| Preface |
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xxxvii | |
| Acknowledgments |
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xlv | |
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Part One The Spirit of Inquiry |
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1 | (88) |
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3 | (30) |
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4 | (1) |
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4 | (6) |
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Exercise 1.1 What Do You Believe? |
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5 | (1) |
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One Student's Response Jon's Journal |
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6 | (1) |
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Inquiring into the Details Journals |
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7 | (1) |
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Unlearning Unhelpful Beliefs |
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7 | (1) |
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8 | (2) |
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Inquiring into the Details Portfolios |
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10 | (1) |
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Writing Situations and Rhetorical Choices |
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10 | (2) |
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12 | (6) |
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Start with Questions, Not Answers |
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12 | (1) |
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13 | (1) |
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14 | (1) |
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Exercise 1.2 A Roomful of Details |
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14 | (1) |
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One Student's Response Margaret's Journal |
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15 | (2) |
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Inquiring into the Details Invention Strategies |
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17 | (1) |
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18 | (12) |
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Recognizing the Challenges |
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18 | (1) |
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Exercise 1.3 What Is Your Process? |
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19 | (3) |
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Thinking About Your Process |
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22 | (2) |
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Linear Versus Recursive Models |
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24 | (1) |
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25 | (1) |
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Exercise 1.4 Practicing Dialectical Thinking |
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26 | (1) |
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One Student's Response Jon's Journal |
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26 | (1) |
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27 | (3) |
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Exercise 1.5 Overcome Your Own Challenges |
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30 | (1) |
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Using What You Have Learned |
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30 | (3) |
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33 | (36) |
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34 | (1) |
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34 | (2) |
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Exercise 2.1 What Do You Believe? |
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35 | (1) |
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Reading Situations and Rhetorical Choices |
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36 | (3) |
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39 | (15) |
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Linear Versus Recursive Models |
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39 | (1) |
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Exercise 2.2 Reading Strategies |
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40 | (1) |
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Reading Henry David Thoreau, excerpt from Walden |
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41 | (2) |
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Inquiring into the Details Reading Perspectives |
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43 | (1) |
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43 | (1) |
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44 | (1) |
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44 | (1) |
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Exercise 2.3 Practicing Dialectical Thinking |
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45 | (1) |
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Reading Bruce Ballenger, ``The Importance of Writing Badly'' |
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45 | (3) |
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One Student's Response Todd's Journal |
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48 | (1) |
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Inquiring into the Details The Double-Entry Journal |
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49 | (1) |
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Adapting to Unfamiliar Reading Situations |
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50 | (1) |
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Exercise 2.4 Further Practice: Untangling Academic Prose |
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51 | (1) |
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Reading David F. Noble, excerpt from The Forces of Production: A Social History of Industrial Automation |
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51 | (2) |
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Inquiring into the Details Encountering Unfamiliar Genres |
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53 | (1) |
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54 | (12) |
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Learning the Grammar of Images |
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56 | (1) |
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Some Strategies for Reading Images |
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56 | (2) |
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Exercise 2.5 Reading Images |
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58 | (4) |
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62 | (4) |
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Using What You Have Learned |
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66 | (3) |
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69 | (20) |
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Opening Questions for Inquiry |
