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Writing: A Guide for College and Beyond
ISBN-10: 032139626X
ISBN-13: 9780321396266
Publisher: Longman
Copyright: 2007
Format: Cloth; 752 pp
Published: 12/19/2006
We're sorry, this product is no longer available and has been replaced with Writing: A Guide for College And Beyond, 2/E.
Please contact your Pearson rep if you are using this product and need instructor resources.
Description
Writing: A Guide for College and Beyond uses written instruction and visual tools to teach students how to read, write, and research effectively for different purposes.
This revolutionary new aims-based writing guide brings together Lester Faigley’s clear and inviting teaching style and Dorling Kindersley’s accessible and striking design. Unique, dynamic presentations of reading, writing, and research processes in the text bring writing alive for students and speak to students with many learning styles. Throughout the book, Lester Faigley works to keep students engaged and learning, with such notable features as “process maps” to guide students through the major writing assignments, extensive examples of student “Writers at work,” and diverse, distinctive reading selections.
Features
- Lester Faigley teaches students reading, writing, and research strategies that will help them be successful in college and beyond, using a combination of concise, accessible instruction, unique visual explications, plentiful examples, and engaging assignments and readings.
- Important concepts and processes are presented in concise spreads letting students see the key points they should master at a glance.
- In Chapters 7-14, unique color-coded flowcharts called “Process Maps” use both words and images to instruct students in the writing process. Students first see an overview of how to write in each of the eight major “aims,” and then five key stages of the process are discussed in detail with specific strategies for invention, drafting and revising.
- “Writer at work” sections in Chapters 7-14 show examples of student writers working through the writing process, from invention through revision to a final paper. Instead of just showing a finished paper, these sections let students see another student working through the whole messy, creative process of writing.
- Writing “Projects” that conclude Chapters 7-14 offer a variety of assignments, ranging from essays to a field observation paper, a profile, a film review, and a position argument.
- The 57 readings offer engaging, diverse models of writing for different purposes, including selections by such well-known writers as Bharati Mukherjee, David Sedaris, Amy Tan, Annie Dillard, Dagoberto Gilb, Alice Walker, Edward Tufte, Frederick Douglass, and Steven Johnson.
- Most reading selections are designed to look like original publications (an editorial looks like a page from a newspaper, a Web article looks like a Web page, and so on), thus exposing students to a diversity of genres they will encounter in college and beyond.
- Staying on Track boxes focus on common writing problems and give students concrete advice for how to avoid such problems.
- Write Now boxes give brief writing assignments that are designed to help students discover ideas and explore where they lead. Working Together boxes give collaborative activities.
- In Part 3, students are given instruction in and strategies for the research process (see Chapters 15-20). Students see a “Researcher at work” complete an assignment by using the strategies given in the chapters. Avoiding plagiarism, evaluating sources, and using the Internet as a research tool are covered.
- Documentation guidelines for MLA and APA styles are provided in Chapters 21 and 22, as well as model research papers in both formats. Each chapter also features several “source samples” which show students how to find the essential information needed to put together a citation.
- Eleven student papers, all with sources and citations and many with images, give students realistic, accurate models to learn from.
- More than 300 visuals, many of them photographs taken by the author, not only make every page of the text lively and engaging, but they also serve to support the main points made in each chapter.
- Concise chapters on design and using visuals are included in Part 4. These provide practical instruction for students and instructors interested in both rhetorical and technical advice for how to using visuals most effectively when composing.
- A guide to style and grammar found in Part 5 concludes the text.
- Brief Appendices offer suggestions for writing essay exams and creating portfolios.
Table of Contents
Preface
PART 1: THE WRITER AS EXPLORER
1. Making Discoveries
Look with new eyes
Make discoveries
Find a territory
Use guides
2. Reading to Explore
Become a critical reader
Look with a critical eye
Read actively
Recognize fallacies
Respond as a reader
3. Planning a Journey
Determine your direction
Write a thesis
Plan your route
4. Returning and Revising
See again
Evaluate your draft
Respond to others
Pay attention to details
PART 2: THE WRITER AS GUIDE
5. Writing in College
Understand the demands of writing in college
Think about your aim
Think about your genre
6. Writing Effectively
Understand the rhetorical situation
Think about your audience
Think about your credibility
Become a successful writer
Angela Yamashita, Got Roddick?
