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From Inquiry to Academic Writing: A Practical Guide
Fourth Edition| ©2018New Edition Available Stuart Greene; April Lidinsky
From Inquiry to Academic Writing helps students understand academic culture and its ways of reading, thinking, and writing. With a practical and now widely proven step-by-step approach, this text demystifies cross-curricular thinking and writing.
The fourth edition provid...
From Inquiry to Academic Writing helps students understand academic culture and its ways of reading, thinking, and writing. With a practical and now widely proven step-by-step approach, this text demystifies cross-curricular thinking and writing.
The fourth edition provides extensive coverage of academic habits and skills: reflection, summary, synthesis, and visual analysis. More than 40 readings, one quarter of which are new, bring students into debates that not only bear on their college careers but also reflect larger cultural issues that they will encounter outside the academy.
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- Text-specific reading comprehension quizzes.
- Practice sequences to help students apply the strategies of observing, asking questions, and examining alternatives.
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Demystifies academic reading and writing, step by step
From Inquiry to Academic Writing helps students understand academic culture and its ways of reading, thinking, and writing. With a practical and now widely proven step-by-step approach, this text demystifies cross-curricular thinking and writing.
The fourth edition provides extensive coverage of academic habits and skills: reflection, summary, synthesis, and visual analysis. More than 40 readings, one quarter of which are new, bring students into debates that not only bear on their college careers but also reflect larger cultural issues that they will encounter outside the academy.
Combine the text with LaunchPad forFrom Inquiry to Academic Writing for even more engaging content and new ways to get the most out of your course. This LaunchPad includes
- Interactive exercises and tutorials for reading, writing, and research;
- LearningCurve, adaptive, game-like practice that helps students focus on the topics where they need the most help, such as fallacies, claims, evidence, and other key elements of argument;
- Text-specific reading comprehension quizzes.
- Practice sequences to help students apply the strategies of observing, asking questions, and examining alternatives.
Features
A practical and proven text on academic writing. Coverage of current practices in academic writing introduces students to core intellectual and rhetorical moves—from habits of academic thinking and critical reading to drafting and developing a researched argument. Each carefully structured chapter reinforces instruction with unique step-by-step checklists and skill-by-skill practice sequences.
Current examples of academic writing that will engage, challenge, and enlighten students. Academic writing can be difficult and demanding; Greene and Lidinsky have a gift for finding 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.
Effective editorial apparatus that reinforces academic habits of thinking, reading, and writing. Selection headnotes provide biographical and contextual information and many practice sequences encourage students to dig deeper into readings and draw connections between readings and to the chapter discussion.
Thorough and helpful support for teachers. Resources for Teaching includes help for instructors new to the book’s approach to academic writing, with sample syllabi for planning the course, detailed discussions of every reading, suggested responses or answers to the various assignments, and additional teaching tips, both specific to the book and general to the composition classroom.
New to This Edition
Readings that represent the latest in interdisciplinary cultural research and analysis. Greene and Lidinsky examined a range of academic journals and general interest publications, then curated examples of writings that will resonate with students and work in the classroom.
New writers and readings include the following:
- Professor Laurie Ouilette examines why corporate social responsibility has emerged in recent years in "Citizen Brand: ABC and the Do Good Turn in US Television."
- Journalist Tom Standage connects modern social media platforms with the pamphlets and coffee houses of the past, arguing that the shortcomings and potential of social platforms as agents for change are much the same as they have been throughout history in "History Retweets itself."
- Social activist Paul Rogat Loeb argues that connecting to others through civic participation and working for the common good is what makes us more fully human in "Making Our Lives Count."
New emphasis on reflection. Chapter 1 now offers a series of key reflection prompts to help students take control of their learning.
More support for critical reading and analysis, including multimodal texts. Chapter 4 on analyzing arguments helps students read critically and detect causal and definition claims. New Chapter 10 guides students through a step-by-step analysis of visuals they are likely to encounter in multimodal texts and helps them apply that thinking to their own multimodal projects.
New advice on summarizing. The authors now discuss summary in greater detail and in a new Chapter 3 to give students a solid foundation in this academic skill.
Extended coverage of synthesizing sources. Chapter 8 uses new readings focused on civic engagement to help students grasp the process and value of successfully synthesizing sources.

