Cover: From Inquiry to Academic Writing: A Practical Guide, 6th Edition by Stuart Greene; April Lidinsky

From Inquiry to Academic Writing: A Practical Guide

Sixth Edition  ©2027 Stuart Greene; April Lidinsky Formats: Achieve, E-book, Print

Authors

  • Headshot of Stuart Greene

    Stuart Greene

    Stuart Greene received his Ph.D. in English from Carnegie Mellon in Rhetoric. He is associate professor of English with a joint appointment in Africana Studies at Notre Dame.His research has examined 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 has published a monographic, Race, Community, and Urban Schools: Partnering with African American Families (Teachers College Press, 2013), edited Literacy as a Civil Right (Peter Lang, 2008) and co-edited with Cathy Compton-Lilly, Bedtime Stories and Book Reports: Connecting Parent Involvement and Family Literacy (Teachers College Press, 2011). His current research focuses on literacy, youth empowerment and civic engagement in the context of university/community partnerships. This work appears in his edited collection Youth Voices, Public Spaces, and Civic Engagement. (Routledge Press, 2016), Language Arts, Urban Education, and The Urban Review.

  • Headshot of April Lidinsky

    April Lidinsky

    April Lidinsky (PhD, Literatures in English, Rutgers) is Professor of Womens and Gender Studies at Indiana University South Bend. She has published and delivered numerous conference papers on writing pedagogy, womens autobiography, and creative nonfiction, 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 including the 2015 Indiana University South Bend Distinguished Teaching Award, the 2017 Indiana University South Bend Eldon F. Lundquist Award for excellence in teaching and scholarly achievement, and the All-Indiana University 2017 Frederic Bachman Lieber Memorial Award for Teaching Excellence.

Table of Contents

1 Starting with Inquiry: Habits of Mind of Academic Writers

2 From Reading as a Writer to Writing as a Reader

3 From Writing Summaries and Paraphrases to Writing Yourself into Academic Conversations

4 From Identifying Claims to Analyzing Arguments

5 From Identifying Issues to Forming Questions

6 From Formulating to Developing a Thesis

7 From Finding to Evaluating Sources

8 From Synthesis to Researched Argument

9 From Ethos and Pathos to Logos: Appealing to Your Readers

10 From Analyzing Visuals to Using Them in Writing

11 From Introductions to Conclusions: Drafting an Essay

12 From Revising to Editing: Working with Peer Groups

13 Other Methods of Inquiry: Interviews and Focus Groups

Product Updates

  • Over 20 new readings were added to this edition. These include 
    • “Be Tenacious on Behalf of Life on Earth” by Ayana Elizabeth Johnson
    • "Why Not Get Rid of Grades? When the Goal Is an A, Real Learning Gets Lost," by Daniel Pink
    • "Ten Ways Social Media Can Improve Campaign Engagement and Reinvigorate American Democracy” by Darrell West.
  • The Moves to Model feature now enhances Practice Sequences by showcasing real rhetorical strategies—and helping students put them to work in their own writing style.
  • A fully refreshed Chapter 10 brings visual rhetoric into focus with new multimodal examples, including ads and infographics—helping students decode the visual arguments shaping their world. 

Authors

  • Headshot of Stuart Greene

    Stuart Greene

    Stuart Greene received his Ph.D. in English from Carnegie Mellon in Rhetoric. He is associate professor of English with a joint appointment in Africana Studies at Notre Dame.His research has examined 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 has published a monographic, Race, Community, and Urban Schools: Partnering with African American Families (Teachers College Press, 2013), edited Literacy as a Civil Right (Peter Lang, 2008) and co-edited with Cathy Compton-Lilly, Bedtime Stories and Book Reports: Connecting Parent Involvement and Family Literacy (Teachers College Press, 2011). His current research focuses on literacy, youth empowerment and civic engagement in the context of university/community partnerships. This work appears in his edited collection Youth Voices, Public Spaces, and Civic Engagement. (Routledge Press, 2016), Language Arts, Urban Education, and The Urban Review.

  • Headshot of April Lidinsky

    April Lidinsky

    April Lidinsky (PhD, Literatures in English, Rutgers) is Professor of Womens and Gender Studies at Indiana University South Bend. She has published and delivered numerous conference papers on writing pedagogy, womens autobiography, and creative nonfiction, 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 including the 2015 Indiana University South Bend Distinguished Teaching Award, the 2017 Indiana University South Bend Eldon F. Lundquist Award for excellence in teaching and scholarly achievement, and the All-Indiana University 2017 Frederic Bachman Lieber Memorial Award for Teaching Excellence.

Table of Contents

1 Starting with Inquiry: Habits of Mind of Academic Writers

2 From Reading as a Writer to Writing as a Reader

3 From Writing Summaries and Paraphrases to Writing Yourself into Academic Conversations

4 From Identifying Claims to Analyzing Arguments

5 From Identifying Issues to Forming Questions

6 From Formulating to Developing a Thesis

7 From Finding to Evaluating Sources

8 From Synthesis to Researched Argument

9 From Ethos and Pathos to Logos: Appealing to Your Readers

10 From Analyzing Visuals to Using Them in Writing

11 From Introductions to Conclusions: Drafting an Essay

12 From Revising to Editing: Working with Peer Groups

13 Other Methods of Inquiry: Interviews and Focus Groups

Product Updates

  • Over 20 new readings were added to this edition. These include 
    • “Be Tenacious on Behalf of Life on Earth” by Ayana Elizabeth Johnson
    • "Why Not Get Rid of Grades? When the Goal Is an A, Real Learning Gets Lost," by Daniel Pink
    • "Ten Ways Social Media Can Improve Campaign Engagement and Reinvigorate American Democracy” by Darrell West.
  • The Moves to Model feature now enhances Practice Sequences by showcasing real rhetorical strategies—and helping students put them to work in their own writing style.
  • A fully refreshed Chapter 10 brings visual rhetoric into focus with new multimodal examples, including ads and infographics—helping students decode the visual arguments shaping their world. 

Demystifies academic reading and writing, step by step.

From Inquiry to Academic Writing offers clear, step-by-step rhetorical instruction. Designed to support increasingly complex college-level writing, it develops skills in inquiry, analysis, and argument through guided practice and real examples.

  • Chapters break down essential reading and writing strategies with focused guidance and built-in practice. 
  • Annotated examples, from both published and student essays, highlight key writing techniques and strategies.
  • Practical tools and support for working with sources—including using AI wisely to help strengthen analysis and argument. 
  • Practice Sequences ask students to try out and build on the presented strategies, including in-class activities or discussion prompts that lead to a larger writing assignment. 

Templates, formulas, and worksheets are provided so students may use them to organize information as they read and write.

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