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| Preface | |
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| Acknowledgments | |
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| The Spirit of Inquiry | |
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| Writing as Inquiry | |
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| Motives for Writing | |
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| Beliefs About Writing and Writing Development | |
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| This I Believe (and This I Don't) | |
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| One Student's Response | |
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| Bernice's Journal | |
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| Inquiring into the Details | |
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| Journals | |
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| Unlearning Unhelpful Beliefs | |
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| The Beliefs of This Book | |
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| Allatonceness | |
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| Believing You Can Learn to Write Well | |
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| Habits of Mind | |
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| Starting with Questions, Not Answers | |
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| Making the Familiar Strange | |
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| Suspending Judgment | |
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| Being Willing to Write Badly | |
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| Searching for Surprise | |
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| A Roomful of Details | |
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| One Student's Response | |
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| Bernice's Journal | |
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| Writing Situations and Rhetorical Choices | |
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| A First Reflection on Your Writing Process | |
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| A Case Study | |
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| Inquiring into the Details | |
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| Organizing Your Computer Files | |
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| Thinking About Your Process | |
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| Inquiring into the Details | |
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| Portfolios | |
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| Literacy Narrative Collage | |
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| What Is Your Process? | |
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| Problem Solving in Your Writing Process | |
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| The Nature of the Writing Process | |
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| The Writing Process As Recursive and Flexible | |
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| A System for Using Writing to Think | |
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| Inquiring into the Details | |
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| Invention Strategies | |
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| Two Kinds of Thinking | |
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| A Writing Process That Harnesses Two Currents of Thought | |
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| The Sea and the Mountain | |
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| Answering the So What? Question | |
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| A Writing Process Driven by Questions | |
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| Questioning, Generating, and Judging: A Strategy for Inquiry | |
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| A Mini Inquiry Project: Cell Phone Culture | |
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| Scenes of Writing | |
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| Using What You Have Learned | |
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| Reading as Inquiry | |
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| Purposes for Academic Reading | |
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| U sing the Four Purposes for Academic Reading | |
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| Beliefs About Reading | |
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| A Reader's Memoir | |
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| One Common Belief That Is an Obstacle | |
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| Reading Situations and Rhetorical Choices | |
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| Four Frames for Reading | |
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| Reading Scenarios | |
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| Inquiring into the Details Reading Perspectives | |
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| Reading a Life | |
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| A Process for Reading to Write | |
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| Questions for the Process of Reading to Write | |
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| What Do I Want to Know? | |
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| What Should I Read to Find Out? | |
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| What Do I Do with What I've Read? | |
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| Having a Dialogue with What You Read | |
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| Inquiring into the Details Reading the Visual | |
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| D ouble-Entry Journaling with a Visual Text | |
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| Techniques for Keeping a Double-Entry Journal | |
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| Reading Creatively, Reading Critically | |
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| READING Bruce Ballenger, "The Importance of Writing Badly" | |
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| One Student's Response | |
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| Briana's Journal | |
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| Wrestling with Academic Discourse: Reading from the Outside In | |
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| Reading Reality TV | |
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| Features of Academic Discourse | |
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| Using What You Have Learned | |
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| Inquiry Projects | |
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| Writing a Personal Essay | |
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| Writing About Experience and Observations | |
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| Motives for Writing a Personal Essay | |
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| The Personal Essay and Academic Writing | |
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| Features of the Form | |
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| Readings | |
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| Laura Zazulak, "Every Morning for Five Years" | |
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| Inquiring into the Essay | |
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| Judith Ortiz Cofer, "One More Lesson" | |
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| Inquiring into the Essay | |
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| Seeing the Form P hoto Essays | |
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| The Writing Process | |
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| Inquiry Project: Writing a Personal Essay | |
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| Writing Beyond the Classroom | |
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| Essaying "This I Believe" | |
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| What Are You Going to Write About? | |
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| Opening Up | |
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| One Student's Response | |
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| Lauren's Journal: Lists of Things That Bug Me | |
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| Narrowing Down | |
