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From Inquiry to Academic Writing: A Text and Reader
Fifth Edition| ©2021 Stuart Greene; April Lidinsky
Available for the first time with Macmillan's new online learning tool, Achieve, From Inquiry to Academic Writing helps students understand academic culture and its ways of thinking, reading, and writing. With a practical and widely proven step-by-step approach, the text demystifies cros...
Available for the first time with Macmillan's new online learning tool, Achieve, From Inquiry to Academic Writing helps students understand academic culture and its ways of thinking, reading, and writing. With a practical and widely proven step-by-step approach, the text demystifies cross-curricular thinking and writing. An extensive thematic reader brings students into interdisciplinary conversations that not only bear on their college careers but also reflect larger cultural issues that they will encounter outside the academy. The fifth edition includes 23 new readings (forty percent) and an increased emphasis on using critical reading to evaluate multiple perspectives and stretch beyond binary thinking.
Achieve for From Inquiry to Academic Writing is a dedicated composition space that guides students through drafting, peer review, source check, reflection, and revision.
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This text demystifies academic reading and writing, step by step
Available for the first time with Macmillan's new online learning tool, Achieve, From Inquiry to Academic Writing helps students understand academic culture and its ways of thinking, reading, and writing. With a practical and widely proven step-by-step approach, the text demystifies cross-curricular thinking and writing. An extensive thematic reader brings students into interdisciplinary conversations that not only bear on their college careers but also reflect larger cultural issues that they will encounter outside the academy. The fifth edition includes 23 new readings (forty percent) and an increased emphasis on using critical reading to evaluate multiple perspectives and stretch beyond binary thinking.
Achieve for From Inquiry to Academic Writing is a dedicated composition space that guides students through drafting, peer review, source check, reflection, and revision.
Features
A practical and proven text on academic writing, with unique step-by-step checklists and skill-by-skill practice sequences. Coverage of current practices in academic writing introduces students to core intellectual and rhetorical movesâfrom habits of academic thinking and critical reading to drafting and developing a researched argument. Each carefully structured chapter reinforces instruction with âSteps toâŠâ checklists that summarize the major points and âPractice Sequencesâ that ask students to try out or build on the strategies that have been demonstrated.
Current examples of academic writing that will engage, challenge, and enlighten students. Academic writing can be difficult and demanding; Greene and Lidinsky select the most thoughtful, well-researched, carefully argued, and thoroughly documented academic essays. Fascinating topics, imaginative use of research and evidence, and surprising insights and conclusions maintain student interest. Examples throughout the text include student essays annotated to highlight the effective practice of academic writing habits and skills.
A thematic reader that presents important interdisciplinary and cultural conversations. Selections from scholarly works, public intellectuals, and even best-selling authors reveal that the topics, issues, and rhetorical moves of academia are as relevant outside the university as they are within it. Five thematic chapters explore these interdisciplinary issues: What does it mean to be educated, and who decides? How do race, class, and gender influence us? What can we learn from that which entertains us? How do our physical and cultural selves intersect? How do our decisions affect our environment? The readings provide a link between the academic culture students are adapting to and the wider culture in which they are already scholars.
Effective editorial apparatus that reinforces academic habits of thinking, reading, and writing. Selection headnotes provide biographical and contextual information, and post-reading questions focus on analyzing rhetorical choices and entering the conversation of ideas. An alternative thematic table of contents prompts interdisciplinary thinking by showing connections across the curriculum.
Thorough and helpful support for teachers. Resources for Teaching From Inquiry to Academic Writing includes help for instructors new to the bookâs approach to academic writing, with tips for planning the course, detailed discussions of every chapter and reading, suggested responses or answers to various assignments, and suggested in-class activities.
New to This Edition
Achieve with From Inquiry to Academic Writing provides a dedicated composition space to guide students through drafting, peer review, source check, reflection, and revision. Achieve is a flexible, integrated suite of tools for designing and facilitating writing assignments, paired with actionable insights that make studentsâ progress toward outcomes clear and measurable. Developed to support best practices in commenting on student drafts, Achieve includes an e-book, fully editable pre-built assignments that support the bookâs approach, reading comprehension quizzes, and other interactive materials. For details, visit macmillanlearning.com/college/us/englishdigital.
