9781319071233

From Inquiry to Academic Writing: A Text and Reader

by ;
  • ISBN13:

    9781319071233

  • ISBN10:

    1319071236

  • Edition: 4th
  • Format: Paperback
  • Copyright: 2017-11-21
  • Publisher: Bedford/St. Martin's

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Summary

Discover academic habits that will help with in college and beyond as From Inquiry to Academic Writing: A Text and Reader establishes strategies for cross-curricular thinking and writing.


    Table of 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


    A Practice Sequence: Inquiry Activities


    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 Narrative


    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 KnowSteps 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 ThesisSteps 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


    14 Education: What does it mean to be educated? Who has access to a good education, and why?


    MARK EDMUNDSON, Who Are You and What are You Doing Here? A Word to the Incoming Class


    A professor claims you may have to fight with your college to get a "real education"


    LAURA PAPPANO, How Big-Time Sports Ate College


    A journalist examines the impact of big-time sports on university life.SUSAN DYNARSKI, Why American Schools are Even More Unequal Than We Thought


    A journalist argues for a new approach to addressing the needs of the most financially vulnerable students.SEAN F. REARDON, JANE WALDFOGEL, AND DAPHNA BASSOK, The Good News about Educational Inequality


    Scholars discover encouraging evidence of a narrowing gap between high- and low-income children’s readiness for school.NIKOLE HANNAH-JONES, School Segregation, the Continuing Tragedy of Ferguson


    A writer exposes the history of educational inequalities that provide context for Michael Brown’s shooting death in Ferguson, Missouri.


    15 Sociology: How do race, class, and gender influence us?


    ALLAN G. JOHNSON, What is Privilege? A sociologist explains how patterns of privilege are often hard to see, but have a profound impact on our lives.


    CLAUDIA RANKINE, The Condition of Black Life is One of Mourning


    Connecting the past to the present, a writer examines personal and political aspects of mourning in the context of the Black Lives Matter movement.


    C. J. PASCOE, "Dude, You’re a Fag": Adolescent Masculinity and the Fag Discourse


    Calling someone a "fag" has little to do with homosexuality, argues a sociologist.


    "Looking at ‘fag’ as a discourse rather than a static identity reveals that the term can be invested with different meanings in different spaces."


    BARBARA EHRENREICH, How I Discovered the Truth About Poverty


    In a short, pithy essay, one of America’s best-known social commentators takes issue with a classic study of poverty from fifty years ago. Nowadays we have to conclude "that poverty is not, after all, a cultural aberration or a character flaw. Poverty is a shortage of money."


    BELL HOOKS, Seeing and Making Culture: Representing the Poor


    An African American cultural critic makes the case from her personal experience that "Television shows and films bring the message home that no one can feel truly good about themselves if they are poor."


    16 Media Studies: What can we learn from what entertains us?


    MELISSA AVDEEFF, Beyoncé and Social Media: Authenticity and the Presentation of Self


    A scholar of popular music considers the "public private" meanings of Beyoncé’s Instagram account.


    EVAN KINDLEY, from Quiz Mania


    A critic examines the significance of "Buzzfeed’s knack for monetizing the zeitgeist."


    WILLIAM POWERS, Not So Busy


    An author asks how we can make a good life in a digital age.


    MARK HAIN, ‘We are Here for You’: The It Gets Better Project, Queering Rural Space, and Cultivating Queer Media Literacy


    A scholar of Communication and Culture considers the role of DIY "It Gets Better" videos for rural LGBTQ youth.


    KEN GILLAM AND SHANNON R. WOODEN, Post-Princess Models of Gender: The New Man in Disney/Pixar


    Two English professors suggest that in recent family movies such as The Incredibles, Toy Story, and Cars, Disney’s Pixar studio "consistently promotes a new model of masculinity, one that matures into acceptance of its more traditionally ‘feminine’ aspects."


    JEAN KILBOURNE, "Two Ways a Woman Can Get Hurt": Advertising and Violence


    A media educator takes aim at sex in advertising, which she claims is "more often about power than passion, about violence than violins."


    SHERRY TURKLE, Growing Up Tethered


    Is personal development in adolescents hindered by new technologies and the "compulsions of the networked life"? A professor in the Program in Science, Technology, and Society at MIT presents many examples that suggest so.