7. Reflecting
Writing reflections
An effective reflection
Sue Kunitomi Embrey, Some Lines for a Younger Brother . . .
How to read reflections
Editorial
Bharati Mukherjee, Two Ways to Belong in America
Short story
Pam Houston, A Blizzard under Blue Sky
Memoir
Pablo Medina, Arrival: 1960
Essay
David Sedaris, Let it Snow
Blog
Jason Christopher Hartley, Just Another Soldier
Essay
Rick Bass, Why I Hunt: A Predator’s Meditation
Essay
Amy Tan, Mother Tongue
How to write a reflection
Student example
Janine Carter, The Miracle Quilt
Projects
8. Observing
Writing observations
An effective observation
Annie Dillard, Living Like Weasels
How to read observations
Travel account
John Wesley Powell, The First Descent of the Grand Canyon
Photo essay
Ansel Adams, Photographs of Japanese-Americans at Manzanar
Essay
Jamaica Kincaid, A Small Place
Article
Tom Meagher and Suzanne Travers, Low Wages, Strong Backs
Travel account
Salman Hameed, The Travelogue of an Astronomer
How to write an observation
Student example
Megan Garza, Chemistry 105: An Analysis of Classroom Dynamics in a Large Lecture Course
Projects
9. Informing
Reporting information
Effective informative writing
Samuel Wilson, The Emperor’s Giraffe
How to read informative writing
Profile
Harold Evans, Russell Simmons
Essay
Lori Gottlieb, How Do I Love Thee?
Instruction
Hugh McManners, Building a Shelter
Executive summary
The National Commission on Writing, A Ticket to Work . . . Or a Ticket Out
Informational Web site
Hawai’i Volcanoes National Park Visitor Information: View Lava Safely
How to write to inform
Student example
Lakshmi Kotra, The Life Cycle of Stars
Projects
10. Analyzing Texts
Writing to analyze
Writing a rhetorical analysis
Writing a visual analysis
Writing a literary analysis
An effective analysis
Tim Collins, Straight from the Heart
How to read analyses
Article
David T.Z.Mindich, The Collapse of Big Media: The Young and the Restless
Essay
Gail Bederman, Race, Gender, and Civilization at the Columbian Exposition
Building
Frank Gehry, The Stata Center
Corporate logo
Landor Associates, Federal Express Logo
Product design
Volkswagen Beetle
Short story
Alice Walker, Everyday Use
Short story analysis
Shaunte Huff, “Make Something of Yourself”: Symbolism in Alice Walker's “Everyday Use”
Short story
Dagoberto Gilb, Love in LA
How to write an analysis
Student example
Grace Bernhardt, Investigating “Independence”: An Analysis of Frederick Douglass’ Speech, “What to the Slave is the Fourth of July?”
Projects
11. Analyzing Causes
Writing to analyze causes
An effective causal analysis
Stentor Danielson, Pesticides, Parasite May Cause Frog Deformities
How to read causal analyses
Essay
Ari Kelman, City of Nature: New Orleans' Blessing; New Orleans' Curse,
Essay
Jay Walljasper, If You Build It, They Will Come–on Foot
Essay
Emily Raine, Why Should I Be Nice To You? Coffee Shops and the Politics of Good Service
Article
Angela Cain, Barbie's Body May Be Perfect, but Critics Remind Us It's Plastic
Article
Thom Curtis, Television Violence and Aggression
Leaflet
Operation Iraqi Freedom Leaflets
How to write a causal analysis
Student example
Sean Booker, Borrowing Bling: The Appeal of Hip-hop to Young White Men
Projects
12. Evaluating
Writing to evaluate
An effective evaluation
Lefteris Pavlides, The Aesthetics of Wind Power
How to read evaluations
Opinion
David Byrne, Learning to Love PowerPoint
Opinion
Edward Tufte, PowerPoint Is Evil
Review
Dan Crane, McNasty: The New "Healthy" Fast Food Items Taste Bad (and aren't so healthy either)
Essay
Michael Eric Dyson, Gangsta Rap and American Culture
Article
Stephanie Rosenbloom, The Nitpicking Nation
How to write an evaluation
Student example
Rashaun Giddens, Stop Loss or “Loss of Trust”
Projects
13. Arguing for a Position
Writing a position argument
An effective position argument
Ted Koppel, Take My Privacy, Please!
