✍ Scribed by Stuart Greene, April Lidinsky
No coin nor oath required. For personal study only.
First-year college students are challenged by academic culture and its ways of reading, thinking, and writing that is new to them. Composition instructors are equally challenged by having to introduce, explain, and justify academic methods and conventions to students. From Inquiry to Academic Writing aids both students and teachers with a practical and now widely proven step-by-step approach that effectively demystifies cross-curricular thinking and writing. The new edition of From Inquiry to Academic Writing encompasses an even greater range of academic habits and skills. And now with the new edition, you can meet students where they online. To package LaunchPad Solo free with From Inquiry to Academic Writing, use ISBN 978-1-319-01550-3.
About this Book
Cover Page
Inside Front Cover
Halftitle Page
Title Page
Copyright Page
Preface for Instructors
How This Book Supports WPA Outcomes for First-Year Composition
Brief Contents
Contents
Thematic Table of Contents
Chapter 1: Starting with Inquiry
What is Academic Writing?
What are the Habits of Mind of Academic Writers?
Academic Writers make Inquiries
Academic Writers Seek and Value Complexity
Academic Writers see Writing as a Conversation
Academic Writers Understand that Writing is a Process
Collect Information and Material
Draft, and Draft Again
Revise Significantly
Academic Writers Reflect
Becoming Academic: Three Narratives
Ta-Nehisi Coates: From Between the World and Me
Richard Rodriguez: Scholarship Boy
Tara Westover: From Educated
Chapter 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
Identify the Writer’s Appeals: Ethos, Pathos, and Logos
Identify the Writer’s Audience
Nick Hanauer: Education Isn’t Enough
Writing as a Reader: Composing a Rhetorical Analysis
David Tyack: Whither History Textbooks?
An Annotated Student Rhetorical Analysis
Writing a Rhetorical Analysis
Sherry Turkle: The Flight from Conversation
Chapter 3: From Writing Summaries and Paraphrases to Writing Yourself into Academic Conversations
Summaries, Paraphrases, and Quotations
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
Writing Yourself into Academic Conversations
Tom Standage: History Retweets Itself
Chapter 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
Analyzing Arguments
Analyze the Reasons Used to Support a Claim
Identify Concessions
Identify Counterarguments
An Annotated Student 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?
Chapter 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
Identifying Issues in an Essay
Anna Quindlen: Doing Nothing is Something
Formulating Issue-Based Questions
Refine your Topic
Explain your Interest in the Topic
Identify an Issue
Formulate your Topic as a Question
Acknowledge your Audience
Academic Writing for Analysis
Ronald E. Purser: Mindful Schools
Chapter 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
Establishing A Context for a Thesis
An Annotated Student Introduction: Providing a Context for a Thesis
Establish that the Issue is Current and Relevant
Briefly Present What Others Have Said
Explain What You See as the Problem
State your Thesis
Analyze the Context of a Thesis
Kris Gutiérrez: From Teaching Toward Possibility: Building Cultural Supports for Robust Learning
An Annotated Student Essay: Stating and Supporting a Thesis
Chapter 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
Searching for Sources
Perform a Keyword Search
Try Browsing
Evaluating Library Sources
Examine the Table of Contents and Index
Read the Introductory Sections
Skim for the Argument
Check the Notes and Bibliographic References
Assess Accuracy and Credibility
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
Writing an Annotated Bibliography
Chapter 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
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
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
An Annotated Student Researched Argument: Synthesizing Sources
Chapter 9: From Ethos and Pathos to Logos
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
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
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
Analyzing the Appeals in a Researched Argument
Lisa V. Blitz, Denise Yull, and Matthew Clauhs: Bringing Sanctuary to School: Assessing School Climate as A Foundation for Culturally Responsive Trauma-Informed Approaches for Urban Schools
Chapter 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
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
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
Chapter 11: From Introductions to Conclusions
Drafting introductions
The Inverted-Triangle Introduction
The Narrative Introduction
The Interrogative Introduction
The Paradoxical Introduction
The Minding-the-Gap Introduction
The Reframing 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
Use Critical Strategies to Develop Your Paragraphs
Drafting Conclusions
Echo the Introduction
Challenge the Reader
Look to the Future
Pose Questions
Conclude With a Quotation
Analyzing Strategies for Writing: From Introductions to Conclusions
Barbara Ehrenreich: Cultural Baggage
Chapter 12: From Revising to Editing
Revising Versus Editing
The Peer Editing Process
Peer Groups in Action: A Sample Session
An Annotated Student Draft
Working With Early Drafts
Understand the Writer’s Responsibilities
Understand the Reader’s Responsibilities
Analyze an Early Draft
Working with Later Drafts
Understand the Writer’s Responsibilities
Understand the Reader’s Responsibilities
Analyze a Later Draft
Working with Final Drafts
Understand the Writer’s Responsibilities
Understand the Reader’s Responsibilities
Analyze a Near-Final Draft
Further Suggestions for Peer Editing Groups
Chapter 13: Other Methods of Inquiry
Why do Original Research?
