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Education
Web
 Social Studies Booklet
and J. D. Andrews. eds. Children of 2010. NAEYC. Washington, DC. 1998. Journals Social Education. The Official Journal of the National Council for the Social Studies. 3501 Newark Street NW Washington, DC Social Studies and the Young Learner. A Quarterly for Creati...
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and J. D. Andrews. eds. Children of 2010. NAEYC. Washington, DC. 1998. Journals Social Education. The Official Journal of the National Council for the Social Studies. 3501 Newark Street NW Washington, DC Social Studies and the Young Learner. A Quarterly for Creative Teaching in Grades K-6. National Council for the Social Studies. 3501 Newark Street, NW, Washington, DC. Reading Teacher. A Journal of the International Reading Association. 800 Barksdale Road PO Box 8139 Newark, DE 19714-8139 Young Children
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http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Social%20Studies%20Content%20Stds.pdf#page=17
165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...
<span class="highlight">and</span> J. D. Andrews. eds. Children <span class="highlight">of</span> 2010. NAEYC. Washington, DC. 1998. Journals Social Education. The Official <span class="highlight">Journal</span> <span class="highlight">of</span> the National Council for the Social Studies. 3501 Newark Street NW Washington, DC Social Studies <span class="highlight">and</span> the Young Learner. A Quarterly for Creative Teaching in Grades K-6. National Council for the Social Studies. 3501 Newark Street, NW, Washington, DC. Reading Teacher. A <span class="highlight">Journal</span> <span class="highlight">of</span> the <span class="highlight">International</span> Reading Association. 800 Barksdale Road PO Box 8139 Newark, DE 19714-8139 Young Children
Science.qxd
for the Elementary School", Occasional Papers, no. 24. Hazen, R. M., Trefil, J., Science matters: Achieving Scientific Literacy, New York, Doubleday, 1991. International Association for the Evaluation of Educational Achievement, Science Achievement in the Middle School Years: IEA&...
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for the Elementary School", Occasional Papers, no. 24. Hazen, R. M., Trefil, J., Science matters: Achieving Scientific Literacy, New York, Doubleday, 1991. International Association for the Evaluation of Educational Achievement, Science Achievement in the Middle School Years: IEA’s Third International Mathematics and Science Study, Boston, Center for the Study of Testing, Evaluation, and Educational Policy, Boston College, 1996. International Technology Education Association
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http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=175
www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=17...
Revised 2004 171 Science Scientific investigation-probes students’ ability to use the tools <span class="highlight">of</span> science, including both cognitive <span class="highlight">and</span> laboratory tools; students acquire new information, plan appropriate tests, use a variety <span class="highlight">of</span> scientific tools, <span class="highlight">and</span> communicate the results <span class="highlight">of</span> the investigations Standards-criteria used to judge quality <span class="highlight">Systems</span>-complete, predictable cycles, structures, or
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http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=176
www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=17...
Revised 2004 Science 172 BIBLIOGRAPHY Aikenhead. G. & Solomon, J. (Edts.), STS Education: <span class="highlight">International</span> Perspectives On Reform, New York, Teachers College Press, 1994 Allen, N.L., Swinton, S.S., Ishman, S.P., Zelenak, C.A., Technical Report <span class="highlight">of</span> the NAEP 1996 State Assessment Program in Science, Washington, D.C., National Center for Education Statistics, 1997. American Association for the Advancement <span class="highlight">of</span> Science, Benchmarks for Science Literacy, Project 2061, New York, Oxford University
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http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=177
www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=17...
for the Elementary School", Occasional Papers, no. 24. Hazen, R. M., Trefil, J., Science matters: Achieving Scientific Literacy, New York, Doubleday, 1991. <span class="highlight">International</span> Association for the Evaluation <span class="highlight">of</span> Educational Achievement, Science Achievement in the Middle School Years: IEA’s Third <span class="highlight">International</span> Mathematics <span class="highlight">and</span> Science Study, Boston, Center for the Study <span class="highlight">of</span> Testing, Evaluation, <span class="highlight">and</span> Educational Policy, Boston College, 1996. <span class="highlight">International</span> Technology Education Association
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knowledge. 8.1 Unifying Concepts and Proceses Unifying concepts and proceses help students think about and integrate a range of basic ideas which builds an understanding of the natural world. 8.1.1 By the end of eighth grade, students wil develop an...
