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| Preface: The Aims of This Edition | |
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| Our Debts | |
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| Research, Researchers, and Readers | |
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| Prologue: Becoming a Researcher | |
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| Thinking in Print: The Uses of Research, Public and Private | |
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| What Is Research? | |
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| Why Write It Up? | |
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| Why a Formal Report? | |
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| Writing Is Thinking | |
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| Connecting with Your Reader: (Re-)Creating Yourself and Your Readers | |
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| Creating Roles for Yourself and Your Readers | |
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| Understanding Your Role | |
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| Imagining Your Reader's Role | |
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| Quick Tip: A Checklist for Understanding Your Readers | |
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| Asking Questions, Finding Answers | |
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| Prologue: Planning Your Project-An Overview | |
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| Quick Tip: Creating a Writing Group | |
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| From Topics to Questions | |
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| From an Interest to a Topic | |
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| From a Broad Topic to a Focused One | |
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| From a Focused Topic to Questions | |
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| From a Question to Its Significance | |
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| Quick Tip: Finding Topics | |
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| From Questions to a Problem | |
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| Distinguishing Practical and Research Problems | |
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| Understanding the Common Structure of Problems | |
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| Finding a Good Research Problem | |
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| Learning to Work with Problems | |
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| Quick Tip: Manage the Unavoidable Problem of Inexperience | |
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| From Problems to Sources | |
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| Knowing How to Use Three Kinds of Sources | |
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| Locating Sources through a Library | |
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| Locating Sources on the Internet | |
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| Evaluating Sources for Relevance and Reliability | |
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| Following Bibliographical Trails | |
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| Looking beyond Predictable Sources | |
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| Using People as Primary Sources | |
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| Quick Tip: The Ethics of Using People as Sources of Data | |
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| Engaging Sources | |
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| Knowing What Kind of Evidence to Look For | |
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| Record Complete Bibliographical Data | |
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| Engaging Sources Actively | |
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| Using Secondary Sources to Find a Problem | |
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| Using Secondary Sources to Plan Your Argument | |
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| Recording What You Find | |
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| Quick Tip: Manage Moments of Normal Anxiety | |
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| Making a Claim and Supporting IT | |
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| Prologue: Assembling a Research Argument | |
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| Making Good Arguments: An Overview | |
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| Argument as a Conversation with Readers | |
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| Supporting Your Claim | |
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| Acknowledging and Responding to Anticipated Questions and Objections | |
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| Warranting the Relevance of Your Reasons | |
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| Building a Complex Argument Out of Simple Ones | |
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| Creating an Ethos by Thickening Your Argument | |
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| Quick Tip: A Common Mistake-Falling Back on What You Know | |
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| Making Claims | |
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| Determining the Kind of Claim You Should Make | |
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| Evaluating Your Claim | |
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| Quick Tip: Qualifying Claims to Enhance Your Credibility | |
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| Assembling Reasons and Evidence | |
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| Using Reasons to Plan Your Argument | |
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| Distinguishing Evidence from Reasons | |
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| Distinguishing Evidence from Reports of It | |
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| Evaluating Your Evidence | |
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| Acknowledgments and Responses | |
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| Questioning Your Argument as Your Readers Will | |
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| Imagining Alternatives to Your Argument | |
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| Deciding What to Acknowledge | |
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| Framing Your Responses as Subordinate Arguments | |
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| The Vocabulary of Acknowledgment and Response | |
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| Quick Tip: Three Predictable Disagreements | |
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| Warrants | |
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| Warrants in Everyday Reasoning | |
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| Warrants in Academic Arguments | |
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| Understanding the Logic of Warrants | |
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| Testing Whether a Warrant Is Reliable | |
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| Knowing When to State a Warrant | |
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| Challenging Others' Warrants | |
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| Quick Tip: Two Kinds of Arguments | |
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| Planning, Drafting, and Revising | |
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| Prologue: Planning Again | |
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| Quick Tip: Outlining and Storyboarding | |
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| Planning | |
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| Avoid Three Common but Flawed Plans | |
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| Planning Your Report | |
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| Drafting Your Report | |
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| Draft in a Way That Feels Comfortable | |
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| Use Key Words to Keep Yourself on Track | |
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| Quote, Paraphrase, and Summarize Appropriately | |
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| Integrating Direct Quotations into Your Text | |
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| Show Readers How Evidence Is Relevant | |
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| Guard against Inadvertent Plagiarism | |
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| The Social Importance of Citing Sources | |
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| Four Common Citation Styles | |
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| Work through Procrastination and Writer's Block | |
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| Quick Tip: Indicating Citations in Your Text | |
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| Revising Your Organization and Argument | |
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| Thinking Like a Reader | |
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| Revising the Frame of Your Report | |
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| Revising Your Argument | |
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| Revising the Organization of Your Report | |
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| Check Your Paragraphs | |
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| Let Your Draft Cool, Then Paraphrase It | |
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| Quick Tip: Abstracts | |
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| Communicating Evidence Visually | |
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| Choosing Visual or Verbal Representations | |
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| Choosing the Most Effective Graphic | |
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| Designing Tables, Charts, and Graphs | |
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| Specific Guidelines for Tables, Bar Charts, and Line Graphs | |
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| Communicating Data Ethically | |
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| Introductions and Conclusions | |
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| The Common Structure of Introductions | |
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| Step 1: Establish Common Ground | |
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| Step 2: State Your Problem | |
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| Step 3: State Your Response | |
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| Setting the Right Pace for Your Introduction | |
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| Writing Your Conclusion | |
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| Finding Your First Few Words | |
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| Finding Your Last Few Words | |
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| Quick Tip: Titles | |
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| Revising Style: Telling Your Story Clearly | |
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| Judging Style | |
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| The First Two Principles of Clear Writing | |
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| A Third Principle: Old before New | |
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| Choosing between Active and Passive | |
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| A Final Principle: Complexity Last | |
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| Spit and Polish | |
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| Quick Tip: The Quickest Revision Strategy | |
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| Some Last Considerations | |
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| The Ethics of Research | |
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| A Postscript for Teachers | |
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| Bibliographical Resources | |
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| Index | |