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| Inquiring into the Details Clustering or Mapping | |
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| What's Promising Material and What Isn't? | |
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| Questions About Purpose and Audience | |
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| Trying Out | |
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| Questions for Reflection | |
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| Writing the Sketch | |
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| Student Sketch Amanda Stewart, "Earning a Sense of Place" | |
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| Moving from Sketch to Draft | |
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| Evaluating Your Own Sketch | |
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| Reflecting on What You Learned | |
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| Developing | |
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| Drafting | |
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| Methods of Development | |
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| Using Evidence | |
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| Inquiring into the Details More Than One Way to Tell a Story | |
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| Workshopping | |
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| Revising | |
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| Student Essay Seth Marlin, "Smoke of Empire" | |
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| Evaluating the Essay | |
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| Using What You Have Learned | |
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| Writing a Profile | |
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| Writing About People | |
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| Motives for Writing a Profile | |
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| The Profile and Academic Writing | |
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| Features of the Form | |
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| Readings | |
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| Bruce Ballenger, "Museum Missionary" | |
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| Inquiring into the Essay | |
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| Ian Frazier, "Passengers" | |
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| Inquiring into the Essay | |
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| Gib Akin, "Learning About Work from Joe Cool" | |
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| Inquiring into the Essay | |
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| Seeing the Form Sun Boy by William Soule | |
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| The Writing Process | |
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| Inquiry Project: Writing a Profile | |
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| Who Are You Going to Write About? | |
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| Opening Up | |
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| One Student's Response | |
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| Narrowing Down | |
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| Trying Out | |
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| Interviewing | |
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| Writing Beyond the Classroom Digital Profiles | |
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| Inquiring into the Details Recording Interviews | |
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| Interview Notes Margaret Parker, "Selected Interview Notes: "Medical Student"" | |
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| Writing the Sketch | |
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| Moving from Sketch to Draft | |
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| Developing | |
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| Inquiring into the Details Using Audacity to Record and Edit Audio | |
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| Drafting | |
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| Workshopping | |
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| Revising | |
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| Student Essay Micaela Fisher, "Number 6 Orchard" | |
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| Evaluating the Essay | |
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| Using What You Have Learned | |
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| Writing a Review | |
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| Writing That Evaluates | |
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| Motives for Writing a Review | |
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| The Review and Academic Writing | |
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| Seeing the Form Choosing the Best Picture | |
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| Features of the Form | |
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| Readings | |
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| Roger Ebert, "A Christmas Story" | |
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| Inquiring into the Essay | |
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| Melinda Newman, "Nickelback's Here and Now" | |
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| Inquiring into the Essay | |
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| Seth Schiesel, "Grand Theft Auto Takes on New York" | |
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| Inquiring into the Essay | |
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| The Writing Process | |
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| Inquiry Project: Writing a Review Essay | |
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| What Are You Going to Write About? | |
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| Opening Up | |
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| Narrowing Down | |
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| Trying Out | |
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| Thinking About Criteria | |
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| Inquiring into the Details Collaborating on Criteria | |
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| Writing the Sketch | |
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| Student Sketch Laura Burns, "Recipe for a Great Film: Unlikeable People, Poor Choices, and Little Redemption" | |
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| Moving from Sketch to Draft | |
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| Developing | |
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| Drafting | |
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| Workshopping | |
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| Revising | |
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| Student Essay Laura Burns, "How to Not Feel Good and Feel Good About It" | |
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| Evaluating the Essay | |
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| Using What You Have Learned | |
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| Writing a Proposal | |
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| Writing About Problems and Solutions | |
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| Problems of Consequence | |
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| Problems of Manageable Scale | |
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| Motives for Writing a Proposal | |
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| The Proposal and Academic Writing | |
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| Inquiring into the Details Writing a Research Proposal | |
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| Features of the Form | |
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| Readings | |
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| Buzz Bissinger, "Why College Football Should Be Banned" | |
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| Inquiring into the Essay | |
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| "Green Dining" | |
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| Inquiring into the Essay | |
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| Michael Pollan, "Why Bother?" | |
