From Inquiry to Academic Writing: A Practical Guide by Stuart Greene; April Lidinsky - Fourth Edition, 2018 from Macmillan Student Store

From Inquiry to Academic Writing: A Practical Guide

Fourth  Edition©2018  New Edition Available Stuart Greene; April Lidinsky

About

Table of Contents

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 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

Stuart Greene

Stuart Greene received his Ph.D. in English from Carnegie Mellon in Rhetoric. He is associate professor of English with a joint appointment in Africana Studies at Notre Dame.His research has examined the intersections of race, poverty, and achievement in public schools. This work has led to the publication of his co-edited volume, Making Race Visible: Literacy Research for Racial Understanding (Teachers College Press, 2003), for which he won the National Council of Teachers of English Richard A. Meade Award in 2005. He has published a monographic, Race, Community, and Urban Schools: Partnering with African American Families (Teachers College Press, 2013), edited Literacy as a Civil Right (Peter Lang, 2008) and co-edited with Cathy Compton-Lilly, Bedtime Stories and Book Reports: Connecting Parent Involvement and Family Literacy (Teachers College Press, 2011). His current research focuses on literacy, youth empowerment and civic engagement in the context of university/community partnerships. This work appears in his edited collection Youth Voices, Public Spaces, and Civic Engagement. (Routledge Press, 2016), Language Arts, Urban Education, and The Urban Review.

April Lidinsky

April Lidinsky (PhD, Literatures in English, Rutgers) is Professor of Women's and Gender Studies at Indiana University South Bend. She has published and delivered numerous conference papers on writing pedagogy, women's autobiography, and creative nonfiction, and has contributed to several textbooks on writing. She has served as acting director of the University Writing Program at Notre Dame and has won several awards for her teaching and research including the 2015 Indiana University South Bend Distinguished Teaching Award, the 2017 Indiana University South Bend Eldon F. Lundquist Award for excellence in teaching and scholarly achievement, and the All-Indiana University 2017 Frederic Bachman Lieber Memorial Award for Teaching Excellence.