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writing arguments 9th edition

Writing Arguments: A Rhetoric with Readings, Books a la Carte Edition (9th Edition) 9th Edition

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writing arguments 9th edition

writing arguments 9th edition

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Writing Arguments: A Rhetoric with Readings, 9th Edition

John D. Ramage, Arizona State University

John C. Bean, Seattle University

June Johnson, Seattle University

©2012 | Pearson

Writing Arguments: A Rhetoric with Readings

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The market leader in argumentative rhetorics, Writing Arguments has proven highly successful in teaching students to read arguments critically and to produce effective arguments of their own.

With its student-friendly tone, clear explanations, high-interest readings and examples, and well-sequenced critical thinking and writing assignments, Writing Arguments offers a time-tested approach to argument that is interesting and accessible to students and eminently teachable for instructors.

o         Four major approaches to argument are introduced: three classical appeals of logos, ethos, and pathos; Toulmin's system as a means for analyzing and inventing arguments; the types of claims as an aid to inventing and structuring arguments; and the enthymeme as a rhetorical and logical structure.

o         Opportunities for students to practice what they have learned include numerous collaborative “For Class Discussion” exercises and a variety of sequenced major “Writing Assignments.”

o         Graphics illustrate argument concepts and structures and include 

                o         Toulmin Analysis charts that help students see the conceptual framework of an argument, and

                o         Organization Plans for various types of arguments that help students outline their own arguments.

o         An anthology provides over seventy arguments on seven provocative topics as well as a unit of classic arguments in a wide range of genres that include white papers, op-ed pieces, speeches, documented scholarly articles, articles from public affairs magazines, interviews, blogs, advocacy advertisements, posters, news photographs, and political cartoons.

o         The Examining Visual Arguments feature throughout the text offers students opportunities to analyze advocacy ads, political cartoons, posters, and other visual arguments while offering instructors more assignment choices.

o         Student examples, many of them source-based, reflect genuine student voices writing on personal, local, national, and international issues.

o         Comprehensive coverage of research emphasizes an inquiry approach, discusses the importance of evaluating sources, explains how to incorporate sources to support an argument, illustrates where citation information is found in common types of sources, provides up-to-date MLA and APA citation guidelines, and shows MLA and APA documentation styles with two fully formatted student research papers.

o         Visual cases open each claim-type chapter, providing an engaging introductory example to help students preview upcoming content (Chs. 11-14). 

o         Three versions are available: the regular Ninth Edition (ISBN 020517163X) includes the rhetoric plus an anthology of arguments on contemporary and classic issues; the Brief Edition (ISBN 0205171567) includes the rhetoric only; and the Concise Edition (ISBN 0205171494) is a redaction of the Brief Edition.

o         The Ebook within MyWritingLab increases flexibility for students who prefer studying online. 

New to This Edition

o         A new chapter, “Incorporating Sources into Your Own Argument,” provides more thorough instruction to help students summarize, paraphrase, or quote a source properly.  Included are visual treatments of strong and weak syntheses and an updated treatment of plagiarism in the academic community (Ch. 16).

o         Expanded coverage of Rogerian argument provides a new student example, charts that highlight features of delayed-thesis and Rogerian argument, and a new exercise with visuals to help students practice and apply concepts (Ch. 7).

o         New visual texts provide up-to-date examples while new For Class Discussion activities offer more exercises in which students can analyze and write about how visual arguments work (Chs. 3, 7, 9, and 12-15).

o         Four new student essays and four new professional readings that address carrying guns on campus, building a mosque at Ground Zero, changing discriminatory college meal plans, and learning the news from comedy shows have been chosen for their illustrative power and student interest.

o         Three new units in the anthology help students engage contemporary debates:

                o         The Value(s) of Higher Education explores the ongoing debates about liberal arts versus career-focused majors, rising tuition costs, and the decreased number of jobs available for graduates.

                o         Millennials Entering Adulthood includes difficulties entering the workforce, the decision to live with parents longer than planned, choosing to delay marriage, and more. 

                o         Digital Literacies explores the effects of communications technologies and social media on the way we think, read, and write as well as on our values and social relationships.

