9781457653445

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First-year college students are challenged by academic culture and its ways of reading, thinking, and writing that are 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 book further includes an extensive thematic reader that brings students into interdisciplinary debates that not only bear on their college careers but also reflect larger cultural issues that they will encounter outside the academy.　

The new edition of From Inquiry to Academic Writing encompasses an even greater range of academic habits and skills, with new readings for both print and digital channels that showcase the very latest interdisciplinary and cultural conversations. And now with the new edition, you can meet students where they are: online. To package LaunchPad Solo free with From Inquiry to Academic Writing, use ISBN 978-1-319-01310-3.

Stuart Greene received his Ph.D. in English from Carnegie Mellon in English. He is associate professor of English with a joint appointment in Africana Studies at Notre Dame. His research has focused on 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 also edited Literacy as a Civil Right (Peter Lang, 2008) and co-edited Bedtime Stories and Book Reports: Connecting Parent Involvement and Family (Teachers College Press, 2010) with Cathy Compton-Lilly. His current book is Race, Community, and Urban Schools: Partnering with African American Families (Teachers College Press, 2013).

April Lidinsky (PhD, Literatures in English, Rutgers) is Associate Professor of Women’s Studies at Indiana University South Bend. She has published and delivered numerous conference papers on writing pedagogy, women's autobiography, creative nonfiction, and film, 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.

Preface for Instructors 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
Academic Writers Seek and Value Complexity
Academic Writers See Writing as a Conversation
Academic Writers Understand That Writing Is a Process
Becoming Academic: Two Narratives
　　　　Richard Rodriguez, "Scholarship Boy"
　　　　Gerald Graff, "Disliking Books"

2. From Reading as a Writer to Writing as a Reader
Reading as an Act of Composing: Annotating
<online> Tutorials > Critical Reading > Active Reading Strategies
Reading as a Writer: Analyzing a Text Rhetorically
　　　　 E.D. Hirsch, Jr., "Preface to Cultural Literacy: What Every American Needs to Know"
　　　　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?"
Write a Rhetorical Analysis Analysis
　　　　* Sherry Turkle, "The Flight from Conversation"　
　　　　* Writing Yourself into Academic Conversations

3. From Identifying Claims to Analyzing Arguments
Identifying Types of Claims
　　　　Myra and David Sadker, "Hidden Lessons"
Analyzing Arguments
　　　　Analyze the Reasons Used to Support a Claim
An Annotated Student Argument
　　　　Marques Camp, "The End of the World May Be Nigh, and It’s the Kindle’s Fault"
　　　　* 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?"

4. From Identifying Issues to Forming Questions
Identifying Issues　Identify Issues in an Essay
　　　　Anna Quindlen, Doing Nothing Is Something
　　　　Formulating Issue-Based Questions
An Academic Essay for Analysis
　　　　William Deresiewicz, The End of Solitude
　　　　　　　
5. 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 Stating 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"
An Annotated Student Essay: Stating and Supporting a Thesis
　　　　Veronia Stafford, "Texting and Literacy"

6. From Finding to Evaluating Sources
Identifying Sources
Searching for Sources
　　　　Evaluating Library Sources
　　　　Evaluating Internet Sources
　　　　*Writing an Annotated Bibliography

7. From Summary to Synthesis: Using Sources to Build an Argument
Summaries, Paraphrases, and Quotations
Writing a Paraphrase
Writing a Summary
　　　　Clive Thompson, On the New Literacy
Synthesis Versus Summary
Writing a Synthesis
　　　　Cynthia Haven, The New Literacy: Stanford Study Finds Richness and Complexity in Students’ Writing
　　　　Josh Keller, Studies Explore Whether the Internet Makes Students Better Writers
　　　　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
Integrating Quotations into Your Writing
　　　　<online>Learning Curve > Working with Sources [MLA]
　　　　<online>Learning Curve > Working with Sources [APA]
An Annotated Student Researched Argument: Synthesizing Sources
　　　　Nancy Paul, A Greener Approach to Groceries: Community Based Agriculture in LaSalle Square

8. From Ethos to Logos: Appealing to Your Readers
Connecting with Readers: A Sample Argument
　　　　James Loewen, "The Land of Opportunity"
Appealing to Ethos
Appealing to Pathos
Appealing to Logos: Using Reason and Evidence to Fit the Situation
Recognizing Logical Fallacies
Analyzing the Appeals in a Researched Argument
　　　　Meredith Minkler, Community-Based Research Partnerships: Challenges and Opportunities
Analyzing Visual Rhetoric: Advertisements
Further Advertisements for Analysis
　　　　<online>Tutorials > Critical Reading > Reading Visuals: Purpose
　　　　<online>Tutorials > Critical Reading > Reading Visuals: Audience

9. From Introductions to Conclusions: Drafting an Essay
Drafting Introductions
Developing Paragraphs
　　　　Elizabeth Martinez, "Reinventing ‘America’: Call for a New National Identity
Drafting Conclusions
　　　　* Analyzing Strategies for Writing: From Introductions to Conclusions
　　　　Barbara Ehrenreich, "Cultural Baggage"

10. 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
　　　　* 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, Memory through Photography
Working with Final Drafts
　　　　Tasha Taylor (student writer), Memory through Photography
Further Suggestions for Peer Editing Groups

11. Other Methods of Inquiry: Interviews and Focus Groups
Why Do Original Research?
Getting Started: Writing a Proposal
An Annotated Student Proposal
　　　　* Laura Hartigan, Proposal for Research: The Affordances of Multimodal, Creative Writing and Academic Writing
Interviewing
Using Focus Groups
An Annotated Multimedia Research Paper
　　　　<online>* Laura Hartigan, Understanding the Unique Affordances of Multimodal, Creative Writing and Academic Writing [multimodal research paper]
　　　　<online>* Annotated Poster Presentations of Laura Hartigan’s paper [poster presentation]

