| |
| |
| |
| Writing As Inquiry | |
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| |
| Motives for Writing | |
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| |
| Beliefs About Writing | |
| |
| |
| EXERCISE 1.1 What Do You Believe? | |
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| |
| ONE STUDENT's RESPONSE Bernice's Journal | |
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| |
| INQUIRING INTO THE DETAILS Journals | |
| |
| |
| Unlearning Unhelpful Beliefs | |
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| |
| The Beliefs of This Book | |
| |
| |
| INQUIRING INTO THE DETAILS Portfolios | |
| |
| |
| Writing Situations and Rhetorical Choices | |
| |
| |
| Habits of Mind | |
| |
| |
| Start with Questions, Not Answers | |
| |
| |
| Suspend Judgment | |
| |
| |
| Search for Surprise | |
| |
| |
| EXERCISE 1.2 A Roomful of Details | |
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| |
| ONE STUDENT's RESPONSE Bernice's Journal | |
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| |
| INQUIRING INTO THE DETAILS Invention Strategies | |
| |
| |
| Writing as a Process | |
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| |
| EXERCISE 1.3 What Is Your Process? | |
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| |
| Thinking About Your Process | |
| |
| |
| EXERCISE 1.4 Literacy Narrative Collage | |
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| |
| Writing Creatively, Writing Critically: A Process of Writing | |
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| |
| EXERCISE 1.5 Alternating Currents of Thought: Generating and Judging Thinking and Writing Dialectically | |
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| |
| Opening Questions | |
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| |
| Questions, Creativity, and Critical Thinking: A Strategy for Inquiry | |
| |
| |
| EXERCISE 1.6 Writing with the Wrong Hand and Other Ways of Thinking About Yourself as a Writer | |
| |
| |
| THE WRITING PROCESS | |
| |
| |
| Inquiry Project: the Writing Literacy Memoir | |
| |
| |
| SAMPLE STUDENT ESSAY Bernice Olivas, Writing a New Path | |
| |
| |
| EXERCISE 1.7 Taking a Reflective Turn | |
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| |
| Using What You Have Learned | |
| |
| |
| |
| READING AS INQUIRY | |
| |
| |
| Motives for Reading | |
| |
| |
| Beliefs About Reading | |
| |
| |
| EXERCISE 2.1 What Do You Believe? | |
| |
| |
| ONE STUDENT's RESPONSE Briana's Journal | |
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| |
| Reading Situations and Rhetorical Choices | |
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| |
| ONE STUDENT's RESPONSE Briana's Journal | |
| |
| |
| EXERCISE 2.2 Reading Autobiography | |
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| |
| Reading as a Process | |
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| |
| Reading to Write | |
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| |
| Goal-Directed Reading | |
| |
| |
| EXERCISE 2.3 What Do You Know and When Did You Know It? | |
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| |
| ONE STUDENT's RESPONSE Briana's Journal | |
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| |
| Inquiry Questions for Reading to Write | |
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| |
| INQUIRING INTO THE DETAILS Reading Perspectives | |
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| |
| Reading Dialectically | |
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| |
| INQUIRING INTO THE DETAILS Visual Literacy: Reading Photographs | |
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| |
| EXERCISE 2.4 Reading Creatively, Reading Critically | |
| |
| |
| READINGSBruce Ballenger, "The Importance of Writing Badly" | |
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| |
| ONE STUDENT's RESPONSE Briana's Journal | |
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| |
| Read to Write and Write to Read | |