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70 | (1) |
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71 | (1) |
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72 | (1) |
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73 | (1) |
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74 | (1) |
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75 | (11) |
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Exercise 3.1 Exploring Within and Without |
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78 | (1) |
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Reading Frank Bruni, excerpt from ``It Died for Us'' |
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79 | (1) |
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One Student's Response Daniel's Journal |
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80 | (1) |
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Exercise 3.2 Explaining to Yourself, Explaining to Others |
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81 | (1) |
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One Student's Response Daniel's Journal |
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82 | (1) |
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Exercise 3.3 Evaluating the Arguments |
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82 | (2) |
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One Student's Response Daniel's Journal |
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84 | (1) |
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Exercise 3.4 Reflecting on the Process |
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85 | (1) |
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One Student's Response Daniel's Journal |
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85 | (1) |
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86 | (1) |
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Inquiring into the Details Time to Write |
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86 | (1) |
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Using What You Have Learned |
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87 | (2) |
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Part Two Inquiry Projects |
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89 | (338) |
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91 | (42) |
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91 | (1) |
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Motives for Writing a Personal Essay |
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92 | (1) |
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The Personal Essay and Academic Writing |
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93 | (1) |
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94 | (15) |
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Personal Essay Anne-Marie Oomen, ``The Barn'' |
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95 | (3) |
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98 | (1) |
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Personal Essay Naomi Shihab Nye, ``Long Overdue'' |
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99 | (3) |
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102 | (1) |
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Personal Essay Judith Ortiz Cofer, ``One More Lesson'' |
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103 | (3) |
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106 | (1) |
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Seeing the Form Self-Portrait by Frances Benjamin Johnston |
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107 | (1) |
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Inquiring into the Details The Literacy Narrative |
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108 | (1) |
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109 | (22) |
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109 | (1) |
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110 | (1) |
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One Student's Response Margaret's Journal |
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110 | (1) |
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110 | (1) |
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111 | (1) |
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111 | (1) |
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112 | (1) |
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Inquiring into the Details Clustering or Mapping |
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113 | (1) |
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114 | (1) |
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What's Promising Material and What Isn't? |
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114 | (1) |
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Questions About Purpose and Audience |
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115 | (1) |
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116 | (1) |
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116 | (1) |
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116 | (2) |
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Student Sketch Lana Kuchta, ``The Way I Remember'' |
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118 | (2) |
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Moving from Sketch to Draft |
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120 | (1) |
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Evaluating Your Own Sketch |
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120 | (1) |
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Questions for Peer Review |
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120 | (1) |
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Reflecting on What You've Learned |
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121 | (1) |
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Research and Other Strategies: Gathering More Information |
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121 | (1) |
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122 | (1) |
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123 | (1) |
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124 | (1) |
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124 | (1) |
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124 | (1) |
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124 | (1) |
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125 | (1) |
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126 | (1) |
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127 | (1) |
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Student Essay Julia C. Arredondo, ``Beet Field Dreams'' |
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128 | (2) |
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130 | (1) |
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Using What You Have Learned |
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131 | (2) |
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133 | (44) |
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133 | (1) |