ENTERING THE CONVERSATION OF IDEAS

12. Education: What does it mean to be educated, and who decides?
Jonathan Kozol, from "Still Separate, Still Unequal: America’s Educational Apartheid" *Diane Ravitch, The Facts about the Achievement Gap
Deborah Tannen, "How Male and Female Students Use Language Differently"　
Beverly Daniel Tatum, "from "Why Are All the Black Kids Sitting Together in the Cafeteria?" and Other Conversations about Race
Mark Edmundson, "On the Uses of a Liberal Education"
* Constance Steinkuehler and Sean Duncan, "Scientific habits of mind in virtual worlds."
* Dylan Garity, Rigged Game [video]

13. Media Studies: What can we learn from what entertains us?
* Sherry Turkle, Growing Up Tethered* Jane McGonigal, Becoming Part of Something Bigger Than Ourselves
* Joni Adamson: Indigenous Literatures, Multinaturalism, and Avatar: The Emergence of Indigenous Cosmopolitic
s* Ken Gillam and Shannon R. Wooden "Post-Princess Models of Gender: The New Man in Disney/Pixar"
bell hooks, Seeing and Making Culture: Representing the Poor (1994) 7.25
Jean Kilbourne, "Two Ways a Woman Can Get Hurt" Advertising and Violence (1999) 23.5 pp*
Trailers for Miss Representation and The Mask You Live in [video]

* 14. Sociology: How do race, class, and gender influence us?
* Agustin Fuentes, from "The Myth of Race
Peggy McIntosh, White Privilege: The Invisible Knapsack
* Allan G Johnson, Why Do We Make So Much of Gender?
* Matthew Immergut, Manscaping: The Tangle of Male Body Hair, Nature and Culture
* C.J. Pasco, C. J. "’Dude, you’re a fag": adolescent masculinity and the fag discourse
Michael Kimmel, Gender and Terrorism (2004)
* Elline Lipkin, from "Girl’s Bodies, Girl’s Selves: Body Image, Identity, and Sexuality"
* Barbara Ehrenreich, How I Discovered the Truth about Poverty
* From Cracking the Codes: The System of Racial Inequality [video]

*15. Biology and Psychology: How do our physical and cultural selves intersect
* Mahzarin R. Banaji and Anthony G. Greenwald, On Stereotypes
* Jesse J. Prinz, Gender and Geometry
* Georgia Warnke, Sex and Gender: Behavioral Ecology and Hormone Studies

Margaret Talbot, from "Brain Gain: The Underground World of ‘Neuroenhancing’ Drugs"
* Anahi Viladrich, Ming-Chin Yeh, Nancy Bruning, and Rachael Weiss, Do Real Women Have Curves? Paradoxical Body Images among Latinas in New York City
* William J. Peace, "Slippery Slopes: Media, Disability, and Adaptive Sports
* Linda Loma University Medical Center’s Orthotics and Prosthetics Team Gives Brazilian Athlete Ability to Walk [online article with video]
* Terri Oda, The Clearest Graphs You Will Ever See Refuting the Idea that Women Are Bad at Math [click-through presentation]

16. Environmental Studies: How do our decisions affect our environment? 　
* Derrick Jensen and Stephanie McMillan, As The World Burns: 50 Simple Things You Can Do to Stay in Denial
* Noel Sturgeon: "The Politics of the Natural in U.S. History and Popular Culture
* Carolyn Merchant, "Eden Commodified"
* Steven D. Levitt and Stephen J. Dubner, What Do Al Gore and Mount Pinatubo Have in Common? * Sandra Steingraber, Despair Not
Anna Lappe, The Climate Crisis at the End of our Fork
Michael Pollan, Why Bother?　
Gary Steiner, Animal Vegetable Miserable
* Trailer for Food Patriots [video]
* The Sins of Greenwashing: Home and Family Edition [interactive quiz]

17. Business and marketing: What is the present and future of marketing? Are we what we buy?
* Naomi Klein, From No Logo
* Dicker, From The United States of Wal-Mart
* Sally Satel and Scott O. Lilienfeld, From The Buyologist Is In: The Rise of Neuromarketing
* Mark R. Tercek and Jonathan S. Adams, From Nature’s Fortune: How Business and Society Thrive by Investing in Nature
* Shalina Shankar, Creating Model Consumers: Producing Ethnicity, Race, and Class in Asian American Advertising
Fareed Zakaria, The Rise of the Rest
Ann duCille, from Multicultural Barbie and the Merchandising of Difference
* Paul Mulhauser and Kelly Bradbury, How Genders Work: Putting Together the J. Crew Catalogue [interactive flip-book]

Assignment Sequences

Appendix: Citing and Documenting Sources
　　　　　　　　The Basics of MLA Style
　　　　　　　　The Basics of APA Style

<online>Tutorials > Documentation and Working with Sources > Do I Need to Cite That?
<online>Tutorials > Documentation and Working with Sources > How to Cite an Article in MLA Style
<online>Tutorials > Documentation and Working with Sources > How to Cite a Book in MLA Style
<online>Tutorials > Documentation and Working with Sources > How to Cite a Database in MLA Style
<online>Tutorials > Documentation and Working with Sources > How to Cite a Database in APA Style
<online>Tutorials > Documentation and Working with Sources > How to Cite a Web Site in MLA Style
<online>Tutorials > Documentation and Working with Sources > How to Cite a Web Site in APA Style

Index of Authors, Titles, and Terms

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From Inquiry to Academic Writing: A Text and Reader

From Inquiry to Academic Writing: A Text and Reader

1457653443

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Supplemental Materials