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| |
| THE WRITING PROCESS | |
| |
| |
| Inquiry Project: the Reading Literacy Memoir | |
| |
| |
| STUDENT ESSAY Briana Duquette-Shackley, Reading Literacy Memoir | |
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| |
| INQUIRING INTO THE DETAILS The Double-Entry Journal | |
| |
| |
| Using What You Have Learned | |
| |
| |
| |
| WRITING A PERSONAL ESSAY | |
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| |
| Writing About Experience | |
| |
| |
| Motives for Writing a Personal Essay | |
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| |
| The Personal Essay and Academic Writing | |
| |
| |
| Features of the Form | |
| |
| |
| READINGS | |
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| |
| PERSONAL ESSAY 1 Laura Zazulak, "Every Morning for Five Years" | |
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| |
| Inquiring into the Essay | |
| |
| |
| PERSONAL ESSAY 2 Judith Ortiz Cofer, "One More Lesson" | |
| |
| |
| Inquiring into the Essay | |
| |
| |
| SEEING THE FORM Nautilus Shell | |
| |
| |
| WRITING IN THE DISCIPLINES The Personal Academic Essay | |
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| |
| WRITING IN YOUR LIFE Essaying "This I Believe" | |
| |
| |
| THE WRITING PROCESS | |
| |
| |
| Inquiry Project: Writing a Personal Essay | |
| |
| |
| Thinking About Subjects | |
| |
| |
| Generating Ideas | |
| |
| |
| ONE STUDENT's RESPONSE Margaret's Journal | |
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| |
| Listing Prompts | |
| |
| |
| Fastwriting Prompts | |
| |
| |
| Visual Prompts | |
| |
| |
| Research Prompts | |
| |
| |
| INQUIRING INTO THE DETAILS Clustering or Mapping | |
| |
| |
| Judging What You Have | |
| |
| |
| What's Promising Material and What Isn't? | |
| |
| |
| Questions About Purpose and Audience | |
| |
| |
| Questions for Reflection | |
| |
| |
| Writing the Sketch | |
| |
| |
| STUDENT SKETCH Amanda Stewart, "Earning a Sense of Place" | |
| |
| |
| Moving from Sketch to Draft | |
| |
| |
| Evaluating Your Own Sketch | |
| |
| |
| Questions for Peer Review | |
| |
| |
| Reflecting on What You've Learned | |
| |
| |
| Research and Other Strategies: Gathering More Information | |
| |
| |
| Composing the Draft | |
| |
| |
| Methods of Development | |
| |
| |
| Using Evidence | |
| |
| |
| Workshopping the Draft | |
| |
| |
| Reflecting on the Draft | |
| |
| |
| Questions for Readers | |
| |
| |
| Revising the Draft | |
| |
| |
| Polishing the Draft | |
| |
| |
| STUDENT ESSAY Julia C. Arredondo, "Beet Field Dreams" | |
| |
| |
| Evaluating the Essay | |
| |
| |
| Using What You Have Learned | |
| |
| |
| |
| WRITING A REVIEW | |
| |
| |
| Writing That Evaluates | |
| |
| |
| Motives for Writing a Review | |
| |
| |
| The Review and Academic Writing | |
| |
| |
| WRITING IN THE DISCIPLINES Evaluation Across the Disciplines | |
| |
| |
| Features of the Form | |
| |
| |
| READINGS | |
| |
| |
| REVIEW 1 Mark Kermode, "Pirates of the Caribbean: Dead Man's Chest" | |
| |
| |
| Inquiring into the Essay | |
| |
| |
| REVIEW 2 Ezra Dyer, "A Ton (Just Barely) of Fun" | |
| |
| |
| Inquiring into the Essay | |
| |
| |
| SEEING THE FORM Choosing the Best Picture | |
| |
| |
| THE WRITING PROCESS | |
| |
| |
| Inquiry Project: Writing a Review | |
| |
| |
| Thinking About Subjects | |
| |
| |
| Generating Ideas | |
| |
| |
| Listing Prompts | |
| |
| |
| Fastwriting Prompts | |
| |
| |
| Visual Prompts | |
| |
| |
| Research Prompts | |
| |
| |
| Judging What You Have | |
| |
| |
| WRITING IN YOUR LIFE Online Product Reviews | |
| |
| |
| What's Promising Material and What Isn't? | |
| |
| |
| Questions About Audience and Purpose | |
| |
| |
| EXERCISE 4.1 From Jury to Judgment | |
| |
| |
| ONE STUDENT's RESPONSE Sam's Journal | |
| |
| |
| Thinking About Criteria | |
| |
| |
| Writing the Sketch | |
| |
| |
| STUDENT SKETCH Sam Battey, "River Birch: A Diamond in the Rough" | |
| |
| |
| Moving from Sketch to Draft | |
