In his English Composition course, Joel Gonzaga helps you write better, whether you are a fledgling writer or experienced wordsmith. Joel's style reflects his years of experience teaching both native English speakers as well as a year abroad working with ESL students. In the course, Joel covers all aspects of essay writing, from things to read, brainstorming, researching, critical thinking, to rhetoric. Lessons come with assignments to help students solidify the latest lessons, as well as downloadable sample essays for comparison.
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Intro |
15:32 |
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Intro |
0:00 | |
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Who Should Take This Course? |
0:12 | |
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What Will You Get Out of This Course |
1:24 | |
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| Basics |
1:37 | |
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| Other Stuff |
2:37 | |
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What Do We Write? |
3:36 | |
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| Grades |
3:44 | |
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| College |
4:18 | |
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| Jobs |
5:26 | |
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Kinds of Writing |
6:29 | |
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| Logos |
6:44 | |
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| Rhetoric |
7:35 | |
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| Creative |
8:39 | |
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| Use All Three |
9:20 | |
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Your Brain |
9:48 | |
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| Left Brain |
10:10 | |
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| Right Brain |
10:35 | |
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| Examples of Left Brain Problems |
11:05 | |
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| Examples of Right Brain Problems |
11:28 | |
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The Assignment |
11:59 | |
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| Items Needed |
12:06 | |
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| The Task |
13:02 | |
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| Potential Problems, Left Brain |
13:43 | |
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| Potential Problems, Right Brain |
14:21 | |
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| Recap |
14:59 | |
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How to Write a Summary |
18:20 |
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Intro |
0:00 | |
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What is Summarization? |
0:12 | |
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| Samual Langhorne Clemens |
0:29 | |
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| Why Do We Need to Summarize? |
1:03 | |
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| Plans for This Lesson |
2:29 | |
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Skimming and Scanning |
2:49 | |
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| Skimming |
2:53 | |
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| Scanning |
3:59 | |
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The Details |
4:12 | |
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Ask the Right Questions |
4:45 | |
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Summarizing an Article |
5:24 | |
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| Summarizing an Article, Continued |
6:37 | |
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| Summarizing an Article, Continued |
7:43 | |
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Get the Details |
8:38 | |
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My Summary |
9:36 | |
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Summarizing Stories |
11:02 | |
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What is a Protagonist? |
11:16 | |
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| Qualities |
11:24 | |
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| Examples |
11:54 | |
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Three Act Structure |
12:12 | |
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| Act One |
12:27 | |
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| Act Two |
13:15 | |
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| Act Three |
13:50 | |
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| Three Act Example 1 |
14:18 | |
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| Three Act Example 2 |
15:26 | |
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| Three Act Example 2, Continued |
16:01 | |
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| Three Act Example 2, Continued |
16:41 | |
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Assignment |
17:38 | |
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Intro to Books |
12:09 |
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Intro |
0:00 | |
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Which Books |
0:11 | |
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| Genres: Sci-Fi |
0:34 | |
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Wrinkle in Time |
1:32 | |
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| Political World in 1963 |
2:16 | |
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| Like Harry Potter |
3:35 | |
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| Book's Reception |
4:23 | |
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Brave New World |
5:13 | |
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| Political World in 1932 |
6:24 | |
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| Special Type of Sci-Fi |
8:16 | |
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| Reception |
9:16 | |
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Assignment |
10:28 | |
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Things to Read |
19:50 |
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Intro |
0:00 | |
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A Quote from Terry Pratchett |
0:17 | |
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Silent with Knowledge |
0:43 | |
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Learning What to Learn |
1:24 | |
