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Preface for Instructors | |
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Introduction: What Is Academic Writing? | |
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Starting with Inquiry: Habits of Mind of Academic Writers | |
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Academic Writers Make Inquiries | |
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Academic Writers Seek and Value Complexity | |
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Academic Writers See Writing as a Conversation | |
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Academic Writers Understand the Writing Process | |
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Collect Information and Material | |
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Draft, and Draft Again | |
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Revise Significantly | |
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From Reading as a Writer to Writing as a Reader | |
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Reading as an Act of Composing: Annotating | |
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Reading as a Writer: Analyzing a Text Rhetorically | |
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Preface to Cultural Literacy | |
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Identify the Situation | |
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Identify the Writer's Purpose | |
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Identify the Writer's Claims | |
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Identify the Writer's Audience | |
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Writing as a Reader: Composing a Rhetorical Analysis | |
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Hispanic in America: Starting Points | |
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Cultural Baggage | |
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From Identifying Claims to Analyzing Arguments | |
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Identifying Types of Claims | |
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Hidden Lessons | |
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Identify Claims of Fact | |
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Identify Claims of Value | |
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Identify Claims of Policy | |
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Analyzing Arguments | |
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Identify the Reasons Used to Support a Claim | |
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Identify an Author's Concessions | |
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Identify an Author's Counterarguments | |
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(student writer), The Problems and Dangers of Assimilatory Policies | |
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From Identifying Issues to Forming Questions | |
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Identifying Issues | |
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Draw on Your Personal Experience | |
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Identify What Is Open to Dispute | |
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Resist Binary Thinking | |
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Build Upon and Extend Others' Ideas | |
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Read to Discover a Writer's Frame | |
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Consider the Constraints of the Situation | |
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No Place Like Home | |
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Formulating Issue-Based Questions | |
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Refine Your Topic | |
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Explain Your Interest in the Topic | |
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Identify an Issue | |
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Formulate Your Topic as a Question | |
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Acknowledge Your Audience | |
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From Formulating to Developing a Thesis | |
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Developing a Working Thesis Statement: Three Models | |
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The Correcting-Misinterpretations Model | |
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The Filling-the-Gap Model | |
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The Modifying-What-Others-Have-Said Model | |
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Providing a Context for Stating a Thesis | |
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(student writer), From Nuestra Clase: Making the Classroom a Welcoming Place for English Language Learners | |
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Establish that the Issue Is Current and Relevant | |
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Briefly Summarize What Others Have Said | |
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Explain the Problem | |
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State Your Thesis | |
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From Protean Shapes in Literacy Events: Ever-Shifting Oral and Literate Traditions | |
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(student writer), AIDS in Women: A Growing Educational Concern | |
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From Finding to Evaluating Sources | |
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Identifying Sources | |
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Consult Experts Who Can Guide Your Research | |
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Develop a Working Knowledge of Standard Sources | |
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Distinguish Between Primary and Secondary Sources | |
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Distinguish Between Popular and Scholarly Sources | |
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Developing Search Strategies | |
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Perform Keyword Searches | |
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Try Browsing | |
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Do a Journal or Newspaper Title Search | |
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Evaluating Library Sources | |
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Read the Introductory Sections | |
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Examine the Table of Contents and Index | |
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Check the Notes and Bibliographic References | |
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Skim Deeper | |
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Evaluating Internet Sources | |
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Evaluate the Author of the Site | |
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Evaluate the Organization That Supports the Site | |
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Evaluate the Purpose of the Site | |
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Evaluate the Information on the Site | |
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From Summarizing to Documenting Sources | |
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Summarizing and Paraphrasing | |
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Debating the Civil Rights Movement: The View from the Nation | |
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Describe the Major Point of the Text You Summarize | |
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Select Examples to Illustrate the Author's Argument | |
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Present the Gist of the Author's Argument | |
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Contextualize What You Summarize | |
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Synthesizing | |
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Debating the Civil Rights Movement: The View from the Trenches | |
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Ronald Takaki, Policies: Strategies and Solutions from Debating Diversity | |
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Make Connections Among Different Readings | |
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Decide What Those Connections Mean | |
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Construct the Gist of Your Synthesis | |
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Integrating Quotations into Your Writing | |
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Take an Active Stance When You Quote | |
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Explain the Quotations You Include | |
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Attach Shorter Quotations Effectively to Your Sentences | |
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Citing and Documenting Sources | |
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Basics of Modern Language Association (MLA) Style | |
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Basics of American Psychological Association (APA) Style | |
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From Ethos to Logos: Appealing to Your Readers | |
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The Land of Opportunity | |
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Appealing to Ethos | |
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Establish that You Have Good Judgment | |