From Inquiry to Academic Writing: A Practical Guide
Fourth Edition| ©2018
Stuart Greene; April Lidinsky
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From Inquiry to Academic Writing: A Practical Guide
Fourth Edition| 2018
Stuart Greene; April Lidinsky
Table of Contents
CONTENTS
Preface for Instructors
How This Book Supports WPA Outcomes for First-Year Composition
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
Steps to Inquiry
A Practice Sequence: Inquiry Activities
Academic Writers Seek and Value Complexity
Steps to Seeking and Valuing Complexity
A Practice Sequence: Seeking and Valuing Complexity
Academic Writers See Writing as a Conversation
Steps to Joining an Academic Conversation
A Practice Sequence: Joining an Academic Conversation
Academic Writers Understand That Writing Is a Process
Steps to Collecting Information and Material§ Steps to Drafting
Steps to Revising
Academic Writers Reflect
Steps to Reflection
A Practice Sequence: Reflection Activities
Becoming Academic: Three Narratives
Ta-Nehisi Coates, from Between the World and Me
Richard Rodriguez, Scholarship Boy
Gerald Graff, Disliking Books
A Practice Sequence: Composing a Literacy Narrative
2 From Reading as a Writer to Writing as a Reader
Reading as an Act of Composing: Annotating
Reading as a Writer: Analyzing a Text Rhetorically
E.D. Hirsch, Jr., Preface to Cultural Literacy: What Every American Needs to Know
Steps to Analyzing a Text Rhetorically
A Practice Sequence: Analyzing a Text Rhetorically
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?"
Writing a Rhetorical Analysis
Sherry Turkle, "The Flight from Conversation"
A Practice Sequence: Writing a Rhetorical Analysis
3 From Writing Summaries to Writing Yourself into Academic Conversations
Summaries, Paraphrases, and Quotations
Writing a Paraphrase
Steps to Writing a Paraphrase
A Practice Sequence: Writing a Paraphrase
Writing a Summary
Clive Thompson, On the New Literacy
Steps to Writing a Summary
A Practice Sequence: Writing a Summary
Writing Yourself into Academic Conversations
Steps to Writing Yourself into an Academic Conversation
A Practice Sequence: Writing Yourself into an Academic Conversation
Tom Standage, History Retweets Itself
4 From Identifying Claims to Analyzing Arguments
Identifying Types of Claims
Dana Radcliffe, Dashed Hopes: Why Aren’t Social Media Delivering Democracy?
Steps to Identifying Claims
A Practice Sequence: Identifying Claims
Analyzing Arguments
Identify Concessions
Identify Counterarguments
Analyze the Reasons Used to Support a Claim
Steps to Evaluating Support for a Claim
An Annotated Student Argument
Marques Camp, The End of the World May Be Nigh, and It’s the Kindle’s Fault
Steps to Analyzing an Argument
A Practice Sequence: Analyzing an Argument
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?
A Practice Sequence: Analyzing and Comparing Arguments
5 From Identifying Issues to Forming Questions
Identifying Issues
Steps to Identifying Issues
Identifying Issues in an Essay
Anna Quindlen, Doing Nothing Is Something
A Practice Sequence: Identifying Issues
Formulating Issue-Based Questions
Steps to Formulating and Issue-Based Question
A Practice Sequence: Formulating an Issue-Based Question
An Academic Essay for Analysis
William Deresiewicz, The End of Solitude
6 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
Steps to Formulating a Working Thesis: Four Models
A Practice Sequence: Identifying Types of Theses
Establishing a Context for Stating a Thesis
Steps to Establishing a Context for 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
A Practice Sequence: Building a Thesis
An Annotated Student Essay: Stating and Supporting a Thesis
Veronica Stafford, Texting and Literacy
7 From Finding to Evaluating Sources
Identifying Sources
A Practice Sequence: Identifying Sources
Searching for Sources
A Practice Sequence: Searching for Sources
Evaluating Library Sources
A Practice Sequence: Evaluating Library Sources
Evaluating Internet Sources
A Practice Sequence: Evaluating Internet Sources
Writing an Annotated Bibliography
Steps to Writing an Annotated Bibliography
A Practice Sequence: Writing an Annotated Bibliography
8 From Synthesis to Researched Argument
