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Table of Contents

Preface for Instructors 
Brief Contents 
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 
       *Moves to Model in Academic Writing 
       Steps to Seeking and Valuing Complexity 
       A Practice Sequence: Seeking and Valuing Complexity 
Academic Writers See Writing as a Conversation 
       *Moves to Model in Academic Conversations  
       Steps to Joining an Academic Conversation 
       A Practice Sequence: Joining an Academic Conversation 
Academic Writers Understand That Writing Is a Process 
       Collect Information and Material 
          Steps to Collecting Information and Material 
       Draft, and Draft Again 
          Steps to Drafting 
       Revise Significantly 
          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 
       *Tara Westover, from Educated 
       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 
       Identify the Situation 
       Identify the Writer’s Purpose 
       Identify the Writer’s Claims 
          *Moves to Model for Making a Claim 
*Identify the Writer’s Appeals: Ethos, Pathos, and Logos
Identify the Writer’s Audience 
       Steps to Analyzing a Text Rhetorically 
       A Practice Sequence: Analyzing a Text Rhetorically 
*Nick Hanauer, Education Isn’t Enough 
       Writing as a Reader: Composing a Rhetorical Analysis 
David Tyack, Whither History Textbooks?  
       An Annotated Student Rhetorical Analysis 
Quentin Collie, A Rhetorical Analysis of “Whither History Textbooks?” (Student Writing)  
       Writing a Rhetorical Analysis 
Sherry Turkle, The Flight from Conversation 
       A Practice Sequence: Writing a Rhetorical Analysis 

3  From Writing Summaries and Paraphrases 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 
       Describe the Key Claims of the Text 
       Select Examples to Illustrate the Author’s Argument 
       Present the Gist of the Author’s Argument 
       Contextualize What You Summarize 
          Steps to Writing a Summary 
          *Moves to Model for Summarizing  
          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?  
       Identify Claims of Fact 
       Identify Claims of Value 
       Identify Claims of Policy 
          Steps to Identifying Claims 
          A Practice Sequence: Identifying Claims 
Analyzing Arguments 
       Analyze the Reasons Used to Support a Claim 
       Identify Concessions 
       Identify Counterarguments 
*Moves to Model for Analyzing Arguments 
An Annotated Student Argument 
Marques Camp, The End of The World May Be Nigh, and It’s the Kindle’s Fault (Student Writing)  
       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?  
       Recognizing Logical Fallacies  
       Analyzing and Comparing Arguments 
Stuart Rojstaczer, Grade Inflation Gone Wild 
Phil Primack, Doesn’t Anybody Get a C Anymore?  
       A Practice Sequence: Analyzing and Comparing Arguments 

5  From Identifying Issues to Forming Questions 
Identifying Issues 
       Draw on Your Personal Experience 
       Identify What Is Open to Dispute 
       Resist Binary Thinking 
       Build on and Extend the Ideas of Others 
       Read to Discover a Writer’s Frame 
       Consider the Constraints of the Situation 
          Steps to Identifying Issues 
Identifying Issues in an Essay 
Anna Quindlen, Doing Nothing Is Something 
       A Practice Sequence: Identifying Issues 
Formulating Issue-Based Questions 
       Refine Your Topic 
       Explain Your Interest in the Topic 
       Identify an Issue 
          *Moves to Model for Identifying an Issue 
       Formulate Your Topic as a Question 
       Acknowledge Your Audience 
          Steps to Formulating an Issue-Based Question 
          A Practice Sequence: Formulating an Issue-Based Question 
Academic Writing for Analysis 
*Ronald E. Purser, Mindful Schools 

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 
          A Practice Sequence: Identifying Types of Theses 
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 (Student Writing)  
       Establish That the Issue Is Current and Relevant 
       Briefly Present What Others Have Said 
       Explain What You See as the Problem 
       State Your Thesis 
          *Moves to Model for Formulating a Thesis  
          Steps to Establishing a Context for a Thesis 
       Analyze the Context of a Thesis 
Kris Gutiérrez, from Teaching Toward Possibility: Building Cultural Supports for Robust Learning 
       *Moves to Model for Developing a Working Thesis  
       A Practice Sequence: Building a Thesis 
An Annotated Student Essay: Stating and Supporting a Thesis 
Veronica Stafford, Texting and Literacy (Student Writing)