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Motives for Writing a Profile |
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134 | (1) |
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The Profile and Academic Writing |
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135 | (1) |
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135 | (17) |
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Profile Sonja Livingston, ``Thumb-Sucking Girl'' |
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137 | (1) |
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138 | (1) |
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Profile Anonymous, ``Soup'' |
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139 | (2) |
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141 | (1) |
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Profile Lauren Slater, ``Dr. Daedalus'' |
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142 | (3) |
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145 | (1) |
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Profile Gib Akin, ``Learning About Work from Joe Cool'' |
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146 | (4) |
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150 | (1) |
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Seeing the Form Roy Takeno Reading Paper in Front of Office by Ansel Adams |
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151 | (1) |
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152 | (23) |
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152 | (1) |
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153 | (1) |
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153 | (1) |
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One Student's Response Jennifer's Journal |
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153 | (1) |
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154 | (1) |
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155 | (1) |
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155 | (1) |
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One Student's Response Bruce's Journal |
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156 | (1) |
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156 | (1) |
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What's Promising Material and What Isn't? |
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156 | (1) |
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Questions About Audience and Purpose |
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157 | (1) |
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158 | (1) |
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159 | (1) |
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160 | (1) |
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Inquiring into the Details Tape Recorders |
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161 | (1) |
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161 | (2) |
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Interview Notes Margaret Parker, ``Medical Student'' |
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163 | (1) |
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164 | (1) |
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Moving from Sketch to Draft |
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165 | (1) |
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Evaluating Your Own Sketch |
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165 | (1) |
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Questions for Peer Review |
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165 | (1) |
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Reflecting on What You've Learned |
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166 | (1) |
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Research and Other Strategies: Gathering More Information |
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166 | (1) |
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167 | (1) |
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167 | (1) |
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168 | (1) |
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168 | (1) |
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168 | (1) |
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168 | (1) |
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169 | (1) |
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169 | (1) |
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170 | (1) |
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Student Essay Margaret Parker, ``Medical Student'' |
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171 | (3) |
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174 | (1) |
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Using What You Have Learned |
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175 | (2) |
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177 | (42) |
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177 | (1) |
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Motives for Writing a Review |
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178 | (1) |
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The Review and Academic Writing |
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179 | (1) |
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179 | (16) |
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Review Mark Kermode, ``Pirates of the Carribean: Dead Man's Chest'' |
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183 | (1) |
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184 | (2) |
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Review Lester Bangs, ``Review of Peter Guralnick's Lost Highway'' |
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186 | (2) |
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188 | (2) |
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Review Ann Hodgman, ``No Wonder They Call Me a Bitch'' |
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190 | (3) |
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193 | (1) |
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Seeing the Form Choosing the Best Picture |
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193 | (2) |
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195 | (22) |
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195 | (1) |
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195 | (1) |
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195 | (1) |
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196 | (1) |
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196 | (1) |
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196 | (1) |
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197 | (1) |
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198 | (1) |
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What's Promising Material and What Isn't? |
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198 | (1) |
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Questions About Audience and Purpose |
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198 | (1) |
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Exercise 6.1 From Jury to Judgment |