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knowledge. 8.1 Unifying Concepts and Proceses Unifying concepts and proceses help students think about and integrate a range of basic ideas which builds an understanding of the natural world. 8.1.1 By the end of eighth grade, students wil develop an understanding of systems, order, and organization. Example Indicators • Recognize and describe key parts and functions of any system. • Analyze and predict the interactions within a system and betwen systems. • Create and use clasification schemes
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http://www.nde.state.ne.us/ndestandards/documents/ScienceStandards.pdf#page=14
www.nde.state.ne.us/ndestandards/documents/ScienceStandards.pdf#page=14
knowledge. 8.1 Unifying Concepts <span class="highlight">and</span> Proceses Unifying concepts <span class="highlight">and</span> proceses help students think about <span class="highlight">and</span> integrate a range <span class="highlight">of</span> basic ideas which builds an understanding <span class="highlight">of</span> the natural world. 8.1.1 By the end <span class="highlight">of</span> eighth grade, students wil develop an understanding <span class="highlight">of</span> <span class="highlight">systems</span>, order, <span class="highlight">and</span> organization. Example Indicators • Recognize <span class="highlight">and</span> describe key parts <span class="highlight">and</span> functions <span class="highlight">of</span> any system. • Analyze <span class="highlight">and</span> predict the interactions within a system <span class="highlight">and</span> betwen <span class="highlight">systems</span>. • Create <span class="highlight">and</span> use clasification schemes
Nevada
the United Nations, World Bank, Amnesty International, and the International Red Cross. C16.[9-12].1 Summarize and evaluate the significant characteristics of the world‘s major political systems: Monarchy Totalitarian dictatorship Democratic syste...
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the United Nations, World Bank, Amnesty International, and the International Red Cross. C16.[9-12].1 Summarize and evaluate the significant characteristics of the world‘s major political systems: Monarchy Totalitarian dictatorship Democratic systems o presidential systems o parliamentary systems Socialism Communism C16.[9-12].2 Analyze the conflict between U.S. policies of isolationism versus intervention in world affairs. C16.[9-12].3 Identify and analyze U.S. foreign policy in
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http://www.doe.nv.gov/Standards/SocialStudies/CompleteStandardsDec2008.pdf#page=40
www.doe.nv.gov/Standards/SocialStudies/CompleteStandardsDec2008.pdf#page=...
geographic locations <span class="highlight">and</span> how this affects cultures. Rur al <span class="highlight">and</span> Urb an Co mm un iti es G7.[6-8].5 Identify a regional or <span class="highlight">international</span> economic issue <span class="highlight">and</span> explain it from a spatial perspective. G7.[6-8].6 Explain how the physical <span class="highlight">and</span> human geography <span class="highlight">of</span> regions influences their allocation <span class="highlight">of</span> resources. G7.[9-12].6 Analyze <span class="highlight">and</span> evaluate <span class="highlight">international</span> economic issues from a spatial perspective. G7.[9-12].7 Analyze how location <span class="highlight">and</span> distance connect to influence economic <span class="highlight">systems</span> at local, national
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http://www.doe.nv.gov/Standards/SocialStudies/CompleteStandardsDec2008.pdf#page=62
www.doe.nv.gov/Standards/SocialStudies/CompleteStandardsDec2008.pdf#page=...
the United Nations, World Bank, Amnesty <span class="highlight">International</span>, <span class="highlight">and</span> the <span class="highlight">International</span> Red Cross. C16.[9-12].1 Summarize <span class="highlight">and</span> evaluate the significant characteristics <span class="highlight">of</span> the world‘s major political <span class="highlight">systems</span>: Monarchy Totalitarian dictatorship Democratic <span class="highlight">systems</span> o presidential <span class="highlight">systems</span> o parliamentary <span class="highlight">systems</span> Socialism Communism C16.[9-12].2 Analyze the conflict between U.S. policies <span class="highlight">of</span> isolationism versus intervention in world affairs. C16.[9-12].3 Identify <span class="highlight">and</span> analyze U.S. foreign policy in
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in school and the neighborhood. f. Identify the geographic location of the United States and Tennessee on a globe and a map. g. Estimate distances such as from home to school. 1.3.03 Demonstrate awareness of the interaction between human and physical syst...