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| Millionaires |
2:01 | |
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Two Types of Ignorance |
2:47 | |
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| Ignorance of Stuff We Know |
3:06 | |
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| Ignorance of Stuff We Don't Know |
3:41 | |
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Starting to Research: Internet Sources |
4:20 | |
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| Internet News Agencies |
4:37 | |
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| Entertainment News |
5:03 | |
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| Any Popular Magazine |
5:47 | |
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| Crowd Sources |
6:16 | |
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| Wikipedia |
7:54 | |
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| Blogs |
9:36 | |
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| Check the Blogger |
10:15 | |
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| Example Derick Sivers |
11:11 | |
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| Be Careful About Citing |
11:50 | |
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Starting to Research: Libraries |
12:15 | |
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Starting to Research: Bookstore |
13:35 | |
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Assignment: Check In |
14:40 | |
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| Library or Bookstore |
16:09 | |
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| Wikipedia Game! |
17:34 | |
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| Example: Wikipedia Game! |
18:38 | |
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| Reading |
19:14 | |
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Story Check In: Conflicts |
20:45 |
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Intro |
0:00 | |
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Story One |
0:16 | |
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Story Two |
0:43 | |
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Wise Words |
1:23 | |
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Conflicts |
2:05 | |
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Types of Conflict |
3:34 | |
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| Person vs Person |
3:37 | |
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| Person vs Nature |
5:51 | |
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| Person vs Society |
8:15 | |
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| Person vs Machine |
9:39 | |
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| Person vs Self |
11:07 | |
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Poorly Written Conflict |
14:15 | |
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Well Written Conflict |
15:59 | |
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| Example |
16:02 | |
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| Components |
16:47 | |
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Conflict in Wrinkle in Time |
18:11 | |
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Conflict in Brave New World |
19:12 | |
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Brainstorming, Topics & Thesis |
15:06 |
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Intro |
0:00 | |
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Basic Structure of an Essay |
0:26 | |
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| Introduction Paragraph |
0:47 | |
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| Body Paragraphs |
1:04 | |
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| Closing Paragraph |
1:16 | |
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| Clear Thesis and Topic |
1:28 | |
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Topic and a Thesis |
1:58 | |
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| Topic |
2:03 | |
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| Thesis |
2:32 | |
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Steps to a Thesis |
2:54 | |
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Brainstorming |
3:18 | |
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| The Blank Page / Example |
3:50 | |
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| Example: Whales |
4:49 | |
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The Exploded Ideas |
5:42 | |
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Pick a Topic, Ask Question |
6:12 | |
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| Which Questions to Answer |
6:56 | |
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Example of the 'What' |
7:50 | |
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Rules for a Thesis |
8:21 | |
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| Example |
8:52 | |
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| Shorter |
9:33 | |
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Opinion/ Argument Thesis |
9:59 | |
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| Example |
10:45 | |
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| Interrogative Questions |
11:27 | |
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| What and Why Questions |
11:57 | |
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| How Questions |
12:20 | |
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| Example of Decent Thesis |
12:35 | |
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Assignment |
13:33 | |
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The Destination, The Path, The Thesis |
17:54 |
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Intro |
0:00 | |
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Review from Last Lesson |
0:27 | |
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| Interrogative Questions |
1:07 | |
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For This Current Lesson |
1:20 | |
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The Map Analogy |
1:36 | |
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| Example: Asking for Directions |
2:07 | |
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Finding 'X' on a Map |
3:34 | |
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Finding a Path |
6:20 | |
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| Questions |
6:29 | |
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Refining the Path |
7:19 | |