| |
| |
| Evaluating Your Own Sketch | |
| |
| |
| Questions for Peer Review | |
| |
| |
| Reflecting on What You've Learned | |
| |
| |
| Research and Other Strategies: Gathering More Information | |
| |
| |
| Re-Experience | |
| |
| |
| Interview | |
| |
| |
| Read | |
| |
| |
| Composing the Draft | |
| |
| |
| Methods of Development | |
| |
| |
| Using Evidence | |
| |
| |
| Workshopping the Draft | |
| |
| |
| Reflecting on the Draft | |
| |
| |
| ONE STUDENT's RESPONSE Christy's Journal | |
| |
| |
| Questions for Readers | |
| |
| |
| Revising the Draft | |
| |
| |
| Polishing the Draft | |
| |
| |
| STUDENT ESSAY Sam Battey, "River Birch: A Diamond in the Rough" | |
| |
| |
| Evaluating the Essay | |
| |
| |
| Using What You Have Learned | |
| |
| |
| |
| WRITING A PROPOSAL | |
| |
| |
| Writing About Problems and Solutions | |
| |
| |
| Problems of Consequence | |
| |
| |
| Problems of Scale | |
| |
| |
| Motives for Writing a Proposal | |
| |
| |
| The Proposal and Academic Writing | |
| |
| |
| Features of the Form | |
| |
| |
| READINGS | |
| |
| |
| PROPOSAL 1 David S. Johnston, "Housing and Our Military" | |
| |
| |
| Inquiring into the Essay | |
| |
| |
| PROPOSAL 2 UC Santa Cruz Dining Services, "Green Dining" | |
| |
| |
| Inquiring into the Essay | |
| |
| |
| WRITING IN THE DISCIPLINES Writing a Research Proposal | |
| |
| |
| SEEING THE FORM A Problem in Pictures | |
| |
| |
| THE WRITING PROCESS | |
| |
| |
| Inquiry Project: Writing a Proposal | |
| |
| |
| Thinking About Subjects | |
| |
| |
| Generating Ideas | |
| |
| |
| Listing Prompts | |
| |
| |
| ONE STUDENT's RESPONSE Caesar's Journal | |
| |
| |
| Fastwriting Prompts | |
| |
| |
| ONE STUDENT's RESPONSE Gina's Journal | |
| |
| |
| Visual Prompts | |
| |
| |
| Research Prompts | |
| |
| |
| Judging What You Have | |
| |
| |
| What's Promising Material and What Isn't? | |
| |
| |
| Questions About Audience and Purpose | |
| |
| |
| Questions of Form | |
| |
| |
| Research Considerations | |
| |
| |
| Writing the Sketch | |
| |
| |
| STUDENT SKETCH Gina Sinisi, "Clothing Optional" | |
| |
| |
| Moving from Sketch to Draft | |
| |
| |
| Evaluating Your Own Sketch | |
| |
| |
| ONE STUDENT's RESPONSE Gina's Journal | |
| |
| |
| Questions for Peer Review | |
| |
| |
| Reflecting on What You Learned | |
| |
| |
| Research and Other Strategies: Gathering More Information | |
| |
| |
| WRITING IN YOUR LIFE Grant Proposals and Group Ethos | |
| |
| |
| Composing the Draft | |
| |
| |
| Methods of Development | |
| |
| |
| Using Evidence | |
| |
| |
| Workshopping the Draft | |
| |
| |
| Reflecting on the Draft | |
| |
| |
| Questions for Readers | |
| |
| |
| Revising the Draft | |
| |
| |
| Polishing the Draft | |
| |
| |
| STUDENT ESSAY Gina Sinisi, "Clothing Optional" | |
| |
| |
| Evaluating the Essay | |
| |
| |
| Using What You Have Learned | |
| |
| |
| |
| WRITING AN ARGUMENT | |
| |
| |
| Writing to Persuade People | |
| |
| |
| What Is Argument? | |
| |
| |
| Two Sides to Every Argument? | |
| |
| |
| Argument and Inquiry | |
| |
| |
| Suspending Judgment | |
| |
| |
| Making Judgments | |
| |
| |
| Analyzing Argument | |
| |
| |
| Using Toulmin | |
| |
| |
| Using Logical Fallacies | |
| |
| |
| INQUIRING INTO THE DETAILS Common Logical Fallacies | |
| |
| |
| Motives for Writing an Argument | |
| |
| |
| The Argument and Academic Writing | |
| |
| |
| Features of the Form | |
| |
| |
| WRITING IN YOUR LIFE Public Argument in a Digital Age | |
| |
| |
| READINGS | |
| |
| |
| ARGUMENT 1 Khalid Sheikh Mohammed, "The Language of War Is Killing" | |
| |
| |
| Inquiring into the Essay | |
| |
| |
| INQUIRING INTO THE DETAILS Some Basic Argument Strategies | |
| |
| |
| ARGUMENT 2 Jeff Jacoby, "A Teacher with Faith and Reason" | |
| |
| |
| Inquiring into the Essay | |
| |
| |
| ARGUMENT 3 Loye Young, "Is Humiliation an Ethically Appropriate Response to Plagiarism?" | |
| |
| |
| Inquiring into the Essay | |
| |
| |
| SEEING THE FORM The "Imagetext" as Argument | |