7  From Finding to Evaluating Sources 
Identifying Sources 
       Consult Experts Who Can Guide Your Research 
       Develop a Working Knowledge of Standard Sources 
       Distinguish between Primary and Secondary Sources 
       Distinguish between Popular and Scholarly Sources 
          Steps to Identifying Sources 
          A Practice Sequence: Identifying Sources 
Searching for Sources 
       Perform a Keyword Search 
       Try Browsing 
          Steps to Searching for Sources 
          A Practice Sequence: Searching for Sources 
Evaluating Library Sources 
       Examine the Table of Contents and Index 
       Read the Introductory Sections 
       Skim for the Argument 
       Check the Notes and Bibliographic References 
          Steps to Evaluating Library Sources 
          A Practice Sequence: Evaluating Library Sources 
*Evaluating Internet and Social Media Sources 
       Evaluate the Author of the Content 
       Evaluate the Organization That Supports the Content 
       Evaluate the Purpose of the Content 
       Evaluate the Information  
          Steps to Evaluating Internet and Social Media Sources 
          A Practice Sequence: Evaluating Internet and Social Media Sources 
Writing an Annotated Bibliography 
       Steps to Writing an Annotated Bibliography 
       A Practice Sequence: Writing an Annotated Bibliography 

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 
Laurie Ouellette, Citizen Brand: ABC and the Do Good Turn in US Television 
       Make Connections among Different Texts 
       Decide What Those Connections Mean 
       Formulate the Gist of What You’ve Read 
          Steps to Writing a Synthesis 
          *Moves to Model for Writing a Synthesis  
          A Practice Sequence: Writing a Synthesis 
*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 Plagiarism 
       Steps to Avoiding Plagiarism 
*Integrating Sources into Your Writing 
       *Identify the Source  
       *Take an Active Stance 
*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 Quotations 
          Steps to Integrating Sources into 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 (Student Writing)  
       A Practice Sequence: Thinking about Copyright

9  From Ethos and Pathos to Logos: Appealing to Your Readers  
 Connecting with Readers: A Sample Argument 
James W. Loewen, The Land of Opportunity 
Appealing to Ethos 
       Establish That You Have Good Judgment 
       Convey to Readers That You Are Knowledgeable 
       Show That You Understand the Complexity of a Given Issue 
          Steps to Appealing to Ethos 
Appealing to Pathos 
       Show That You Know What Your Readers Value 
       Use Illustrations and Examples That Appeal to Readers’ Emotions 
       Consider How Your Tone May Affect Your Audience 
          Steps to Appealing to Pathos 
          A Practice Sequence: Appealing to Ethos and Pathos 
Appealing to Logos: Using Reason and Evidence to Fit the Situation 
       State the Premises of Your Argument 
       Use Credible Evidence 
       Demonstrate That the Conclusion Follows from the Premises 
          Steps to Appealing to Logos 
          *Moves to Model for Appealing to Ethos, Pathos, and Logos 
Analyzing the Appeals in a Researched Argument 
*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 Writing 
Analyzing Visual Advertisements 
       Notice Where the Ad Appears 
       Identify and Reflect on What Draws Your Attention 
       Consider the Ethos of the Ad 
       Analyze the Pathos in the Ad 
       Understand the Logos of the Ad 
          A Practice Sequence: Analyzing the Rhetoric of an Advertisement 
*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 Analysis 
          *A Practice Sequence: Analyzing an Infographic 
Using Visual Rhetoric: Photographs, Maps, Tables, and Graphs 
       Using Photographs to Provide Context or Stir Emotions 
       Using Maps to Make a Point 
*Richard Florida, How the One Percent Is Pulling America’s Cities and Regions Apart   
       Using Tables to Present Findings 
*Amina Chaudhri and William H. Teale, Stories of Multiracial Experiences in Literature for Children, Ages 9–14   
       Using Graphs to Visualize Data 
          Steps to Using Visuals in Writing an Argument 
          A Practice Sequence: Using Visuals to Enhance an Argument 
Nathan Jindra, Neighbors Need LaSalle Branch (Student Writing) 