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199 | (2) |
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One Student's Response Christy's Journal |
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201 | (1) |
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202 | (1) |
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Inquiring into the Details Collaborating on Criteria |
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203 | (1) |
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204 | (1) |
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Student Sketch Christy Claymore, ``Casablanca Endures: Even as Time Goes By'' |
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204 | (2) |
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Moving from Sketch to Draft |
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206 | (1) |
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Evaluating Your Own Sketch |
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206 | (1) |
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Questions for Peer Review |
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206 | (1) |
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Reflecting on What You've Learned |
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207 | (1) |
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Research and Other Strategies: Gathering More Information |
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207 | (1) |
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207 | (1) |
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207 | (1) |
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207 | (1) |
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208 | (1) |
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209 | (1) |
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209 | (1) |
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210 | (1) |
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210 | (1) |
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One Student's Response Christy's Journal |
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210 | (1) |
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210 | (1) |
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211 | (2) |
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213 | (1) |
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Student Essay Christy Claymore, ``Casablanca Endures, Even as Time Goes By'' |
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213 | (3) |
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216 | (1) |
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Using What You Have Learned |
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217 | (2) |
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219 | (48) |
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Writing About Problems and Solutions |
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219 | (3) |
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220 | (1) |
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221 | (1) |
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Motives for Writing a Proposal |
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222 | (1) |
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The Proposal and Academic Writing |
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223 | (1) |
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223 | (20) |
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Proposal Barrett Seaman, ``How Bingeing Became the New College Sport'' |
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225 | (1) |
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226 | (1) |
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Proposal Michael Arad and Peter Walker, ``Reflecting Absence'' |
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227 | (2) |
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229 | (2) |
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Proposal James Howard Kunstler and Nikos A. Salingaros, ``The End of Tall Buildings'' |
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231 | (5) |
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236 | (1) |
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Proposal Julie Ann Homutoff, ``A Research Proposal: Effect of Infant's Perceived Gender on Adolescents' Ratings of the Infants'' |
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237 | (5) |
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242 | (1) |
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Seeing the Form The Faces of Meth Use |
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242 | (1) |
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243 | (22) |
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243 | (1) |
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244 | (1) |
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244 | (1) |
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One Student's Response Caesar's Journal |
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244 | (1) |
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245 | (1) |
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One Student's Response Gina's Journal |
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245 | (1) |
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246 | (1) |
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Inquiring into the Details Causation |
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246 | (1) |
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247 | (1) |
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248 | (1) |
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What's Promising Material and What Isn't? |
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248 | (1) |
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Questions About Audience and Purpose |
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249 | (1) |
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249 | (1) |
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Inquiring into the Details Writing a Research Proposal |
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250 | (1) |
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251 | (1) |
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251 | (1) |
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Student Sketch Gina Sinisi, ``Clothing Optional'' |
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252 | (1) |
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Moving from Sketch to Draft |
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253 | (1) |
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Evaluating Your Own Sketch |
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253 | (1) |
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One Student's Response Gina's Journal |
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253 | (1) |
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Questions for Peer Review |
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254 | (1) |
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Reflecting on What You've Learned |
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254 | (1) |