New âMoves to Modelâ boxes prompt students to analyze and try out the rhetorical moves of professional writers and scholars. Appearing throughout the text, these boxes use examples from the reading selections to demonstrate specific rhetorical moves such as summarizing, making a claim, and conceding a point. Then, sentence guides prompt students to try out those moves in their own writing. The result is a toolkit of models for students to work from and a jumping-off point for instructors to discuss issues of style.
Twenty-three new and relevant selections provide eye-opening and engaging reading for students. For example,
- Tara Westover explores the tension between her ambition to be educated and her ideas of what it means to be a woman;
- Ronald Purser questions the effects of the growing mindfulness movement in schools;
- Ibram X. Kendi offers his definition of what it means to be an antiracist; and
- Jia Tolentino examines the effects of online performances of the self.
An even stronger emphasis on the importance of multiple perspectives helps students analyze and integrate complex points of view, moving them beyond binary thinking. The fifth edition includes expanded advice for analyzing appeals (Chapter 2), integrating ideas from sources while avoiding plagiarism (Chapter 8), using quotations and signal phrases (Chapter 8), and assessing the accuracy and credibility of sources and visuals (Chapters 7 and 10).
A thoroughly revised Chapter 10 on visual rhetoric helps students make sense of the many visual arguments they encounter. The chapter includes new examples and a new section on analyzing infographics.
âFrom Inquiry to Academic Writing demonstrates the complexity of the writing process and the relationship between readers and writers, but it isn't overwhelming or intimidating. It is useful for pushing students to see that academic writing requires rigorous work in multiple areas while providing them the tools to break down this work.â
--Jess Landis, Franklin Pierce UniversityâFrom establishing strong habits of mind to completing a research-based essay, this textbook provides thorough explanations of various elements of reading, writing and research . . . and handy checklists that help students quickly review information.â
--Kim Vandervort, Fullerton College"This is an approachable introduction to college writing, grounded in principles of rhetoric and critical thinking. With thematic units organized around pertinent cultural issues and chapters devoted to illustrating concepts from rhetoric and research with shorter practical examples, this textbook is really like two books in one."
--Emily Wierszewski, Seton Hill University


From Inquiry to Academic Writing: A Text and Reader
Fifth Edition| ©2021
Stuart Greene; April Lidinsky
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From Inquiry to Academic Writing: A Text and Reader
Fifth Edition| 2021
Stuart Greene; April Lidinsky
Table of Contents
Preface for Instructorsâ
Brief Contentsâ
How This Book Supports WPA Outcomes for First-Year Compositionâ
1 Starting with Inquiry: Habits of Mind of Academic Writers
What Is Academic Writing?â
What Are the Habits of Mind of Academic Writers?â
Academic Writers Make Inquiriesâ
Steps to Inquiryâ
A Practice Sequence: Inquiry Activitiesâ
Academic Writers Seek and Value Complexityâ
*Moves to Model in Academic Writing
Steps to Seeking and Valuing Complexityâ
A Practice Sequence: Seeking and Valuing Complexityâ
Academic Writers See Writing as a Conversationâ
*Moves to Model in Academic Conversations
Steps to Joining an Academic Conversationâ
A Practice Sequence: Joining an Academic Conversationâ
Academic Writers Understand That Writing Is a Processâ
Collect Information and Materialâ
Steps to Collecting Information and Materialâ
Draft, and Draft Againâ
Steps to Draftingâ
Revise Significantlyâ
