Discover academic habits and skills that will help you succeed not only in college but beyond as well as From Inquiry to Academic Writing: A Text and Reader establishes strategies for cross-curricular thinking and writing.
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Discover academic habits and skills that will help you succeed not only in college but beyond as well as From Inquiry to Academic Writing: A Text and Reader establishes strategies for cross-curricular thinking and writing.
CONTENTS
Preface for Instructors
How This Book Supports WPA Outcomes for First-Year Composition
1 Starting with Inquiry: Habits of Mind of Academic Writers
What Is Academic Writing?
What Are the Habits of Mind of Academic Writers?
Academic Writers Make Inquiries
Steps to Inquiry
Academic Writers Seek and Value Complexity
Steps to Seeking and Valuing Complexity
A Practice Sequence: Seeking and Valuing Complexity
Academic Writers See Writing as a Conversation
Steps to Joining an Academic Conversation
A Practice Sequence: Joining an Academic Conversation
Academic Writers Understand That Writing Is a Process
Steps to Collecting Information and Material§ Steps to Drafting
Steps to Revising
Academic Writers Reflect
Steps to Reflection
A Practice Sequence: Reflection Activities
Becoming Academic: Three Narratives
Ta-Nehisi Coates, from Between the World and Me
Richard Rodriguez, Scholarship Boy
Gerald Graff, Disliking Books
§ A Practice Sequence: Composing a Literacy Narrative
2 From Reading as a Writer to Writing as a Reader
Reading as an Act of Composing: Annotating
Reading as a Writer: Analyzing a Text Rhetorically
E.D. Hirsch, Jr., Preface to Cultural Literacy: What Every American Needs to Know
Steps to Analyzing a Text Rhetorically
A Practice Sequence: Analyzing a Text Rhetorically
Eugene F. Provenzo, Jr., Hirsch’s Desire for a National Curriculum
Writing as a Reader: Composing a Rhetorical Analysis
David Tyack, Whither History Textbooks?
An Annotated Student Rhetorical Analysis
Quentin Collie, "Rhetorical Analysis of ‘Whither History Textbooks?"
Writing a Rhetorical Analysis
Sherry Turkle, "The Flight from Conversation"
A Practice Sequence: Writing a Rhetorical Analysis
3 From Writing Summaries to Writing Yourself into Academic Conversations
Summaries, Paraphrases, and Quotations
Writing a Paraphrase
Steps to Writing a Paraphrase
A Practice Sequence: Writing a Paraphrase
Writing a Summary
Clive Thompson, On the New Literacy
Steps to Writing a Summary
A Practice Sequence: Writing a Summary
Writing Yourself into Academic Conversations
Steps to Writing Yourself into an Academic Conversation
A Practice Sequence: Writing Yourself into an Academic Conversation
Tom Standage, History Retweets Itself
4 From Identifying Claims to Analyzing Arguments
Identifying Types of Claims
Dana Radcliffe, Dashed Hopes: Why Aren’t Social Media Delivering Democracy?
Steps to Identifying Claims
A Practice Sequence: Identifying Claims
Analyzing Arguments
Identify Concessions
Identify Counterarguments
Analyze the Reasons Used to Support a Claim
Steps to Evaluating Support for a Claim
An Annotated Student Argument
Marques Camp, The End of the World May Be Nigh, and It’s the Kindle’s Fault
Steps to Analyzing an Argument
A Practice Sequence: Analyzing an Argument
Susan D. Blum, The United States of (Non) Reading: The End of Civilization or a New Era?
Analyzing and Comparing Arguments
Stuart Rojsatczer, Grade Inflation Gone Wild
Phil Primack, Doesn’t Anyone Get a C Anymore?