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| Find the Broadest Ideas |
7:23 | |
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| Find Ideas that Seem to go Together |
8:17 | |
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| Find Ideas that Seem to go Together, Continued |
9:05 | |
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| Find Ideas That Can Be Expanded On |
9:29 | |
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| Find Ideas That Can Be Expanded On, Continued |
9:53 | |
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Examples of Possible Thesis |
10:34 | |
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| What's Covered and Not Covered? |
11:26 | |
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Thesis for Descriptive Essays |
12:53 | |
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| Topic: Reality TV |
13:10 | |
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| Kinds of Reality TV |
13:22 | |
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| Bird's Eye Thesis |
14:31 | |
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| Narrow Focus Thesis |
15:12 | |
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| Comparative Thesis |
15:48 | |
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Assignment |
16:29 | |
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Writing Introductions |
22:39 |
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Intro |
0:00 | |
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Basic Structure of an Essay |
0:11 | |
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Introduction to Introductions |
0:33 | |
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Your Opening Line |
1:23 | |
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Quotations |
1:47 | |
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| Emotional Appeal |
1:52 | |
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| Where You Can Find Quotes |
2:04 | |
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| Aristotle Quote |
2:50 | |
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| What It's About |
3:29 | |
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| Eisenhower Quote |
3:43 | |
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| Lennon Quote |
4:43 | |
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| What You Quote |
5:40 | |
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| Who You Quote |
6:26 | |
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Your Opening Line |
8:13 | |
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Rhetorical Question |
8:32 | |
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| Example 1 |
8:53 | |
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| Example 2 |
9:39 | |
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| Example 3 |
10:48 | |
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Your Opening Line |
12:13 | |
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Jokes and Humor |
12:19 | |
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| Examples of Jokes |
13:47 | |
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Your Opening Line |
14:23 | |
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Irony and Surprise |
14:36 | |
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| Definition of Irony |
14:42 | |
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| Example 1 |
14:48 | |
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| Example 2 |
15:09 | |
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| Definition of Surprise |
15:28 | |
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| Example |
15:41 | |
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| More Examples of Irony and Surprise |
15:59 | |
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What Else? |
16:54 | |
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Anecdotes |
17:11 | |
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| Emotional Appeal |
17:22 | |
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| Example 1 |
18:41 | |
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| Example 2 |
19:26 | |
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| Example 3 |
20:15 | |
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Introduction Wrap-Up |
21:16 | |
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Assignment |
21:47 | |
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Major & Minor Details |
14:30 |
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Intro |
0:00 | |
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Basic Structure of an Essay |
0:16 | |
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The Triangle |
0:37 | |
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| Topic / Thesis |
0:43 | |
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| Major Details |
0:48 | |
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| Minor Details |
0:58 | |
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Sample Essay |
1:13 | |
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The Triangle |
2:03 | |
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Major Details |
2:34 | |
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| Supports |
2:51 | |
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| Common Keywords |
3:07 | |
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Minor Details |
3:27 | |
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| Supports |
3:42 | |
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| Common Keywords |
4:01 | |
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Sample Essay |
4:19 | |
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Sample Outline |
5:37 | |
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What Are Your Major Details? |
6:06 | |
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The Triangle |
6:26 | |
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What Are Your Major Details? |
6:53 | |
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The Triangle |
7:14 | |
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What Are Your Major Details? |
7:37 | |
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The Triangle |
7:44 | |
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Adding Minor Details |
8:14 | |
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Organization and Transitions |
8:25 | |
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Paragraphs |
8:44 | |
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| How To Improve the Paragraph |