| |
| |
| THE WRITING PROCESS | |
| |
| |
| Inquiry Project: Writing a Public Argument | |
| |
| |
| Thinking About Subjects | |
| |
| |
| Generating Ideas | |
| |
| |
| Listing Prompts | |
| |
| |
| Fastwriting Prompts | |
| |
| |
| Visual Prompts | |
| |
| |
| ONE STUDENT's RESPONSE Ben's Journal | |
| |
| |
| Research Prompts | |
| |
| |
| Judging What You Have | |
| |
| |
| What's Promising Material and What Isn't? | |
| |
| |
| Questions About Audience and Purpose | |
| |
| |
| Research Considerations | |
| |
| |
| Narrowing the Question | |
| |
| |
| Writing the Sketch | |
| |
| |
| STUDENT SKETCH Ben Bloom, "How to Really Rock the Vote" | |
| |
| |
| Moving from Sketch to Draft | |
| |
| |
| Evaluating Your Own Sketch | |
| |
| |
| Questions for Peer Review | |
| |
| |
| Reflecting on What You've Learned | |
| |
| |
| Research and Other Strategies: Gathering More Information | |
| |
| |
| Composing the Draft | |
| |
| |
| Methods of Development | |
| |
| |
| Using Evidence | |
| |
| |
| INQUIRING INTO THE DETAILS What Evidence Can Do | |
| |
| |
| Workshopping the Draft | |
| |
| |
| Reflecting on the Draft | |
| |
| |
| Questions for Readers | |
| |
| |
| Revising the Draft | |
| |
| |
| WRITING IN THE DISCIPLINES Argument in Academic Disciplines | |
| |
| |
| Polishing the Draft | |
| |
| |
| STUDENT ESSAY Kelly Sundberg, "I Am Not a Savage" | |
| |
| |
| Evaluating the Essay | |
| |
| |
| Using What You Have Learned | |
| |
| |
| |
| WRITING A CRITICAL ESSAY | |
| |
| |
| Writing About Literature | |
| |
| |
| Motives for Writing a Critical Essay | |
| |
| |
| The Critical Essay and Academic Writing | |
| |
| |
| Features of the Form | |
| |
| |
| READINGS | |
| |
| |
| SHORT STORY 1 Ursula Le Guin, "The Ones Who Walk Away from Omelas" | |
| |
| |
| Inquiring into the Story | |
| |
| |
| ONE STUDENT's RESPONSE Bernice's Double-Entry Journal | |
| |
| |
| WRITING IN THE DISCIPLINES Why Literary Theory Is Not a Sleep Aid | |
| |
| |
| ESSAY Sarah Vowell, "Shooting Dad" | |
| |
| |
| INQUIRING INTO THE DETAILS How to Read Nonfiction | |
| |
| |
| Inquiring into the Essay | |
| |
| |
| SEEING THE FORM Christina's World by Andrew Wyeth | |
| |
| |
| THE WRITING PROCESS | |
| |
| |
| Inquiry Project: Writing a Critical Essay | |
| |
| |
| Thinking About Subjects | |
| |
| |
| Generating Ideas | |
| |
| |
| Listing Prompts | |
| |
| |
| Fastwriting Prompts | |
| |
| |
| Visual Prompts | |
| |
| |
| Research Prompts | |
| |
| |
| INQUIRING INTO THE DETAILS Common Literary Devices | |
| |
| |
| Judging What You Have | |
| |
| |
| What's Promising Material and What Isn't? | |
| |
| |
| Questions About Audience and Purpose | |
| |
| |
| Writing the Sketch | |
| |
| |
| STUDENT SKETCH Bernice Olivas, "Who Are 'the Ones Who Walk Away from Omelas'?" | |
| |
| |
| Moving from Sketch to Draft | |
| |
| |
| Evaluating Your Own Sketch | |
| |
| |
| Questions for Peer Review | |
| |
| |
| Reflecting on What You've Learned | |
| |
| |
| Research and Other Strategies: Gathering More Information | |
| |
| |
| Composing the Draft | |
| |
| |
| Methods of Development | |
| |
| |
| Using Evidence | |
| |
| |
| Workshopping the Draft | |
| |
| |
| WRITING IN YOUR LIFE Book Groups | |
| |
| |
| Reflecting on the Draft | |
| |
| |
| Questions for Readers | |
| |
| |
| Revising the Draft | |
| |
| |
| Polishing the Draft | |
| |
| |
| STUDENT ESSAY Bernice Olivas, "Can You Really Walk Away?" | |
| |
| |
| Evaluating the Essay | |
| |
| |
| Using What You Have Learned | |
| |
| |
| |
| RESEARCH TECHNIQUES | |
| |
| |
| Methods of Collecting | |
| |
| |
| Research in the Electronic Age | |
| |
| |
| Magic Words That Open Doors | |
| |
| |
| Google Your Boole | |
| |
| |
| Developing Working Knowledge | |
| |
| |
| A Strategy for Developing Working Knowledge | |
| |
| |
| Developing Focused Knowledge | |
| |
| |
| A Strategy for Developing Focused Knowledge | |
| |
| |
| Library Research | |
| |
| |
| Web Research | |
| |
| |