Steps to Revisingâ
Academic Writers Reflect
Steps to Reflectionâ
A Practice Sequence: Reflection Activitiesâ
Becoming Academic: Three Narrativesâ
Ta-Nehisi Coates, from Between the World and Meâ
Richard Rodriguez, Scholarship Boyâ
*Tara Westover, from Educatedâ
A Practice Sequence: Composing a Literacy Narrativeâ
2 From Reading as a Writer to Writing as a Readerâ
Reading as an Act of Composing: Annotatingâ
Reading as a Writer: Analyzing a Text Rhetoricallyâ
E. D. Hirsch Jr., Preface to Cultural Literacyâ
Identify the Situationâ
Identify the Writerâs Purposeâ
Identify the Writerâs Claimsâ
*Moves to Model for Making a Claimâ
*Identify the Writerâs Appeals: Ethos, Pathos, and Logos
Identify the Writerâs Audienceâ
Steps to Analyzing a Text Rhetoricallyâ
A Practice Sequence: Analyzing a Text Rhetoricallyâ
*Nick Hanauer, Education Isnât Enoughâ
Writing as a Reader: Composing a Rhetorical Analysisâ
David Tyack, Whither History Textbooks?â
An Annotated Student Rhetorical Analysisâ
Quentin Collie, A Rhetorical Analysis of âWhither History Textbooks?â (Student Writing)â
Writing a Rhetorical Analysisâ
Sherry Turkle, The Flight from Conversationâ
A Practice Sequence: Writing a Rhetorical Analysisâ
3 From Writing Summaries and Paraphrases to Writing Yourself into Academic Conversationsâ
Summaries, Paraphrases, and Quotationsâ
Writing a Paraphraseâ
Steps to Writing a Paraphraseâ
A Practice Sequence: Writing a Paraphraseâ
Writing a Summaryâ
Clive Thompson, On the New Literacyâ
Describe the Key Claims of the Textâ
Select Examples to Illustrate the Authorâs Argumentâ
Present the Gist of the Authorâs Argumentâ
Contextualize What You Summarizeâ
Steps to Writing a Summaryâ
*Moves to Model for Summarizing
A Practice Sequence: Writing a Summaryâ
Writing Yourself into Academic Conversationsâ
Steps to Writing Yourself into an Academic Conversationâ
A Practice Sequence: Writing Yourself into an Academic Conversationâ
Tom Standage, History Retweets Itselfâ
4 From Identifying Claims to Analyzing Argumentsâ
Identifying Types of Claimsâ
Dana Radcliffe, Dashed Hopes: Why Arenât Social Media Delivering Democracy?â
Identify Claims of Factâ
Identify Claims of Valueâ
Identify Claims of Policyâ
Steps to Identifying Claimsâ
A Practice Sequence: Identifying Claimsâ
Analyzing Argumentsâ
Analyze the Reasons Used to Support a Claimâ
Identify Concessionsâ
Identify Counterargumentsâ
*Moves to Model for Analyzing Arguments
An Annotated Student Argumentâ
Marques Camp, The End of The World May Be Nigh, and Itâs the Kindleâs Fault (Student Writing)â
Steps to Analyzing an Argumentâ
A Practice Sequence: Analyzing an Argumentâ
Susan D. Blum, The United States of (Non)Reading: The End of Civilization or a New Era?â
Recognizing Logical Fallacies
Analyzing and Comparing Argumentsâ
Stuart Rojstaczer, Grade Inflation Gone Wildâ
Phil Primack, Doesnât Anybody Get a C Anymore?â
A Practice Sequence: Analyzing and Comparing Argumentsâ
5 From Identifying Issues to Forming Questionsâ
Identifying Issuesâ
Draw on Your Personal Experienceâ
Identify What Is Open to Disputeâ
Resist Binary Thinkingâ
Build on and Extend the Ideas of Othersâ
Read to Discover a Writerâs Frameâ
Consider the Constraints of the Situationâ
Steps to Identifying Issuesâ
Identifying Issues in an Essayâ
Anna Quindlen, Doing Nothing Is Somethingâ
A Practice Sequence: Identifying Issuesâ
Formulating Issue-Based Questionsâ
Refine Your Topicâ
Explain Your Interest in the Topicâ
Identify an Issueâ
*Moves to Model for Identifying an Issue
Formulate Your Topic as a Questionâ
Acknowledge Your Audienceâ
Steps to Formulating an Issue-Based Questionâ
A Practice Sequence: Formulating an Issue-Based Questionâ
Academic Writing for Analysisâ
*Ronald E. Purser, Mindful Schoolsâ
6 From Formulating to Developing a Thesisâ
Working versus Definitive Thesesâ
Developing a Working Thesis: Four Modelsâ