How to read position arguments
Speech
Frederick Douglass, What to the Slave Is the Fourth of July?
Speech
Chief Seattle, Treaty Oration, 1854
Article
Michel Marriott, The Color of Mayhem
Letter
Steven Johnson, Hillary vs, “Grand Theft Auto”
Article
Meredith Clark, Life without Health Insurance
Advertisements
Buff Daddy
Food Cops Bust Cookie Monster
How to write a position argument
Student example
Chris Nguyen, Speech Doesn’t Have to be Pretty to be Protected
Projects
14. Arguing for Change
Making an argument for change
An effective argument for change
Thomas Jefferson, The Declaration of Independence
How to read arguments for change
Essay
Paul Saffo, A Trail of DNA and Data
Article
Thomas Homer-Dixon and S. Julio Friedmann, Coal in a Nice Shade of Green
Speech
Richard Nixon, Building the Interstate Highway System
Grant proposal
Monterey County Fire Chiefs Association, Breaking the Fire Department’s Language Barrier
Web site
United States Marine Corps, Recruitment Web Site
Article
Nancy Clark, Mirror, Mirror on the Wall, Are Muscular Men the Best of All?
How to write an argument for change
Student example
Kim Lee, Let’s Make It a Real Melting Pot with Presidential Hopes for All
Projects
PART 3: THE WRITER AS RESEARCHER
15. Planning Research
Analyze the research task
Ask a question
Determine what you need
Draft a working thesis
How to plan research
Researcher at work
16. Exploring Libraries
Determine the print sources you need
Search using keywords
Find books
Find journal articles
Evaluate print sources
Start a working bibliography
How to explore libraries
Researcher at work
17. Exploring Online Libraries
Find information in databases
Construct effective searches
Locate elements of a citation
How to explore online libraries
Researcher at work
18. Exploring the Web
Find information on the Web
Evaluate Web sources
Find visual sources online
How to explore the Web
Researcher at work
19. Exploring in the Field
Conduct interviews
Administer surveys
Make observations
How to conduct field research
Researcher at work
20. Writing the Research Paper
Plan your organization
Avoid plagiarism
Quote sources without plagiarizing
Summarize and paraphrase sources without plagiarizing
Incorporate quotations
Incorporate visuals
How to write a research paper
Researcher at work
21. MLA Documentation
Elements of MLA documentation
Entries in the list of works cited
In-text citations in MLA style
Books in MLA-style works cited
Periodicals in MLA-style works cited
Visual sources in MLA-style works cited
Online sources in MLA-style works cited
Other sources in MLA-style works cited
Sample MLA paper
George Abukar, It’s Time to Shut Down the Identity Theft Racket
22. APA Documentation
APA citations
In-text citations in APA style
Books in APA-style references list
Periodicals in APA-style references list
Online sources in APA-style references list
Other sources in APA-style references list
APA reports of research
Sample APA paper
Don Sabo, Kathleen E. Miller, Merrill J. Melnick, and Leslie Heywood, Her Life Depends on It
PART 4: THE WRITER AS DESIGNER
23. Thinking Visually
Communicate with visuals and words
Understand visual and verbal concepts
24. Creating Visuals
Know when to use images and graphics
Take pictures that aren’t boring
Compose images
Edit images
Create tables, charts, and graphs
25. Designing for Print
Start with your readers
Use headings and subheadings effectively
Design pages
Understand typography
26. Designing a Web Site
Plan a Web site
Make your site visually effective
Make navigation easy
27. Delivering Presentations
Plan a presentation
Design effective visuals
Give a memorable presentation
28. Working as a Team
Organize a team
Understand the team process
Work as a team
PART 5: THE WRITER AS EDITOR
29. Writing Effective Paragraphs
Develop paragraphs
Pay attention to paragraph length
Link within and across paragraphs
Start fast
Conclude with strength
Summary for editing paragraphs
30. Writing Effective Sentences
Understand sentence basics
Pay attention to verbs
Stay active
Find characters
Write concise sentences
Write ethical sentences
Match structure with ideas
Summary for editing sentences
31. Avoiding Errors
Fix fragments
Fix run-on sentences
Fix comma spices
Make verbs agree with subjects
Make pronouns agree
Fix shifts
Use modifiers correctly
Place modifiers carefully
Summary for editing for errors
32. Understanding Punctuation and Conventions
Identify where commas are needed
Place commas correctly with modifiers
Place commas correctly with clauses and phrases
Use semicolons and colons correctly
Use hyphens, dashes, and parentheses correctly
Use quotation marks correctly
Use other punctuation correctly
Understand print conventions
Summary for punctuation and conventions
33. Writing in a Second Language
Understand how languages differ
Understand nouns in English
Understand articles in English
Understand verbs and modifiers in English
Understand English sentence structure
Summary for second language writers
Appendices
Writing essay exams
Creating portfolios
Backcover Copy
You’ll never look at a writing guide the same way again!
