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9781319244040

From Inquiry to Academic Writing: A Practical Guide

by ;
  • ISBN13:

    9781319244040

  • ISBN10:

    1319244041

  • Edition: 5th
  • Format: Paperback
  • Copyright: 2020-09-23
  • Publisher: Bedford/St. Martin's

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Supplemental Materials

What is included with this book?

Table of Contents

Preface for Instructors


Brief Contents


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


       A Practice Sequence: Inquiry Activities


Academic Writers Seek and Value Complexity


       *Moves to Model in Academic Writing


       Steps to Seeking and Valuing Complexity


       A Practice Sequence: Seeking and Valuing Complexity


Academic Writers See Writing as a Conversation


       *Moves to Model in Academic Conversations


       Steps to Joining an Academic Conversation


       A Practice Sequence: Joining an Academic Conversation


Academic Writers Understand That Writing Is a Process       


       Collect Information and Material


         Steps to Collecting Information and Material


Draft, and Draft Again


         Steps to Drafting


Revise Significantly


         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


       *Tara Westover, from Educated


       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


       Identify the Situation


       Identify the Writer’s Purpose


       Identify the Writer’s Claims


            *Moves to Model for Making a Claim


       *Identify the Writer’s Appeals: Ethos, Pathos, and Logos


       Identify the Writer’s Audience


            Steps to Analyzing a Text Rhetorically


            A Practice Sequence: Analyzing a Text Rhetorically


*Nick Hanauer, Education Isn’t Enough


       Writing as a Reader: Composing a Rhetorical Analysis


David Tyack, Whither History Textbooks?


       An Annotated Student Rhetorical Analysis


Quentin Collie, A Rhetorical Analysis of "Whither History Textbooks?" (Student Writing)


       Writing a Rhetorical Analysis


Sherry Turkle, The Flight from Conversation


       A Practice Sequence: Writing a Rhetorical Analysis



3 From Writing Summaries and Paraphrases 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


       Describe the Key Claims of the Text


       Select Examples to Illustrate the Author’s Argument


       Present the Gist of the Author’s Argument


       Contextualize What You Summarize


            Steps to Writing a Summary


            *Moves to Model for Summarizing


            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?


       Identify Claims of Fact


       Identify Claims of Value


       Identify Claims of Policy


            Steps to Identifying Claims


            A Practice Sequence: Identifying Claims


Analyzing Arguments


       Analyze the Reasons Used to Support a Claim


       Identify Concessions


       Identify Counterarguments


            *Moves to Model for Analyzing Arguments


An Annotated Student Argument


Marques Camp, The End of The World May Be Nigh, and It’s the Kindle’s Fault (Student Writing)


       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?


       Recognizing Logical Fallacies


       Analyzing and Comparing Arguments


Stuart Rojstaczer, Grade Inflation Gone Wild


Phil Primack, Doesn’t Anybody Get a C Anymore?       


       A Practice Sequence: Analyzing and Comparing Arguments



5 From Identifying Issues to Forming Questions


Identifying Issues       


       Draw on Your Personal Experience


       Identify What Is Open to Dispute


       Resist Binary Thinking


       Build on and Extend the Ideas of Others


       Read to Discover a Writer’s Frame


       Consider the Constraints of the Situation


            Steps to Identifying Issues


       Identifying Issues in an Essay


Anna Quindlen, Doing Nothing Is Something


       A Practice Sequence: Identifying Issues


Formulating Issue-Based Questions       


       Refine Your Topic


       Explain Your Interest in the Topic


       Identify an Issue


            *Moves to Model for Identifying an Issue


       Formulate Your Topic as a Question


       Acknowledge Your Audience


            Steps to Formulating an Issue-Based Question


            A Practice Sequence: Formulating an Issue-Based Question


Academic Writing for Analysis


*Ronald E. Purser, Mindful Schools



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


            A Practice Sequence: Identifying Types of Theses


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 (Student Writing)