The Correcting-Misinterpretations Modelâ
The Filling-the-Gap Modelâ
The Modifying-What-Others-Have-Said Modelâ
The Hypothesis-Testing Modelâ
A Practice Sequence: Identifying Types of Thesesâ
Establishing a Context for a Thesisâ
An Annotated Student Introduction: Providing a Context for a Thesisâ
Colin OâNeill, Money Matters: Framing the College Access Debate (Student Writing)â
Establish That the Issue Is Current and Relevantâ
Briefly Present What Others Have Saidâ
Explain What You See as the Problemâ
State Your Thesisâ
*Moves to Model for Formulating a Thesis
Steps to Establishing a Context for a Thesisâ
Analyze the Context of a Thesisâ
Kris GutiĂ©rrez, from Teaching Toward Possibility: Building Cultural Supports for Robust Learningâ
*Moves to Model for Developing a Working Thesis
A Practice Sequence: Building a Thesisâ
An Annotated Student Essay: Stating and Supporting a Thesisâ
Veronica Stafford, Texting and Literacy (Student Writing)
7 From Finding to Evaluating Sourcesâ
Identifying Sourcesâ
Consult Experts Who Can Guide Your Researchâ
Develop a Working Knowledge of Standard Sourcesâ
Distinguish between Primary and Secondary Sourcesâ
Distinguish between Popular and Scholarly Sourcesâ
Steps to Identifying Sourcesâ
A Practice Sequence: Identifying Sourcesâ
Searching for Sourcesâ
Perform a Keyword Searchâ
Try Browsingâ
Steps to Searching for Sourcesâ
A Practice Sequence: Searching for Sourcesâ
Evaluating Library Sourcesâ
Examine the Table of Contents and Indexâ
Read the Introductory Sectionsâ
Skim for the Argumentâ
Check the Notes and Bibliographic Referencesâ
Steps to Evaluating Library Sourcesâ
A Practice Sequence: Evaluating Library Sourcesâ
*Evaluating Internet and Social Media Sourcesâ
Evaluate the Author of the Contentâ
Evaluate the Organization That Supports the Contentâ
Evaluate the Purpose of the Contentâ
Evaluate the Information â
Steps to Evaluating Internet and Social Media Sourcesâ
A Practice Sequence: Evaluating Internet and Social Media Sourcesâ
Writing an Annotated Bibliographyâ
Steps to Writing an Annotated Bibliographyâ
A Practice Sequence: Writing an Annotated Bibliographyâ
8 From Synthesis to Researched Argumentâ
Writing a Synthesisâ
Paul Rogat Loeb, Making Our Lives Countâ
Anne Colby and Thomas Ehrlich, with Elizabeth Beaumont and Jason Stephens, Undergraduate Education and the Development of Moral and Civic Responsibilityâ
Laurie Ouellette, Citizen Brand: ABC and the Do Good Turn in US Televisionâ
Make Connections among Different Textsâ
Decide What Those Connections Meanâ
Formulate the Gist of What Youâve Readâ
Steps to Writing a Synthesisâ
*Moves to Model for Writing a Synthesisâ
A Practice Sequence: Writing a Synthesisâ
*Maryanne Wolf, Skim Reading Is the New Normal
*Maria Gilje Torheim, Do We Read Differently On Paper Than On a Screen?
*Naomi Baron, Do Students Lose Depth in Digital Reading?
Avoiding Plagiarismâ
Steps to Avoiding Plagiarismâ
*Integrating Sources into Your Writingâ
*Identify the Source
*Take an Active Stanceâ
*Using Quotations
*Use Signal Phrases to Introduce Quotations
*Indicate Changes and Omissions in Quotations
*Set Off Long Quotations as Block Quotations
*Moves to Model for Integrating Quotationsâ
Steps to Integrating Sources into Your Writingâ
A Practice Sequence: Integrating Quotationsâ
An Annotated Student Researched Argument: Synthesizing Sourcesâ
Nancy Paul, A Greener Approach to Groceries: Community-Based Agriculture in LaSalle Square (Student Writing)â
A Practice Sequence: Thinking about Copyright
9 From Ethos and Pathos to Logos: Appealing to Your Readers
Connecting with Readers: A Sample Argumentâ
James W. Loewen, The Land of Opportunityâ
Appealing to Ethosâ
Establish That You Have Good Judgmentâ
Convey to Readers That You Are Knowledgeableâ
Show That You Understand the Complexity of a Given Issueâ