Synthesis Versus Summary
Writing a Synthesis
Paul Rogat Loeb, Making Our Lives Count
Anne Colby and Thomas Ehrlich et al, Undergraduate Education and the Development of Moral and Civic Responsibility
Laurie Ouellette, Citizen Brand: ABC and the Do Good Turn in US Television
Steps to Writing a Synthesis
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
Steps to Avoiding Plagiarism
Integrating Quotations into Your Writing
Steps to Integrating Quotations in Your Writing
A Practice Sequence: Integrating Quotations
An Annotated Student Researched Argument: Synthesizing Sources
Nancy Paul, A Greener Approach to Groceries: Community Based Agriculture in LaSalle Square
9 From Ethos to Logos: Appealing to Your Readers
Connecting with Readers: A Sample Argument
James Loewen, The Land of Opportunity
Appealing to Ethos
Steps to Appealing to Ethos
Appealing to Pathos
Steps to Appealing to Pathos
A Practice Sequence: Appealing to Ethos and Pathos
Appealing to Logos: Using Reason and Evidence to Fit the Situation
Steps to Appealing to Logos
Recognizing Logical Fallacies
Analyzing the Appeals in a Researched Argument
Meredith Minkler, Community-Based Research Partnerships: Challenges and Opportunities
A Practice Sequence: Analyzing the Appeals in a Researched Argument
10 From Image to Text
Analyzing Visual Rhetoric: Advertisements
Steps to Visual Analysis
A Practice Sequence: Analyzing the Rhetoric of an Advertisement
Further Advertisements for Analysis
Analyzing Visual Rhetoric: Maps, Tables or Charts, and Graphs
Using Maps to Make a Point
Using Photographs to Provide Context or Stir Emotions
Emily Badger, Mapped: The Place Where Most Public School Children Are Poor
Using Tables to Capture the Issue and Present Findings
Susan B. Neuman and Donna Celano, Access to Print in Low-Income and
Middle-Income Communities: An Ecological Study of Four Neighborhoods
Using Graphs to Present Findings
Steps to Using Visuals in Writing an Argument
A Practice Sequence: Using Visuals to Enhance an Argument
11 From Introductions to Conclusions: Drafting an Essay
Drafting Introductions
Steps to Drafting Introductions: Five Strategies
A Practice Sequence: Drafting an Introduction
Developing Paragraphs
Elizabeth Martinez, Reinventing ‘America’: Call for a New National Identity
Steps to Developing Paragraphs
A Practice Sequence: Working with Paragraphs
Drafting Conclusions
Steps to Drafting Conclusions: Five Strategies
A Practice Sequence: Drafting a Conclusion
Analyzing Strategies for Writing: From Introductions to Conclusions
Barbara Ehrenreich, Cultural Baggage
12 From Revising to Editing: Working with Peer Groups
Revising versus Editing
The Peer Editing Process
Steps in 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 (student writer), Memory through Photography
Working with Final Drafts
Tasha Taylor (student writer), Memory through Photography
Further Suggestions for Peer Editing Groups
13 Other Methods of Inquiry: Interviews and Focus Groups
Why Do Original Research?
Getting Started: Writing an Idea Sheet
A Student’s Annotated Idea Sheet
Dan Grace (student writer), Idea Sheet for Parent/Child Autism Study
Getting Started: Writing a Proposal
Steps to Writing a Proposal
An Annotated Student Proposal
Laura Hartigan (student writer), Proposal for Research: The Affordances of Multimodal, Creative Writing and Academic Writing
Interviewing
Steps to Interviewing
Using Focus Groups
Steps for Conducting a Focus Group

From Inquiry to Academic Writing: A Practical Guide
Fourth Edition| 2018
Stuart Greene; April Lidinsky
Authors

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.

April Lidinsky
April Lidinsky (PhD, Literatures in English, Rutgers) is Professor of Women's and Gender Studies at Indiana University South Bend. She has published and delivered numerous conference papers on writing pedagogy, women's 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.

From Inquiry to Academic Writing: A Practical Guide
Fourth Edition| 2018
Stuart Greene; April Lidinsky
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From Inquiry to Academic Writing: A Practical Guide
Fourth Edition| 2018
Stuart Greene; April Lidinsky
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