From Inquiry to Academic Writing, A Practical Guide

388 Pages·2016·5.5 MB·English

by  Stuart Greene

Steps to Academic Writing: A Quick Reference Guide
Thinking
Making Inquiries, p. 6
Seeking and Valuing Complexity, p. 8
Joining an Academic Conversation, p. 10
Reading
Analyzing a Text Rhetorically, p. 38
Identifying Claims, p. 61
Evaluating Support for a Claim, p. 65
Analyzing an Argument, p. 71
Identifying Issues, p. 88
Formulating an Issue-Based Question, p. 96
Visual Analysis, p. 252
Research
Collecting Information and Material, p. 13
Identifying Sources, p. 136
Searching for Sources, p. 141
Evaluating Library Sources, p. 144
Evaluating Internet Sources, p. 148
Writing an Annotated Bibliography, p. 149
Writing a Proposal, p. 324
Interviewing, p. 336
Conducting a Focus Group, p. 341
Working with Sources
Writing a Paraphrase, p. 155
Writing a Summary, p. 163
Writing a Synthesis, p. 181
Avoiding Plagiarism, p. 193
Integrating Quotations into Your Writing, p. 198
Compiling an MLA List of Works Cited, p. 346
Compiling an APA List of References, p. 350
Writing
Drafting, p. 13
Revising, p. 14
Writing Yourself into an Academic Conversation, p. 54
Formulating a Working Thesis, p. 111
Establishing a Context for a Thesis, p. 118
Appealing to Ethos, p. 220
Appealing to Pathos, p. 223
Appealing to Logos, p. 230
Drafting Introductions, p. 263
Developing Paragraphs, p. 275
Drafting Conclusions, p. 281
The Peer Editing Process, p. 288
FROM INQUIRY TO
ACADEMIC WRITING
A Practical Guide
Third EdiTion
Stuart Greene
University of Notre Dame
April Lidinsky
Indiana University South Bend
Bedford/St. Martin’s BoSton ■ new York
00_GRE_6169_BRF_FM_i_xxvi.indd 1 5/5/15 11:15 AM
For Bedford /St. Martin’s
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ISBN 978-1-4576-6169-3 (Student Edition)
ISBN 978-1-4576-6390-1 (Instructor’s Edition)
Acknowledgments
Text acknowledgments and copyrights appear at the back of the book on
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Preface for Instructors
Academic writing can be a challenging hurdle for students entering col-
lege. They must learn new habits of writing, reading, and even think-
ing. That’s where From Inquiry to Academic Writing comes in. It addresses
the challenges of academic writing, offering a clear, methodical approach
to meeting those challenges. Our students, and many others, have told us
that our approach demystifies academic writing, while helping them to see
that its skills carry over to civic participation and life issues beyond their
college years.
Specifically, From Inquiry to Academic Writing: A Practical Guide is a
rhetoric text with readings and activities that introduce students to college-
level inquiry, analysis, and argument. It is based on a first-year composi-
tion course in which we guide students to produce essays that use evidence
and sources in increasingly complex ways. In this book, as in our classes,
we present academic writing as a collaborative conversation, undertaken
to pursue new knowledge. We teach students to see that academic writing
is a social act that involves working responsibly with the ideas of others.
At the same time, we encourage students to see themselves as makers of
knowledge who use sources to advance arguments about important aca-
demic and cultural issues.
This third edition encompasses a greater range of academic habits
and skills than the second, particularly strategies and genres of research,
with more examples of students using the strategies. And for the first time,
From Inquiry to Academic Writing is available with LaunchPad Solo, book-
specific multimodal materials in a customizable course space.
■ How From Inquiry to Academic Writing Is Organized
The book starts by addressing academic thinking and proceeds through
academic reading and research, integrating academic writing through-
out. Yet the chapters are freestanding enough to be taught in any order
that suits your course. What unites them is our constant emphasis on the
iii
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iv PrefAce for Instructors
recursive nature of these skills and the centrality of the writing process.
We punctuate every chapter with short readings and activities that prompt
students to practice what we teach.
Specifically, Chapter 1 is an overview of academic writing as a process
motivated by inquiry and introduces academic habits of mind. Chapter 2
encourages students to practice writerly reading — the rhetorical analysis of
other writers’ decisions — to learn appropriate strategies for their own writing.