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Research and Other Strategies: Gathering More Information |
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254 | (1) |
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255 | (1) |
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256 | (1) |
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257 | (1) |
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258 | (1) |
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Inquiring into the Details Evidence---A Case Study |
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258 | (1) |
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259 | (1) |
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259 | (1) |
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259 | (1) |
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259 | (2) |
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261 | (1) |
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Student Essay Gina Sinisi, ``Clothing Optional'' |
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262 | (2) |
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264 | (1) |
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Using What You Have Learned |
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265 | (2) |
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267 | (48) |
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Writing to Persuade People |
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267 | (6) |
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268 | (1) |
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269 | (1) |
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270 | (2) |
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Two Sides to Every Argument? |
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272 | (1) |
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Motives for Writing an Argument |
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273 | (1) |
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The Argument and Academic Writing |
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274 | (1) |
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275 | (11) |
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Argument Ellen Goodman, ``Getting Real in the Classroom'' |
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278 | (1) |
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279 | (1) |
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Inquiring into the Details Some Basic Argument Strategies |
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280 | (1) |
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Argument George F. Will, ``The `Growth Model' and the Growth of Illiteracy'' |
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281 | (1) |
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282 | (1) |
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Argument Erin Aubry Kaplan, ``Still Trying to Kick the Kink'' |
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283 | (1) |
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284 | (1) |
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Seeing the Form The ``Imagetext'' as Argument |
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285 | (1) |
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286 | (27) |
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287 | (1) |
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287 | (1) |
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287 | (1) |
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288 | (1) |
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One Student's Response Ben's Journal |
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288 | (1) |
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289 | (1) |
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289 | (2) |
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291 | (1) |
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291 | (1) |
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What's Promising Material and What Isn't? |
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291 | (1) |
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Questions About Audience and Purpose |
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292 | (1) |
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293 | (1) |
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294 | (1) |
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295 | (1) |
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Student Sketch Ben Bloom, ``How to Really Rock the Vote'' |
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296 | (1) |
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Moving from Sketch to Draft |
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296 | (1) |
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Evaluating Your Own Sketch |
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297 | (1) |
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Inquiring into the Details Ethos, Pathos, and Logos and the Rhetorical Situation |
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297 | (2) |
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Questions for Peer Review |
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299 | (1) |
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Reflecting on What You've Learned |
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299 | (1) |
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Research and Other Strategies: Gathering More Information |
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300 | (1) |
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Inquiring into the Details Using Toulmin to Analyze Arguments |
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301 | (2) |
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303 | (1) |
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304 | (1) |
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305 | (1) |
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Inquiring into the Details What Evidence Can Do |
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306 | (1) |
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306 | (1) |
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306 | (1) |
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306 | (1) |
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Inquiring into the Details Common Logical Fallacies |
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307 | (2) |
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309 | (1) |
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310 | (1) |
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Student Essay Kelly Sundberg, ``I Am Not a Savage'' |
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311 | (2) |
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313 | (1) |
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Using What You Have Learned |
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313 | (2) |
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315 | (56) |
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315 | (1) |
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Motives for Writing a Critical Essay |
