From inquiry to academic writing : a practical guide

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