While Chapters 2 through 5 address essentials of getting started on writing,
from how to mark a text to forming questions and developing a working thesis,
we recognize that this process is rarely linear, and that it benefits from conver-
sation with invested readers. Chapters 6 and 7 help students develop and sup-
port their theses by providing strategies for finding and working with sources,
for example, showing students how they can use summary, paraphrase, and
synthesis to serve their purposes as writers. Chapters 8 and 9 again link writerly
reading with readerly writing — this time with writing that reflects rhetorical
appeals (including visual appeals) and strategies of structure and development.
Chapter 10 presents revision in the context of peer groups. The responses
of classmates can help students determine when they might need to read
additional material to shape more effective research questions, or when they
might need more evidence to support an argument. Our supporting mate-
rials for peer workshops foster productive group interaction at every stage
of the peer review process. Finally, in Chapter 11, we provide students with
strategies for conducting original research that build upon earlier chapters
about using personal experience or writing a researched argument.
Although the process of developing an academic argument can be unruly,
the structured step-by-step pedagogy in the rhetoric text should support stu-
dents during each stage of the process. Most readings are followed by “Read-
ing as a Writer” questions that send students back into the reading to respond
to the rhetorical moves writers make. “Steps to” boxes summarize the major
points about each stage of thinking, reading, and writing, offering quick refer-
ences that bring key information into focus for review. “Practice Sequences”
ask students to try out and build on the strategies we have explained or dem-
onstrated. We also provide templates, formulas, and worksheets that students
may use to organize information as they read and write.
Your students should feel further supported and encouraged by the
abundance of student writing (annotated to highlight the rhetorical moves
students make) that we use as examples in the rhetoric text, side by side
with the examples of professional writing we include.
■ What’s New in the Third Edition?
Among many smaller revisions, we made the following additions in
response to numerous comments by instructors:
• New treatment of composing a rhetorical analysis, with advice on
writing one’s way into academic conversations, appears in Chapter 2.
• An alternative variety of thesis statement, the hypothesis-testing
model, is introduced in Chapter 5.
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PrefAce for Instructors v
• The annotated bibliography, a crucial genre, is presented in Chapter 6.
• New treatment of other genres of research, including the literature
review, a model idea sheet, and a research proposal, appear in Chapter 11.
• Throughout, ten of the readings are new, including six annotated stu-
dent papers.
Additionally, LaunchPad Solo features an annotated multimedia student
research paper and a poster presentation that take students beyond the con-
fines of the printed page. LearningCurve adaptive quizzing focuses students
on writing and common grammar topics they need the most help with.
■ Available as an e-Book to Go
From Inquiry to Academic Writing is available as an e-Book to Go and in
a variety of other electronic formats. Online, interactive, and at a value
price, our e-books can be purchased standalone or packaged with a print
book. Get an exam copy, adopt for your course, or have students pur-
chase a copy at macmillanhighered.com. Please contact your Bedford/
St. Martin’s representative for more details.
■ Available with an Anthology of Readings
From Inquiry to Academic Writing is available in an alternative version that
appends an extensive collection of readings to its text chapters. The longer
version, From Inquiry to Academic Writing: A Text and Reader, Third Edition,
includes an additional forty readings organized in chapters focusing on issues
in the fields of education, media studies, sociology, biology and psychology,
environmental studies, and business and marketing. The anthology provides
a rich sampling of the kinds of academic and cultural conversations that stu-
dents should be prepared to enter in their college years, and beyond.
■ An Instructor’s Manual Is Available for Download
We have prepared an instructor’s manual, Resources for Teaching From
Inquiry to Academic Writing, Third Edition, that addresses every step of
the process of academic writing we set forth in the text, with additional
comments on the readings integrated in the chapters. Not only do we dis-
cuss many of the issues involved in taking our rhetorical approach to aca-
demic argument — problems and questions students and instructors may
have — we also suggest background readings on the research informing our
approach. The instructor’s manual can be downloaded via the catalog page,
macmillanhighered.com/frominquiry/catalog.