o         Updated units in the anthology ensure students have access to the most current arguments and perspectives voiced in ongoing debates:

                o         Immigration in the Twenty-First Century explores whether being born in the United States should confer citizenship and whether the children of illegal immigrants should be given a path to citizenship through higher education or military service.

                o         Choices for a Sustainable World presents a range of arguments on how markets (through carbon trading and emissions taxes) and individuals (through conservation and sustainable practices) affect world resources.

o         New multimodal writing assignment options ask students to integrate verbal and visual arguments (e.g., revising an argument to use images that appeal to pathos, creating a visual argument based on a well-known or iconic image, and developing PowerPoint slides (Chs. 6, 9, 15).  

o         Streamlined coverage of definition and resemblance arguments better highlight their common features as types of categorical arguments. 

Table of Contents

Preface    Acknowledgments      Part One  Overview of Argument      1  Argument: An Introduction    What Do We Mean by Argument?                Argument Is Not a Fight or a Quarrel                Argument Is Not Pro-Con Debate                Arguments Can Be Explicit or Implicit    Louis W. Sullivan, M.D., “Let the Facts Decide, Not Fear: Ban AB 1108”    The Defining Features of Argument                Argument Requires Justification of Its Claims                Argument Is Both a Process and a Product                Argument Combines Truth Seeking and Persuasion    Argument and the Problem of Truth    A Successful Process of Argumentation: The Well-Functioning Committee    Gordon Adams (student), “Petition to Waive the University Mathematics Requirement”    Conclusion      2  Argument as Inquiry: Reading and Exploring    Finding Issues to Explore                Do Some Initial Brainstorming                Be Open to the Issues All around You                Explore Ideas by Freewriting                Explore Ideas by Idea Mapping                Explore Ideas by Playing the Believing and Doubting Game    Placing Texts in a Rhetorical Context                Genres of Argument    Cultural Contexts: Who Writes Arguments and Why?    Analyzing Rhetorical Context and Genre    Reading to Believe an Argument’s Claims    John Kavanaugh, “Amnesty?”                Summary Writing as a Way of Reading to Believe                Practicing Believing: Willing Your Own Belief in the Writer’s Views    Reading to Doubt    Thinking Dialectically                Questions to Stimulate Dialectic Thinking    Fred Reed, “Why Blame Mexico?”                Three Ways to Foster Dialectic Thinking    Conclusion    Writing Assignment: An Argument Summary or a Formal Exploratory Essay    Michael Banks (student), “Should the United States Grant Legal Status to Undocumented Immigrant Workers?”      Part Two   Writing an Argument      3  The Core of an Argument: A Claim with Reasons    The Classical Structure of Argument    Classical Appeals and the Rhetorical Triangle    Issue Questions as the Origins of Argument                Difference between an Issue Question and an Information Question                How to Identify an Issue Question    Difference between a Genuine Argument and a Pseudo-Argument                Pseudo-Arguments: Fanatical Believers and Fanatical Skeptics                Another Source of Pseudo-Arguments: Lack of Shared Assumptions    Frame of an Argument: A Claim Supported by Reasons                What Is a Reason?                Expressing Reasons in Because Clauses    Conclusion    Writing Assignment: An Issue Question and Working Thesis Statements      4  The Logical Structure of Arguments    An Overview of Logos: What Do We Mean by the “Logical Structure” of an Argument?                