       Establish That the Issue Is Current and Relevant


       Briefly Present What Others Have Said


       Explain What You See as the Problem


       State Your Thesis


            *Moves to Model for Formulating a Thesis


            Steps to Establishing a Context for a Thesis       


       Analyze the Context of a Thesis


Kris Gutiérrez, from Teaching Toward Possibility: Building Cultural Supports for Robust Learning


       *Moves to Model for Developing a Working Thesis


       A Practice Sequence: Building a Thesis


An Annotated Student Essay: Stating and Supporting a Thesis


Veronica Stafford, Texting and Literacy (Student Writing)



7 From Finding to Evaluating Sources


Identifying Sources


       Consult Experts Who Can Guide Your Research


       Develop a Working Knowledge of Standard Sources


       Distinguish between Primary and Secondary Sources


       Distinguish between Popular and Scholarly Sources


            Steps to Identifying Sources


            A Practice Sequence: Identifying Sources


Searching for Sources       


       Perform a Keyword Search


       Try Browsing


            Steps to Searching for Sources


            A Practice Sequence: Searching for Sources


Evaluating Library Sources


       Examine the Table of Contents and Index


       Read the Introductory Sections


       Skim for the Argument


       Check the Notes and Bibliographic References


            Steps to Evaluating Library Sources


            A Practice Sequence: Evaluating Library Sources


*Evaluating Internet and Social Media Sources


       Evaluate the Author of the Content


       Evaluate the Organization That Supports the Content


       Evaluate the Purpose of the Content


       Evaluate the Information


            Steps to Evaluating Internet and Social Media Sources


            A Practice Sequence: Evaluating Internet and Social Media Sources


Writing an Annotated Bibliography


            Steps to Writing an Annotated Bibliography


            A Practice Sequence: Writing an Annotated Bibliography


8 From Synthesis to Researched Argument


Writing a Synthesis


Paul Rogat Loeb, Making Our Lives Count


Anne Colby and Thomas Ehrlich, with Elizabeth Beaumont and Jason Stephens, Undergraduate Education and the Development of Moral and Civic Responsibility


Laurie Ouellette, Citizen Brand: ABC and the Do Good Turn in US Television


       Make Connections among Different Texts


       Decide What Those Connections Mean


       Formulate the Gist of What You’ve Read


            Steps to Writing a Synthesis


            *Moves to Model for Writing a Synthesis


            A Practice Sequence: Writing a Synthesis


*Maryanne Wolf, Skim Reading Is the New Normal


*Maria Gilje Torheim, Do We Read Differently On Paper Than On a Screen?


*Naomi Baron, Do Students Lose Depth in Digital Reading?


Avoiding Plagiarism


       Steps to Avoiding Plagiarism


*Integrating Sources into Your Writing


       *Identify the Source


       *Take an Active Stance


*Using Quotations       


       *Use Signal Phrases to Introduce Quotations


       *Indicate Changes and Omissions in Quotations


       *Set Off Long Quotations as Block Quotations


            *Moves to Model for Integrating Quotations


            Steps to Integrating Sources into 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 (Student Writing)