Steps to Appealing to Ethosâ
Appealing to Pathosâ
Show That You Know What Your Readers Valueâ
Use Illustrations and Examples That Appeal to Readersâ Emotionsâ
Consider How Your Tone May Affect Your Audienceâ
Steps to Appealing to Pathosâ
A Practice Sequence: Appealing to Ethos and Pathosâ
Appealing to Logos: Using Reason and Evidence to Fit the Situationâ
State the Premises of Your Argumentâ
Use Credible Evidenceâ
Demonstrate That the Conclusion Follows from the Premisesâ
Steps to Appealing to Logosâ
*Moves to Model for Appealing to Ethos, Pathos, and Logos
Analyzing the Appeals in a Researched Argumentâ
*Lisa V. Blitz, Denise Yull, and Matthew Clauhs, Bringing Sanctuary to School
A Practice Sequence: Analyzing the Appeals in a Researched Argument
10 From Analyzing Visuals to Using Them in Writingâ
Analyzing Visual Advertisementsâ
Notice Where the Ad Appearsâ
Identify and Reflect on What Draws Your Attentionâ
Consider the Ethos of the Adâ
Analyze the Pathos in the Adâ
Understand the Logos of the Adâ
A Practice Sequence: Analyzing the Rhetoric of an Advertisementâ
*Analyzing Infographics
*Consider the Images and Text That Draw Your Attention
*Identify the Organization, Its Ethos, and Framing Concepts
*Determine the Credibility of the Data
*Analyze How an Infographic Appeals to Logos
*Analyze How an Infographic Appeals to Pathos
Steps to Visual Analysisâ
*A Practice Sequence: Analyzing an Infographic
Using Visual Rhetoric: Photographs, Maps, Tables, and Graphsâ
Using Photographs to Provide Context or Stir Emotionsâ
Using Maps to Make a Pointâ
*Richard Florida, How the One Percent Is Pulling Americaâs Cities and Regions Apart
Using Tables to Present Findingsâ
*Amina Chaudhri and William H. Teale, Stories of Multiracial Experiences in Literature for Children, Ages 9â14
Using Graphs to Visualize Dataâ
Steps to Using Visuals in Writing an Argumentâ
A Practice Sequence: Using Visuals to Enhance an Argumentâ
Nathan Jindra, Neighbors Need LaSalle Branch (Student Writing)â
11 From Introductions to Conclusions: Drafting an Essay
Drafting Introductionsâ
The Inverted-Triangle Introductionâ
The Narrative Introductionâ
The Interrogative Introductionâ
The Paradoxical Introductionâ
The Minding-the-Gap Introductionâ
*The Reframing Introduction
Steps to Drafting Introductions: Six Strategiesâ
A Practice Sequence: Drafting an Introductionâ
Developing Paragraphsâ
Elizabeth MartĂnez, from Reinventing âAmericaâ: Call for a New National Identityâ
Use Topic Sentences to Focus Your Paragraphsâ
Create Unity in Your Paragraphsâ
*Moves to Model for Changing the Conversationâ
Use Critical Strategies to Develop Your Paragraphsâ
Steps to Developing Paragraphsâ
A Practice Sequence: Working with Paragraphsâ
Drafting Conclusionsâ
Echo the Introductionâ
Challenge the Readerâ
Look to the Futureâ
Pose Questionsâ
Conclude with a Quotationâ
Steps to Drafting Conclusions: Five Strategiesâ
A Practice Sequence: Drafting a Conclusionâ
Analyzing Strategies for Writing: From Introductions to Conclusionsâ
Barbara Ehrenreich, Cultural Baggageâ
12 From Revising to Editing: Working with Peer Groups â
Revising versus Editingâ
The Peer Editing Processâ
Steps in the Peer Editing Processâ
Peer Groups in Action: A Sample Sessionâ
An Annotated Student Draftâ
Rebecca Jegier, Student-Centered Learning: Catering to Studentsâ Impatience (Student Writing)â Working with Early Draftsâ
Understand the Writerâs Responsibilitiesâ
Understand the Readerâs Responsibilitiesâ
Analyze an Early Draftâ
Tasha Taylor, Memory through Photography (early draft)â
Working with Later Draftsâ
Understand the Writerâs Responsibilitiesâ
Understand the Readerâs Responsibilitiesâ
Analyze a Later Draftâ
Tasha Taylor, Memory through Photography (later draft)â
Working with Final Draftsâ
Understand the Writerâs Responsibilitiesâ
Understand the Readerâs Responsibilitiesâ