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in school and the neighborhood. f. Identify the geographic location of the United States and Tennessee on a globe and a map. g. Estimate distances such as from home to school. 1.3.03 Demonstrate awareness of the interaction between human and physical systems around the world. a. Explain how land is used for different tasks in the local area. b. Define natural resources and explain how people are dependent on them. c. Compare and contrast natural and artificial features of the earth. d. Describe what
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http://www.state.tn.us/education/ci/ss/doc/SS_Grade_1.pdf#page=3
www.state.tn.us/education/ci/ss/doc/SS_Grade_1.pdf#page=3
in school <span class="highlight">and</span> the neighborhood. f. Identify the geographic location <span class="highlight">of</span> the United States <span class="highlight">and</span> Tennessee on a globe <span class="highlight">and</span> a map. g. Estimate distances such as from home to school. 1.3.03 Demonstrate awareness <span class="highlight">of</span> the interaction between human <span class="highlight">and</span> physical <span class="highlight">systems</span> around the world. a. Explain how land is used for different tasks in the local area. b. Define natural resources <span class="highlight">and</span> explain how people are dependent on them. c. Compare <span class="highlight">and</span> contrast natural <span class="highlight">and</span> <span class="highlight">artificial</span> features <span class="highlight">of</span> the earth. d. Describe what
Microsoft Word - Completed Reading.rtf
about literature for children. It is published by The Horn Book, Incorporated, 11 Beacon Street, Suite 1000, Boston MA 02108 (http://www.hbook.com/). The Journal of Adolescent and Adult Literacy Published by the International Reading Association. Language Arts (element...
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about literature for children. It is published by The Horn Book, Incorporated, 11 Beacon Street, Suite 1000, Boston MA 02108 (http://www.hbook.com/). The Journal of Adolescent and Adult Literacy Published by the International Reading Association. Language Arts (elementary) Published by the National Council of Teachers of English. MultiCultural Review The journal features reviews of new print and non-print resources on multicultural topics, and articles that explore current issues. Its address
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http://doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.pdf#page=94
doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.p...
about literature for children. It is published by The Horn Book, Incorporated, 11 Beacon Street, Suite 1000, Boston MA 02108 (http://www.hbook.com/). The <span class="highlight">Journal</span> <span class="highlight">of</span> Adolescent <span class="highlight">and</span> Adult Literacy Published by the <span class="highlight">International</span> Reading Association. Language Arts (elementary) Published by the National Council <span class="highlight">of</span> Teachers <span class="highlight">of</span> English. MultiCultural Review The <span class="highlight">journal</span> features reviews <span class="highlight">of</span> new print <span class="highlight">and</span> non-print resources on multicultural topics, <span class="highlight">and</span> articles that explore current issues. Its address
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http://doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.pdf#page=95
doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.p...
95 Phi Delta Kappan Reading Research Quarterly Published by <span class="highlight">International</span> Reading Association The Reading Teacher (elementary) Published by the <span class="highlight">International</span> Reading Association. School Library <span class="highlight">Journal</span> Both the print <span class="highlight">and</span> the online versions review professional reading, books for children <span class="highlight">and</span> young adults, audiovisual materials, <span class="highlight">and</span> computer software. The address for the print version is P.O. Box 16388, North Hollywood, CA 91615-6388. The online version is at http://www.slj.com. Voices
Microsoft Word - South Dakota Science 2005.rtf
tissues, organs, organ systems, and organisms); • compare and contrast the cell cycles in somatic and germ cells; • tell how DNA determines protein formation; • explain how homeostasis is maintained within living systems; • explain how traits ar...
