|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
|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
|From Identifying Claims to Analyzing Arguments
|Identifying Types of Claims
|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
|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
|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
|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
|"Reinventing 'America': Call for a New National Identity
|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
|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?
|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
|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 Doï¿½ï¿½ï¿½ï¿½Â What? Sport, Bodies, Gender