Analyze a Near-Final Draftâ
Tasha Taylor, Memory through Photography (near-final draft)â
Further Suggestions for Peer Editing Groups
13 Other Methods of Inquiry: Interviews and Focus Groupsâ
Why Do Original Research?â
Getting Started: Writing an Idea Sheetâ
A Studentâs Annotated Idea Sheetâ
Dan Grace, Idea Sheet for Parent/Child Autism Study (Student Writing)â
Writing a Proposalâ
Describe Your Purposeâ
Review Relevant Researchâ
Define Your Methodâ
Discuss Your Implicationsâ
Include Additional Materials That Support Your Researchâ
Establish a Timelineâ
Steps to Writing a Proposalâ
An Annotated Student Proposalâ
Laura Hartigan, Proposal for Research: The Affordances of Multimodal, Creative, and Academic Writing (Student Writing)â
Interviewingâ
Plan the Interviewâ
Prepare Your Scriptâ
*Moves to Model for Interviewing
Conduct the Interviewâ
Make Sense of the Interviewâ
Turn Your Interview into an Essayâ
Steps to Interviewingâ
Using Focus Groupsâ
Select Participants for the Focus Groupâ
Plan the Focus Groupâ
Prepare Your Scriptâ
Conduct the Focus Groupâ
Interpret the Data from the Focus Groupâ
Important Ethical Considerationsâ
Steps for Conducting a Focus Groupâ
Entering the Conversation of Ideasâ
14 Education â
Mark Edmundson, Who Are You and What Are You Doing Here? A Word to the Incoming Classâ
Laura Pappano, How Big-Time Sports Ate College Lifeâ
*Alfie Kohn, Why Canât Everyone Get Aâs?
*Alia Wong, History Class and the Fictions about Race in America
*Tressie McMillan Cottom, Epilogue from Lower Ed: The Troubling Rise of For-Profit Colleges in the New Economy
Nikole Hannah-Jones, School Segregation, the Continuing Tragedy of Fergusonâ
15 Sociology
*Robin DiAngelo, The Perception of Race
*Ibram X. Kendi, Definitions
C. J. Pascoe, âDude, Youâre a Fagâ: Adolescent Masculinity and the Fag Discourseâ
Robert B. Reich, The Rise of the Working Poorâ
Barbara Ehrenreich, How I Discovered the Truth about Povertyâ
*Aliya Saperstein, Gender Identification
bell hooks, Seeing and Making Culture: Representing the Poor
16 Media Studies
Sherry Turkle, Growing Up Tetheredâ
Melissa Avdeeff, BeyoncĂ© and Social Media: Authenticity and the Presentation of Selfâ
Mark Hain, âWe Are Here for Youâ: The It Gets Better Project, Queering Rural Space, and Cultivating Queer Media Literacyâ
*Ronald E. Purser, What Mindfulness Revolution?
*Shira Chess, Nathaniel J. Evans, and Joyya JaDawn Baines, What Does a Gamer Look Like? Video Games, Advertising, and Diversity
*Jia Tolentino, The I in the Internet
17 Psychology and Biology
Carol Dweck, from Mindset: The New Psychology of Successâ
*David Epstein, The Outsider Advantage
*Robert Gifford, The Dragons of Inaction: Psychological Barriers That Limit Climate Change Mitigation and Adaptation
*Cassidy R. Sugimoto, Vincent LariviĂšre, Chaoqun Ni, Yves Gingra, and Blaise Cronin, Global Gender Disparities in Science
AgustĂn Fuentes, from The Myth of Race
18 Sustainability and Environmental Studies
Andrew J. Hoffman, The Full Scopeâ
Anna LappĂ©, The Climate Crisis at the End of Our Forkâ
Michael Pollan, Why Bother?â
*Leda Cooks, Food Savers or Food Saviors? Food Waste, Food Recovery Networks, and Food Justice
*Dahr Jamail, The Fate of the Forests
Appendix: Citing and Documenting Sources
Index of Authors, Titles, and Key Terms


From Inquiry to Academic Writing: A Text and Reader
Fifth Edition| 2021
Stuart Greene; April Lidinsky
Authors

Stuart Greene

April Lidinsky


From Inquiry to Academic Writing: A Text and Reader
Fifth Edition| 2021
Stuart Greene; April Lidinsky
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From Inquiry to Academic Writing: A Text and Reader
Fifth Edition| 2021
Stuart Greene; April Lidinsky
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From Inquiry to Academic Writing: A Text and Reader
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