Formal Logic versus Real-World Logic                The Role of Assumptions    The Core of an Argument: The Enthymeme    Adopting a Language for Describing Arguments: The Toulmin System                Using Toulmin’s Schema to Determine a Strategy of Support    The Power of Audience-Based Reasons    Difference between Writer-Based and Audience-Based Reasons    Conclusion    Writing Assignment: Plan of an Argument’s Details      5  Using Evidence Effectively    The Persuasive Use of Evidence                Apply the STAR Criteria to Evidence                Use Sources That Your Reader Trusts                Rhetorical Understanding of Evidence    Kinds of Evidence    Angle of Vision and the Selection and Framing of Evidence    Examining Visual Arguments: Angle of Vision                Rhetorical Strategies for Framing Evidence                Special Strategies for Framing Statistical Evidence    Gathering Evidence                Creating a Plan for Gathering Evidence                Gathering Data from Interviews                Gathering Data from Surveys or Questionnaires    Conclusion    Writing Assignment: A Microtheme or a Supporting-Reasons Argument    Carmen Tieu (student), “Why Violent Video Games Are Good for Girls”      6  Moving Your Audience: Ethos, Pathos, and Kairos    Ethos and Pathos as Persuasive Appeals: An Overview    How to Create an Effective Ethos: The Appeal to Credibility    How to Create Pathos: The Appeal to Beliefs and Emotions                Use Concrete Language                Use Specific Examples and Illustrations                Use Narratives                Use Words, Metaphors, and Analogies with Appropriate Connotations                Use Images for Emotional Appeal    Kairos: The Timeliness and Fitness of Arguments     Examining Visual Arguments: Logos, Ethos, Pathos, and Kairos    How Audience-Based Reasons Enhance Logos, Ethos, and Pathos    Conclusion    Writing Assignment: Revising a Draft for Ethos, Pathos, and Audience-Based Reasons      7  Responding to Objections and Alternative Views    One-Sided, Multisided, and Dialogic Arguments    Determining Your Audience’s Resistance to Your Views                Appealing to a Supportive Audience: One-Sided Argument                Appealing to a Neutral or Undecided Audience: Classical Argument    Summarizing Opposing Views    Refuting Opposing Views                Strategies for Rebutting Evidence                Conceding to Opposing Views    Example of a Student Essay Using Refutation Strategy    Marybeth Hamilton (student), From “First Place: A Healing School for Homeless Children”    Appealing to a Resistant Audience: Dialogic Argument    Delayed-Thesis Argument as Both Exploration and Persuasion    *Ross Douthat, “Islam in Two Americas”    Writing a Delayed Thesis Argument    A More Open Ended Approach: Rogerian Argument                Rogerian Argument as Growth for the Writer                Rogerian Argument as Collaborative Negotiation                Writing a Rogerian Argument    *Colleen Fontana, “An Open Letter to Robert Levy in Response to His Article ‘They Never Learn’”    Conclusion    Writing Assignment: A Classical Argument or a Rogerian Letter    David Langley (student), “‘Half-Criminals’ or Urban Athletes? A Plea for Fair Treatment of Skateboarders” (A Classical Argument)    Rebekah Taylor (student), “A Letter to Jim” (A Rogerian Argument)      Part Three   Analyzing Arguments      8   Analyzing Arguments Rhetorically    Thinking Rhetorically about a Text    Questions for Rhetorical Analysis    An Illustration of Rhetorical Analysis    Kathryn Jean Lopez, “Egg Heads”    A Rhetorical Analysis of “Egg Heads”    Conclusion    Writing Assignment: A Rhetorical Analysis                Generating Ideas for Your Rhetorical Analysis                Organizing Your Rhetorical Analysis    Ellen Goodman, “Womb for Rent—For a Price”    Zachary Stumps (student), “A Rhetorical Analysis of Ellen Goodman’s ‘Womb For Rent—For a Price’”      9  Analyzing Visual Arguments    Understanding Design Elements in Visual Argument                Use of Type                Use of Space or Layout    An Analysis of a Visual Argument Using Type and Spatial Elements                Use of Color                Use of Images and Graphics    An Analysis of a Visual Argument Using All the Design Components    The Compositional Features of Photographs and Drawings    An Analysis of a Visual Argument Using Images    The Genres of Visual Argument                Posters and Fliers                Public Affairs Advocacy Advertisements                Cartoons                Web Pages    Constructing Your Own Visual Argument    Using Information Graphics in Arguments                How Tables Contain a Variety of Stories                Using a Graph to Tell a Story                Incorporating Graphics into Your Argument    Conclusion    Writing Assignment: A Visual Argument Rhetorical Analysis, a Visual Argument, or a Microtheme Using Quantitative Data      Part Four  Arguments in Depth: Types of Claims      10  An