From Inquiry to Academic Writing: A Text and Reader

Front Matter
	Cover Page
	Inside Front Cover
	About the cover
	Half-title Page
	Title Page
	Copyright Page
	Preface for Instructors
	Brief Contents
	Contents
	Thematic Table of Contents
	How This Book Supports WPA Outcomes for First-Year Composition
	Half-title Page
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
		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, 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
		Identify the Situation
		Identify the Writer’s Purpose
		Identify the Writer’s Claims
		Identify the Writer’s Audience
			■ 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, 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
			■ 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
	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?
	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
		Formulate Your Topic as a Question
		Acknowledge Your Audience
			■ Steps to Formulating an 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 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
			■ 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
			■ 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
		Perform a Journal or Newspaper Title Search
			■ Steps to Searching for Sources
			■ A Practice Sequence: Searching for Sources
	Evaluating Library Sources
		Read the Introductory Sections
		Examine the Table of Contents and Index
		Check the Notes and Bibliographic References
		Skim for the Argument
			■ Steps to Evaluating Library Sources
			■ A Practice Sequence: Evaluating Library Sources
	Evaluating Internet Sources
		Evaluate the Author of the Site
		Evaluate the Organization That Supports the Site
		Evaluate the Purpose of the Site
		Evaluate the Information on the Site
			■ Steps to 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
	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
			■ A Practice Sequence: Writing a Synthesis
		Dan Kennedy, Political Blogs: Teaching Us Lessons about Community
		John Dickerson, Don’t Fear Twitter
		Steve Grove, YouTube: The Flattening of Politics
	Avoiding Plagiarism
		■ Steps to Avoiding Plagiarism
	Integrating Quotations into Your Writing
		Take an Active Stance
		Explain the Quotations
		Attach Short Quotations to Your Sentences
			■ Steps to Integrating Quotations 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 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
	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
		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
			■ Steps to Visual Analysis
			■ A Practice Sequence: Analyzing the Rhetoric of an Advertisement
		Further Ads for Analysis
	Analyzing Visual Rhetoric: Maps, Photographs, Tables or Charts, and Graphs
		Using Maps to Make a Point
		Emily Badger, Mapped: The Places Where Most Public School Children Are Poor
		Using Photographs to Provide Context or Stir Emotions
		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
		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
			■ Steps to Drafting Introductions: Five 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
		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
		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
Entering the Conversation of Ideas
	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
		Laura Pappano, How Big-Time Sports Ate College Life
		Susan Dynarski, Why American Schools Are Even More Unequal Than We Thought
		Sean F. Reardon, Jane Waldfogel, and Daphna Bassok, The Good News about Educational Inequality
		Nikole Hannah-Jones, School Segregation, the Continuing Tragedy of Ferguson
	15 Sociology: How does studying human social behaviors help us understand ourselves and the world?
		Allan G. Johnson, What Is a “System of Privilege”?
		Claudia Rankine, The Condition of Black Life Is One of Mourning
		C. J. Pascoe, “Dude, You’re a Fag”: Adolescent Masculinity and the Fag Discourse
		Barbara Ehrenreich, How I Discovered the Truth about Poverty
		Bell Hooks, Seeing and Making Culture: Representing the Poor
	16 Media Studies: What can we learn from what entertains us?
		Melissa Avdeeff, Beyoncé and Social Media: Authenticity and the Presentation of Self
		Evan Kindley, from Quiz Mania
		William Powers, Not So Busy
		Mark Hain, “We Are Here for You”: The It Gets Better Project, Queering Rural Space, and Cultivating Queer Media Literacy
		Ken Gillam and Shannon R. Wooden, Post-Princess Models of Gender: The New Man in Disney/Pixar
		Jean Kilbourne, “Two Ways a Woman Can Get Hurt”: Advertising and Violence
		Sherry Turkle, Growing Up Tethered
	17 Psychology and Biology: How do our physical and cultural selves intersect?
		Carol Dweck, from Mindset: The New Psychology of Success
		Margaret Talbot, from Brain Gain: The Underground World of “Neuroenhancing” Drugs
		Mary Aiken, Designed to Addict
		Agustín Fuentes, from The Myth of Race
		William J. Peace, Slippery Slopes: Media, Disability, and Adaptive Sports
	18 Sustainability and Environmental Studies: How do our decisions affect our environment?
		Rachel Carson, A Fable for Tomorrow
		Sandra Steingraber, Despair Not
		Derrick Jensen and Stephanie McMillan, As the World Burns: 50 Simple Things You Can Do to Stay in Denial
		Andrew J. Hoffman, The Full Scope
		Anna Lappé, The Climate Crisis at the End of Our Fork
		Michael Pollan, Why Bother?
		McKay Jenkins, Can GMOs Be Sustainable?
		Carolyn Merchant, Eden Commodified
	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
		Robert B. Reich, The Rise of the Working Poor
		Richard H. Thaler, Cass R. Sunstein, and John P. Balz, Choice Architecture
		Naomi Klein, from No Logo
		Ann DuCille, from Multicultural Barbie and the Merchandising of Difference
Back Matter
	Appendix: Citing and Documenting Sources
	Acknowledgments
	References
	Notes
	Index of Authors, Titles, and Key Terms
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	Inside Back Cover
	Backcover