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| Inquiring into the Essay | |
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| Seeing the Form A Problem in Pictures | |
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| The Writing Process | |
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| Inquiry Project: Writing a Proposal | |
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| What Are You Going to Write About? | |
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| Opening Up | |
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| One Student's Response | |
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| Narrowing Down | |
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| Trying Out | |
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| Writing the Sketch | |
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| Student Sketch Jenna Appleman, "Loving and Hating Reality TV" | |
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| Moving from Sketch to Draft | |
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| Developing | |
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| Inquiring into the Details Design Tips for Basic Web Pages | |
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| Drafting | |
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| Inquiring into the Details Evidence-A Case Study | |
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| Workshopping | |
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| Revising | |
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| Student Essay Jenna Appleman, "Avoidable Accidents: How to Make Reality TV Safer" | |
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| Evaluating the Essay | |
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| Using What You Have Learned | |
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| Writing an Argument | |
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| Writing to Persuade People | |
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| What Is Argument? | |
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| Two Sides to Every Argument? | |
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| The Machinery of Argument: Claims, Reasons, and Evidence | |
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| Claims: What You Want People to Believe | |
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| Reasons: The "Because…" Behind the Claim | |
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| Evidence: Proof of the Point | |
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| Seeing the Form T he "Imagetext" as Argument | |
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| Credibility, Emotion, and Logic | |
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| Analyzing Argument | |
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| A rgument as Therapy | |
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| One Student's Response | |
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| Rebecca's Journal | |
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| Inquiring into the Details Common Logical Fallacies | |
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| Motives for Writing an Argument | |
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| Writing Beyond the Classroom Public Argument in a Digital Age | |
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| The Argument and Academic Writing | |
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| Features of the Form | |
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| Readings | |
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| Edward Tufte, "PowerPoint Is Evil" | |
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| Inquiring into the Essay | |
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| Khalid Sheikh Mohammed, "The Language of War Is Killing" | |
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| Inquiring into the Essay | |
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| Loye Young, "Is Humiliation an Ethically Appropriate Response to Plagiarism?" | |
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| Inquiring into the Essay | |
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| The Writing Process | |
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| Inquiry Project: Writing an Argument | |
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| What Are You Going to Write About? | |
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| Opening Up | |
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| One Student's Response | |
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| Narrowing Down | |
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| Trying Out | |
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| Writing the Sketch | |
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| Student Sketch Rebecca Thompson, "Twitter a Profound Thought?" | |
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| Moving from Sketch to Draft | |
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| Developing | |
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| Drafting | |
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| Inquiring into the Details What Evidence Can Do | |
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| Workshopping | |
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| Revising | |
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| Inquiring into the Details Toulmin: A Method for Analyzing an Argument | |
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| Student Essay Rebecca Thompson, "Social Networking Social Good?" | |
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| Using What You Have Learned | |
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| Writing a Critical Essay | |
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| Writing About Literature | |
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| Motives for Writing a Critical Essay | |
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| The Critical Essay and Academic Writing | |
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| Features of the Form | |
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| Writing on the Outside Book Groups | |
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| Readings | |
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| Leslie Marmon Silko, "Lullaby" | |
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| Inquiring into the Story | |
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| One Student's Response Noel's Journal | |
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| Gish Gen, "Who's Irish?" | |
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| Inquiring into the Story | |
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| Inquiring into the Details Why | |
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| Literary Theory Is Not a Sleep Aid | |
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| Film Criticism James Parker, "Our Zombies, Ourselves" | |
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| Inquiring into the Essay | |
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| Seeing the Form Young Ladies in the Banks of the Seine by Gustave Coubet | |
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| The Writing Process | |
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| Inquiry Project: Writing a Critical Essay | |
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| What Are You Going to Write About? | |
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| Opening Up | |
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| Inquiring into the Details Common Literary Devices | |
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| Narrowing Down | |
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| Inquiring into the Details What Is a "Strong Reading"? | |
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| Writing the Sketch | |
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| Student Sketch Julie Bird, "What Is the Role of Nature in 'Lullaby'?" | |
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| Moving from Sketch to Draft | |
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| Developing | |
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| Drafting | |
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| Workshopping | |
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| Revising | |