Introduction to the Types of Claims    An Overview of the Types of Claims    Using Claim Types to Focus an Argument and Generate Ideas: An Example                Making the LASIK Argument to Parents                Making the LASIK Argument to Insurance Companies    Hybrid Arguments: How Claim Types Work Together in Arguments                Some Examples of Hybrid Arguments                An Extended Example of a Hybrid Argument    Aaron Friedman, “All That Noise for Nothing”      11  Definitional and Resemblance Arguments    An Overview of Definition or Resemblance Arguments Consequences of Categorical Claims      The Rule of Justice: Things in the Same Category Should Be Treated the Same Way    Types of Definitional Arguments                Simple Categorical Arguments             Definitional Arguments   Examining Visual Arguments: A Definitional Claim    The Criteria—Match Structure of Definitional Arguments                Developing the Criteria-Match Structure for a Definitional Argument                Toulmin Framework for a Definitional Argument    Kinds of Definitions                Aristotelian Definitions                Operational Definitions    Conducting the Criteria Part of a Definitional Argument                Approach 1: Research How Others Have Defined the Term                Approach 2: Create Your Own Extended Definition    Conducting the Match Part of a Definitional Argument    Types of  Resemblance Arguments             Toulmin Framework for a Resemblance Argument                Arguments by Analogy               Arguments by Precedent   Writing Assignment: A Definitional Argument                Exploring Ideas                Identifying Your Audience and Determining What’s at Stake                Organizing a Definitional Argument                Questioning and Critiquing a Definitional Argument    *Arthur Knopf (Student), “Is Milk a Health Food?”  Kathy Sullivan (student), “Oncore, Obscenity, and the Liquor Control Board”    Clay Bennett, “Just Emancipated” (editorial cartoon)    Beth Reis, “Toon Offensive”      12  Causal Arguments    An Overview of Causal Arguments                Kinds of Causal Arguments                Toulmin Framework for a Causal Argument    Two Methods for Arguing That One Event Causes Another                First Method: Explain the Causal Mechanism Directly    Examining Visual Arguments: A Causal Claim                Second Method: Infer Causal Links Using Inductive Reasoning    Glossary of Terms Encountered in Causal Arguments    Writing Assignment: A Causal Argument                Exploring Ideas                Identifying Your Audience and Determining What’s at Stake                Organizing a Causal Argument                Questioning and Critiquing a Causal Argument    Julee Christianson (student), “Why Lawrence Summers Was Wrong: Culture Rather Than Biology Explains the Underrepresentation of Women in Science and Mathematics” (APA-format research paper)        Olivia Judson, “Different but (Probably) Equal”    Carlos Macias (Student), “‘The Credit Card Company Made Me Do It!’—The Credit Card Industry’s Role in Causing Student Debt”      13        Evaluation and Ethical Arguments    An Overview of Evaluation Arguments                Criteria-Match Structure of Categorical Evaluations                Toulmin Framework for an Evaluation Argument    Constructing a Categorical Evaluation Argument                Developing Your Criteria                Making Your Match Argument    Examining Visual Arguments: An Evaluation Claim    An Overview of Ethical Arguments                Major Ethical Systems                            Consequences as the Base of Ethics                            Principles as the Base of Ethics    Constructing an Ethical Argument                Constructing a Principles-Based Argument                Constructing a Consequences-Based Argument                Common Problems in Making Evaluation Arguments    Writing Assignment: An Evaluation or Ethical Argument                Exploring Ideas                Identifying Your Audience and Determining What’s at Stake                Organizing an Evaluation Argument                Questioning and Critiquing a Categorical Evaluation Argument                Critiquing an Ethical Argument    Sam Isaacson (student), “Would Legalization of Gay Marriage Be Good for the Gay Community?”    *Christopher Moore (student), “Information Plus Satire”    *Adey Bryant, “Well, It Bloody Wasn’t There Last Year!” (editorial cartoon)    *Christian Longo, “Giving Life after Death Row”    *Kenneth Prager, “A Death Row Donation of Organs?”      