrative– Selection process– Alone or assistance?– Liberating or constraining?– Revelations (themselves, family, community, world)?

• INTERPERSONAL REFLECTION– Surprising details/facts about classmates?– Reactive or interactive game-changers? Why/how?

• EVALUATION – Authentic self-assessment– Craft– Originality/creativity– Relevancy– Presentation skills– Objective defense of assessment

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An ARGUMENT for Learning: multi-media project for metacognitive reflection

• How do I learn?• Why do I learn?• Where do I learn?• From whom and what do I learn?

(Spoiler alert: much of your students’ education occurs outside the walls of the conventional classroom.)

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Framing your ARGUMENT with PHOTOSTORY (It’s easy and free to download!)

1 2

3 4

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Using PHOTOSTORYContinued

5 6

7 8

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The ARGUMENT for researchSource Selection: (Destiny, Gale, GALILEO, Discovery

Education, Nettrekker)

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Research tools: http://destiny.rockdale.k12.ga.us

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Hard copy of Student Assignment = Resource List

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Resource List Emailed to the Teacher

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Primary Sources, Academic Journals, Reference, etc.

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Student Brochures – tailored to match teacher assignments

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Effective searching

Brainstorming/Questioning/

Planning

Understandingstrategy/syntax

Evaluating results!

Choosing the righttype of

search tool Staying up to date

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Four tips: FSRE (for sure?)

• Focus—What is your mission or question?

• Strategize—Which search tools will you use? Which keywords and search terms will you use and how will you express them?

• Refine—How might I improve my search results?

• Evaluate—Which results will you visit? Which sites or documents are worthy enough to use? Did I do good work?

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Research Question: How effective are drug abuse prevention programs for young people?

Connect with “ANDs”

Recognize the importance of brainstorming and strategy

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Primary Source• Information that provides first-hand accounts of the

events, practices, or conditions you are researching

• Documents created by the witnesses or first recorders of these events at about the time they occurred

• diaries• letters• reports• photographs• creative works• financial records• memos• newspaper articles (to name just a few types).  

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• ORIGINAL DOCUMENTS (excerpts or translations acceptable): • Diaries, speeches, manuscripts, letters, interviews,

news film footage, autobiographies, official records 

• CREATIVE WORKS: • Poetry, drama, novels, music, art

  • RELICS OR ARTIFACTS:

• Pottery, furniture, clothing, buildings

• Examples of primary sources include: • Diary of Anne Frank - Experiences of a Jewish family during WWII 

The Constitution of Canada - Canadian History  A journal article reporting NEW research or findings  Weavings and pottery - Native American history  Plato's Republic - Women in Ancient Greece 

Primary SourceOther types of primary sources include

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Secondary SourcesA secondary source

• Information that was created later by someone who did not experience first-hand or participate in the events or conditions you’re researching.

• For the purposes of a historical research project, secondary sources are generally scholarly books and articles.

• Also included would be reference sources like encyclopedias.

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Secondary Sources• Interpret and analyze primary sources• One or more steps removed from the event. • May have pictures, quotes or graphics of primary

sources in them.

Some types of secondary sources include: PUBLICATIONS:

• Textbooks, magazine articles, histories, criticisms, commentaries, encyclopedias 

Examples of secondary sources include: • A journal/magazine article which interprets or reviews

previous findings  • A history textbook• A book about the effects of WWI 

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Think of CARRDSS

CREDIBILITY / AUTHORITY

ACCURACY

RELIABILITY

RELEVANCE

DATE

SOURCES BEHIND THE TEXT

SCOPE AND PURPOSE

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CREDIBILITY / AUTHORITYWho is the author?

What are his or her credentials? Education? Experience? Affiliation?

Does the author’s experience really qualify him or her as an expert?

Does he or she offer first-hand credibility? (For instance, a Vietnam veteran or a witness to Woodstock?)

Who actually published this page?

Is this a personal page or is it an endorsed part of a site belonging to a major institution? (Clues pointing to a personal page: ~ tilde, %, users, members)

Is the page hosted by a free server like AOL Members, Tripod, Geocities?

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More credibility clues(What do others think?)

Do a link check• In Google or AltaVista type

link:siteaddress• Your results will show which other sites have

chosen to link to this page. If several respectable institutions have linked to a site, that provides a clue about the site’s credibility.

Does the site appear in major subject directories like Librarian’s Index to the Internet (lii.org)?

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ACCURACY

• Can facts, statistics, or other information be verified through other sources?

