| |
| |
| Preface for Instructors | |
| |
| |
| |
| A Text on Academic Writing | |
| |
| |
| |
| Starting with Inquiry: Habits of Mind of Academic Writers | |
| |
| |
| What Is Academic Writing? | |
| |
| |
| Academic Writers Make Inquiries | |
| |
| |
| Academic Writers Seek and Value Complexity | |
| |
| |
| Academic Writers See Writing as a Conversation | |
| |
| |
| Academic Writers Understand That Writing Is a Process | |
| |
| |
| Becoming Academic: Two Narratives | |
| |
| |
| "Scholarship Boy" | |
| |
| |
| |
| "Disliking Books" | |
| |
| |
| |
| |
| From Reading as a Writer to Writing as a Reader | |
| |
| |
| Reading as an Act of Composing: Annotating | |
| |
| |
| Reading as a Writer: Analyzing a Text Rhetorically | |
| |
| |
| "Preface to Cultural Literacy: What Every American Needs to Know" | |
| |
| |
| |
| "Hirsch's Desire for a National Curriculum" | |
| |
| |
| |
| Writing as a Reader: Composing a Rhetorical Analysis | |
| |
| |
| "Agency" from Reading Autobiography | |
| |
| |
| |
| Cultural Baggage | |
| |
| |
| |
| |
| From Identifying Claims to Analyzing Arguments | |
| |
| |
| Identifying Types of Claims | |
| |
| |
| "Hidden Lessons" | |
| |
| |
| |
| Analyzing Arguments | |
| |
| |
| Analyze the Reasons Used to Support a Claim | |
| |
| |
| Annotated Student Argument | |
| |
| |
| The End of the World May Be Nigh, and It's the Kindle's Fault | |
| |
| |
| |
| Analyzing and Comparing Arguments | |
| |
| |
| Grade Inflation Gone Wild | |
| |
| |
| |
| Doesn't Anyone Get a C Anymore? | |
| |
| |
| |
| |
| From Identifying Issues to Forming Questions | |
| |
| |
| Identifying Issues | |
| |
| |
| Doing Nothing Is Something | |
| |
| |
| |
| Formulating Issue-Based Questions | |
| |
| |
| An Academic Essay for Analysis | |
| |
| |
| William Derieswicz, The End of Solitude | |
| |
| |
| |
| From Formulating to Developing a Thesis | |
| |
| |
| Developing a Working Thesis: Three Models | |
| |
| |
| Providing a Context for Stating a Thesis | |
| |
| |
| Annotated Student Introduction: Providing a Context for a Thesis | |
| |
| |
| "From Nuestra Clase: Making the Classroom a Welcoming Place for English Language Learners" | |
| |
| |
| |
| From "Protean Shapes in Literacy Events: Ever-Shifting Oral and Literate Traditions" | |
| |
| |
| |
| Annotated Student Essay: Stating and Supporting a Thesis | |
| |
| |
| "Texting and Literacy" (annotated student paper) | |
| |
| |
| |
| |
| From Finding to Evaluating Sources | |
| |
| |
| Identifying Sources | |
| |
| |
| Developing Search Strategies | |
| |
| |
| Evaluating Library Sources | |
| |
| |
| Evaluating Internet Sources | |
| |
| |
| |
| From Summary to Synthesis: Using Sources to Build an Argument | |
| |
| |
| Summaries, Paraphrases, and Quotations | |
| |
| |
| Writing a Paraphrase | |
| |
| |
| Writing a Summary | |
| |
| |
| The New Literacy | |
| |
| |
| |
| Writing a Synthesis | |
| |
| |
| The New Literacy: Stanford Study Finds Richness and Complexity in Student Writing | |
| |
| |
| |
| Studies Explore Whether Internet Makes Students Better Writers | |
| |
| |
| |
| Political Blogs: Teaching Us Lessons about Community | |
| |
| |
| |
| Don't Fear Twitter | |
| |
| |
| |
| You Tube: The Flattening of Politics | |
| |
| |
| |
| Integrating Quotations into Your Writing | |
| |
| |
| Avoiding Plagiarism | |
| |
| |
| Annotated Student Researched Argument: Synthesizing Sources | |
| |
| |
| A Greener Approach to Groceries: Community Based Agriculture in LaSalle Square | |
| |
| |
| |
| |
| From Ethos to Logos: Appealing to Your Readers | |
| |
| |
| Connecting with Readers: A Sample Argument | |
| |
| |
| "The Land of Opportunity" | |
| |
| |
| |
| Appealing to Ethos | |
| |
| |
| Appealing to Pathos | |
| |
| |
| Appealing to Logos: Using Reason and Evidence to Fit the Situation | |
| |
| |
| Recognizing Logical Fallacies | |
| |
| |
| Community-Based Research Partnerships: Challenges and Opportunities | |
| |
| |
| |
| Appealing to the Eye: Visual Rhetoric | |
| |
| |
| "1 in 8" (advertisement) | |
| |
| |
| Analyzing the Rhetoric of Advertisements | |