9:36 | |
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Sample Key Words |
10:32 | |
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Basic Structure of an Essay |
11:20 | |
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Closing Paragraph |
11:34 | |
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| Restate the Thesis |
11:44 | |
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| Examples |
12:08 | |
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| Wrap-Up |
12:43 | |
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Sample Key Words |
13:09 | |
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Assignment |
13:47 | |
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Story Check-In: Characters |
22:13 |
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Intro |
0:00 | |
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A Famous Quote |
0:23 | |
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Characters |
1:12 | |
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| What They Are |
1:17 | |
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| What They Are Not |
1:25 | |
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| Example 1 |
2:17 | |
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| Example 1, Continued |
2:55 | |
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| Characters Must 'Care' About Something |
3:48 | |
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| Characters Usually Have a Specific Goal |
5:45 | |
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| Characters Will Do Actions |
6:35 | |
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| Summary |
7:43 | |
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Meg's Introduction |
8:14 | |
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| Example Continued |
8:57 | |
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| Evaluate the Character |
9:17 | |
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Character Roles |
9:40 | |
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| Lead Character/ Protagonist |
9:52 | |
| | |
| Example: Meg's Perspective |
11:21 | |
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| Supporting Characters |
12:33 | |
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| Example |
13:06 | |
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| Villains |
14:25 | |
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Character Strengths and Flaws |
15:36 | |
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| Meg Murry Example |
15:51 | |
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Character Archetypes |
16:04 | |
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| Monomyth |
16:19 | |
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| The Herald |
16:44 | |
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| The Mentor |
18:04 | |
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| The Shadow |
19:30 | |
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Summing Up Characters |
21:16 | |
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Intro to Patterns of Organization |
18:38 |
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Intro |
0:00 | |
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Basic Structure of an Essay |
0:19 | |
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The Triangle |
1:05 | |
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| One Body Paragraph |
1:15 | |
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Major Points: An Analogy from Stories |
1:44 | |
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| Analogy Example |
2:00 | |
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| Order to Introduce Characters |
2:50 | |
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| Characters: Protagonist, Supporting Character and Villain |
3:28 | |
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'Roles' for Major Points/ Body Paragraphs |
4:05 | |
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| Description and Definition |
4:08 | |
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| Background Information |
4:44 | |
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| Describe a Problem and Solution |
5:13 | |
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| Tell About an Important Person in the Thesis |
5:51 | |
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How to Organize Your Major Points |
6:31 | |
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| Example One |
6:48 | |
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| How to Organize |
7:34 | |
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| Example Two |
7:59 | |
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| How to Organize |
8:53 | |
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| Example Three |
9:12 | |
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| How to Organize |
10:01 | |
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| Example Four |
10:24 | |
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| How to Organize |
11:29 | |
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| Example Five |
12:02 | |
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| How to Organize |
12:48 | |
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| Example Six |
13:36 | |
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| How to Organize |
14:14 | |
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Assignment: Outline |
14:43 | |
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Sample Key Words |
16:15 | |
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Assignment: Writing |
16:56 | |
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Assignment: Reading Wrinkle in Time |
18:02 | |
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Listing & Classification |
15:49 |
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Intro |
0:00 | |
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Listing and Classification |
0:21 | |
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| Purpose and Function |
0:24 | |
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| Details |
1:10 | |
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Items in a Set |
1:41 | |
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| Example |
1:50 | |
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More than Three? |
3:59 | |
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| How to Get Down to Three Major Points |
4:11 | |