14  Proposal Arguments    An Overview of Proposal Arguments                The Structure of Proposal Arguments                Toulmin Framework for a Proposal Argument                Special Concerns for Proposal Arguments    Developing a Proposal Argument                Convincing Your Readers That a Problem Exists                Showing the Specifics of Your Proposal    The Justification: Convincing Your Readers That Your Proposal Should Be Enacted    Proposal Arguments as Advocacy Posters or Advertisements    Using the Claim-Types Strategy to Develop a Proposal Argument    Using the “Stock Issues” Strategy to Develop a Proposal Argument    Examining Visual Arguments: A Proposal Claim    Writing Assignment: A Proposal Argument                Exploring Ideas                Identifying Your Audience and Determining What’s at Stake                Organizing a Proposal Argument                Designing a One-Page Advocacy Advertisement                Designing PowerPoint Slides or Other Visual Aids for a Speech                Questioning and Critiquing a Proposal Argument    *Megan Johnson (student), “A Proposal to Eliminate Gender Bias in Meal Plans”    Juan Vazquez (student), “Why the United States Should Adopt Nuclear Power” (MLA-format research paper)    Center for Children’s Health and the Environment, “More Kids Are Getting Brain Cancer. Why?” (advocacy ad)    *Sandy Wainscott (student), “Why MacDonalds Should Sell Meat and Veggie Pies” (speech with PowerPoint slides)    *Marcel Dicke and Arnold Van Huis, “The Six-Legged Meat of the Future”     Part 5  The Researched Argument     15  Finding and Evaluating Sources   Formulating a Research Question instead of a “Topic”  Thinking Rhetorically about Kinds of Sources              Degree of Editorial Review              Degree of Stability              Degree of Advocacy              Degree of Authority  Searching Libraries, Databases, and Web Sites              Checking Your Library’s Home Page              Finding Articles in Magazines, News Sources, and Scholarly Journals: Searching a Licensed Database              Finding Cyberspace Sources: Searching the World Wide Web  Evaluating Your Sources by Reading Rhetorically              Reading with Your Own Goals in Mind              Reading with Rhetorical Awareness              Taking Purposeful Notes              Evaluating Sources  Conclusion    16  Incorporating Souces into Your Own Argument    Using Sources for Your Own Purposes                Writer 1: A Causal Argument Showing Alternative Approaches to Reducing Risk of Alcoholism               Writer 2: A Proposal Argument Advocating Vegetarianism                Writer 3: An Evaluation Argument Looking Skeptically at Vegetarianism   Using Summary, Paraphrase, and Quotation                Summarizing                Paraphrasing                Quoting                            Quoting a Complete Sentence                            Quoting Words and Phrases                            Modifying a Quotation                            Omitting Something from a Quoted Passage                           Quoting Something that Contains a Quotation                           Using a Block Quotation for a Long Passage   Creating Rhetorically Effective Attributive Tags                Attributive Tags versus Parenthetical Citations               Creating Attributive Tags to Shape Reader Response    Avoiding Plagiarism                Why Some Kinds of Plagiarism May Occur Unwittingly                Strategies for Avoiding Plagiarism      17  Citing and Documenting Sources   The Connection between In-text Citations and the End-of-Paper List of Cited Works    MLA Style    In-text Citations in  MLA Style                When to Use Page Numbers in In-text Citations Works Cited List in MLA Style   MLA Citation Models    MLA-Style Research Paper    APA Style    In-Text Citations in APA Style     References List in APA Style APA Citation Models APA-Style Research Paper  Conclusion      Appendix: Informal Fallacies    The Problem of Conclusiveness in an Argument    An Overview of Informal Fallacies    Fallacies of Pathos    Fallacies of Ethos    Fallacies of Logos      Part Six  An Anthology of Arguments    An Overview of the Anthology    Guide Questions for the Analysis and Evaluation of Arguments    List 1: Questions for Analyzing and Evaluating a Conversation    List 2: Questions for Rhetorically Analyzing and Evaluating an Individual Argument     List 3: Questions for Responding to a Reading and Forming Your Own Views      Digital Literacies  *Nancy K. Herther, “Digital Natives and Immigrants: What Brain Research Tells Us”  *Sherry Turkle, “Is Technology Making Us Lonelier?”  *Alison Gopnik, “Diagnosing the Digital Revolution: Why It’s So Hard to Tell If Technology is Changing Us”  *Mike Keefe, “Social Networking, Then and Now” (editorial cartoon)  *Mizuko Ito, et al., “Living and Learning with New Media: Summary of Findings from the Digital Youth Project”  *Cathy Davidson, “Designing Learning from ‘End-to-End’”  Dana L Fleming, “Youthful Indiscretions: Should Colleges Protect Social Network Users from Themselves and Others?”  Paul Noth, “I Can’t Wait” (editorial cartoon)    Video Games and Their Influence    *Craig A. Anderson,“Violent Video Games and Other Media Violence” *4yourkids.org, “Just Do Nothing” (advocacy ad)  Henry Jenkins, “Reality Bytes: Eight Myths about Video Games Debunked”    *Darrin Bell, “Candorville” (editorial cartoon)              A syndicated cartoonist satirizes the rhetoric of blame. *Leland Y. Yee, “Parents Should Be Able to Control What Kids Watch”  *Daniel Greenberg, “Why the Supreme Court Should Rule that Violent Video Games Are Free Speech” *Congressional Digest Supreme Court Debates, “Before the Court: The Justices Weigh In During Oral Arguments”  William Lugo, “Violent Video Games Recruit American Youth”    *Jane McGonigal, “Be a Gamer, Save the World”   Millennials Entering Adulthood  *Kathryn Tyler, “The Tethered Generation”  *Bruce Tinsley, “I’ve Got Students Interviewing…” (editorial cartoon)  *Julie Hanus, “The Kid in the Corner Office” *America, “Generation S”  *Kay S. Hymowitz, “Where Have the Good Men Gone?”  *Nathan Rabin, “Two Cheers for the Maligned Slacker Dude”  *Garry Trudeau, “Yo, Want to Meet Up and Chill?” (cartoon)  *Matthew C. Klein, “Educated, Unemployed, and Frustrated”    Immigration in the Twenty-First Century   Mitali Perkins, “A Note to Young Immigrants”  Scarf Ace, “Miss or Diss?”  Fatemeh Fakhraie, “Scarfing It Down”  *Anita Ortiz Maddali, “Sophia’s Choice: Problems Faced by Female Asylum-Seekers and Their U.S. Citizen Children”  *Kevin Clarke, “Born in the U.S.A.”  *The Washington Times, “Anchor Babies Away”  *Lee Judge, “Oh Great, an Anchor Baby” (editorial cartoon)  *Reyna Wences (student), “My Life in the Shadows”  *Mark Krikorian, “DREAM On”    The Value(s) of Higher Education   *Rebecca Mead, “Is College Worth the Money?”   *Mark Schneider, “How Much Is That Bachelor’s Degree Really Worth? The Million Dollar Misunderstanding”   *Jesse Springer, “Liberal Arts Diploma” (editorial cartoon)   *Ken Saxon, “What Do You Do With a B.A. in History?”   *Scott Adams, “How to Get a Higher Education”  *Erica Goldson (student), “Coxsackie-Athens Valedictorian Speech 2010: Here I Stand”    Women in Math and Science    Nature Neuroscience, “Separating Science from Stereotype”    Deborah Blum, “Solving for X”    Steven Pinker, “The Science of Difference: Sex Ed”    Ben A. Barres, “Does Gender Matter?”    *Amy E. Bell, Steven J. Spencer, Emma Iserman, And Christine E. R. Logel, “Stereotype Threat and Women’s Performance in Engineering”    Choices for a Sustainable World    Nicholas Kristof, “Our Gas Guzzlers, Their Lives“    *Daniel C. Esty and Michael E. Porter, “Pain at the Pump? We Need More”    Andrew C. Revkin, “Carbon-Neutral Is Hip, but Is It Green?”    Charles Krauthammer, “Save the Planet, Let Someone Else Drill”    David Tilman and Jason Hill, “Fuel for Thought: All Biofuels Are Not Created Equal”    *U.S. Energy Information Administration, “Energy Supply and Disposition by Type of Fuel, 196-2009”    *Jason Powers, “The Power Is in the Solution: Cultivating New Traditions Through Permaculture”    *Vandana Shiva, “The Soil vs. the Sensex”    Argument Classics    Martin Luther King Jr., “Letter from Birmingham Jail”     Garrett Hardin, “Lifeboat Ethics: The Case against Aid That Does Harm”    Pablo Picasso, Guernica (painting)    Rachel Carson, “The Obligation to Endure”    Stanley Milgram, “The Perils of Obedience”      Credits    Index      *new readings

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Writing Arguments: A Rhetoric with Readings (9th Edition)

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  5. Lesson 1

  6. Lesson 12: Identify Arguments


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