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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 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 are: online. To package LaunchPad Solo free with From Inquiry to Academic Writing, use ISBN 978-1-319-01550-3.

 

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]

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