| | |
| First Step: Just Choose |
4:38 | |
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| Next Step: Combine by Similarities |
5:30 | |
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| Next Step: Combine by Similarities, Continued |
6:07 | |
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| Final Step: Break the Rules |
7:07 | |
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Sample Classification Essays #1 |
8:26 | |
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Sample Classification Essays #2 |
9:29 | |
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| Sample Classification Essays #2, Continued |
10:14 | |
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Listing and Classification Keywords |
10:51 | |
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Definition Keywords |
11:55 | |
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Example: Major Detail of a Larger Essay |
12:45 | |
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Wrap Up |
13:43 | |
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| Point One |
13:47 | |
| | |
| Point Two |
14:04 | |
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| Point Three |
14:27 | |
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Assignment: Reading |
15:01 | |
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Assignment: Readings, Continued |
15:24 | |
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Chronological & Compare Contrast |
12:26 |
| | |
Intro |
0:00 | |
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Chronological |
0:19 | |
| | |
| What is Chronological |
0:35 | |
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| Purpose and Function |
0:55 | |
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| Details |
1:38 | |
| | |
The Three Act Story Outline |
1:55 | |
| | |
| List of Three Acts |
2:15 | |
| | |
Act 1 of Sorcerer's Stone |
2:36 | |
| | |
Act 2 of Sorcerer's Stone |
2:55 | |
| | |
Act 3 of Sorcerer's Stone |
3:19 | |
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Chronological Order in History |
3:57 | |
| | |
| Major Detail for The Spanish Armada of 1588 |
4:20 | |
| | |
Chronological Keywords |
4:56 | |
| | |
| Time Prepositions |
4:59 | |
| | |
| Date Mentioned |
5:22 | |
| | |
| Words That Imply a Sequence |
5:44 | |
| | |
Compare and Contrast |
6:12 | |
| | |
| Purpose and Function |
6:55 | |
| | |
| Details |
7:10 | |
| | |
| Example Strategy to Organize Paragraphs |
7:30 | |
| | |
| Example 1 |
7:54 | |
| | |
| Example 2 |
8:11 | |
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| Contrast Example |
8:34 | |
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| Sample Essays |
9:05 | |
| | |
| Sample Essays, Continued |
10:01 | |
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Compare Keywords |
10:22 | |
| | |
Assignment Reading |
11:02 | |
| | |
| Book Response |
11:32 | |
| |
Process & Cause & Effect |
16:25 |
| | |
Intro |
0:00 | |
| | |
Process |
0:12 | |
| | |
| Example |
0:17 | |
| | |
| Purpose & Function |
0:40 | |
| | |
| Details |
1:20 | |
| | |
Process Sample Essay |
1:48 | |
| | |
| Example of Process Keywords |
3:15 | |
| | |
Cause and Effect |
4:06 | |
| | |
| Examples |
4:35 | |
| | |
| Example: Houses |
4:56 | |
| | |
| Caused Questions |
6:16 | |
| | |
| Example: Rivers |
7:09 | |
| | |
| What is an Effect |
8:10 | |
| | |
| Abstract Things |
8:42 | |
| | |
| What Caused the House |
10:09 | |
| | |
| What Caused the Success of Facebook |
10:35 | |
| | |
| Not all 'Cause' Questions Will Help with All Topics |
11:45 | |
| | |
Cause Keywords |
12:30 | |
| | |
Effect Keywords |
13:06 | |
| | |
Brain Teaser |
13:36 | |
| | |
| Correct |
13:59 | |
| | |
| Incorrect |
14:20 | |
| | |
Reading |
15:02 | |
| |
Mixing Patterns Together |
12:05 |
| | |
Intro |
0:00 | |
| | |
Basic Structure of an Essay |
0:09 | |
| | |
Which Pattern of Organization to Use? |
0:31 | |
| | |
The Interrogative Questions |
1:10 | |
| | |
| Who |
1:33 | |
| | |
| What |
1:47 | |
| | |
| Why |
1:54 | |
| | |
| Where |
2:16 | |
| | |
| When |
2:25 | |
| | |
| How |
2:33 | |
| | |
How to Organize Your Major Points |
3:22 | |
| | |
| Example 1 |
3:48 | |
| | |
| Example: Jefferson |
4:17 | |
| | |
| Example 2 |
5:29 | |
| | |
| Example 3 |
6:17 | |
| | |
| Example 4 |
7:42 | |
| | |
| Example 5 |
8:48 | |
| | |
| Example 6 (Problem Solution) |
9:21 | |
| | |
Assignment |
10:41 | |
| |
Story Check-In: Symbols |
18:45 |
| | |
Intro |
0:00 | |
| | |
Symbolism in Literature |
0:16 | |
| | |
What is a Symbol? |
0:55 | |
| | |
| Example: Victoria |
1:06 | |
| | |
| Example: Celtic Cross |
2:07 | |
| | |
| Example: Radiation Warning |
2:48 | |
| | |
What Kinds of Stories Use Symbols? |
3:23 | |
| | |
| Definition of a Symbol |
3:27 | |
| | |
Who Makes the Symbols? |
5:30 | |
| | |
| Author Assigns Symbols |
5:38 | |
| | |
| Example: J.K. Rowling and Harry Potter |
5:45 | |
| | |
| Example: Stanley Kubrick and 2001 Space Odyssey |
7:11 | |
| | |
| Audience Assigns Despite Author |
9:00 | |
| | |
| Example: To Kill a Mockingbird and Huck Finn |
9:10 | |
| | |
What is a Symbol? |
10:28 | |
| | |
| Examples |
10:43 | |
| | |
How Do You Find a Symbol? |
11:17 | |
| | |
| Plot Device |
11:21 | |
| | |
| Does It Show Up at Climax? |
11:56 | |
| | |
| Characters in the Story Recognize it as a Symbol |
12:41 | |
| | |
Analyzing a Few Symbols |
14:29 | |
| | |
| Snakes in Harry Potter |
14:50 | |
| | |
| 'The Spice' in the Dune Series |
15:35 | |
| | |
| 'IT' at the end of Wrinkle in Time |
16:42 | |
| | |
Wrap Up |
17:45 | |
| |
Writing a Book Response |
17:17 |
| | |
Intro |
0:00 | |
| | |
Ready for This Lesson? |
0:12 | |
| | |
Required Skills |
1:12 | |
| | |
Plan |
1:46 | |
| | |
Imagine This |
2:42 | |
| | |
| Plagiarism |
3:31 | |
| | |
| Quote, Summarize, Paraphrase |
4:00 | |
| | |
Copying Correctly |
4:53 | |
| | |
| How Do You Know What You're Copying |
5:26 | |
| | |
| How to Copy Correctly |
6:01 | |
| | |
Example of Quotation |
6:18 | |
| | |
| Quotation Marks |
6:20 | |
| | |
| Quotation Marks + Ellipses |
7:05 | |
| | |
| Block Quote |
8:09 | |
| | |
| Paraphrase |
9:17 | |
| | |
| Summarization |
10:08 | |
| | |
When to Use Citation |
10:56 | |
| | |
| Citation Definition |
10:58 | |
| | |
Example of Citation |
11:26 | |
| | |
| Example 2 |
11:35 | |
| | |
| Footnote |
12:06 | |
| | |
| Insert Footnote |
12:43 | |
| | |
Formats of Footnotes |
13:01 | |
| | |
| Books |
13:05 | |
| | |
| Magazine |
13:34 | |
| | |
Assignment |
14:12 | |
| | |
Wrinkle in Time Essay |
15:11 | |
| | |
Brave New World Essay |
