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From Inquiry to Academic Writing: A Text and Reader
Sixth Edition ©2027 Stuart Greene; April Lidinsky Formats: Achieve, E-book, Print
As low as $39.99
As low as $39.99
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Authors
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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
Appealing to Ethos
Appealing to Pathos
Appealing to Logos: Using Reason and Evidence to Fit the Situation
Practice and Reading: Analyzing the Appeals in a Researched Argument
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
Product Updates
- New chapter on artificial intelligence, discussing not only the role that genAI can have in academic work, but also how technology in general relates to age-old questions about human identity and creativity.
- The Moves to Model feature now provides extra support within Practice Sequences by demonstrating rhetorical strategies used in professional and scholarly writing and offering students opportunities to try out those strategies in their own work.
- Chapter 10 on visual rhetoric has been thoroughly revised with new multimodal visuals, including advertisements and infographics, to help students make sense of the many visual arguments they encounter.
- Forty new reading selections. Selections engage students with timely, real-world conversations.
- Tressie McMillan Cottom unpacks the pressures of the hustle economy.
- Max Fisher and Johann Hari examine how social media may be reshaping our minds.
- Robin Wall Kimmerer and other environmental writers offer insight and hope in the face of climate change.
- From Inquiry to Academic Writing with Achieve is a flexible, integrated suite for designing and facilitating writing assignments, with actionable insights that make student progress clear and measurable. It includes an e-book, fully editable prebuilt assignments aligned to the text, reading quizzes, and interactive materials—all designed to support effective feedback on student drafts.
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
Appealing to Ethos
Appealing to Pathos
Appealing to Logos: Using Reason and Evidence to Fit the Situation
Practice and Reading: Analyzing the Appeals in a Researched Argument
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
Product Updates
- New chapter on artificial intelligence, discussing not only the role that genAI can have in academic work, but also how technology in general relates to age-old questions about human identity and creativity.
- The Moves to Model feature now provides extra support within Practice Sequences by demonstrating rhetorical strategies used in professional and scholarly writing and offering students opportunities to try out those strategies in their own work.
- Chapter 10 on visual rhetoric has been thoroughly revised with new multimodal visuals, including advertisements and infographics, to help students make sense of the many visual arguments they encounter.
- Forty new reading selections. Selections engage students with timely, real-world conversations.
- Tressie McMillan Cottom unpacks the pressures of the hustle economy.
- Max Fisher and Johann Hari examine how social media may be reshaping our minds.
- Robin Wall Kimmerer and other environmental writers offer insight and hope in the face of climate change.
- From Inquiry to Academic Writing with Achieve is a flexible, integrated suite for designing and facilitating writing assignments, with actionable insights that make student progress clear and measurable. It includes an e-book, fully editable prebuilt assignments aligned to the text, reading quizzes, and interactive materials—all designed to support effective feedback on student drafts.
Demystifies academic reading and writing, step by step.
From Inquiry to Academic Writing helps students build college-level writing skills through clear rhetorical instruction and a thematically organized anthology of readings across disciplines. Designed to support inquiry, analysis, and argument, the text combines step-by-step guidance with real examples and opportunities for practice.
Rhetoric chapters break down essential reading, thinking, and writing strategies with focused instruction and built-in practice. Annotated examples, practical tools, and support for working with sources—including AI—help students strengthen analysis, develop arguments, and write with greater confidence.
The thematic reader spans education, sociology, psychology, sustainability, and artificial intelligence, blending accessible and scholarly texts. Guided prompts connect critical reading to effective writing, reinforcing skills students can apply across courses and academic contexts.
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Are you a campus bookstore looking for ordering information?
MPS Order Search Tool (MOST) is a web-based purchase order tracking program that allows customers to view and track their purchases. No registration or special codes needed! Just enter your BILL-TO ACCT # and your ZIP CODE to track orders.
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
Integrate Macmillan courses with Canvas
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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.
Achieve Read & Practice only includes our e-book and adaptive quizzing, and does not include instructor resources and assignable assessments. Read & Practice does integrate with LMS.
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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Related Titles
From Inquiry to Academic Writing: A Text and Reader
From Inquiry to Academic Writing helps students build college-level writing skills through clear rhetorical instruction and a thematically organized anthology of readings across disciplines. Designed to support inquiry, analysis, and argument, the text combines step-by-step guidance with real examples and opportunities for practice.
Rhetoric chapters break down essential reading, thinking, and writing strategies with focused instruction and built-in practice. Annotated examples, practical tools, and support for working with sources—including AI—help students strengthen analysis, develop arguments, and write with greater confidence.
The thematic reader spans education, sociology, psychology, sustainability, and artificial intelligence, blending accessible and scholarly texts. Guided prompts connect critical reading to effective writing, reinforcing skills students can apply across courses and academic contexts.
Select a demo to view:
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