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Convey to Readers That You Are Knowledgeable | |
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Show That You Understand the Complexity of a Given Issue | |
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Appealing to Pathos | |
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Show That You Know What Your Readers Value | |
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Use Illustrations and Examples that Appeal to Readers' Emotions | |
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Consider How Your Tone May Affect Your Audience | |
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Appealing to Logos: Using Reason and Evidence to Fit the Situation | |
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State the Premise or Premises | |
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Use Credible Evidence | |
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Demonstrate That the Conclusion Follows from the Premise | |
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Recognizing Logical Fallacies | |
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The Economic Is Political | |
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From Introductions to Conclusions: Drafting Your Essay | |
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Drafting Introductions: How Can You Set Up Your Argument? | |
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The Inverted Triangle | |
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The Narrative Introduction | |
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The Interrogative Introduction | |
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The Paradoxical Introduction | |
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Minding the Gap | |
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Developing Paragraphs: How Can You Build Your Argument? | |
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Reinventing 'America': Call for a New National Identity | |
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Use Topic Sentences to Focus Your Paragraphs | |
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Create Unity | |
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Use Critical Strategies to Develop Your Paragraphs | |
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Drafting Conclusions: How Can You Wrap Up Your Argument? | |
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Echo the Introduction | |
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Challenge the Reader | |
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Look to the Future | |
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Pose Questions | |
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Conclude with a Quotation | |
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From Revising to Editing: Working with Peer Groups | |
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Revising Versus Editing | |
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The Peer Editing Process | |
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Peer Groups in Action: A Sample Session | |
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Working with Early Drafts | |
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Working with Later Drafts | |
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Working with Final Drafts | |
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Further Suggestions for Peer Editing Groups | |
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Other Methods of Inquiry: Interviews and Focus Groups | |
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Why Do Original Research? | |
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Getting Started: Writing a Proposal | |
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Describe Your Purpose | |
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Define Your Method | |
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Discuss Your Implications | |
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Include Additional Materials That Support Your Research | |
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Interviewing | |
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Plan the Interview | |
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Prepare Your Script | |
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Conduct the Interview | |
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Make Sense of Your Interview | |
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Turn Your Conversation into an Essay | |
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Using Focus Groups | |
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Select Participants for Your Focus Group | |
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Prepare a Script for the Focus Group | |
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Conduct the Focus Group | |
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Interpret Data from the Focus Group | |
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A Reader for Entering the Conversation of Ideas | |
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Conventional and Unconventional Wisdom | |
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What does it mean to be educated, and who decides? | |
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On the Uses of a Liberal Education: As Lite Entertainment for Bored College Students | |
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Teaching to Transgress and Engaged Pedagogy | |
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Still Separate, Still Unequal: America's Educational Apartheid | |
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From Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong. | |
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Arts of the Contact Zone | |
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On Reading a Video Text | |
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A World of Difference/A Shrinking World | |
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Who are we in relation to others? | |
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Moral Disagreements | |
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From Collapse | |
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From How Soccer Explains the World | |
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From The World Is Flat | |
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From The Tipping Point | |
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Gender, Class, and Terrorism | |
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'Check All the Boxes that Apply': Unstable Identities in the U.S | |
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How do we experience the daily effects of race and class assumptions? | |
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Dyes and Dolls | |
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Maid to Order: The Politics of Other Women's Work | |
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The Two Nations | |
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Immigrants and Whites | |
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White Privilege and Male Privilege | |
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Americanismo, City of Peasants | |
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Acting Naturally: The Practices of Gender | |
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How do we learn to think and behave as gendered people? | |
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Just Do ... What? Sport, Bodies, Gender | |
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Children's Culture and Disney's Animated Films | |
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Two Ways a Woman Can Get Hurt | |
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Night to His Day: The Social Construction of Gender | |
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Becoming a Gendered Body: Practices of Preschools | |
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Women and the Knife | |
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Talking Up Close: Status and Connection | |
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Indoctrination or Revolution? Technologies of Popular Culture | |
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How does pop culture reinforce or unsettle social standards? | |
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Media, Discourse, and the Public Sphere: Electronic Memorials to Diana, Princess of Wales | |
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Complete Freedom of Movement | |
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From Everything Bad is Good for You | |
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I Blog, Therefore I Am | |
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Your Trusted Friends | |
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Lest We Think the Revolution is a Revolution | |
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Harry Potter and the Technology of Magic | |
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Assignment Sequences | |
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Appendix: Using MLA and APA Styles | |
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How to Use Modern Language Association (MLA) Style | |
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How to Use American Psychological Association (APA) Style | |
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Index of Authors and Titles | |
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Index of Terms | |