Writing: A Guide for College and Beyond uses written instruction and visual tools to teach students how to write effectively. This revolutionary new aims-based writing guide brings together Lester Faigley’s clear and inviting teaching style with Dorling Kindersley’s accessible and striking design. Unique, dynamic presentations of reading, writing, and research processes speak to students with many learning styles and help students become successful writers in college and beyond.
Here’s What Teachers Are Saying
“Writing has managed a great feat–to gather together under one cover what is essential to the craft of expository writing at the college level and to do so in an amazing and colorful layout.” — Gary Enns, Cerro Coso Community College
“I’d describe Writing as a rhetoric that’s actually rooted in rhetorical principles and genre theory. It eliminates much of the wordy instruction commonly used in writing texts in favor of a distillation of essential information and instruction with numerous examples.” — Jeffrey Andelora, Mesa Community College
“I think this text succeeds to a better degree than one that tries to explain the writing process solely via a narrative. I think showing handwritten brainstorming, showing notations on a first draft, showing attempts to create a good beginning (and multiple mediocre beginnings) are all good.” — Larry Riley, Ball State University
“Writing treats students respectfully. It situates them as fellow explorers. . . . It asks them to draw on their own experiences a great deal throughout the text and, along with being ‘inviting,’ that strategy clearly tells readers that they are co-constructors of knowledge, that their experiences are valid.” — Patricia Webb, Arizona State University (reviewer)
“I believe that the selection of readings that accompany each of the kinds of writing (reflecting, observing, informing, etc.) are superb choices, because their subjects are contemporary and of interest to students and also provide a variety of genres–from articles to essays to blogs and leaflets.” — Martha Petry, Jackson Community College
“One of the problems with most textbooks is they overwhelm readers with written text; this textbook doesn’t do that. More importantly, the images in this book aren’t merely eye candy; they help illustrate/teach the ideas discussed on each page.” — Brett McInelly, Brigham Young University
And Here’s What Students Are Saying
“This is one of the most helpful, thorough, and resourceful texts I’ve seen thus far.” — Lauren Olsen, Castleton State College
“I thought the chapters did an excellent job of combining visual and textual explanations of the material. The combined presentation of the two gave me a greater understanding of the concepts.” — John Weiss, Jr., Ball State University
“College students have a lot of reading in every class and this text is more interesting and to the point. It is not busy work.” — Missi Dreyer, Grand Valley State University
“This book is more eye catching to me, and more informational. I will actually read this book!” — Abbey Kline, Ball State University
“I like the fact that with the visual pictures I could understand the readings better.” — Jorge Arias, Grand Valley State University
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Using Portfolios
McClelland
©2001
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Longman
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Paper
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Instock
ISBN-10: 0321084128 |
ISBN-13: 9780321084125
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What Every Multilingual Student Should Know About Writing for College
Kennedy & Bruce
©2013
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Longman
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Paper; 128 pp
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Estimated Availability : 02/03/2012
ISBN-10: 0205230083 |
ISBN-13: 9780205230082
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What Every Student Needs to Know about Researching Online, 2/E
Munger & Campbell
©2013
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Longman
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Paper
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Estimated Availability : 01/18/2012
ISBN-10: 0205856462 |
ISBN-13: 9780205856466
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What Every Student Should Know About Avoiding Plagiarism
Stern
©2007
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Longman
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Paper; 80 pp
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Instock
ISBN-10: 0321446895 |
ISBN-13: 9780321446893
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What Every Student Should Know About Citing Sources with APA Documentation: Updated for APA Sixth Edition, 2/E
Anderson, Carrell & Widdifield
©2010
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Longman
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Paper; 80 pp
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Instock