11  From Introductions to Conclusions: Drafting an Essay 
Drafting Introductions 
       The Inverted-Triangle Introduction 
       The Narrative Introduction 
       The Interrogative Introduction 
       The Paradoxical Introduction 
       The Minding-the-Gap Introduction 
       *The Reframing Introduction   
          Steps to Drafting Introductions: Six Strategies 
          A Practice Sequence: Drafting an Introduction 
Developing Paragraphs 
Elizabeth Martínez, from Reinventing “America”: Call for a New National Identity 
       Use Topic Sentences to Focus Your Paragraphs 
       Create Unity in Your Paragraphs 
          *Moves to Model for Changing the Conversation  
       Use Critical Strategies to Develop Your Paragraphs 
          Steps to Developing Paragraphs 
          A Practice Sequence: Working with Paragraphs 
Drafting Conclusions 
       Echo the Introduction 
       Challenge the Reader 
       Look to the Future 
       Pose Questions 
       Conclude with a Quotation 
          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 
Rebecca Jegier, Student-Centered Learning: Catering to Students’ Impatience (Student Writing)         Working with Early Drafts 
          Understand the Writer’s Responsibilities 
          Understand the Reader’s Responsibilities 
          Analyze an Early Draft 
Tasha Taylor, Memory through Photography (early draft) 
Working with Later Drafts 
       Understand the Writer’s Responsibilities 
       Understand the Reader’s Responsibilities 
       Analyze a Later Draft 
Tasha Taylor, Memory through Photography (later draft)  
Working with Final Drafts 
       Understand the Writer’s Responsibilities 
       Understand the Reader’s Responsibilities 
       Analyze a Near-Final Draft 
Tasha Taylor, Memory through Photography (near-final draft) 
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, Idea Sheet for Parent/Child Autism Study (Student Writing) 
Writing a Proposal 
       Describe Your Purpose 
       Review Relevant Research 
       Define Your Method 
       Discuss Your Implications 
       Include Additional Materials That Support Your Research 
       Establish a Timeline 
          Steps to Writing a Proposal 
An Annotated Student Proposal 
Laura Hartigan, Proposal for Research: The Affordances of Multimodal, Creative, and Academic Writing (Student Writing) 
Interviewing 
       Plan the Interview 
       Prepare Your Script 
         *Moves to Model for Interviewing  
       Conduct the Interview 
       Make Sense of the Interview 
       Turn Your Interview into an Essay 
          Steps to Interviewing 
Using Focus Groups 
       Select Participants for the Focus Group 
       Plan the Focus Group 
       Prepare Your Script 
       Conduct the Focus Group 
       Interpret the Data from the Focus Group 
       Important Ethical Considerations 
          Steps for Conducting a Focus Group 
Entering the Conversation of Ideas 

14  Education    
Mark Edmundson, Who Are You and What Are You Doing Here? A Word to the Incoming Class 
Laura Pappano, How Big-Time Sports Ate College Life 
*Alfie Kohn, Why Can’t Everyone Get A’s?  
*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 Ferguson 

15  Sociology  
*Robin DiAngelo, The Perception of Race  
*Ibram X. Kendi, Definitions  
C. J. Pascoe, “Dude, You’re a Fag”: Adolescent Masculinity and the Fag Discourse 
Robert B. Reich, The Rise of the Working Poor 
Barbara Ehrenreich, How I Discovered the Truth about Poverty 
*Aliya Saperstein, Gender Identification  
bell hooks, Seeing and Making Culture: Representing the Poor

16  Media Studies  
Sherry Turkle, Growing Up Tethered 
Melissa Avdeeff, Beyoncé and Social Media: Authenticity and the Presentation of Self 
Mark Hain, “We Are Here for You”: The It Gets Better Project, Queering Rural Space, and Cultivating Queer Media Literacy 
*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 Success 
*David Epstein, The Outsider Advantage  
*Robert Gifford, The Dragons of Inaction: Psychological Barriers That Limit Climate Change Mitigation and Adaptation  
*Cassidy R. Sugimoto, Vincent Larivière, Chaoqun Ni, Yves Gingra, and Blaise Cronin, Global Gender Disparities in Science  
Agustín Fuentes, from The Myth of Race

18  Sustainability and Environmental Studies  
Andrew J. Hoffman, The Full Scope 
Anna Lappé, The Climate Crisis at the End of Our Fork 
Michael Pollan, Why Bother? 
*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

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.

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