• Based on your knowledge, does the information seem accurate? Is the information inconsistent with information you learned from other sources?

• Is the information second hand? Has it been altered?

• Do there appear to be errors on the page (spelling, grammar, facts)?

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RELIABILITY• Does the source present a particular view or bias?• Is the page affiliated with an organization that has

a particular political or social agenda?• Is the page selling a product?• Can you find other material to offer balance so

that you can see the bigger picture?• Was the information found in a paid placement or

sponsored result from the search engine?• Information is seldom neutral. Sometimes a bias

is useful for persuasive essays or debates.

Recognizing bias is important.

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RELEVANCE

• Does this information directly support my hypothesis/thesis or help to answer my question?

• Can I eliminate or ignore it because it simply doesn’t help me?

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DATE

• When was this information created? • When was it last revised? • Are these dates meaningful in terms

of your information needs?• Has the author of the page stopped

maintaining it?• (Be suspicious of undated material.)

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SOURCES BEHIND THE TEXT

• Did the author bother to document his or her sources?

• Were those references reliable, popular, scholarly, reputable?

• Are those sources real? Have you or your librarian heard of or been able to verify them?

• Is the material reproduced (accurately) from another publication?

• What kind of links did the author choose?

• Are the hyperlinks reliable and valuable?

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SCOPE / PURPOSE

• Does this source address my hypothesis/thesis/question in a comprehensive or peripheral way?

• Is it a scholarly or popular treatment?

• Is it material I can read and understand?

• Is it too simple? Is it too challenging?

• Who is the intended audience?

• Why was this page created? To inform or explain? To persuade? To sell?

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Evaluating Websites Activity

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topic

questions

tentative thesis

thesis

Process for developing the thoughtful thesis

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Why a thesis?

• A thesis statement declares what you intend to prove.

• A thesis gives your work focus.• A good thesis statement makes the

difference between a thoughtful research project and a simple retelling of facts.

• It makes the work worth doing!

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What does a thesis look like?

2 Simple equations:

Specific topic + Attitude/Angle/Argument = Thesis

(or 3 Ts: Topic + ’Tude = Thesis)

What you plan to argue

+ How you plan to argue it

= Your thesis

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Attributes of a good thesis:

Contestable—proposes an argument with which people could reasonably disagree.

Provocative—takes a stand and justifies the discussion you will present.

Coverable—could be adequately covered in the format of the project assigned.

Specific and focused—proves a point without discussing “everything in the world about …”

Provable—asserts your own conclusion based on solid evidence.

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How will you find a thesis?

As you read look for:• Interesting contrasts or comparisons or

patterns emerging in the information• Something about the topic that surprises you• Ideas that make you wonder why?• Priorities you can weigh• Something an “expert” says that makes you

respond, “No way! That can’t be right!” or “Yes, absolutely. I agree!”

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1. Does the thesis  inspire a reasonable reader to ask,“How?” or “Why?”

2. Would a reasonable reader NOT respond with “Duh!” or “So what?” or “Gee, no kidding!” or “Who cares?”

3. Does the thesis avoid general phrasing and/or sweeping words such as “all” or “none” or “every”?

4. Does the thesis lead the reader toward the topic sentences (the subtopics needed to prove the thesis)?

5. Can the thesis be adequately developed in the required length of the paper or project?

If you cannot answer “YES” to these questions, what changes must you make in order for your thesis to pass these tests?

Try these five tests on your own tentative thesis:

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What is plagiarism?and why you should care!

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Definition:

Plagiarism is the act of presenting the words, ideas, images, sounds, or the creative expression of others as your own.

You can “borrow” from the works of others in your own

work!

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Use these three strategies,

• Quoting• Paraphrasing • Summarizing

But make sure you blend source materials in with your own. Make sure your own voice is heard.

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Quoting

Quotations are the exact words of an author, copied directly from a source, word for word. Quotations must be cited!

Use quotations when:• You want to add the power of an author’s words to support your

argument• You want to disagree with an author’s argument• You want to highlight particularly eloquent or powerful phrases

or passages• You are comparing and contrasting specific points of view• You want to note the important research that precedes your own

Carol Rohrbach

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ParaphrasingParaphrasing means rephrasing the words of an

author, putting his/her thoughts in your own words. When you paraphrase, you rework the source’s ideas, words, phrases, and sentence structures with your own. Like quotations, paraphrased material must be followed with in-text documentation and cited on your Works-Cited page.