ISBN-10: 0205795811 |
ISBN-13: 9780205795819
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What Every Student Should Know About Citing Sources with MLA Documentation, Update Edition
Greer
©2010
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Longman
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Paper
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Instock
ISBN-10: 0205715117 |
ISBN-13: 9780205715114
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What Every Student Should Know About Creating Portfolios
Eyman
©2008
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Longman
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Paper; 48 pp
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Instock
ISBN-10: 0205572502 |
ISBN-13: 9780205572502
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What Every Student Should Know About Practicing Peer Review
Trim
©2007
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Longman
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Paper
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Instock
ISBN-10: 0321448480 |
ISBN-13: 9780321448484
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What Every Student Should Know About Preparing Effective Oral Presentations
Cox
©2007
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Longman
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Paper; 96 pp
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Instock
ISBN-10: 0205505457 |
ISBN-13: 9780205505456
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What Every Student Should Know About Procrastination
Hoffman
©2008
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Longman
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Paper; 64 pp
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Instock
ISBN-10: 0205582117 |
ISBN-13: 9780205582112
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What Every Student Should Know About Reading a Novel
Bonilla
©2013
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Longman
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Paper
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Instock
ISBN-10: 020587052X |
ISBN-13: 9780205870523
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What Every Student Should Know About Researching Online
Munger & Campbell
©2007
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Longman
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Paper
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Instock
ISBN-10: 0321445317 |
ISBN-13: 9780321445315
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What Every Student Should Know About Study Skills
Pearson Longman
©2007
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Longman
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Paper; 72 pp
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Instock
ISBN-10: 0321447360 |
ISBN-13: 9780321447364
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What Every Student Should Know About Using a Handbook
Murray
©2009
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Longman
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Paper; 80 pp
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Instock
ISBN-10: 0205563848 |
ISBN-13: 9780205563845
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Websites and Online Courses
Faigley
©2007
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On-line Supplement; 736 pp
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Access Code Required
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Live
ISBN-10: 0205557007 |
ISBN-13: 9780205557004
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Students, buy access
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Faigley
©2007
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Longman
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Website; 736 pp
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Live
ISBN-10: 020555699X |
ISBN-13: 9780205556991
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Faigley
©2007
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Longman
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Website; 752 pp
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Live
ISBN-10: 0205506798 |
ISBN-13: 9780205506798
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Pearson
©2009
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Longman
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Access Code Card
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Instock
ISBN-10: 0205648606 |
ISBN-13: 9780205648603
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Pearson Longman
©2008
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Longman
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Digital Access Code
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Available
ISBN-10: 0205605117 |
ISBN-13: 9780205605118
URL: http://www.pearsonhighered.com/catalog/aiv/customerType?catalog_code=mycomplab-long
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