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From Inquiry to Academic Writing: A Practical Guide
Sixth Edition ©2027 Stuart Greene; April Lidinsky Formats: Achieve, E-book, Print
As low as $31.99
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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 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
Chapter 1: Starting with Inquiry: Habits of Mind of Academic Writers
What Is Academic Writing?
What Are the Analytical Habits of Mind of Academic Writers?
Academic Writers Make Inquiries
Academic Writers Seek and Value Complexity
Academic Writers See Writing as a Conversation
Practice and Reading: Joining an Academic Conversation
Academic Writers Understand That Writing Is a Process
Academic Writers Reflect
Academic Writers Make Arguments
Practice and Readings: Writing a Literacy Narrative
UNICEF, Arguments for and Against Lowering the Voting Age
Ta-Nehisi Coates, From Between the World and Me
Fei-Fei Li, From The Worlds I See
Chapter 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
Rose Horowitch, The Elite College Students Who Can’t Read Books
Practice And Reading: Rhetorical Analysis
Carrie M. Santo-Thomas, The Atlantic Did Me Dirty
Writing as a Reader: Composing a Rhetorical Analysis
Jack Schneider and Michael Fuerstein, Thinking Civically
An Annotated Student Rhetorical Analysis
Practice and Reading: Writing a Rhetorical Analysis
Sherry Turkle, The Flight from Conversation
Chapter 3: From Writing Summaries and Paraphrases to Writing Yourself Into Academic Conversations
Summaries, Paraphrases, and Quotations
Writing a Paraphrase
Writing a Summary
Clive Thompson, On the New Literacy
Writing Yourself into Academic Conversations
Practice And Reading: Writing Yourself into an Academic Conversation
Tom Standage, History Retweets Itself
Chapter 4: From Identifying Claims to Analyzing Arguments
Identifying Types of Claims
Dana Radcliffe, Dashed Hopes: Why Aren’t Social Media Delivering Democracy?
Analyzing Arguments
Practice and Reading: Analyzing an Argument
Ingrid Robeyns, Limitarianism: The Case Against Extreme Wealth
Recognizing Logical Fallacies
Practice and Readings: Analyzing and Comparing Arguments
Adam Grant, No You Don’t Get an A for Effort
Daniel Pink, Why Not Get Rid of Grades? When the Goal Is an A, Real Learning Gets Lost
Chapter 5: From Identifying Issues to Forming Questions
Identifying Issues
Identifying Issues in an Essay
Jonathan Haidt, The Anxious Generation
Formulating Issue-Based Questions
Practice and Reading: Defining and Discussing a Debatable Issue
Ronald E. Purser, Mindful Schools
Chapter 6: From Formulating to Developing a Thesis
Working Versus Definitive Theses
Developing a Working Thesis: Four Models
Establishing a Context for a Thesis
Kris Gutiérrez, Teaching Toward Possibility: Building Cultural Supports for Robust Learning
An Annotated Student Essay: Stating and Supporting a Thesis
Chapter 7: From Finding to Evaluating Sources
Identifying Sources
Searching for Sources
Evaluating Library Sources
Evaluating Internet, Social Media, and AI Sources
Writing an Annotated Bibliography
Chapter 8: From Synthesis to Researched Argument
Writing a Synthesis
Paul Rogat Loeb, Making Our Lives Count
Anne Colby and Thomas Ehrlich, with Elizabeth Beaumont and Jason Stephens, Undergraduate Education and the Development of Moral and Civic Responsibility
Ayana Elizabeth Johnson, Be Tenacious on Behalf of Life on Earth
Avoiding Plagiarism
Integrating Sources into Your Writing
Using Quotations
An Annotated Student Researched Argument: Synthesizing Sources
Chapter 9: From Ethos and Pathos to Logos: Appealing to Your Readers
Connecting with Readers: A Sample Argument
James W. Loewen, The Land of Opportunity
Chapter 10: From Analyzing Visuals to Using Them in Writing
Analyzing Visual Advertisements
Analyzing Infographics
Using Visual Rhetoric: Photographs, Maps, Tables, and Graphs
Matthew P. Rabbitt, Madeline Reed-Jones, Laura J. Hales, Michael P. Burke, Household Food Security in the United States in 2023
Chapter 11: From Introductions to Conclusions: Drafting an Essay
Drafting Introductions
Developing Paragraphs
Elizabeth Martínez, From Reinventing “America”: Call for a New National Identity
Drafting Conclusions
Analyzing Strategies for Writing: From Introduction to Conclusions
Barbara Ehrenreich, Cultural Baggage
Chapter 12: From Revising to Editing: Working with Peer Groups
Revising versus Editing
The Peer Editing Process
Peer Groups in Action: A Sample Session
An Annotated Student Draft
Working with Early Drafts
Working with Later Drafts
Working with Final Drafts
Further Suggestions for Peer Editing Groups
Chapter 13: Other Methods of Inquiry: Interviews And Focus Groups
Why Do Original Research?
