Cover: From Inquiry to Academic Writing: A Text and Reader, 6th Edition by Stuart Greene; April Lidinsky

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From Inquiry to Academic Writing: A Text and Reader

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Sixth  Edition©2027  Stuart Greene; April Lidinsky

ISBN:9781319625559

ISBN:9781319625528

ISBN:9781319411848

ISBN:9781319640286

About

Grow as a Reader, Writer, and Thinker


Build stronger thinking, reading, and writing skills with From Inquiry to Academic Writing’s clear, step-by-step approach. Learn to navigate academic conversations, analyze complex readings, and develop ideas with confidence. Along the way, practice essential skills—such as inquiry, drafting, and revision—that support success across college courses and beyond.

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Table of Contents

Chapter 1: Starting with Inquiry: Habits of Mind of Academic Writers

    What Is Academic Writing?

    What Are the Analytical Habits of Mind of Academic Writers?

    Academic Writers Make Inquiries

    Academic Writers Seek and Value Complexity

    Academic Writers See Writing as a Conversation

    Practice and Reading: Joining an Academic Conversation

    Academic Writers Understand That Writing Is a Process

    Academic Writers Reflect

    Academic Writers Make Arguments

    Practice and Readings: Writing a Literacy Narrative

      UNICEF, Arguments for and Against Lowering the Voting Age

      Ta-Nehisi Coates, From Between the World and Me

      Fei-Fei Li, From The Worlds I See

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

      Rose Horowitch, The Elite College Students Who Can’t Read Books

    Practice And Reading: Rhetorical Analysis

      Carrie M. Santo-Thomas, The Atlantic Did Me Dirty

    Writing as a Reader: Composing a Rhetorical Analysis

      Jack Schneider and Michael Fuerstein, Thinking Civically

    An Annotated Student Rhetorical Analysis

    Practice and Reading: 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

    Writing Yourself into Academic Conversations

    Practice And Reading: Writing Yourself into an Academic Conversation

      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?

    Analyzing Arguments

    Practice and Reading: Analyzing an Argument

      Ingrid Robeyns, Limitarianism: The Case Against Extreme Wealth

    Recognizing Logical Fallacies

    Practice and Readings: Analyzing and Comparing Arguments

      Adam Grant, No You Don’t Get an A for Effort

      Daniel Pink, Why Not Get Rid of Grades? When the Goal Is an A, Real Learning Gets Lost

Chapter 5: From Identifying Issues to Forming Questions

    Identifying Issues

    Identifying Issues in an Essay

      Jonathan Haidt, The Anxious Generation

    Formulating Issue-Based Questions

    Practice and Reading: Defining and Discussing a Debatable Issue

      Ronald E. Purser, Mindful Schools

Chapter 6: From Formulating to Developing a Thesis

    Working Versus Definitive Theses

    Developing a Working Thesis: Four Models

    Establishing a Context for a Thesis

      Kris Gutiérrez, 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

    Searching for Sources

    Evaluating Library Sources

    Evaluating Internet, Social Media, and AI Sources

    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

      Ayana Elizabeth Johnson, Be Tenacious on Behalf of Life on Earth

    Avoiding Plagiarism

    Integrating Sources into Your Writing

    Using Quotations

    An Annotated Student Researched Argument: Synthesizing Sources


Chapter 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

    Appealing to Pathos

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

    Practice and Reading: Analyzing the Appeals in a Researched Argument

Chapter 10: From Analyzing Visuals to Using Them in Writing

    Analyzing Visual Advertisements

    Analyzing Infographics

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

      Matthew P. Rabbitt, Madeline Reed-Jones, Laura J. Hales, Michael P. Burke, Household Food Security in the United States in 2023


Chapter 11: From Introductions to Conclusions: Drafting an Essay

    Drafting Introductions

    Developing Paragraphs

      Elizabeth Martínez, From Reinventing “America”: Call for a New National Identity

    Drafting Conclusions

    Analyzing Strategies for Writing: From Introduction to Conclusions

      Barbara Ehrenreich, Cultural Baggage


Chapter 12: From Revising to Editing: Working with Peer Groups

    Revising versus Editing

    The Peer Editing Process

    Peer Groups in Action: A Sample Session

    An Annotated Student Draft

    Working with Early Drafts

    Working with Later Drafts

    Working with Final Drafts

    Further Suggestions for Peer Editing Groups


Chapter 13: Other Methods of Inquiry: Interviews And Focus Groups

    Why Do Original Research?

    Getting Started: Writing an Idea Sheet

    Writing a Proposal

    An Annotated Student Proposal

    Interviewing

    Using Focus Groups

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 Womens and Gender Studies at Indiana University South Bend. She has published and delivered numerous conference papers on writing pedagogy, womens 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.