       A Practice Sequence: Thinking about Copyright



9 From Ethos and Pathos to Logos: Appealing to Your Readers


Connecting with Readers: A Sample Argument


James W. Loewen, The Land of Opportunity


Appealing to Ethos


       Establish That You Have Good Judgment


       Convey to Readers That You Are Knowledgeable


       Show That You Understand the Complexity of a Given Issue


            Steps to Appealing to Ethos


Appealing to Pathos


       Show That You Know What Your Readers Value


       Use Illustrations and Examples That Appeal to Readers’ Emotions


       Consider How Your Tone May Affect Your Audience


            Steps to Appealing to Pathos


            A Practice Sequence: Appealing to Ethos and Pathos


Appealing to Logos: Using Reason and Evidence to Fit the Situation       


       State the Premises of Your Argument


       Use Credible Evidence


       Demonstrate That the Conclusion Follows from the Premises


            Steps to Appealing to Logos


            *Moves to Model for Appealing to Ethos, Pathos, and Logos


Analyzing the Appeals in a Researched Argument


*Lisa V. Blitz, Denise Yull, and Matthew Clauhs, Bringing Sanctuary to School


       A Practice Sequence: Analyzing the Appeals in a Researched Argument



10 From Analyzing Visuals to Using Them in Writing


Analyzing Visual Advertisements


       Notice Where the Ad Appears


       Identify and Reflect on What Draws Your Attention


       Consider the Ethos of the Ad


       Analyze the Pathos in the Ad


       Understand the Logos of the Ad


            A Practice Sequence: Analyzing the Rhetoric of an Advertisement


*Analyzing Infographics


       *Consider the Images and Text That Draw Your Attention


       *Identify the Organization, Its Ethos, and Framing Concepts


       *Determine the Credibility of the Data


       *Analyze How an Infographic Appeals to Logos


       *Analyze How an Infographic Appeals to Pathos


            Steps to Visual Analysis


            *A Practice Sequence: Analyzing an Infographic


Using Visual Rhetoric: Photographs, Maps, Tables, and Graphs       


       Using Photographs to Provide Context or Stir Emotions


       Using Maps to Make a Point


*Richard Florida, How the One Percent Is Pulling America’s Cities and Regions Apart


       Using Tables to Present Findings


*Amina Chaudhri and William H. Teale, Stories of Multiracial Experiences in Literature for Children, Ages 9–14


       Using Graphs to Visualize Data


            Steps to Using Visuals in Writing an Argument


            A Practice Sequence: Using Visuals to Enhance an Argument


Nathan Jindra, Neighbors Need LaSalle Branch (Student Writing)



11 From Introductions to Conclusions: Drafting an Essay


Drafting Introductions


       The Inverted-Triangle Introduction


       The Narrative Introduction


       The Interrogative Introduction


       The Paradoxical Introduction


       The Minding-the-Gap Introduction


       *The Reframing Introduction


            Steps to Drafting Introductions: Six Strategies


            A Practice Sequence: Drafting an Introduction


Developing Paragraphs


Elizabeth Martínez, from Reinventing "America": Call for a New National Identity


       Use Topic Sentences to Focus Your Paragraphs


       Create Unity in Your Paragraphs


            *Moves to Model for Changing the Conversation        


       Use Critical Strategies to Develop Your Paragraphs


            Steps to Developing Paragraphs


            A Practice Sequence: Working with Paragraphs


Drafting Conclusions


       Echo the Introduction


       Challenge the Reader


       Look to the Future


       Pose Questions


       Conclude with a Quotation


            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


Rebecca Jegier, Student-Centered Learning: Catering to Students’ Impatience (Student Writing)


Working with Early Drafts       


       Understand the Writer’s Responsibilities


       Understand the Reader’s Responsibilities


       Analyze an Early Draft


Tasha Taylor, Memory through Photography (early draft)


Working with Later Drafts       


       Understand the Writer’s Responsibilities


       Understand the Reader’s Responsibilities


       Analyze a Later Draft


Tasha Taylor, Memory through Photography (later draft)


Working with Final Drafts


       Understand the Writer’s Responsibilities


       Understand the Reader’s Responsibilities


       Analyze a Near-Final Draft


Tasha Taylor, Memory through Photography (near-final draft)


       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, Idea Sheet for Parent/Child Autism Study (Student Writing)


Writing a Proposal


       Describe Your Purpose


       Review Relevant Research


       Define Your Method


       Discuss Your Implications


       Include Additional Materials That Support Your Research


       Establish a Timeline


            Steps to Writing a Proposal


An Annotated Student Proposal


Laura Hartigan, Proposal for Research: The Affordances of Multimodal, Creative, and Academic Writing (Student Writing)


Interviewing


       Plan the Interview


       Prepare Your Script


            *Moves to Model for Interviewing       


       Conduct the Interview


       Make Sense of the Interview


       Turn Your Interview into an Essay


            Steps to Interviewing


Using Focus Groups       


       Select Participants for the Focus Group


       Plan the Focus Group


       Prepare Your Script


       Conduct the Focus Group


       Interpret the Data from the Focus Group


       Important Ethical Considerations


            Steps for Conducting a Focus Group



Appendix: Citing and Documenting Sources


Index of Authors, Titles, and Key Terms


Supplemental Materials

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