Table Of Content

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 Vice President, Editorial, Macmillan Higher Education Humanities: Edwin Hill Executive Director for English and Music: Karen S. Henry Publisher for Composition and Business and Technical Writing: Leasa Burton Senior Executive Editor: Stephen A. Scipione Senior Production Editor: Gregory Erb Publishing Services Manager: Katie Watterson, MPS North America LLC Senior Production Supervisor: Jennifer Wetzel Marketing Manager: Jane Helms Copyeditor: Dawn Adams Indexer: MPS North America LLC Photo Researcher: Christine End Director of Rights and Permissions: Hilary Newman Senior Art Director: Anna Palchik Text Design: Jean Hammond and MPS North America LLC Cover Design: Donna Lee Dennison Cover Art: Charles Biederman, #8 Untitled, painted aluminum, 1977–1979. Reproduced with permission of private collection, Minneapolis, and the Weisman Art Museum, Minneapolis. Photo courtesy of B & W Arts. Composition: MPS North America LLC Printing and Binding: RR Donnelley and Sons Copyright © 2015, 2012, 2008 by Bedford/St. Martin’s All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, except as may be expressly permitted by the applicable copyright statutes or in writing by the Publisher. Manufactured in the United States of America. 9 8 7 6 5 4 f e d c b a For information, write: Bedford/St. Martin’s, 75 Arlington Street, Boston, MA 02116 (617-399-4000) 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 pages 354–355, which constitute an extension of the copyright page. Art acknowledgments and copyrights appear on the same page as the art selections they cover. It is a violation of the law to reproduce these selections by any means whatsoever without the written permission of the copyright holder. 00_GRE_6169_BRF_FM_i_xxvi.indd 2 5/5/15 11:15 AM Preface for Instructors Academic writing can be a challenging hurdle for students entering college. They must learn new habits of writing, reading, and even thinking. 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 composition 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 academic 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 throughout. 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 00_GRE_6169_BRF_FM_i_xxvi.indd 3 5/5/15 11:15 AM 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 conversation with invested readers. Chapters 6 and 7 help students develop and support 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 materials 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 students 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 references 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. 00_GRE_6169_BRF_FM_i_xxvi.indd 4 5/5/15 11:15 AM 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 student 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 students 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 academic 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, 00_GRE_6169_BRF_FM_i_xxvi.indd 5 5/5/15 11:08 AM 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 00_GRE_6169_BRF_FM_i_xxvi.indd 6 5/5/15 11:15 AM 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, composition 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 editor 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. 00_GRE_6169_BRF_FM_i_xxvi.indd 7 5/5/15 11:15 AM 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 during 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 Macmillan Higher Education offers resources and format choices that help you and your students get even more out of your book and course. To learn more about or to order any of the following products, contact your Bedford/St. Martin’s sales representative, e-mail sales support (sales_ [email protected]), or visit the Web site at macmillanhighered.com /frominquiry/catalog. ■ LaunchPad solo for From Inquiry to Academic Writing: Where students Learn LaunchPad Solo provides engaging content and new ways to get the most out of your course. Get unique, book-specific materials in a fully customizable course space; then assign and mix our resources with yours. • Curated Content — including readings, videos, tutorials, and more —is easy to adapt and assign by adding your own materials and mixing them with our high-quality multimedia content and ready-made a ssessment 00_GRE_6169_BRF_FM_i_xxvi.indd 8 5/5/15 11:15 AM