16:00 | |
| |
Proofreading & Editing |
29:17 |
| | |
Review for the Brains |
0:15 | |
| | |
| Right Brain |
0:19 | |
| | |
| Left Brain |
0:28 | |
| | |
Process of Editing |
0:59 | |
| | |
| Three Steps |
1:08 | |
| | |
Proofreading: Most Basic |
1:54 | |
| | |
| Checks for Grammar |
2:11 | |
| | |
| Double Negatives |
3:39 | |
| | |
| Homonyms |
6:23 | |
| | |
| The 'To Be' Verb |
9:23 | |
| | |
Proofreading Team Work |
10:51 | |
| | |
| Have Someone Else Proofread Your Paper |
11:08 | |
| | |
Editing for Style |
13:29 | |
| | |
| William Strunk's Elementary Composition Rule #9 |
13:56 | |
| | |
| William Strunk's Elementary Composition Rule #10 |
14:28 | |
| | |
| Passive Voice |
14:38 | |
| | |
| Active Voice |
15:50 | |
| | |
| William Strunk's Elementary Composition Rule #12 |
15:52 | |
| | |
| Negative Form |
16:19 | |
| | |
| Active Voice |
16:47 | |
| | |
| William Strunk's Elementary Composition Rule #13 |
17:26 | |
| | |
| Needless Words |
18:33 | |
| | |
| Needless Words, Continued |
20:05 | |
| | |
| Pretend |
20:45 | |
| | |
| William Strunk's Elementary Composition Rule #14 |
21:39 | |
| | |
| Avoid a Succession of Loose Sentences |
22:16 | |
| | |
| William Strunk's Elementary Composition Rule #18 |
22:36 | |
| | |
Input From an Audience |
24:39 | |
| | |
Assignment |
27:53 | |
| |
Internet Research & Library Research |
29:47 |
| | |
Intro |
0:00 | |
| | |
What the Internet Has Done Well |
0:24 | |
| | |
Some Perils of the Internet |
1:47 | |
| | |
Advantages of Internet Research |
4:47 | |
| | |
| Free |
4:52 | |
| | |
| Quickly Fact Checked & Corrects Common Misconceptions |
5:31 | |
| | |
| Many 'Experts' Are Out There |
6:40 | |
| | |
| Easy to Get Information 'Across the Pond' |
7:34 | |
| | |
| All Old, Classic Literature is There for Free |
8:37 | |
| | |
Disadvantages of Internet Research |
9:39 | |
| | |
| Starts as Many Rumors As It Stops |
9:47 | |
| | |
| Teaser Information |
10:44 | |
| | |
| Quality Checking |
11:45 | |
| | |
| Popularity Does Not Mean Quality |
13:13 | |
| | |
| The Facebook Factor |
14:48 | |
| | |
Research in Libraries |
15:42 | |
| | |
| Why We Still Go To Libraries |
15:55 | |
| | |
| Academic Articles in Academic Journals |
16:13 | |
| | |
| Example of Academic Journal |
18:39 | |
| | |
| Example of Academic Journal |
19:19 | |
| | |
| Complete Popular Magazines |
20:08 | |
| | |
| Example of Popular Magazine |
22:11 | |
| | |
| Example of Popular Magazine |
22:31 | |
| | |
| Complete Books on Any Subjects |
22:59 | |
| | |
| Interlibrary Loan |
23:37 | |
| | |
| Specialty Encyclopedias |
24:26 | |
| | |
Wrapping Up |
26:05 | |
| | |
| Use Internet For |
26:07 | |
| | |
| Beware of |
26:22 | |
| | |
| Use Libraries For |
26:51 | |
| | |
Assignment |
27:54 | |
| |
How to Write a Great Research Paper |
31:07 |
| | |
Intro |
0:00 | |
| | |
Previous Steps to a Thesis |
0:48 | |
| | |
More Complex Thesis |
1:11 | |
| | |
Picking a Topic |
1:56 | |
| | |
| Pick an Area of Interest That You Care About & Know About |
2:22 | |
| | |
| Narrow a Topic Down |
3:38 | |
| | |
| Narrowing Down the Topic |
5:00 | |
| | |
| Narrowing Down the Topic: Example 2 |
5:53 | |
| | |
| Narrowing Down the Topic: Example 3 |
6:44 | |
| | |
Finding Information: Target |
7:37 | |
| | |
| Example |
9:47 | |
| | |
Finding Information: The Search |
11:57 | |
| | |
| Skimming |
12:13 | |
| | |
Finding Information: Library Books |
12:49 | |
| | |
| Don't Read All the Books, Look at Table of Contents |
14:37 | |
| | |
Finding Information: Magazines |
15:23 | |
| | |
| Magazines About 'Theater' |
15:51 | |
| | |
| Magazines About Writers |
16:06 | |
| | |
Finding Information: Academic Journals |
17:04 | |
| | |
| Narrow Focus |
17:13 | |
| | |
| Have Arguments You Have Not Thought Of |
17:32 | |
| | |
| Examples |
18:33 | |
| | |
| Use Specialized Search Engines Available Only at Libraries |
18:58 | |
| | |
Finding Information: Encyclopedias |
20:12 | |
| | |
Finding Information: Google Search |
21:36 | |
| | |
| The Google Search |
21:46 | |
| | |
| Example |
22:31 | |
| | |
Finding Information: Wikipedia |
22:49 | |
| | |
| External Links |
23::29 | |
| | |
Finding Information: Blogs |
24:14 | |
| | |
Finding Information: Online Magazines |
24:51 | |
| | |
Information to Thesis |
25:40 | |
| | |
| Questions to Help Narrow Down Thesis |
25:57 | |
| | |
| Form Your Thesis |
28:06 | |
| | |
| Make a Tentative Outline |
28:27 | |
| | |
| Example of a Tentative Outline |
28:50 | |
| | |
What Do You Do With Your Sources |
30:17 | |
| |
MLA Format & Citation |
21:48 |
| | |
Intro |
0:00 | |
| | |
Format for This Lesson |
0:39 | |
| | |
Margins |
1:21 | |
| | |
| Set Your Margins to 1 Inch |
1:37 | |
| | |
| Margin Inches on All Sides |
1:56 | |
| | |
Headers |
2:15 | |
| | |
| Insert Page Number |
3:13 | |
| | |
| Close to Continue Editing Outside the Header |
3:49 | |
| | |
Fonts |
3:59 | |
| | |
| Legible Fonts |
4:05 | |
| | |
| Never Use These Fonts |
4:20 | |
| | |
| Top of First Page |
6:11 | |
| | |
Bibliography |
7:15 | |
| | |
| What Is It |
7:24 | |
| | |
| Example |
8:10 | |
| | |
| Hanging Indent |
8:13 | |
| | |
| Example: Books |
9:16 | |
| | |
| Example: Books With More Than One Author |
10:33 | |
| | |
| Example: Essay in a Book |
11:40 | |
| | |
| Example: Journals and Magazines |
13:40 | |
| | |
| Example: Websites |
14:36 | |
| | |
In Text Citation Exercise |
16:43 | |
| | |
Bibliography: Websites |
19:14 | |
| | |
| Books By Organization |
19:20 | |
| | |
| More Than One Work by the Same Author |
19:38 | |
| | |
| Old 'Classic' Works |
20:06 | |
| | |
| Religious Texts |
20:35 | |
| | |
Assignment |
20:47 | |
| |
Intro to Critical Thinking |
32:07 |
| | |
Intro |
0:00 | |
| | |
The Brain Teaser |
0:34 | |
| | |
| Correct |
0:44 | |
| | |
| Incorrect |
1:00 | |
| | |
| Why It's Incorrect |
1:23 | |
| | |
Critical Thinking: Why Bother? |
2:33 | |
| | |
| Avoid the Bad |
2:43 | |
| | |
| Get to the Good |
4:34 | |
| | |
The Plan |
6:55 | |
| | |
A Few Myths |
7:29 | |
| | |
| Myth 1 |
7:31 | |
| | |
| Example |
8:09 | |
| | |
| Practice: Fact or Opinion |
9:16 | |
| | |
| Few Things to Remember |
11:03 | |
| | |
| Myth 2 |
12:50 | |
| | |
| Why It's Partially True |
13:23 | |
| | |
Sponging and Panning for Gold |
15:57 | |
| | |
| Sponging |
16:10 | |
| | |
| Sponging Advantages |
16:24 | |
| | |
| Sponging Disadvantages |
17:29 | |
| | |
| How Panning for Gold is Similar to Sponging |
18:43 | |
| | |
| How Panning for Gold Goes Beyond Sponging |
19:08 | |
| | |
| Example: Panning for Gold |
20:50 | |
| | |