Getting Started: Writing an Idea Sheet
Writing a Proposal
An Annotated Student Proposal
Interviewing
Using Focus Groups
PART 2: ENTERING THE CONVERSATION OF IDEAS
Chapter 14: Education: What Does it Mean to be Educated? What is the Future Of Education, and How Might This Affect Every Part of Our Lives?
Alfie Kohn, Why Can’t Everyone Get A’s?
Joshua Rothman, What Does It Really Mean to Learn?
Laura Dumin, The Funneling Down of Language
Ida Harris, Code-Switching Is Not Trying to Fit in to White Culture, It’s Surviving It
Mónica Guzmán: Changing Minds
Chapter 15: Sociology: How Does Studying Human Social Behaviors Help Us Understand Ourselves and the World?
Robin DiAngelo, The Perception of Race
Tressie McMillan Cottom, The Hustle Economy
Matthew Desmond, America Is in a Disgraced Class of Its Own
bell hooks, Understanding Patriarchy
Afshan Jafar, The Lasting Impact of a First Impression
Chapter 16: Psychology: How Does Our Rapidly Changing Technology-Saturated Environment Affect The Way We Think, Feel, And Behave?
Carol Dweck, Mindset: The New Psychology of Success
Griffin Riggs and Terry David Church, Beyond Juul, The New Face of Underage Nicotine Addiction
Max Fisher, The Chaos Machine: The Inside Story of How Social Media Rewired Our Minds and Our World
Johann Hari, Stolen Focus: Why You Can’t Pay Attention—and How to Think Deeply Again
Kimberly Quinn, Fitting In’ versus ‘Belonging’ on College Campuses
Chapter 17: Sustainability: How Does Our Decisions Affect Our Environment?
Andrew J. Hoffman, The Full Scope
Robert Gifford, The Dragons of Inaction: Psychological Barriers That Limit Climate Change Mitigation and Adaptation
Robin Wall Kimmerer, The Serviceberry
Alison J. Head, How College Students Respond to Climate Change in Troubled Times
Sophia Chen, How Much Energy Will AI Really Consume? The Good, the Bad, and the Unknown
Paul Hond, How Do We Change the Way We Eat?
Chapter 18: Artificial Intelligence: How Can We Effectively Navigate the Risks and Opportunities of Generative AI?
Erin Peterson, College in the Age of AI
Kevin Roose, Resist Machine Drift
Susan Schneider, The Problem of AI Consciousness
Ted Chiang, Why A.I. Isn’t Going to Make Art
Adriene Williams, Milagros Miceli, and Timnit Gebru, The Exploited Labor Behind Artificial Intelligence
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
-
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 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
Chapter 1: Starting with Inquiry: Habits of Mind of Academic Writers
What Is Academic Writing?
What Are the Analytical Habits of Mind of Academic Writers?