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316 | (1) |
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The Critical Essay and Academic Writing |
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317 | (1) |
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318 | (31) |
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Short Story Leslie Marmon Silko, ``Lullaby'' |
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319 | (7) |
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326 | (1) |
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One Student's Response Noel's Journal |
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327 | (1) |
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Short Story Joyce Carol Oates, ``Where Are You Going, Where Have You Been?'' |
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328 | (12) |
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340 | (1) |
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Critical Essay Alice Hall Petry, ``Who Is Ellie? Oates' `Where Are You Going, Where Have You Been?''' |
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341 | (2) |
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343 | (1) |
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Essay Michael Dorris, ``Three Yards'' |
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344 | (1) |
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Inquiring into the Details How to Read Nonfiction |
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345 | (1) |
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346 | (1) |
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Seeing the Form Christina's World by Andrew Wyeth |
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347 | (2) |
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349 | (20) |
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349 | (1) |
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350 | (1) |
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350 | (1) |
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351 | (1) |
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351 | (1) |
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351 | (1) |
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Inquiring into the Details Common Literary Devices |
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352 | (1) |
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353 | (1) |
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What's Promising Material and What Isn't? |
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353 | (2) |
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Questions About Audience and Purpose |
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355 | (1) |
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Inquiring into the Details What Is a ``Strong Reading''? |
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356 | (1) |
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357 | (1) |
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Student Sketch Julie Bird, ``What Is the Role of Nature in `Lullaby'?'' |
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358 | (1) |
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Moving from Sketch to Draft |
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358 | (1) |
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Evaluating Your Own Sketch |
|
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358 | (1) |
|
Questions for Peer Review |
|
|
359 | (1) |
|
Reflecting on What You've Learned |
|
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359 | (1) |
|
Research and Other Strategies: Gathering More Information |
|
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359 | (2) |
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361 | (1) |
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361 | (1) |
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362 | (1) |
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363 | (1) |
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363 | (1) |
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363 | (1) |
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363 | (1) |
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364 | (1) |
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365 | (1) |
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Student Essay Julie Bird, ``Nature as Being: Landscape in Silko's `Lullaby''' |
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366 | (3) |
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369 | (1) |
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Using What You Have Learned |
|
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369 | (2) |
|
Writing an Ethnographic Essay |
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371 | (56) |
|
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371 | (1) |
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Motives for Writing Ethnography |
|
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372 | (1) |
|
Ethnography and Academic Writing |
|
|
372 | (1) |
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373 | (16) |
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Ethnographic Essay Rachel Simmons, ``From Odd Girl Out: Intimate Enemies'' |
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375 | (4) |
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379 | (1) |
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Ethnographic Essay Patricia Leigh Brown, ``For the Muslim Prom Queen, There Are No Kings Allowed'' |
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380 | (3) |
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383 | (1) |
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Ethnographic Essay Rebekah Nathan, ``My Freshman Year: Worldliness and Worldview'' |
|
|
384 | (3) |
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387 | (1) |
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Seeing the Form Mrs. Smith's Kitchen Table and Vanity the Day after She Died |
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388 | (1) |
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389 | (36) |
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389 | (1) |
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390 | (1) |
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390 | (1) |
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391 | (1) |
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392 | (1) |
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392 | (1) |
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393 | (1) |
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393 | (1) |
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394 | (1) |
|
What's Promising Material and What Isn't? |
|
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394 | (1) |
|
Questions About Audience and Purpose |
|
|
395 | (1) |
|
Inquiring into the Details Questions Ethnographers Ask |
|
|
395 | (1) |
|
|
|
396 | (1) |
|
Inquiring into the Details Ethnography and Ethics |
|
|
397 | (2) |
|
Field Notes Rita Guerra, ``Field Notes on Friday Afternoon at Emerald Lanes'' |
|
|
399 | (1) |
|
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|
400 | (1) |
|
Moving from Sketch to Draft |
|
|
401 | (1) |
|