■ Acknowledgments
We would first like to thank the many reviewers who commented on the
proposal, the manuscript, and the first edition, as well as the reviewers of
the second edition in both its full and compact iterations. Invariably their
comments were useful, and frequently helpful and cheering as well. The list
of reviewers includes Andrea Acker, Seton Hill University; Angela Adams,
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vi PrefAce for Instructors
Loyola University–Chicago; Steve Adkison, Idaho State University; Teresa
Fernandez Arab, University of Kansas; Yesho Atil, Asheville-Buncombe
Technical Community College; Anthony Atkins, University of North Car-
olina, Wilmington; Paula Bacon, Pace University–Pleasantville; Susan
Bailor, Front Range Community College; Mary Ellen Bertolini, Middle-
bury College; Laurel Bollinger, University of Alabama–Huntsville; Marga-
ret Bonesteel, Syracuse University; James Brill, University of California,
Chico; Laurie Britt-Smith, St. Louis University; Christina Riley Brown,
Mercyhurst University; Siobhan Brownson, Winthrop University; William
Brugger, Brigham Young University Idaho; Lise Buranen, California State
University–Los Angeles; Robin Caine, Montclair State University; Bettina
Caluori, Mercer County Community College; Jeffrey Cebulski, Kennesaw
State University; Kathleen Chriest, Mercyhurst University; Marie Coffey,
San Antonio College; Carolyn Cole, Oklahoma Baptist University; Tami
Comstock-Peavy, Arapahoe Community College; Emily Cosper, Delgado
Community College; Karen Cox, City College of San Francisco; Donna
Craine, Front Range Community College; Ryan Crider, Missouri State Uni-
versity; Calum Cunningham, Fanshawe College–London; Sarah Dangelan-
tonio, Franklin Pierce University; Alexis Davis, University of Mount Olive; J.
Madison Davis, University of Oklahoma–Norman; Anne DeMarzio, Univer-
sity of Scranton; Erin Denney, Community College of San Francisco; Jason
DePolo, North Carolina A&T State University; Brock Dethier, Utah State
University; Clark Draney, College of Southern Idaho; Eugenia C. Eberhart,
Garden City Community College; Lisa Egan, Brown University; Ed Eleazer,
Francis Marion University; Brant Ellsworth, Penn State Harrisburg; Larry
Eson, Front Range Community College; Elaine Fredericksen, University of
Texas–El Paso; Hannah Furrow, University of Michigan–Flint; Christine A.
Geyer, Cazenovia University; Rhoda Greenstone, Long Beach City College;
Rima Gulshan, George Mason University; Sinceree Gunn, University of Ala-
bama–Huntsville; Clinton Hale, Blinn College; Juli E. Hale, King College;
Jane Hammons, University of California, Berkeley; Amy Hankins, Blue
River Community College; Ann Hartney, Fort Lewis College; Beth Heden-
gren, Brigham Young University; Tara Hembrough, Southern Illinois Uni-
versity, Carbondale; Virginia Scott Hendrickson, Missouri State University;
Zachery Hickman, University of Miami; Wilbur Higgins, University of Mas-
sachusetts Dartmouth; Monica Hogan, Johnson County Community Col-
lege; Jean Incampo, Gateway Community College; T. Christine Jesperson,
Western State College of Colorado; Margaret Johnson, Idaho State Univer-
sity; Laura Katsaros, Monmouth University; Karen Keaton Jackson, North
Carolina Central University; Dennis Jerz, Seton Hill University; Chris-
tine Jespersen, Western State Colorado University; Therese Jones, Lewis
University; Michael Kaufmann, Indiana University–Purdue and Univer-
sity Fort Wayne; Trevor Kearns, Greenfield Community College; Howard
Kerner, Polk Community College; Lynn Kilpatrick, Salt Lake Community
College; Jeff Klausman, Whatcom Community College; Tamara Kuzmen-
kov, Tacoma Community College; Michelle LaFrance, UMass Dartmouth;
Erin Lebacqz, University of New Mexico; Lindsay Lewan, Arapahoe
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PrefAce for Instructors vii
Community College; April Lewandowski, Front Range Community Col-
lege–Westminster; Meredith Love-Steinmetz, Francis Marion University;
Renee Major, Louisiana State University; Mark McBeth, John Jay College;
Diane L. Maldonado, Point Park University; Gina Maranto, University of
Miami; Loren Loving Marquez, Salisury University; Carola Mattord, Ken-
nesaw State University; Timothy McGinn, Northwest Arkansas Community
College; Erica Messenger, Bowling Green State University–Main; Alyce
Miller, Indiana University; Deborah Miller, University of Georgia; Whitney
Myers, University of New Mexico; Lamata Mitchell, Rock Valley College;
Robert Mohrenne, University of Central Florida; Erin Nelson, Blinn Col-
lege; Teddy Norris, St. Charles Community College; Lolly J. Ockerstrom,
Park University; Judy Olson, California State University, Los Angeles; Jill
Onega, University of Alabama–Huntsville; Robert Peltier, Trinity College;
Valeries L. Perry, Lewis University; Jeanette Pierce, San Antonio College;
Mary Jo Reiff, University of Tennessee; Tonya Ritola, Georgia Gwinnett
College; Mary Roma, New York University; Claudia Rubner, Mercer County
Community College; David Ryan, University of San Francisco; Daniel
Schenker, University of Alabama–Huntsville; Amanda McGuire Rzicznek,
Bowling Green State University; Roy Stamper, North Carolina State Uni-
versity; Scott Stevens, Western Washington University; Sarah Stone, Uni-
versity of California–Berkeley; Joseph Sullivan, Marietta College; Mark
Todd, Western State Colorado University; Gretchen Treadwell, Fort Lewis
College; Tisha Turk, University of Minnesota, Morris; Raymond M. Vince,
University of Tampa; Charles Warren, Salem State College; Patricia Webb,
Arizona State University; Susan Garrett Weiss, Goucher College; Worth
Weller, Indiana University–Purdue University–Fort Wayne; Jackie White,
Lewis University; and Audrey Wick, Blinn College.