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tissues, organs, organ systems, and organisms); • compare and contrast the cell cycles in somatic and germ cells; • tell how DNA determines protein formation; • explain how homeostasis is maintained within living systems; • explain how traits are transmitted from parents to offspring; • predict the impact of genetic changes in populations (mutation, natural selection and artificial selection, adaptation/extinction); • predict how life systems respond to changes in the environment; • classify
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http://doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%20Science%202005.pdf#page=142
doe.sd.gov/contentstandards/science/docs/2005/EarthSpace/South%20Dakota%2...
tissues, organs, organ <span class="highlight">systems</span>, <span class="highlight">and</span> organisms); • compare <span class="highlight">and</span> contrast the cell cycles in somatic <span class="highlight">and</span> germ cells; • tell how DNA determines protein formation; • explain how homeostasis is maintained within living <span class="highlight">systems</span>; • explain how traits are transmitted from parents to offspring; • predict the impact <span class="highlight">of</span> genetic changes in populations (mutation, natural selection <span class="highlight">and</span> <span class="highlight">artificial</span> selection, adaptation/extinction); • predict how life <span class="highlight">systems</span> respond to changes in the environment; • classify
ACKNOWLEDGEMENTS
of heredity and environment on individual differences. 10.03 Analyze the nature of intelligence and intelligence testing. 10.04 Define personality and personality constructs. 10.05 Explain personality approaches and identify important contribut...
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of heredity and environment on individual differences. 10.03 Analyze the nature of intelligence and intelligence testing. 10.04 Define personality and personality constructs. 10.05 Explain personality approaches and identify important contributions to the understanding of personality. 10.06 Analyze the different tools and tests used in personality assessment . COMPETENCY GOAL 11: The learner will examine the characteristics and treatments of psychological disorders. Objectives 11.01 Describe
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http://www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#page=78
www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#...
6.02 Differentiate between the legal <span class="highlight">and</span> ethical responsibilities <span class="highlight">of</span> citizenship. 6.03 Determine processes that influence civic issues <span class="highlight">and</span> public actions. COMPETENCY GOAL 7: The learner will analyze relationships between the American political system <span class="highlight">and</span> the <span class="highlight">international</span> political <span class="highlight">systems</span>. Objectives: 7.01 Identify <span class="highlight">and</span> assess the impact <span class="highlight">of</span> major American foreign <span class="highlight">and</span> trade policies. 7.02 Analyze the reasons for change in <span class="highlight">international</span> relationships throughout history. 7.03 Interpret the influence <span class="highlight">of</span>
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http://www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#page=93
www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#...
Information <span class="highlight">Systems</span>) to identify, describe, <span class="highlight">and</span> interpret major <span class="highlight">international</span> travel patterns as related to the United States. (Builds upon National Geography Standard 1: The geographically-informed person knows <span class="highlight">and</span> understands how to use maps <span class="highlight">and</span> other geographic representations, tools, <span class="highlight">and</span> technologies to acquire, process, <span class="highlight">and</span> report information from a spatial perspective.) Objectives 3.01 Demonstrate an understanding <span class="highlight">of</span> the various types <span class="highlight">of</span> thematic maps. 3.02 Demonstrate a working knowledge <span class="highlight">of</span> GIS <span class="highlight">and</span>
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http://www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#page=103
www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#...
<span class="highlight">of</span> heredity <span class="highlight">and</span> environment on individual differences. 10.03 Analyze the nature <span class="highlight">of</span> <span class="highlight">intelligence</span> <span class="highlight">and</span> <span class="highlight">intelligence</span> testing. 10.04 Define personality <span class="highlight">and</span> personality constructs. 10.05 Explain personality approaches <span class="highlight">and</span> identify important contributions to the understanding <span class="highlight">of</span> personality. 10.06 Analyze the different tools <span class="highlight">and</span> tests used in personality assessment . COMPETENCY GOAL 11: The learner will examine the characteristics <span class="highlight">and</span> treatments <span class="highlight">of</span> psychological disorders. Objectives 11.01 Describe
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http://www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#page=109
www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#...