| Example: Panning for Gold Questions |
22:14 | |
| | |
| Example: Panning for Gold Counter Arguments |
23:28 | |
| | |
How Do I Know Its True |
24:41 | |
| | |
| Empiricism |
25:20 | |
| | |
| Rationalism |
25:49 | |
| | |
| Examples of Empiricism |
26:26 | |
| | |
| Examples of Rationalism |
27:13 | |
| | |
Asking the Right Questions |
28:39 | |
| | |
Assignment: Your Opinions |
31:25 | |
| |
Issues, Reasons & Conclusions |
23:05 |
| | |
Intro |
0:00 | |
| | |
Overview for This Lesson |
0:15 | |
| | |
| The Courtroom |
1:04 | |
| | |
Issues |
2:34 | |
| | |
| Example |
2:47 | |
| | |
| Descriptive Issues |
3:56 | |
| | |
| Prescriptive Issues |
5:06 | |
| | |
| Difference Between Descriptive and Prescriptive Issue |
6:09 | |
| | |
Conclusion |
6:41 | |
| | |
| Example |
7:03 | |
| | |
| Are Conclusions Opinions? |
7:57 | |
| | |
| Two Kinds of Opinions |
8:57 | |
| | |
| M. Neil Brown's Definition |
10:16 | |
| | |
| Finding a Conclusion |
11:12 | |
| | |
| Finding a Conclusion, Continued |
12:31 | |
| | |
| Presenting a Conclusion |
13:05 | |
| | |
Reasons |
13:55 | |
| | |
| What Are the Reasons? |
13:58 | |
| | |
| Finding a Reason |
15:02 | |
| | |
| Presenting Reasons |
16:34 | |
| | |
| Kinds of Reasons: Empirical Evidence |
17:14 | |
| | |
| Kinds of Reasons: Logical Appeals |
18:25 | |
| | |
Evaluating Reasons |
19:12 | |
| | |
| Sample |
19:19 | |
| | |
| The Courtroom |
19:33 | |
| | |
| Are All Reasons Equally good? |
20:35 | |
| | |
Assignment: Self Reflect |
20:49 | |
| | |
Assignment: Read |
21:44 | |
| |
Good & Bad Reasoning |
32:52 |
| | |
Into |
0:00 | |
| | |
Outline for This Lesson |
0:25 | |
| | |
| What is an Argument? |
1:44 | |
| | |
General Rules |
2:39 | |
| | |
| Burden of Proof |
2:40 | |
| | |
| Why the Prosecutor Has to Prove the Case |
3:31 | |
| | |
| Issues |
5:19 | |
| | |
| Example of Framing Issues |
5:52 | |
| | |
Empirical Evidence |
7:14 | |
| | |
| Statistics |
7:22 | |
| | |
| Example: Deceptive Statistics |
8:40 | |
| | |
| Example 1 Explanation |
9:47 | |
| | |
| Example 2 Explanation |
10:37 | |
| | |
| Expert Testimony |
11:40 | |
| | |
| Good Example |
12:59 | |
| | |
| Bad Example |
13:39 | |
| | |
| Reliable Sources |
14:25 | |
| | |
Rationalism and Logic |
15:22 | |
| | |
| Deductive Reasoning |
15:49 | |
| | |
| Modus Ponens |
16:19 | |
| | |
| Hypothetical Syllogism |
17:14 | |
| | |
| Disjuctive Syllogism |
17:56 | |
| | |
| Reductio ad Absurdum |
18:34 | |
| | |
| In Normal Speech |
20:10 | |
| | |
Logical Fallacies |
21:35 | |
| | |
| Ad Hominem |
22:05 | |
| | |
| Attach the Person Saying the Argument |
23:53 | |
| | |
| Circular Reasoning |
24:25 | |
| | |
| Hasty Generalization |
26:16 | |
| | |
| Affirming the Consequent |
28:07 | |
| | |
| Appeal to Majority |
30:02 | |
| | |
Assignment |
31:42 | |
| |
Organizing an Argumentative Paper |
22:58 |
| | |
Intro |
0:00 | |
| | |
Previous Organization |
0:21 | |
| | |
| Basic Five Paragraph |
0:28 | |
| | |
| Patterns of Organization |
1:03 | |
| | |
Plan for This Lesson |
1:38 | |
| | |
Researching an Issue |
2:10 | |
| | |
| What Sources Should You Use? |
2:14 | |
| | |
| What Kinds of Issues Can You Explore |
3:58 | |
| | |
| How Should You 'Frame' The Issue? |
7:45 | |
| | |
| Focus Your Yes/ No Question |
8:22 | |
| | |
| How Do You Answer the 'Yes/ No'? |
9:56 | |
| | |
Introductions |
10:55 | |
| | |
| Add This in Addition to Old Rules |
11:37 | |
| | |
| The Thesis |
12:11 | |
| | |
| Example of an Intro |
13:25 | |
| | |
Body Paragraphs |
15:09 | |
| | |
| How Many Reasons Do You Have? |
15:18 | |
| | |
| Example |
16:07 | |
| | |
| Basic Organization |
16:54 | |
| | |
| Basic + Rebuttal |
17:45 | |
| | |
| Explanation + Reasons |
19:03 | |
| | |
Assignment: Write an Argumentative Paper |
21:17 | |
| | |
Assignment: A Great Paper |
22:24 | |
| |
Introduction to Rhetoric |
18:38 |
| | |
Intro |
0:00 | |
| | |
Format for This Lesson |
0:16 | |
| | |
What is Rhetoric |
0:44 | |
| | |
| Definition |
0:48 | |
| | |
| Example |
1:45 | |
| | |
| Know Your Audience |
2:45 | |
| | |
Fear and Higher Values |
4:48 | |
| | |
| Appeals to Fear |
4:58 | |
| | |
| Examples: Appeals to Fear |
6:13 | |
| | |
| Higher Value |
7:03 | |
| | |
| Appeals to Higher Values |
8:23 | |
| | |
Yes, and Yes Again |
9:40 | |
| | |
| Assume the Obvious Examples |
10:50 | |
| | |
| Assume the Obvious Example |
11:36 | |
| | |
| Specifics |
12:32 | |
| | |
Hide Your Cards |
13:27 | |
| | |
| Writing Your Thesis |
3:34 | |
| | |
| Thesis with Clear Conclusions |
14:15 | |
| | |
| Thesis That Hide the Cards |
15:58 | |
| | |
Assignment: Writing |
17:16 | |
| | |
Assignment: Reading |
18:04 | |
| |
Laws of Persuasion |
24:21 |
| | |
Intro |
0:00 | |
| | |
Laws of Persuasion |
0:09 | |
| | |
| Examples of Uses of Laws of Persuasion |
1:01 | |
| | |
| Can Be Consistent with Logic or Can Be Logical Fallacies |
2:09 | |
| | |
1st Law: Reciprocity |
3:58 | |
| | |
| Definition |
4:17 | |
| | |
| Example |
4:32 | |
| | |
| What You Can Do |
5:50 | |
| | |
2nd Law: Contrast |
6:50 | |
| | |
| Definition |
6:55 | |
| | |
| Example |
7:12 | |
| | |
| What You Can Do |
8:39 | |
| | |
3rd Law: Social Proof |
9:56 | |
| | |
| Definition |
10:01 | |
| | |
| Examples of Uses of Laws of Persuasion |
11:14 | |
| | |
| What You Can Do |
12:30 | |
| | |
4th Law: Consistency |
14:14 | |
| | |
| Definition |
14:17 | |
| | |
| Examples |
14:32 | |
| | |
| What You Can Do |
17:08 | |
| | |
5th Law: Association |
19:06 | |
| | |
| Definition |
19:09 | |
| | |
| Examples |
19:19 | |
| | |
| How It Works |
20:22 | |
| | |
Wrap Up |
21:49 | |
| | |
| Laws Can Be Used for Good or Evil |
22:43 | |
| | |
Assignment |
23:29 | |
| |
Intro to Creative Writing |
30:47 |
| | |
Intro |
0:00 | |
| | |
What Have We Covered So Far |
0:37 | |
| | |
Rules |
1:39 | |
| | |
Sir Ken Robinson's Ted Talks |
2:41 | |
| | |
| Everyone is Born Creative |
3:10 | |
| | |
| Creativity is as Important as Math/Science |
5:24 | |
| | |
| Quotes From Sir Ken Robinson |
7:11 | |
| | |
'Teaching' Creativity |
8:13 | |
| | |
Rules |
9:41 | |
| | |
Three Things to Help |
9:53 | |
| | |
Journal Entries |
10:53 | |
| | |
| When? |
11:40 | |
| | |
| Where? Folk Wisdom |
13:07 | |
| | |
| Where? |
15:03 | |
| | |
| What? |
15:40 | |
| | |
| What? (Things to Imagine) |
17:23 | |
| | |
| What If's |
18:51 | |
| | |
Go Do Something New |
20:50 | |
| | |
| New Simple Ideas |
21:44 | |
| | |
| New Things Around Your High School |
23:04 | |
| | |
| New Things Around Town |
24:37 | |
| | |
The Random Sentences |
26:11 | |
| | |
| Step 1 |
26:48 | |
| | |