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| Polishing | |
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| Student Essay Julie Bird, "Nature as Being: Landscape in Silko's 'Lullaby' " | |
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| Evaluating the Essay | |
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| Using What You Have Learned | |
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| Writing an Ethnographic Essay | |
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| Writing About Culture | |
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| Motives for Writing Ethnography | |
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| Ethnography and Academic Writing | |
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| Features of the Form | |
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| Readings | |
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| Judith Ortiz Cofer, "The Myth of the Latin Woman: I Just Met a Girl Named Maria" | |
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| Inquiring into the Essay | |
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| Rebekah Nathan, "My Freshman Year: Worldliness and Worldview" | |
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| Inquiring into the Essay | |
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| Seeing the Form German Cowboys | |
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| The Writing Process | |
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| Inquiry Project: Writing the Ethnographic Essay | |
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| What Are You Going to Write About? | |
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| Opening Up | |
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| Writing Beyond the Classroom Commercial Ethnography | |
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| Narrowing Down | |
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| Inquiring into the Details Researching Trends and Subcultures on the Web | |
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| Trying Out | |
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| Inquiring into the Details Questions Ethnographers Ask | |
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| Inquiring into the Details Ethnography and Ethics | |
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| Field Notes Rita Guerra, "Field Notes on Friday Afternoon at Emerald Lanes" | |
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| Writing the Sketch | |
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| Moving from Sketch to Draft | |
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| Developing | |
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| Inquiring into the Details Useful Library Databases for Ethnography | |
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| Drafting | |
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| Workshopping | |
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| Revising | |
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| Student Essay Kersti Harter, "Beyond 'Gaydar'" | |
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| Evaluating the Essay | |
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| Using What You Have Learned | |
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| Inquiring Deeper | |
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| Writing a Research Essay | |
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| Writing with Research | |
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| Research Essays, Research Papers, and Research Reports | |
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| Motives for Writing a Research Essay | |
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| The Research Essay and Academic Writing | |
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| Features of the Form | |
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| Readings: Facebook and Depression | |
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| Flash Research on Facebook and Depression | |
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| Web Page Stephanie Pappas, "Facebook with Care: Social Networking Site Can Hurt Self-Esteem" | |
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| Inquiring into the Essay | |
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| Journal Article Gwenn Schurgin O'Keeffe, Kathleen Clarke-Pearson, and Council on Communications and Media, "The Impact of Social Media on Children, Adolescents, and Families" | |
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| Inquiring into the Essay | |
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| Reference "Definition of a 'Major Depressive Episode' " | |
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| Blog "Pediatrics Gets It Wrong About 'Facebook Depression' " | |
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| Inquiring into the Essay | |
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| (Continued from p. 391) 409 | |
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| The Writing Process | |
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| Inquiry Project: Writing a Research Essay | |
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| What Are You Going to Write About? | |
| |
| |
| Opening Up | |
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| One Student's Response Julian's Journal | |
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| Narrowing Down | |
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| Trying Out | |
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| Sample Research Proposal | |
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| Moving from Proposal to Draft | |
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| Developing | |
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| Drafting | |
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| Workshopping | |
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| Revising | |
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| Student Essay Gordon E. Seirup, "College Dating" | |
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| Evaluating the Essay | |
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| Using What You Have Learned | |
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| Research Techniques | |
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| Methods of Collecting | |
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| Research in the Electronic Age | |
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| Research Routines | |
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| Power Searching Using Google | |
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| Power Searching in the Library | |
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| Developing Working Knowledge | |
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| Developing Focused Knowledge | |
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| Inquiring into the Details Full-Text Articles and the Convenience Trap | |
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| Evaluating Library Sources | |
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| Inquiring into the Details T he Working Bibliography | |
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| Advanced Internet Research Techniques | |
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| Evaluating Web Sources | |
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| Research with Living Sources: Interviews, Surveys, and Fieldwork | |
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| Inquiring into the Details T ypes of Survey Questions | |
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| Conducting a Survey | |
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| Using Survey Results in Your Writing | |
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| Fieldwork: Research on What You See and Hear | |
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| Writing in the Middle: Note-Taking Techniques | |
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| One Student's Response | |
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| Using What You Have Learned | |
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| Using and Citing Sources | |
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| Controlling Information | |
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| Using Sources | |
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| Summarizing | |