___North Carolina Department <span class="highlight">of</span> Public Instruction Feasibility Study (United States History <span class="highlight">and</span> Economic, Legal <span class="highlight">and</span> Political <span class="highlight">Systems</span> in Action.) North Carolina Department <span class="highlight">of</span> Public Instruction, 1998. Patrick, John. Geography in History: A Necessary Connection in the School Curriculum. Bloomington, Indiana: Clearinghouse for Social Studies Education, 1993. Schoenbach, Ruth, Greenleaf, Cynthia, Cziku, Christine, <span class="highlight">and</span> Hurwitz, Lori. Reading for Understanding, A Guide to Improving Reading
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5.5.12 C. Reproduction and Heredity 1. Describe how information is encoded and transmitted in genetic material. 2. Explain how genetic material can be altered by natural and/or artificial means and how mutations and new gene combinations may have positive, n...
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5.5.12 C. Reproduction and Heredity 1. Describe how information is encoded and transmitted in genetic material. 2. Explain how genetic material can be altered by natural and/or artificial means and how mutations and new gene combinations may have positive, negative, or no effect on organisms or species. 3. Assess the impact of current and emerging technologies on our understanding of inherited human characteristics. E-15 ST AND ARD 5.5 SCIENCE 200 4 NEW JERSEY C O RE CURRICUL UM C ONTENT S T AND A
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http://www.nj.gov/education/cccs/2004/s5_science.pdf#page=5
www.nj.gov/education/cccs/2004/s5_science.pdf#page=5
5.9 Astronomy <span class="highlight">and</span> Space Science A. Earth, Moon, Sun System B. Solar System C. Stars D. Galaxies <span class="highlight">and</span> Universe 5.10 Environmental Studies A. Natural <span class="highlight">Systems</span> <span class="highlight">and</span> Interactions B. Human Interactions <span class="highlight">and</span> Impact REFERENCES American Association for the Advancement <span class="highlight">of</span> Science. (2001). Atlas <span class="highlight">of</span> science literacy. American Association for the Advancement <span class="highlight">of</span> Science <span class="highlight">and</span> National Science Teachers Association, Washington, D.C. American Association for the Advancement <span class="highlight">of</span> Science. (1993). Benchmarks for science literacy
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http://www.nj.gov/education/cccs/2004/s5_science.pdf#page=16
www.nj.gov/education/cccs/2004/s5_science.pdf#page=16
5.5.12 C. Reproduction <span class="highlight">and</span> Heredity 1. Describe how information is encoded <span class="highlight">and</span> transmitted in genetic material. 2. Explain how genetic material can be altered by natural <span class="highlight">and</span>/or <span class="highlight">artificial</span> means <span class="highlight">and</span> how mutations <span class="highlight">and</span> new gene combinations may have positive, negative, or no effect on organisms or species. 3. Assess the impact <span class="highlight">of</span> current <span class="highlight">and</span> emerging technologies on our understanding <span class="highlight">of</span> inherited human characteristics. E-15 ST <span class="highlight">AND</span> ARD 5.5 SCIENCE 200 4 NEW JERSEY C O RE CURRICUL UM C ONTENT S T <span class="highlight">AND</span> A
Microsoft Word - 06.029.0004.doc
awareness of how the author of the text uses rhetorical strategies. (ii) Demonstrate proficiency in the creation of persuasive essays that: engage the reader by establishing a context and a point of view; structure ideas and arguments in a sustained and...
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awareness of how the author of the text uses rhetorical strategies. (ii) Demonstrate proficiency in the creation of persuasive essays that: engage the reader by establishing a context and a point of view; structure ideas and arguments in a sustained and logical fashion; clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, illustrations, commonly accepted beliefs and logical reasoning; use specific rhetorical
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http://www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0004.pdf#page=20
www.nmcpr.state.nm.us/NMAC/parts/title06/06.029.0004.pdf#page=20
awareness <span class="highlight">of</span> how the author <span class="highlight">of</span> the text uses rhetorical strategies. (ii) Demonstrate proficiency in the creation <span class="highlight">of</span> persuasive essays that: engage the reader by establishing a context <span class="highlight">and</span> a point <span class="highlight">of</span> view; structure ideas <span class="highlight">and</span> arguments in a sustained <span class="highlight">and</span> logical fashion; clarify <span class="highlight">and</span> defend positions with precise <span class="highlight">and</span> relevant evidence, including facts, <span class="highlight">expert</span> opinions, quotations, illustrations, commonly accepted beliefs <span class="highlight">and</span> logical reasoning; use specific rhetorical
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