Getting Started: Writing An Idea Sheet
A student’s Annotated Idea Sheet
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
An Annotated Student Proposal
Interviewing
Plan the Interview
Prepare Your Script
Conduct the Interview
Make Sense of the Interview
Turn Your Interview into an Essay
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
Entering the Conversation of Ideas
Chapter 14: Education
Mark Edmundson: Who Are You and What Are You Doing Here? A Word to the Incoming Class
Laura Pappano: How Big-Time Sports Ate College Life
Alfie Kohn: Why Can’t Everyone Get A’s?
Alia Wong: History Class and the Fictions about Race in America
Tressie McMillan Cottom: Epilogue from Lower Ed: The Troubling Rise of For-Profit Colleges in the New Economy
Nikole Hannah-Jones: School Segregation, the Continuing Tragedy of Ferguson
Chapter 15: Sociology
Robin DiAngelo: The Perception of Race
Ibram X. Kendi: Definitions
C. J. Pascoe: “Dude, You’re a Fag”: Adolescent Masculinity and the Fag Discourse
Robert B. Reich: The Rise of the Working Poor
Barbara Ehrenreich: How I Discovered the Truth about Poverty
Aliya Saperstein: Gender Identification
bell hooks: Seeing and Making Culture: Representing the Poor
Chapter 16: Media Studies
Sherry Turkle: Growing Up Tethered
Melissa Avdeeff: Beyoncé and Social Media: Authenticity and the Presentation of Self
Mark Hain: “We Are Here for You”: The It Gets Better Project, Queering Rural Space, and Cultivating Queer Media Literacy
Ronald E. Purser: What Mindfulness Revolution?
Shira Chess, Nathaniel J. Evans, and Joyya Jadawn Baines: What Does a Gamer Look Like? Video Games, Advertising, and Diversity
Jia Tolentino: The I in the Internet
Chapter 17: Psychology and Biology
Carol Dweck: From Mindset: The New Psychology of Success
David Epstein: The Outsider Advantage
Robert Gifford: The Dragons of Inaction: Psychological Barriers That Limit Climate Change Mitigation and Adaptation
Cassidy R. Sugimoto, Vincent LariviÈre, Chaoqun Ni, Yves Gingras, and Blaise Cronin: Global Gender Disparities in Science
AgustÍn Fuentes: From The Myth of Race
Chapter 18: Sustainability and Environmental Studies
Andrew J. Hoffman: The Full Scope
Anna LappÉ: The Climate Crisis at the End of Our Fork
Michael Pollan: Why Bother?
Leda Cooks: Food Savers or Food Saviors? Food Waste, Food Recovery Networks, and Food Justice
Dahr Jamail: The Fate of the Forests
Appendix: Citing and Documenting Sources
Acknowledgments
Index
Inside Back Cover
Back Cover
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