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| Paraphrasing | |
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| Quoting | |
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| Citing Sources | |
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| Avoiding Plagiarism | |
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| The Accidental Plagiarist | |
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| |
| MLA Documentation Guidelines | |
| |
| |
| Inquiring into the Details The Common Knowledge Exception | |
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| Citing Sources | |
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| Inquiring into the Details Citations That Go with the Flow | |
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| Format | |
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| Preparing the Works Cited Page | |
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| APA Documentation Guidelines | |
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| How the Essay Should Look | |
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| Citing Sources in Your Essay | |
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| |
| Preparing the References List | |
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| Using What You Have Learned | |
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| |
| Re-Inquiring | |
| |
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| Revision Strategies | |
| |
| |
| Why Revise? | |
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| |
| Divorcing the Draft | |
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| Strategies for Divorcing the Draft | |
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| Five Categories of Revision | |
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| Problems with Purpose | |
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| The Motive Statement | |
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| 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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| Finding the Focusing Question | |
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| 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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| Find the "Instructive Line" | |
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| Looping Toward a Thesis | |
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| Reclaiming Your Topic | |
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| Believing and Doubting | |
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| Methods for Refining Your Thesis 549 | |
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| Questions as Knives | |
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| Qualifying Your Claim | |
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| Problems with Information | |
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| Explode a Moment | |
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| Beyond Examples | |
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| Research | |
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| Backing Up Your Assumptions | |
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| Problems with Structure | |
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| Formal Academic Structures | |
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| Beginnings, Middles, Ends, and the Work They Do | |
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| Reorganizing Around Thesis and Support | |
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| Multiple Leads | |
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| Inquiring into the Details T ypes of Leads | |
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| The Frankenstein Draft | |
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| Make a PowerPoint Outline | |
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| Problems with Clarity and Style | |
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| Solving Problems of Clarity | |
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| The Three Most Important Sentences | |
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| Untangling Paragraphs | |
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| Cutting Clutter | |
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| Inquiring into the Details Transition Flags | |
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| The Actor and the Action Next Door | |
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| Improving Style | |
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| Actors and Actions | |
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| Smoothing the Choppiness | |
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| Fresh Ways to Say Things | |
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| Using What You Have Learned | |
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| The Writer's Workshop | |
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| Making the Most of Peer Review | |
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| Being Read | |
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| Divorcing the Draft | |
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| Instructive Talk | |
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| Models for Writing Workshops | |
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| Full-Class Workshops | |
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| Small-Group Workshops | |
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| One-on-One Peer Review | |
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| The Writer's Responsibilities | |
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| The Reader's Responsibilities | |
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| What Can Go Wrong and What to Do About It | |
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| Inquiring into the Details Finding a Role | |
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| Group Problem Solving | |
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| One Student's Response Amy's Perspective on Workshops | |
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| Methods of Responding | |
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| Experiential and Directive Responses | |
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| Response Formats | |
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| Reflecting on the Workshop | |
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| Using What You Have Learned | |
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| The Writing Portfolio | |
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| What Is a Portfolio? | |
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| Types of Portfolios | |
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| Unevaluated Portfolios | |
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| Evaluated Portfolios | |
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| Why Require a Portfolio? | |
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| Organizing Portfolios | |
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| Writing a Reflective Letter or Essay | |
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| Final Preparations | |
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| The Annotated Bibliography | |
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| What Is an Annotated Bibliography? | |
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| How to Write an Annotated Bibliography | |
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| Gathering Materials | |
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| Reading Strategies | |
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| Writing the Annotated Bibliography | |
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| Sample Student Annotated Bibliography | |
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| The Essay Exam | |
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| How to Write Essay Exams | |
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| Gathering Materials | |
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| Anticipating the Exam | |
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| Analyzing Essay Questions | |
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| Planning and Drafting | |
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| Credits | |
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| Index | |