| INQUIRING INTO THE DETAILS Methods of Recording Information | |
| |
| |
| Evaluating Library Sources | |
| |
| |
| INQUIRING INTO THE DETAILS The Working Bibliography | |
| |
| |
| Evaluating Web Sources | |
| |
| |
| Writing in the Middle: Synthesizing Source Information and Your Own Ideas | |
| |
| |
| INQUIRING INTO THE DETAILS How to Annotate a Book | |
| |
| |
| Double-Entry Journal | |
| |
| |
| Research Log | |
| |
| |
| Interviews | |
| |
| |
| Arranging Interviews | |
| |
| |
| Conducting the Interview | |
| |
| |
| Using the Interview in Your Writing | |
| |
| |
| Surveys | |
| |
| |
| Defining a Survey's Goals and Audience | |
| |
| |
| Types of Survey Questions | |
| |
| |
| Crafting Survey Questions | |
| |
| |
| INQUIRING INTO THE DETAILS Types of Survey Questions | |
| |
| |
| Conducting a Survey | |
| |
| |
| Using Survey Results in Your Writing | |
| |
| |
| Using What You Have Learned | |
| |
| |
| |
| USING AND CITING SOURCES | |
| |
| |
| Controlling Information | |
| |
| |
| Using Sources | |
| |
| |
| Summarizing | |
| |
| |
| Paraphrasing | |
| |
| |
| Quoting | |
| |
| |
| Citing Sources | |
| |
| |
| Avoiding Plagiarism | |
| |
| |
| EXERCISE 9.1 The Accidental Plagiarist | |
| |
| |
| MLA Documentation Guidelines | |
| |
| |
| INQUIRING INTO THE DETAILS The Common Knowledge Exception | |
| |
| |
| Citing Sources | |
| |
| |
| Where to Put Citations | |
| |
| |
| INQUIRING INTO THE DETAILS Citations That Go with the Flow | |
| |
| |
| When You Mention the Author's Name | |
| |
| |
| When There Is No Author | |
| |
| |
| Works by the Same Author | |
| |
| |
| When One Source Quotes Another | |
| |
| |
| Personal Interviews | |
| |
| |
| Several Sources in a Single Citation | |
| |
| |
| Sample Parenthetical References for Other Sources | |
| |
| |
| Format | |
| |
| |
| The Layout | |
| |
| |
| Preparing the Works Cited Page | |
| |
| |
| Format | |
| |
| |
| Citing Books | |
| |
| |
| Sample Book Citations | |
| |
| |
| Citing Periodicals | |
| |
| |
| Sample Periodical Citations | |
| |
| |
| Citing Nonprint and Other Sources | |
| |
| |
| A Sample Paper in MLA Style | |
| |
| |
| STUDENT ESSAY Amy Garret, "We Need the Sun" | |
| |
| |
| APA Documentation Guidelines | |
| |
| |
| How the Essay Should Look | |
| |
| |
| Page Format | |
| |
| |
| Title Page | |
| |
| |
| Abstract | |
| |
| |
| Body of the Paper | |
| |
| |
| References Page | |
| |
| |
| Appendix | |
| |
| |
| Notes | |
| |
| |
| Tables and Figures | |
| |
| |
| Language and Style | |
| |
| |
| Citing Sources in Your Essay | |
| |
| |
| When the Author Is Mentioned in the Text | |
| |
| |
| When the Author Isn't Mentioned in the Text | |
| |
| |
| When to Cite Page Numbers | |
| |
| |
| A Single Work by Two or More Authors | |
| |
| |
| A Work with No Author | |
| |
| |
| Two or More Works by the Same Author | |
| |
| |
| An Institutional Author | |
| |
| |
| Multiple Works in the Same Parentheses | |
| |
| |
| Interviews, E-Mail, and Letters | |
| |
| |
| New Editions of Old Works | |
| |
| |
| A Web Site | |
| |
| |
| Preparing the References List | |
| |
| |
| Order of Sources | |
| |
| |
| Order of Information | |
| |
| |
| Sample References: Articles | |
| |
| |
| Sample References: Books | |
| |
| |
| Sample References: Other | |
| |
| |
| A Sample Paper in APA Style | |
| |
| |
| STUDENT ESSAY Amy Garrett, "The Happy Cow" | |
| |
| |
| Using What You Have Learned | |
| |
| |
| |
| REVISION STRATEGIES | |
| |
| |
| Re-seeing Your Topic | |
| |
| |
| Divorcing the Draft | |
| |
| |
| Strategies for Divorcing the Draft | |
| |
| |
| Photography as a Metaphor for Revision | |
| |
| |
| Five Categories of Revision | |
| |
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| Problems with Purpose | |
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| Revision Strategy 10.1: the Motive Statement | |
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| Revision Strategy 10.2: What Do You Want to Know About What You Learned? | |