Evaluating Your Own Sketch |
|
|
401 | (1) |
|
Questions for Peer Review |
|
|
402 | (1) |
|
Reflecting on What You've Learned |
|
|
402 | (1) |
|
Research and Other Strategies: Gathering More Information |
|
|
402 | (1) |
|
Inquiring into the Details Useful Library Databases for Ethnography |
|
|
403 | (1) |
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403 | (1) |
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404 | (1) |
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405 | (1) |
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405 | (1) |
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405 | (1) |
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406 | (1) |
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406 | (1) |
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407 | (2) |
|
Student Essay Kersti Harter, ``Beyond `Gaydar': How Gay Males Identify Other Gay Males'' |
|
|
409 | (16) |
|
|
|
425 | (1) |
|
Using What You Have Learned |
|
|
425 | (2) |
|
Part Three Inquiring Deeper |
|
|
427 | (168) |
|
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429 | (62) |
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|
429 | (1) |
|
Research Essays Versus Research Papers |
|
|
430 | (1) |
|
Motives for Writing a Research Essay |
|
|
431 | (1) |
|
The Research Essay and Academic Writing |
|
|
431 | (1) |
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432 | (20) |
|
Undocumented Research Essay Christian Century Magazine, ``Courting Confusion'' |
|
|
434 | (1) |
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435 | (1) |
|
Documented Research Essay Beth Bailey, ``The Worth of a Date'' |
|
|
436 | (3) |
|
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439 | (1) |
|
Inquiring into the Details Reading Academic Research Essays |
|
|
440 | (1) |
|
Documented Research Paper Tracy Lambert, Arnold Kahn, and Kevin Apple, ``Pluralistic Ignorance and Hooking Up'' |
|
|
441 | (8) |
|
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|
449 | (1) |
|
Seeing the Form Idaho State Penitentiary, Women's Prison |
|
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450 | (2) |
|
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452 | (37) |
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452 | (1) |
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453 | (1) |
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453 | (1) |
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453 | (1) |
|
One Student's Response Julian's Journal |
|
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454 | (1) |
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454 | (1) |
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|
|
454 | (1) |
|
|
|
455 | (1) |
|
What's Promising Material and What Isn't? |
|
|
456 | (1) |
|
Is It a Researchable Question? |
|
|
456 | (1) |
|
Questions About Audience and Purpose |
|
|
457 | (1) |
|
Inquiring into the Details Finding the Focusing Question |
|
|
457 | (1) |
|
One Student's Response Julian's Journal |
|
|
458 | (1) |
|
|
|
459 | (1) |
|
Student Sketch Amy Garrett-Brown, ``Why Do People Tan?'' |
|
|
459 | (2) |
|
Moving from Sketch to Draft |
|
|
461 | (1) |
|
Evaluating Your Own Sketch |
|
|
461 | (1) |
|
Questions for Peer Review |
|
|
461 | (1) |
|
Reflecting on What You've Learned |
|
|
462 | (1) |
|
Research and Other Strategies: Gathering More Information |
|
|
462 | (1) |
|
|
|
463 | (1) |
|
|
|
464 | (1) |
|
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|
464 | (2) |
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466 | (1) |
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466 | (1) |
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466 | (1) |
|
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|
467 | (1) |
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|
467 | (2) |
|
|
|
469 | (2) |
|
Student Essay Gordon E. Seirup, ``College Dating'' |
|
|
471 | (17) |
|
|
|
488 | (1) |
|
Using What You Have Learned |
|
|
489 | (2) |
|
|
|
491 | (40) |
|
|
|
491 | (1) |
|
Research in the Electronic Age |
|
|
492 | (8) |
|
Magic Words That Open Doors |
|
|
493 | (1) |
|
How Librarians Organize Books |
|
|
493 | (1) |
|
Library of Congress Subject Headings |
|
|
494 | (2) |
|
|
|
496 | (4) |
|
Developing Working Knowledge |
|
|
500 | (9) |
|
|
|
501 | (3) |
|
Searching Key Library References |
|
|
504 | (2) |
|
Inquiring into the Details Methods of Recording Information |
|
|
506 | (1) |
|
Conducting Subject Surveys on the Web |
|
|
507 | (1) |
|
Inquiring into the Details The Working Bibliography |
|
|
508 | (1) |
|
Evaluating Library Sources |
|
|
509 | (1) |
|
|
|
510 | (2) |
|
Developing Focused Knowledge |
|
|
512 | (9) |
|
|
|
514 | (1) |
|
|
|
514 | (1) |
|
Inquiring into the Details How to Annotate a Book |
|
|
515 | (1) |
|
|
|
515 | (1) |
|
Finding Sources on the Web |
|
|
516 | (1) |
|
Writing in the Middle: Synthesizing Source Information and Your Own Ideas |
|
|
516 | (1) |
|
|
|
517 | (1) |
|
|
|
517 | (1) |
|
|
|
518 | (1) |
|
One Student's Response Claude's Research Log |
|
|
519 | (2) |
|
|
|
521 | (3) |
|
|
|
521 | (1) |
|
|
|
522 | (1) |
|
Using the Interview in Your Writing |
|
|
523 | (1) |
|
|
|
524 | (5) |
|
Defining a Survey's Goals and Audience |
|
|
524 | (1) |
|
Types of Survey Questions |
|
|
525 | (1) |
|
Crafting Survey Questions |
|
|
525 | (1) |
|
Inquiring into the Details Types of Survey Questions |
|
|
526 | (1) |
|
|
|
527 | (1) |
|
Using Survey Results in Your Writing |
|
|
528 | (1) |
|
Using What You Have Learned |
|
|
529 | (2) |
|
|
|
531 | (64) |
|
|
|
531 | (1) |
|
|
|
532 | (6) |
|
|
|
533 | (1) |
|
|
|
534 | (2) |
|
|
|
536 | (2) |
|
|
|
538 | (4) |
|
|
|
539 | (1) |
|
|
|
539 | (1) |
|
Exercise 13.1 The Accidental Plagiarist |
|
|
540 | (2) |
|
MLA Documentation Guidelines |
|
|
542 | (33) |
|
Inquiring into the Details The Common Knowledge Exception |
|
|
543 | (1) |
|
|
|
543 | (1) |
|
|
|
544 | (1) |
|
Inquiring into the Details Citations That Go with the Flow |
|
|
545 | (1) |
|
When You Mention the Author's Name |
|
|
545 | (1) |
|
|
|
546 | (1) |
|
|
|
546 | (1) |
|
When One Source Quotes Another |
|
|
547 | (1) |
|
|
|
547 | (1) |
|
Several Sources in a Single Citation |
|
|
548 | (1) |
|
Sample Parenthetical References for Other Sources |
|
|
548 | (2) |
|
|
|
550 | (1) |
|
|
|
551 | (1) |
|
|
|
551 | (3) |
|
Preparing the Works Cited Page |
|
|
554 | (1) |
|
|
|
555 | (1) |
|
|
|
556 | (5) |
|
|
|
561 | (4) |
|
Citing Nonprint and Other Sources |
|
|
565 | (2) |
|
Citing ``Portable'' Databases |
|
|
567 | (1) |
|
|
|
568 | (7) |
|
A Sample Paper in MLA Style |
|
|
575 | (1) |
|
APA Documentation Guidelines |
|
|
575 | (19) |
|
How the Essay Should Look |
|
|
575 | (1) |
|
|
|
575 | (1) |
|
Inquiring into the Details Recent APA Style Changes |
|
|
576 | (1) |
|
|
|
576 | (1) |
|
|
|
576 | (1) |
|
|
|
576 | (2) |
|
|
|
578 | (1) |
|
|
|
579 | (1) |
|
|
|
579 | (1) |
|
|
|
579 | (1) |
|
|
|
580 | (1) |
|
Citing Sources in Your Essay |
|
|
580 | (1) |
|
When the Author Is Mentioned in the Text |
|
|
580 | (1) |
|
When the Author Isn't Mentioned in the Text |
|
|
580 | (1) |
|
When to Cite Page Numbers |
|
|
580 | (1) |
|
A Single Work by Two or More Authors |
|
|
581 | (1) |
|
|
|
581 | (1) |
|
Two or More Works by the Same Author |
|
|
581 | (1) |
|
|
|
581 | (1) |
|
Multiple Works in the Same Parentheses |