We are also grateful to the many people at Bedford/St. Martin’s, starting
with vice president and editorial director of humanities Edwin Hill, composi-
tion publisher Leasa Burton, and executive director for English Karen Henry.
Molly Parke, now an executive editor, did a remarkable job marketing the
second edition, and we appreciate the shrewd insights she continues to offer
in her new position. As he has since the first edition, senior executive edi-
tor Steve Scipione has been a terrific collaborator who read our work care-
fully and who offered sage advice every step of the way. Senior editor Adam
Whitehurst and associate editor Sherry Mooney were invaluable advisors
who helped us incorporate the new LaunchPad readings and activities. Steve
could not have helped us complete this project without the tireless assistance
of Laura Horton, Rachel Greenhaus, Arrin Kaplan, and Amanda Legee. We
are grateful to Jane Helms for her wise and imaginative marketing efforts,
assisted by Allie Rottman. The talented production department steered the
manuscript through a demanding schedule to create the book you hold. We
thank Susan Brown, Elise Kaiser, Michael Granger, and especially Greg Erb,
the book’s accommodating and masterly production editor. Dawn Adams
provided exceptionally alert and constructive copyediting. Kalina Ingham,
James Toftness, and Christine End negotiated the complicated process of
permissions acquisition. Donna Dennison designed the cover.
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viii PrefAce for Instructors
Stuart Greene writes: I wish to thank the many students and faculty with
whom I have worked over the years. Specifically, I would like to thank
Kelly Kinney, Stephen Fox, Rebecca Nowacek, and Katherine Weese, who
served as my assistant directors in the past and who taught me a great deal
about the teaching of writing. I would also like to thank Robert Kachur
who contributed a great deal to our early iterations of this book. And I will
always appreciate the many discussions I have had with John Duffy dur-
ing these many years and to Connie Mick, a tireless and innovative teacher
of writing. Susan Ohmer provided much insight into my understanding
of media and student culture. A special thanks to Mike Palmquist, with
whom I taught writing as “conversation” over twenty years ago and who
gave this book direction. Finally, to Denise Della Rossa, who has listened
to me rehearse these ideas for years. I dedicate this book to her.
April Lidinsky writes: I am grateful for the superb pedagogical mentorship
I received from Lou Kelly at the University of Iowa. I thank Kurt Spellmeyer,
Hugh English, and Ron Christ at Rutgers, the State University of New Jer-
sey, for my training in both hermeneutical and rhetorical approaches to
teaching writing. My colleagues and graduate student instructors at the Uni-
versity of Notre Dame, especially Julie Bruneau, Connie Mick, Marion C.
Rohrleitner, Misty Schieberle, and Scott T. Smith, inspired early versions of
this text. Thanks to Christy Jespersen, Joel Langston, Grace Lidinsky-Smith,
and Rachel Stein for their excellent suggestions for readings for this third
edition. My students continue to challenge and sharpen my teaching and
especially my own learning. Finally, I am indebted to my parents, JoElla
Hunter and Tom Lidinsky, for their model of lifelong reading and learning,
and to Ken Smith, Grace Lidinsky-Smith, and Miriam Lidinsky-Smith for
ensuring every day is filled with wit and wisdom.
GET ThE MOsT OUT OF YOUR COURsE WITh From InquIry
to AcAdemIc WrItInG: A PrActIcAL GuIde, ThIRD EDITION
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Where students Learn
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