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| ONE STUDENT's RESPONSE Julia's Draft | |
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| Revision Strategy 10.3: Finding the Focusing Question | |
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| Revision Strategy 10.4: What's the Relationship? | |
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| Problems with Meaning | |
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| Where Does Meaning Come From? | |
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| Methods for Discovering Your Thesis | |
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| Revision Strategy 10.5: Find the "Instructive Line" | |
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| Revision Strategy 10.6: Looping Toward a Thesis | |
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| Revision Strategy 10.7: Reclaiming Your Topic | |
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| Revision Strategy 10.8: Believing and Doubting | |
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| Methods for Refining Your Thesis | |
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| Revision Strategy 10.9: Questions as Knives | |
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| Revision Strategy 10.10: Qualifying Your Claim | |
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| Problems with Information | |
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| Revision Strategy 10.11: Explode a Moment | |
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| Revision Strategy 10.12: Beyond Examples | |
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| Revision Strategy 10.13: Research | |
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| Revision Strategy 10.14: Backing Up Your Assumptions | |
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| Problems with Structure | |
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| Formal Academic Structures | |
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| Revision Strategy 10.15: Beginnings, Middles, Ends, and the Work They Do | |
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| Revision Strategy 10.16: Reorganizing Around Thesis and Support | |
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| Revision Strategy 10.17: Multiple Leads | |
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| INQUIRING INTO THE DETAILS Types of Leads | |
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| Revision Strategy 10.18: the Frankenstein Draft | |
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| Problems with Clarity and Style | |
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| Solving Problems of Clarity | |
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| Revision Strategy 10.19: the Three Most Important Sentences | |
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| The First Sentence | |
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| The Last Line of the First Paragraph | |
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| The Last Line of the Essay | |
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| Revision Strategy 10.20: Untangling Paragraphs | |
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| Revision Strategy 10.21: Cutting Clutter | |
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| INQUIRING INTO THE DETAILS Transition Flags | |
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| Revision Strategy 10.22: the Actor and the Action Next Door Improving Style | |
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| Revision Strategy 10.23: Actors and Actions | |
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| Revision Strategy 10.24: Smoothing the Choppiness | |
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| Revision Strategy 10.25: Fresh Ways to Say Things | |
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| Using What You Have Learned | |
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| Index | |