Paraphrase when:

• You plan to use information on your note cards and wish to avoid plagiarizing

• You want to avoid overusing quotations• You want to use your own voice to present information

Carol Rohrbach and Joyce Valenza

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Summarizing• Summarizing involves putting the main idea(s)

of one or several writers into your own words, including only the main point(s). Summaries are significantly shorter than the original and take a broad overview of the source material. Again, it is necessary to attribute summarized ideas to their original sources.

Summarize when:

• You want to establish background or offer an overview of a topic• You want to describe knowledge (from several sources) about a

topic• You want to determine the main ideas of a single source

Carol Rohrbach and Joyce Valenza

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• Include any direct quotes or unique phrases in quotation marks or mark with a big Q and make sure the speaker’s/ writer’s name is identified.

• Make sure you note a paraphrase with the writer’s name and mark it with a big P

• Include page numbers and source references so you can go back and check for accuracy as you write.

As you take notes:As you take notes:

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Quote:

“The days Robert Frost passed in solitude on the Gully farm in South Shaftsbury, Vermont, following the death of his wife on March 20, 1938, were as grim as any of his entire life.”

• Paraphrase:

– The days Robert Frost spent by himself on his farm in South Shaftsbury, Vermont, after his wife died were the most dismal of his life.

• Summary:

– Frost spent his most dismal days alone on his farm after his wife died.

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Destiny Home Page – Copyright for students

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How do I cite using MLA style?

• Parenthetical citations are usually placed at the end of a sentence, before the period, but they may be placed in the middle of sentence

• Cite the author’s last name and the page number

• In the absence of an author, cite the title and the page number

• If you are using more than one book by the same author, list the last name, comma, the title, and the page

• If you identify the author and title in the text, just list the page number

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Close ReadingDigging deeply into the written text.

Warning: Strenuous Work Ahead.May result in clarity of content, grounded comprehension, and, in extreme but rare cases, critical

thinking.

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Key concepts for close reading

• Diction• Denotation• Connotation• Tone

• Infer/Inference• Author’s purpose• Audience

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Text Connectionsfour fundamental ways we relate to texts

• Text to self

• TEXT TO ITSELF This relationship is where the close reading exists.

What are the features and style of the language and narrative?

What is the purpose and message?

• Text to other text(s)

• Text to world

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Observation

Inference

Speculation

Close reading strategies

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making notes of data without necessarily drawing a conclusion.

Example: Cars have decreased in cost in the last one hundred years.

Adapted from V. Stevenson, 2013 Patrick Henry High School

Close reading strategies:

OBSERVATION =

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Observation + “why” • Why might something be true? • Seeks an explanation or conclusion• Further inquiry may or may not be required.

Example: The cost of cars has gone down as the technology to make them has improved.

Adapted from V. Stevenson, 2013 Patrick Henry High School

Close reading strategies:

INFERENCE =

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Observation + Inference (why) + PREDICTION. • Assess for accuracy, relevance. value• Predict future outcome(s)• What WILL BE true based on

what HAS BEEN true.

Example: Because the car is now a necessity rather than the luxury item as it once was, it is likely that Ford will continue to make an inexpensive model and the cost will stay relatively low.

Adapted from V. Stevenson, 2013 Patrick Henry High School

Close reading strategies:

SPECULATION =

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Strategies for Close Reading

• Always give the text your absolute attention.

• Annotate the text.

Your Own Personal Copy:

• Underline

• Highlight

• Marginal notes

Loaned / Circulated Copy:

• Don’t mark up

• Use separate journal

or notebook

• Cornell notes

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• Have a good, reliable dictionary close at hand.– Print version– Digital version

• Scrutinize the language– Word and phrase level. – Connotation v denotation– Determine tone – Literal or figurative– Authorial purpose ↔ Audience reception

More Strategies for Close Reading

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Still More Strategies for Close Reading

Look for:• Repetitions• Patterns • Similarities• Contradictions

Note Text Structure• Chronological • Compare/contrast • Sequence of events • Cause/effect • Spatial/descriptive

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The Academic Argument:taking a position

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Two basic types of ARGUMENT:

Inductive• “bottom-up” logic• general propositions are

derived from specific examples

• probabilistic: states the probability or likelihood

Deductive• “top-down” logic• Conclusion is reached from

general statements• Links a premise with a

conclusion

Example: Specific Example: All life forms we know to exist depend on water for survival. General Proposition: Any future life forms discovered will probably depend on water for survival.

