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| All chapters include Works Cited | |
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| Activities and/or Assignments | |
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| From Inquiry | |
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| Inquiry and Argument | |
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| From Inquiry | |
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| The Motives for Inquiry | |
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| The Context of Inquiry | |
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| The Civic and Academic Discourse Communities | |
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| To Argument | |
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| The Elements of Argument | |
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| The Subject of Argument | |
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| The Appeals of Argument | |
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| The Writer's Discourse Community | |
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| Readings | |
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| The Unmaking of Civic Culture | |
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| Turned Off by Politics | |
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| That's No Panacea | |
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| The First-Year Student as Immigrant | |
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| Reading as Inquiry | |
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| Understanding Reading | |
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| The Collaborating Reader | |
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| The Inquiring Reader Reading Argumentative Writing | |
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| Reading and Discussing | |
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| A Process for Reading Well From Reading to Discussion Improving Listening and Responding | |
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| Techniques for Inquiry into Texts | |
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| Annotating Outlining Mapping | |
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| The Writing Reader | |
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| Readings | |
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| Stop Peddling Tobacco to Kids | |
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| My Fellow Immigrants | |
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| Television and the Shaping of Cognitive Skills | |
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| The Writing Reader: Inquiring into Meaning through Paraphrase, Summary, and Quotation | |
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| Coming to Terms with Meaning | |
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| Paraphrase and Summary Compared | |
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| Attribution: Signaling the Use of Paraphrase and Summary | |
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| Paraphrase | |
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| Accuracy and Academic | |
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| Honesty A Process for Writing Complete | |
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| Paraphrases Cautions about Paraphrase | |
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| Style When to Choose Paraphrase Blended Paraphrase | |
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| Summary: Writing Your Understanding of a Source | |
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| Types of Summaries A Process for Preparing a Formal Summary Hints and Tips | |
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| Additional Considerations in Paraphrase and Summary | |
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| A Source Written in the First Person | |
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| A Caution about Interpretation | |
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| A Source within a Source | |
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| Quotation Skills | |
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| Choosing Quotations How Much to Quote | |
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| Quoting Statistics, Charts, and Specifications | |
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| Insetting Quotations in Your Own Text | |
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| The Mechanics of Including Quotations Acceptable Changes to Quotations | |
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| Guidelines for Informal Source Reference | |
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| Readings | |
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| Violence Is a Public Health Problem | |
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| Are American Schools Too Easy? | |
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| The Destruction of Childhood | |
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| The Evidence Is Coming In: Dan Quayle Was Right | |
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| Creating Dialogue between Sources: Comparing, Contrasting, and Synthesizing Arguments | |
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| Comparison and Contrast of Arguments | |
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| Process Ways in Which Sources Can Agree or Differ Ways to Use Comparison and Contrast Judging Sources | |
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| Student Assignment: Honore Duncan, The NY Times and the Economist Oppose Internet Censorship | |
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| Synthesis of Arguments | |
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| Types of Syntheses A Process for Writing a Full Formal Synthesis | |
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| Student Assignment: Seth Nobile, Mandatory Sentences Cause Many Problems | |
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| Documentation Writing a Brief Formal Synthesis | |
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| Locating Periodicals | |
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| Process Using the Internet for Research Some Useful Site Addresses | |
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| Readings | |
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| The Case for Sweatshops | |
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| Sweatshops or a Shot at a Better Life? | |
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| The Ethical Gray Zone | |
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| Charles Krauthammer | |
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| If Suicide Is Legally Sanctioned for the Terminally Ill | |
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| Why Not for the Rest of Society? | |
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| How We Can Tune out Children from Television Violence | |
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| Young People Get an Eye-Opening Look at the Violence on TV | |
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| Inquiring ab | |