    17 Psychology and Biology: How do our physical and cultural selves intersect?


    CAROL DWECK, from Mindset: The New Psychology of Success


    A professor of psychology describes two different "mindsets" that shape our responses to challenges, and argues: You can change your mindset.


    MARY AIKEN, Designed to Addict


    A Cyberpsychologist provides scientific explanations for online behaviors that are likely familiar … and perhaps downright harmful.


    MARGARET TALBOT, from Brain Gain: The Underground World of ‘Neuroenhancing’ Drugs


    A New Yorker writer reports on how a new generation of high achievers is increasingly drawn to drugs that improve their already exceptional performances.


    AGUSTÍN FUENTES, from The Myth of Race


    An anthropologist uses a range of examples to demonstrate the startling implications of his claim that while "humans vary biologically, we can demonstrate that this variation does not cluster into racial groups. What we refer to as human races are not biological units."


    WILLIAM J. PEACE, Slippery Slopes: Media, Disability, and Adaptive Sports


    The author of the Bad Cripple blog examines the effects and consequences of narrow media depictions of disability as something to be miraculously and inspirationally "overcome."


    18 Sustainability and Environmental Studies: How do our decisions affect our environment?


    RACHEL CARSON, Fable for TomorrowIn a ground-breaking text, the scientist Rachel Carson launches the modern environmental movement.


    SANDRA STEINGRABER, Despair Not


    Although she marshals a range of sobering evidence about climate change and environmental toxins, an ecologist and cancer survivor exhorts us not to despair about the future: "We can break the spell. We can prepare the way."


    DERRICK JENSEN AND STEPHANIE MCMILLAN, As the World Burns: 50 Simple Things You Can Do to Stay in Denial


    This excerpt from a satiric graphic novel makes a challenging argument: All the little things we do to help the environment make us feel better about ourselves do not help the planet as much as we like to think.


    ANDREW J. HOFFMAN, The Full Scope


    A scientist considers rhetorical strategies to change "hearts and minds" in the contentious climate-change debates.


    ANNA LAPPÉ, The Climate Crisis at the End of Our Fork


    Yes, "industrial smokestacks" and "oil-thirsty planes and automobiles" contribute to climate change, writes the co-founder of the Small Planet Institute. Yet, the global system for producing and distributing food accounts for roughly one-third of the human-caused global warming effect.


    "MICHAEL POLLAN, Why Bother?


    One of today’s most important writers on food and sustainability sees environmental hope in small lifestyle changes: "Planting a garden sounds pretty benign, but in fact it’s one of the most powerful things an individual can do . . . to change the cheap-energy mind.


    "MCKAY JENKINS, Can GMOs be Sustainable?


    An expert on environmental debates offers a nuanced view of GMOs, from the perspective of "enlightened local farmers.


    "CAROLYN MERCHANT, Eden Commodified


    This study by a professor of environmental history, philosophy, and ethics weaves together our fascination with the idea of an Edenic nature and our consumerist desires for convenience to help us think about what those desires may really cost.


    19 Economics: How do economics shape our self- understandings and possibilities? What kinds of choices do we have?


    SARA GOLDRICK-RAB, from Paying the Price


    An expert on the student loan crisis argues making college affordable is good for everyone.


    ROBERT B. REICH, The Rise of the Working Poor


    An economist explains policy shifts that have "reduced the number of poor people who are jobless, while increasing the number of poor people who have jobs."


    RICHARD H. THALER, CASS R. SUNSTEIN, AND JOHN P. BALZ, Choice Architecture


    Scholars of business, law, and political science demonstrate how "small and apparently insignificant details can have major impacts on people’s behavior." Do you know when you’ve been "nudged"?


    NAOMI KLEIN, from No Logo


    What’s wrong with feeling good about buying a product for the prestige of owning a particular brand name? A journalist asks us to think about how and why we have been socialized to feel this way.


    ANN DUCILLE, from Multicultural Barbie and the Merchandising of Difference


    "What did it mean for me that I was nowhere in the toys I played with?" A professor of African American studies explores the ways we all help establish cultural norms through producing and consuming goods and ideas.

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