|
|
582 | (1) |
|
Interviews, E-Mail, and Letters |
|
|
582 | (1) |
|
New Editions of Old Works |
|
|
582 | (1) |
|
|
|
582 | (1) |
|
Preparing the References List |
|
|
583 | (1) |
|
|
|
583 | (1) |
|
|
|
583 | (1) |
|
|
|
584 | (5) |
|
Citing Electronic Sources |
|
|
589 | (1) |
|
Sample Electronic Sources |
|
|
590 | (3) |
|
A Sample Paper in APA Style |
|
|
593 | (1) |
|
Using What You Have Learned |
|
|
594 | (1) |
|
|
|
595 | |
|
|
|
597 | (40) |
|
|
|
597 | (1) |
|
|
|
598 | (1) |
|
|
|
599 | (1) |
|
Strategies for Divorcing the Draft |
|
|
599 | (2) |
|
Photography as a Metaphor for Revision |
|
|
601 | (1) |
|
Five Categories of Revision |
|
|
602 | (2) |
|
|
|
604 | (5) |
|
Revision Strategy 14.1: What's Your Primary Motive? |
|
|
605 | (1) |
|
Revision Strategy 14.2: What Do You Want to Know About What You Learned? |
|
|
606 | (1) |
|
Revision Strategy 14.3: Finding the Focusing Question |
|
|
606 | (1) |
|
One Student's Response Julia's Draft |
|
|
607 | (1) |
|
Revision Strategy 14.4: What's the Relationship? |
|
|
608 | (1) |
|
|
|
609 | (7) |
|
Implicit or Explicit Meaning |
|
|
609 | (1) |
|
Looking Beyond the Obvious |
|
|
610 | (1) |
|
Methods for Discovering Your Thesis |
|
|
610 | (1) |
|
Revision Strategy 14.5: Find the ``Instructive Line'' |
|
|
610 | (1) |
|
Revision Strategy 14.6: Looping Toward a Thesis |
|
|
611 | (1) |
|
Revision Strategy 14.7: Reclaiming Your Topic |
|
|
612 | (1) |
|
Revision Strategy 14.8: Believing and Doubting |
|
|
613 | (1) |
|
Methods for Refining Your Thesis |
|
|
614 | (1) |
|
Revision Strategy 14.9: Questions as Knives |
|
|
614 | (1) |
|
Revision Strategy 14.10: Qualifying Your Claims |
|
|
615 | (1) |
|
Problems with Information |
|
|
616 | (4) |
|
Revision Strategy 14.11: Explode a Moment |
|
|
616 | (1) |
|
Revision Strategy 14.12: Beyond Examples |
|
|
617 | (2) |
|
Revision Strategy 14.13: Research |
|
|
619 | (1) |
|
Revision Strategy 14.14: Backing up Your Assumptions |
|
|
619 | (1) |
|
|
|
620 | (6) |
|
Formal Academic Structures |
|
|
620 | (1) |
|
Revision Strategy 14.15: Reorganizing Around Thesis and Support |
|
|
620 | (2) |
|
Revision Strategy 14.16: Multiple Leads |
|
|
622 | (1) |
|
Inquiring into the Details Types of Leads |
|
|
623 | (1) |
|
Revision Strategy 14.17: The Frankenstein Draft |
|
|
624 | (1) |
|
Revision Strategy 14.18: Make a PowerPoint Outline |
|
|
625 | (1) |
|
Problems of Clarity and Style |
|
|
626 | (9) |
|
Solving Problems of Clarity |
|
|
627 | (1) |
|
Revision Strategy 14.19: Untangling Paragraphs |
|
|
627 | (2) |
|
Revision Strategy 14.20: Cutting Clutter |
|
|
629 | (1) |
|
Inquiring into the Details Transition Flags |
|
|
630 | (1) |
|
Revision Strategy 14.21: The Actor and the Action Next Door |
|
|
631 | (1) |
|
|
|
632 | (1) |
|
Revision Strategy 14.22: Actors and Actions |
|
|
632 | (1) |
|
Revision Strategy 14.23: Smoothing the Choppiness |
|
|
633 | (1) |
|
Revision Strategy 14.24: Fresh Ways to Say Things |
|
|
634 | (1) |
|
Using What You Have Learned |
|
|
635 | (2) |
|
|
|
637 | |
|
Making the Most of Peer Review |
|
|
637 | (3) |
|
|
|
637 | (1) |
|
|
|
638 | (1) |
|
|
|
639 | (1) |
|
Models for Writing Workshops |
|
|
640 | (2) |
|
|
|
640 | (1) |
|
|
|
641 | (1) |
|
|
|
641 | (1) |
|
The Writer's Responsibilities |
|
|
642 | (2) |
|
|
|
643 | (1) |
|
The Reader's Responsibilities |
|
|
644 | (1) |
|
What Can Go Wrong and What to Do About It |
|
|
644 | (3) |
|
Inquiring into the Details Finding a Role |
|
|
645 | (1) |
|
Exercise 15.1 Group Problem Solving |
|
|
646 | (1) |
|
One Student's Response Amy's Perspective on Workshops |
|
|
647 | (1) |
|
|
|
647 | (10) |
|
Experiential and Directive Responses |
|
|
648 | (1) |
|
|
|
648 | (1) |
|
|
|
648 | (1) |
|
The Initial-Response Workshop |
|
|
649 | (1) |
|
The Narrative-of-Thought Workshop |
|
|
649 | (1) |
|
The Instructive-Lines Workshop |
|
|
650 | (1) |
|
|
|
651 | (1) |
|
The Graphing Reader Interest Workshop |
|
|
652 | (1) |
|
The Sum-of-the-Parts Workshop |
|
|
653 | (1) |
|
|
|
653 | (2) |
|
|
|
655 | (1) |
|
Reflecting on the Workshop |
|
|
656 | (1) |
|
Using What You Have Learned |
|
|
657 | |
|
Appendix A The Writing Portfolio |
|
|
1 | (1) |
|
|
|
1 | (1) |
|
|
|
2 | (2) |
|
|
|
2 | (1) |
|
|
|
3 | (1) |
|
|
|
4 | (1) |
|
|
|
5 | (1) |
|
Writing a Reflective Letter or Essay |
|
|
6 | (3) |
|
|
|
9 | |
|
Appendix B The Literature Review |
|
|
1 | (1) |
|
What Is a Literature Review? |
|
|
1 | (1) |
|
How to Write the Literature Review |
|
|
2 | |
|
|
|
2 | (1) |
|
|
|
3 | (1) |
|
|
|
4 | |
|
Appendix C The Annotated Bibliography |
|
|
1 | (1) |
|
What Is an Annotated Bibliography? |
|
|
1 | (2) |
|
How to Write an Annotated Bibliography |
|
|
3 | (1) |
|
|
|
3 | (1) |
|
|
|
3 | (1) |
|
Writing the Annotated Bibliography |
|
|
4 | (1) |
|
Sample Student Annotated Bibliography |
|
|
4 | |
|
Appendix D The Essay Exam |
|
|
1 | (1) |
|
|
|
2 | |
|
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|
2 | (1) |
|
|
|
3 | (1) |
|
Analyzing Essay Questions |
|
|
4 | (3) |
|
|
|
7 | |
|
|
|
1 | (1) |
|
|
|
3 | (8) |
|
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3 | (4) |
|
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|
7 | (3) |
|
|
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10 | (1) |
|
|
|
11 | (5) |
|
|
|
12 | (1) |
|
Coordination and Subordination |
|
|
13 | (1) |
|
|
|
14 | (1) |
|
|
|
15 | (1) |
|
Problems with Modification |
|
|
16 | (4) |
|
Dangling and Misplaced Modifiers |
|
|
16 | (1) |
|
Restrictive and Nonrestrictive Modifiers |
|
|
17 | (2) |
|
|
|
19 | (1) |
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20 | (5) |
|
|
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20 | (2) |
|
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22 | (1) |
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22 | (1) |
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23 | (2) |
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25 | (5) |
|
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|
25 | (2) |
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27 | (1) |
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28 | (1) |
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29 | (1) |
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30 | (4) |
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30 | (2) |
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32 | (2) |
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34 | (9) |
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36 | (1) |
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36 | (1) |
|
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37 | (3) |
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40 | (1) |
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41 | (1) |
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41 | (1) |
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42 | (1) |
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|
|
43 | (9) |
|
|
|
43 | (1) |
|
|
|
44 | (1) |
|
|
|
45 | (1) |
|
|
|
46 | (1) |
|
|
|
47 | (1) |
|
|
|
48 | (1) |
|
|
|
49 | (3) |
|
|
|
52 | (17) |
|
|
|
52 | (11) |
|
|
|
63 | (1) |
|
|
|
63 | (2) |
|
|
|
65 | (1) |
|
|
|
66 | (1) |
|
|
|
67 | (1) |
|
|
|
68 | (1) |
|
|
|
69 | |
|
|
|
69 | (2) |
|
|
|
71 | (3) |
|
|
|
74 | (2) |
|
|
|
76 | (1) |
|
|
|
77 | |
| Credits |
|
1 | (1) |
| Index |
|
1 | |
