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(TCOs 2 and 3) In Chapter 1, we learned how to recognize the main issue in a passage. Consider the following example: “Police brutality

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  1. (TCOs 2 and 3) In Chapter 1, we learned how to recognize the main issue in a passage. Consider the following example:
    “Police brutality does not happen very often. Otherwise, it would not make headlines when it does.”
    The main issue is whether or no
  2.  
    (TCOs 2 and 3) In Chapter 1, we learned how to recognize the main issue in a passage. Consider the following example:
    “Intravenous drug use with non-sterile needles has become one of the leading causes of the spread of AIDS. Many states passed legislation allowing officials to distribute clean needles in an effort to combat this method of infection. But in 11 states, including some of the most populous, possession of hypodermic syringes without a prescription is illegal. The laws in those foot-dragging states have to be changed if we ever hope to bring this awful epidemic to an end.”
    The main issue is whether or not
  3.  
    (TCOs 1 and 2) In Chapter 1, we learned how to recognize the main issue in a passage. Consider the following example:
     “Most people you find on university faculties are people who are interested in ideas. And the most interesting ideas are usually new ideas. So, most people you find on university faculties are interested in new ideas. Therefore, you are not going to find many conservatives on university faculties, because conservatives are not usually interested in new ideas.”
    The main issue is whether or not
  4.  
    (TCOs 1 and 2) In Chapter 1, we learned how to recognize the main issue in a passage. Consider the following example:
    “The winner of this year's spelling bee is a straight-A student whose favorite subject is science, which isn't surprising, because students interested in science learn to pay attention to details.”
    The main issue is whether or not
  5.  
    (TCO 4) In Chapter 1, we learned how to recognize cognitive bias which are psychological factors unconsciously affecting belief formation. Consider the following example:
    “The TV show The Sopranos might have been a pretty good series without the profanity that occurred all the way through it. But without the profanity, it would not have been believable. Those people just talk that way. If you have them speaking Shakespearean English or middle-class suburban English, then nobody is going to pay any attention to the message because nobody will see it as realistic. It's true, of course, that like many other programs with some offensive feature, whether it's bad language, sex, or whatever, it will never appeal to the squeamish.”
    The cognitive bias used in this passage is:

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