Academic Writers Make Inquiries
Academic Writers Seek and Value Complexity
Academic Writers See Writing as a Conversation
Practice and Reading: Joining an Academic Conversation
Academic Writers Understand That Writing Is a Process
Academic Writers Reflect
Academic Writers Make Arguments
Practice and Readings: Writing a Literacy Narrative
UNICEF, Arguments for and Against Lowering the Voting Age
Ta-Nehisi Coates, From Between the World and Me
Fei-Fei Li, From The Worlds I See
Chapter 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
Rose Horowitch, The Elite College Students Who Can’t Read Books
Practice And Reading: Rhetorical Analysis
Carrie M. Santo-Thomas, The Atlantic Did Me Dirty
Writing as a Reader: Composing a Rhetorical Analysis
Jack Schneider and Michael Fuerstein, Thinking Civically
An Annotated Student Rhetorical Analysis
Practice and Reading: Writing a Rhetorical Analysis
Sherry Turkle, The Flight from Conversation
Chapter 3: From Writing Summaries and Paraphrases to Writing Yourself Into Academic Conversations
Summaries, Paraphrases, and Quotations
Writing a Paraphrase
Writing a Summary
Clive Thompson, On the New Literacy
Writing Yourself into Academic Conversations
Practice And Reading: Writing Yourself into an Academic Conversation
Tom Standage, History Retweets Itself
Chapter 4: From Identifying Claims to Analyzing Arguments
Identifying Types of Claims
Dana Radcliffe, Dashed Hopes: Why Aren’t Social Media Delivering Democracy?
Analyzing Arguments
Practice and Reading: Analyzing an Argument
Ingrid Robeyns, Limitarianism: The Case Against Extreme Wealth
Recognizing Logical Fallacies
Practice and Readings: Analyzing and Comparing Arguments
Adam Grant, No You Don’t Get an A for Effort
Daniel Pink, Why Not Get Rid of Grades? When the Goal Is an A, Real Learning Gets Lost
Chapter 5: From Identifying Issues to Forming Questions
Identifying Issues
Identifying Issues in an Essay
Jonathan Haidt, The Anxious Generation
Formulating Issue-Based Questions
Practice and Reading: Defining and Discussing a Debatable Issue
Ronald E. Purser, Mindful Schools
Chapter 6: From Formulating to Developing a Thesis
Working Versus Definitive Theses
Developing a Working Thesis: Four Models
Establishing a Context for a Thesis
Kris Gutiérrez, Teaching Toward Possibility: Building Cultural Supports for Robust Learning
An Annotated Student Essay: Stating and Supporting a Thesis
Chapter 7: From Finding to Evaluating Sources
Identifying Sources
Searching for Sources
Evaluating Library Sources
Evaluating Internet, Social Media, and AI Sources
Writing an Annotated Bibliography
Chapter 8: From Synthesis to Researched Argument
Writing a Synthesis
Paul Rogat Loeb, Making Our Lives Count
Anne Colby and Thomas Ehrlich, with Elizabeth Beaumont and Jason Stephens, Undergraduate Education and the Development of Moral and Civic Responsibility
Ayana Elizabeth Johnson, Be Tenacious on Behalf of Life on Earth
Avoiding Plagiarism
Integrating Sources into Your Writing
Using Quotations
An Annotated Student Researched Argument: Synthesizing Sources
Chapter 9: From Ethos and Pathos to Logos: Appealing to Your Readers
Connecting with Readers: A Sample Argument
James W. Loewen, The Land of Opportunity
Chapter 10: From Analyzing Visuals to Using Them in Writing
Analyzing Visual Advertisements
Analyzing Infographics
Using Visual Rhetoric: Photographs, Maps, Tables, and Graphs
Matthew P. Rabbitt, Madeline Reed-Jones, Laura J. Hales, Michael P. Burke, Household Food Security in the United States in 2023
Chapter 11: From Introductions to Conclusions: Drafting an Essay
Drafting Introductions
Developing Paragraphs
Elizabeth Martínez, From Reinventing “America”: Call for a New National Identity
Drafting Conclusions
Analyzing Strategies for Writing: From Introduction to Conclusions
Barbara Ehrenreich, Cultural Baggage
Chapter 12: From Revising to Editing: Working with Peer Groups
Revising versus Editing
The Peer Editing Process
Peer Groups in Action: A Sample Session
An Annotated Student Draft
Working with Early Drafts
Working with Later Drafts
Working with Final Drafts
Further Suggestions for Peer Editing Groups
Chapter 13: Other Methods of Inquiry: Interviews And Focus Groups
Why Do Original Research?
Getting Started: Writing an Idea Sheet
Writing a Proposal
An Annotated Student Proposal
Interviewing
Using Focus Groups
PART 2: ENTERING THE CONVERSATION OF IDEAS
Chapter 14: Education: What Does it Mean to be Educated? What is the Future Of Education, and How Might This Affect Every Part of Our Lives?