| Step 2 and 3 |
27:24 | |
| | |
| Step 4 |
29:26 | |
| | |
Sir Ken Robinson Says |
30:16 | |
| |
Making Story People |
19:33 |
| | |
Intro |
0:00 | |
| | |
Making Characters |
0:43 | |
| | |
Brainstorming Characters |
1:41 | |
| | |
| First Thing Everyone Uses for their Character: Yourself |
1:46 | |
| | |
| First Thing Everyone Uses for their Character: Friends and Family |
3:07 | |
| | |
| Pitfalls to Using Yourself and People You Know |
4:04 | |
| | |
| Quickly Overcoming Those Pitfalls |
5:19 | |
| | |
| Get to Know 'Personalities' |
7:23 | |
| | |
| 4 Types of Personalities |
7:39 | |
| | |
| What the Letters Mean |
7:56 | |
| | |
Process for Making a Character |
9:40 | |
| | |
| Alfred Hitchcock Says |
9:55 | |
| | |
| Problem With His Statement |
10:25 | |
| | |
| Imagine Unexpected Actions |
11:33 | |
| | |
| What Does the Character Care About? |
12:46 | |
| | |
| Labels |
14:04 | |
| | |
| Label Examples Bart Simpson |
15:42 | |
| | |
| Label Examples Hermione Granger |
15:56 | |
| | |
| Label Examples Luke Skywalker |
16:09 | |
| | |
| Label Examples Bilbo Baggins |
16:26 | |
| | |
| Switching Adjectives |
16:57 | |
| | |
Assignment |
18:19 | |
| |
Making a Plot |
18:54 |
| | |
Intro |
0:00 | |
| | |
The Goal |
0:17 | |
| | |
| Short Story |
0:23 | |
| | |
| Things for This Lesson |
1:32 | |
| | |
The LOCK System |
2:20 | |
| | |
| Lead Character |
2:25 | |
| | |
| Examples |
3:34 | |
| | |
| Objective |
5:07 | |
| | |
| Examples |
5:55 | |
| | |
| More Examples |
6:54 | |
| | |
| Confrontation |
7:52 | |
| | |
| Examples |
8:45 | |
| | |
| Knock-Out |
10:00 | |
| | |
Three Act Structure |
12:54 | |
| | |
| Act 1: Introduce the Characters and the Conflict |
13:03 | |
| | |
| Act 2: Thicken the Plot |
14:59 | |
| | |
| Act 3: Resolve the Conflict |
16:06 | |
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Assignment |
16:47 | |
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| More Assignment |
17:49 | |
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Showing, Not Telling |
17:17 |
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Intro |
0:00 | |
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Overview for this Lesson |
0:34 | |
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| Concept to be Learned |
0:36 | |
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| Struck and White's Advice |
1:10 | |
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| Examples of Telling |
2:14 | |
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Show and Tell |
3:01 | |
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| Examples of Showing 1 |
3:11 | |
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| Examples of Showing 2 |
3:43 | |
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| Examples of Showing 3 |
4:14 | |
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| Show and Tell |
5:10 | |
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Showing by Actions |
6:09 | |
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| Labels |
6:19 | |
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| Personality Page |
6:32 | |
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| What Would This Character Do (Big Things)? |
6:49 | |
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| What Would This Character Do (Mundane Things)? |
7:48 | |
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Body Language |
9:35 | |
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| Common Emotions |
9:52 | |
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| Facial Expressions |
10:33 | |
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| Other Parts of the Body |
13:12 | |
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Assignment |
15:31 | |
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Writing Your Way Into College |
26:59 |
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Intro |
0:00 | |
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Getting Ready for College |
0:48 | |
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| Importance of All That You've Done |
1:46 | |
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| Communicate Accomplishments Effectively |
2:40 | |
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| Things to Cover in This Lesson |
2:58 | |
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Persuasion Process |
3:54 | |
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| Steps Towards Persuasion |
4:24 | |
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Know Your Audience |
5:21 | |
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| Meet the Temp Graduate |
5:38 | |
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| Meet the Lifer Drone |
6:13 | |
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| What do They Have in Common |
6:37 | |
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| Things That Admissions People Find Boring |
7:18 | |
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| Things That Admissions People Will Like |
9:00 | |
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| Admissions People are Like Coal Miners |
9:49 | |
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Know Your School |
10:21 | |
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| What Do You Know About the School Already? |
10:37 | |
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| What Does the School Want? |
12:43 | |
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| How Do You Find This Information? |
14:36 | |
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Know Your Strengths |
16:32 | |
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| What Have I Done That Makes Me a 'Diamond'? |
16:44 | |
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| How Do Your Strengths Match the Schools Needs |
17:33 | |
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| Communicating Effectively |
19:48 | |
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| Communicate Indirectly (Wrong Way) |
20:42 | |
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| Communicate Indirectly (Better Way) |
21:46 | |
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Opening Lines |
22:49 | |
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| Purpose |
22:57 | |
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| Bad Opening Line Examples |
23:36 | |
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| Good Opener Examples |
24:13 | |
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Never Forget |
26:11 | |