A Practice Sequence: Analyzing and Comparing Arguments
5 From Identifying Issues to Forming Questions
Identifying Issues
Steps to Identifying Issues
Identifying Issues in an Essay
Anna Quindlen, Doing Nothing Is Something
A Practice Sequence: Identifying Issues
Formulating Issue-Based Questions
Steps to Formulating and Issue-Based Question
A Practice Sequence: Formulating an Issue-Based Question
An Academic Essay for Analysis
William Deresiewicz, The End of Solitude
6 From Formulating to Developing a Thesis
Working Versus Definitive Theses
Developing a Working Thesis: Four Models
The Correcting-Misinterpretations Model
The Filling-the-Gap Model
The Modifying-What-Others-Have-Said Model
The Hypothesis-Testing Model
Steps to Formulating a Working Thesis: Four Models
A Practice Sequence: Identifying Types of Theses
Establishing a Context for Stating a Thesis
Steps to Establishing a Context for a Thesis
An Annotated Student Introduction: Providing a Context for a Thesis
Colin O’Neill, Money Matters: Framing the College Access Debate
Analyze the Context of a Thesis
Kris Gutierrez, from Teaching Toward Possibility: Building Cultural Supports for Robust Learning
A Practice Sequence: Building a Thesis
An Annotated Student Essay: Stating and Supporting a Thesis
Veronica Stafford, Texting and Literacy
7 From Finding to Evaluating Sources
Identifying Sources
A Practice Sequence: Identifying Sources
Searching for Sources
A Practice Sequence: Searching for Sources
Evaluating Library Sources
A Practice Sequence: Evaluating Library Sources
Evaluating Internet Sources
A Practice Sequence: Evaluating Internet Sources
Writing an Annotated Bibliography
Steps to Writing an Annotated Bibliography
A Practice Sequence: Writing an Annotated Bibliography
8 From Synthesis to Researched Argument
Synthesis Versus Summary
Writing a Synthesis
Paul Rogat Loeb, Making Our Lives Count
Anne Colby and Thomas Ehrlich et al, Undergraduate Education and the Development of Moral and Civic Responsibility
Laurie Ouellette, Citizen Brand: ABC and the Do Good Turn in US Television
Steps to Writing a Synthesis
A Practice Sequence: Writing a Synthesis
Dan Kennedy, Political Blogs: Teaching Us Lessons about Community
John Dickerson, Don’t Fear Twitter
Steve Grove, You Tube: The Flattening of Politics
Avoiding Plagiarism
Steps to Avoiding Plagiarism
Integrating Quotations into Your Writing
Steps to Integrating Quotations in Your Writing
A Practice Sequence: Integrating Quotations
An Annotated Student Researched Argument: Synthesizing Sources
Nancy Paul, A Greener Approach to Groceries: Community Based Agriculture in LaSalle Square
9 From Ethos to Logos: Appealing to Your Readers
Connecting with Readers: A Sample Argument
James Loewen, The Land of Opportunity
Appealing to Ethos
Steps to Appealing to Ethos
Appealing to Pathos
Steps to Appealing to Pathos
A Practice Sequence: Appealing to Ethos and Pathos
Appealing to Logos: Using Reason and Evidence to Fit the Situation
Steps to Appealing to Logos
Recognizing Logical Fallacies
Analyzing the Appeals in a Researched Argument
Meredith Minkler, Community-Based Research Partnerships: Challenges and Opportunities
A Practice Sequence: Analyzing the Appeals in a Researched Argument
10 From Image to Text
Analyzing Visual Rhetoric: Advertisements
Steps to Visual Analysis
A Practice Sequence: Analyzing the Rhetoric of an Advertisement
Further Advertisements for Analysis
Analyzing Visual Rhetoric: Maps, Tables or Charts, and Graphs
Using Maps to Make a Point
Using Photographs to Provide Context or Stir Emotions
Emily Badger, Mapped: The Place Where Most Public School Children Are Poor
Using Tables to Capture the Issue and Present Findings
Susan B. Neuman and Donna Celano, Access to Print in Low-Income and
Middle-Income Communities: An Ecological Study of Four Neighborhoods
Using Graphs to Present Findings
Steps to Using Visuals in Writing an Argument
A Practice Sequence: Using Visuals to Enhance an Argument
11 From Introductions to Conclusions: Drafting an Essay
Drafting Introductions
Steps to Drafting Introductions: Five Strategies
A Practice Sequence: Drafting an Introduction
Developing Paragraphs
Elizabeth Martinez, Reinventing ‘America’: Call for a New National Identity
Steps to Developing Paragraphs
A Practice Sequence: Working with Paragraphs
Drafting Conclusions
Steps to Drafting Conclusions: Five Strategies
A Practice Sequence: Drafting a Conclusion
Analyzing Strategies for Writing: From Introductions to Conclusions
Barbara Ehrenreich, Cultural Baggage
12 From Revising to Editing: Working with Peer Groups
Revising versus Editing
The Peer Editing Process
Steps in the Peer Editing Process
Peer Groups in Action: A Sample Session
An Annotated Student Draft
Rebcca Jegier, Student-Centered Learning: Catering to Students’ Impatience
Working with Early Drafts
Tasha Taylor (student writer), Memory through Photography
Working with Later Drafts
Tasha Taylor (student writer), Memory through Photography
Working with Final Drafts
Tasha Taylor (student writer), Memory through Photography
Further Suggestions for Peer Editing Groups
13 Other Methods of Inquiry: Interviews and Focus Groups
Why Do Original Research?
Getting Started: Writing an Idea Sheet
A Student’s Annotated Idea Sheet
Dan Grace (student writer), Idea Sheet for Parent/Child Autism Study
Getting Started: Writing a Proposal
Steps to Writing a Proposal
An Annotated Student Proposal
Laura Hartigan (student writer), Proposal for Research: The Affordances of Multimodal, Creative Writing and Academic Writing
Interviewing
Steps to Interviewing
Using Focus Groups
Steps for Conducting a Focus Group
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