| |
| |
| "You Have Your Best Ideas in the Shower" | |
| |
| |
| Further Advertisements for Analysis | |
| |
| |
| |
| From Introductions to Conclusions: Drafting an Essay | |
| |
| |
| Drafting Introductions | |
| |
| |
| Developing Paragraphs | |
| |
| |
| "Reinventing 'America': Call for a New National Identity | |
| |
| |
| |
| Drafting Conclusions | |
| |
| |
| |
| From Revising to Editing: Working with Peer Groups | |
| |
| |
| Revising versus Editing | |
| |
| |
| The Peer Editing Process | |
| |
| |
| Peer Groups in Action: A Sample Session | |
| |
| |
| Annotated Student Draft | |
| |
| |
| Representing Poverty in Million Dollar Baby | |
| |
| |
| |
| Working with Early Drafts | |
| |
| |
| (Student writer), Memory through Photography | |
| |
| |
| |
| Working with Later Drafts | |
| |
| |
| Memory through Photography | |
| |
| |
| |
| Working with Final Drafts | |
| |
| |
| Memory through Photography | |
| |
| |
| |
| Further Suggestions for Peer Editing Groups | |
| |
| |
| |
| Other Methods of Inquiry: Interviews and Focus Groups | |
| |
| |
| Why Do Original Research? | |
| |
| |
| Getting Started: Writing a Proposal | |
| |
| |
| Annotated Student Proposal | |
| |
| |
| Mary Ronan: Research Paper Proposal: A Case Study of One Homeless Child's Education and Lifestyle | |
| |
| |
| Interviewing | |
| |
| |
| Using Focus Groups | |
| |
| |
| |
| Entering the Conversation of Ideas | |
| |
| |
| |
| Education: What does it mean to be educated, and who decides? | |
| |
| |
| "On the Uses of a Liberal Education" | |
| |
| |
| |
| "Other Voices, Other Rooms" | |
| |
| |
| |
| "How Male and Female Students Use Language Differently" | |
| |
| |
| |
| White Privilege: The Invisible Knapsack | |
| |
| |
| |
| "Why Are All the Black Kids Sitting Together in the Cafeteria?" | |
| |
| |
| |
| How to Tame a Wild Tongue | |
| |
| |
| |
| From 'Lies my Teacher Told Me' | |
| |
| |
| |
| From Still Separate, Still Unequal: America's Educational Apartheid | |
| |
| |
| |
| |
| Media Studies: What can we learn from what entertains us? | |
| |
| |
| Television as Teacher | |
| |
| |
| |
| Seeing and Making Culture: Representing the Poor | |
| |
| |
| |
| Taking a Bite Out of Twilight | |
| |
| |
| |
| The Wonder Woman Precedent: Female (Super) Heroism on Trial. | |
| |
| |
| |
| "Two Ways a Woman Can Get Hurt" Advertising and Violence | |
| |
| |
| |
| "Why Games Are Good for You:" | |
| |
| |
| |
| The Ideal Elf: Identity | |
| |
| |
| |
| Exploration in World of Warcraft | |
| |
| |
| Digital Gates (from The Young and the Digital) | |
| |
| |
| |
| |
| Business: How do we train and market to our youngest consumers? | |
| |
| |
| Kid Kustomers | |
| |
| |
| |
| From Multicultural Barbie and the Merchandising of Difference | |
| |
| |
| |
| The Smurfette Principle | |
| |
| |
| |
| Harry Potter and the Technology of Magic | |
| |
| |
| |
| Lies My Children's Books Taught Me: History Meets Popular Culture in the American Girls Books | |
| |
| |
| |
| 'The Power is Yours, Planeteers!': Race, Gender, and Sexuality in Children's Environmentalist Popular Culture | |
| |
| |
| |
| Childhood in the Age of Global Media | |
| |
| |
| |
| |
| International Relations: Who are "we" in relation to others? The challenges of globalization | |
| |
| |
| Your Local News-Dateline Dehli | |
| |
| |
| |
| The Rise of the Rest | |
| |
| |
| |
| While I Was Sleeping | |
| |
| |
| |
| From How Soccer Explains the World: An Unlikely Theory of Globalization | |
| |
| |
| |
| Gender, Class, and Terrorism | |
| |
| |
| |
| Moral Disagreement | |
| |
| |
| |
| Patriotism and Cosmopolitanism | |
| |
| |
| |
| Education and Cosmopolitanism | |
| |
| |
| |
| Selection from Persepolis | |
| |
| |
| |
| |
| Biology: How do we try to control our bodies? | |
| |
| |
| From Brain Gain: The Underground World of 'Neuroenhancing' Drugs | |
| |
| |
| |
| Psychotropic drug use: Between healing and enhancing the mind | |
| |
| |
| |
| From Believing Is Seeing; Biology as Ideology | |
| |
| |
| |
| Just Do���� What? Sport, Bodies, Gender | |
| |