Alfie Kohn, Why Can’t Everyone Get A’s?
Joshua Rothman, What Does It Really Mean to Learn?
Laura Dumin, The Funneling Down of Language
Ida Harris, Code-Switching Is Not Trying to Fit in to White Culture, It’s Surviving It
Mónica Guzmán: Changing Minds
Chapter 15: Sociology: How Does Studying Human Social Behaviors Help Us Understand Ourselves and the World?
Robin DiAngelo, The Perception of Race
Tressie McMillan Cottom, The Hustle Economy
Matthew Desmond, America Is in a Disgraced Class of Its Own
bell hooks, Understanding Patriarchy
Afshan Jafar, The Lasting Impact of a First Impression
Chapter 16: Psychology: How Does Our Rapidly Changing Technology-Saturated Environment Affect The Way We Think, Feel, And Behave?
Carol Dweck, Mindset: The New Psychology of Success
Griffin Riggs and Terry David Church, Beyond Juul, The New Face of Underage Nicotine Addiction
Max Fisher, The Chaos Machine: The Inside Story of How Social Media Rewired Our Minds and Our World
Johann Hari, Stolen Focus: Why You Can’t Pay Attention—and How to Think Deeply Again
Kimberly Quinn, Fitting In’ versus ‘Belonging’ on College Campuses
Chapter 17: Sustainability: How Does Our Decisions Affect Our Environment?
Andrew J. Hoffman, The Full Scope
Robert Gifford, The Dragons of Inaction: Psychological Barriers That Limit Climate Change Mitigation and Adaptation
Robin Wall Kimmerer, The Serviceberry
Alison J. Head, How College Students Respond to Climate Change in Troubled Times
Sophia Chen, How Much Energy Will AI Really Consume? The Good, the Bad, and the Unknown
Paul Hond, How Do We Change the Way We Eat?
Chapter 18: Artificial Intelligence: How Can We Effectively Navigate the Risks and Opportunities of Generative AI?
Erin Peterson, College in the Age of AI
Kevin Roose, Resist Machine Drift
Susan Schneider, The Problem of AI Consciousness
Ted Chiang, Why A.I. Isn’t Going to Make Art
Adriene Williams, Milagros Miceli, and Timnit Gebru, The Exploited Labor Behind Artificial Intelligence
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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Canadian Stores: Please use only the first five digits/letters in your zip code on MOST.
Visit MOST, our online ordering system for booksellers: https://tracking.mpsvirginia.com/Login.aspx
Learn more about our Bookstore programs here: https://www.macmillanlearning.com/college/us/contact-us/booksellers
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Our courses currently integrate with Canvas, Blackboard (Learn and Ultra), Brightspace, D2L, and Moodle. Click on the support documentation below to find out more details about the integration with each LMS.
Integrate Macmillan courses with Blackboard
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If you’re a verified instructor, you can request a free sample of our courseware, e-book, or print textbook to consider for use in your courses. Only registered and verified instructors can receive free print and digital samples, and they should not be sold to bookstores or book resellers. If you don't yet have an existing account with Macmillan Learning, it can take up to two business days to verify your status as an instructor. You can request a free sample from the right side of this product page by clicking on the "Request Instructor Sample" button or by contacting your rep. Learn more.
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Sometimes also referred to as a spiral-bound or binder-ready textbook, loose-leaf textbooks are available to purchase. This three-hole punched, unbound version of the book costs less than a hardcover or paperback book.
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Achieve (full course) includes our complete e-book, as well as online quizzing tools, multimedia assets, and iClicker active classroom manager.
Most Achieve Essentials courses do not include our e-books and adaptive quizzing.
Visit our comparison table for details: https://www.macmillanlearning.com/college/us/digital/achieve/compare
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Achieve (full course) includes our complete e-book, as well as online quizzing tools, multimedia assets, and iClicker active classroom manager.
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Visit our comparison table for details: https://www.macmillanlearning.com/college/us/digital/achieve/compare
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We can help! Contact your representative to discuss your specific needs for your course. If our off-the-shelf course materials don’t quite hit the mark, we also offer custom solutions made to fit your needs.
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From Inquiry to Academic Writing: A Practical Guide
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.
Select a demo to view:
Sample Achieve