Example: General statement: All men are mortal. General statement: Aristotle was a man. Conclusion: Aristotle was mortal.

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And three basic categories of

ARGUMENT:

• Arguments of fact:– Global warming is/is not a serious problem

• Arguments of values:– A woman president would/would not be good

for the United States.• Arguments of policy:

– The U.S. should/should not grant amnesty to hard-working, law-abiding undocumented immigrant workers.

Adapted from V. Stevenson, 2013 Patrick Henry High School

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We argue for four major purposes:

• To ASSERT– Seeks to declare and defend a claim

• This is what I think/believe and why I think/believe it.

• To PREVAIL– Seeks to triumph or establish dominance

• I am right/know better and this is why/how.

• To INQUIRE– Seeks to augment knowledge, resolve doubt, or solve a

problem• Why/how does something occur?

• To NEGOTIATE DIFFERENCES– Seeks mutual compromise

• I will do this for you if you will do that for me.

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Evaluating an argument

• When determining the efficacy or validity of someone’s argument, we rely on rhetoric to provide clues.

–The Message»What is s/he saying?

–The Delivery»How is s/he saying it?

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Evaluating an argument

• It is imperative for the reader/listener to circle back to the

CLOSE READ

Are you “buying” the argument, or is there lingering doubt?

Word choice?

Emotional response?Clarity or

ambiguity?

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Are you ready to argue?

When formally responding to an argument—which means that you are now a participant in the argument—a little pre-emptive strategy goes a long way.

• First, state the issue in your own words.– [Insert author] claims that [insert topic]

has resulted in [insert event or situation].

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Take a position and gather your evidence.

Organize your thoughts

defe

ndchallenge

qualify

Experience12345

Reading12345

Observation12345

Adapted from V. Stevenson, 2013 Patrick Henry High School

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• Divide the room into four sections and identify each:– Agree– Strongly agree– Disagree– Strongly disagree– Middle = neutral

• Announce the supposition– Always state in the affirmative– Read and post topic or statement; offer no clarification– Students take a position—literally (no talking at this time)

Have a some fun practicing argument in the classroom

The Four Corners Discussion

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• Each group has allotted time for– Defense (no interruptions from other position-

holders)– Rebuttal (no interruptions from other position-

holders)– Change of position (argument becomes persuasion)

• Close the discussion without closing the issue– Each group summarizes position of opposing group

The Four Corners Discussion (cont’d)

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• Stage a mock trial for a character or characters.

• Hold a formal debate• Engage a Socratic Circle.• Turn a position into a poster, pamphlet, or other

graphic construction.• Compose and deliver point/counterpoint

speeches.• Write an argumentative essay.

Additional strategies for

ARGUMENT

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Works Cited“Boston Columnist Resigns Amid New Plagiarism Charges.” CNN.com 19 Aug. 1998. 3 March

2003. <http://www.cnn.com/US/9808/19/barnicle/>

Fain, Margaret. “Internet Paper Mills.” Kimbal Library. 12 Feb. 2003. http://www.coastal.edu/library/mills2.htm

“How to Do a Close Reading.” Harvard University Dept. of Ed. n.d. Web. 24 Sept. 2012. http://www.fas.harvard.edu/~wricntr/documents/CloseReading.html

Lathrop, Ann and Kathleen Foss. Student Cheating and Plagiarism in the Internet Era. Englewood, CO: Libraries Unlimited, 2000.

Lewis, Mark. “Doris Kearns Goodwin And The Credibility Gap.” Forbes.com 2 Feb. 2002. http://www.forbes.com/2002/02/27/0227goodwin.html

Lunsford, Andrea A., John J. Ruszkiewicz, and Keith Walters. Everything’s an Argument (6th ed). Boston: Bedford, 2013. Print

“New York Times Exposes Fraud of own Reporter.” ABC News Online. 12 May 2003.<http://www.pbs.org/newshour/newshour_index.html>

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Works Cited (cont’d)Sabato, Larry J. “Joseph Biden’s Plagiarism; Michael Dukakis’s ‘Attack Video’ – 1988.”

Washington Post Online. 1998. 3 March 2002. http://www.washingtonpost.com/wpsrv/politics/special/clinton/frenzy/biden.htm

Stephenson, Valerie. “AP English Language Summer Institute.” Woodward Academy, College Park, GA. 3-6 June 2013. Print.

“While You Read: Strategies for Close Reading.” Empire State College. n. d. Web. 24 Sept. 2012.