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| Preface for Instructors | |
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| Introduction: What Is Academic Writing? | |
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| Starting with Inquiry: Habits of Mind of Academic Writers | |
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| Academic Writers Make Inquiries | |
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| Academic Writers Seek and Value Complexity | |
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| Academic Writers See Writing as a Conversation | |
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| Academic Writers Understand the Writing Process | |
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| Collect Information and Material | |
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| Draft, and Draft Again | |
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| Revise Significantly | |
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| From Reading as a Writer to Writing as a Reader | |
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| Reading as an Act of Composing: Annotating | |
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| Reading as a Writer: Analyzing a Text Rhetorically | |
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| Preface to Cultural Literacy | |
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| Identify the Situation | |
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| Identify the Writer's Purpose | |
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| Identify the Writer's Claims | |
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| Identify the Writer's Audience | |
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| Writing as a Reader: Composing a Rhetorical Analysis | |
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| Hispanic in America: Starting Points | |
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| Cultural Baggage | |
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| From Identifying Claims to Analyzing Arguments | |
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| Identifying Types of Claims | |
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| Hidden Lessons | |
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| Identify Claims of Fact | |
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| Identify Claims of Value | |
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| Identify Claims of Policy | |
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| Analyzing Arguments | |
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| Identify the Reasons Used to Support a Claim | |
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| Identify an Author's Concessions | |
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| Identify an Author's Counterarguments | |
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| (student writer), The Problems and Dangers of Assimilatory Policies | |
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| From Identifying Issues to Forming Questions | |
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| Identifying Issues | |
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| Draw on Your Personal Experience | |
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| Identify What Is Open to Dispute | |
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| Resist Binary Thinking | |
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| Build Upon and Extend Others' Ideas | |
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| Read to Discover a Writer's Frame | |
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| Consider the Constraints of the Situation | |
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| No Place Like Home | |
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| Formulating Issue-Based Questions | |
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| Refine Your Topic | |
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| Explain Your Interest in the Topic | |
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| Identify an Issue | |
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| Formulate Your Topic as a Question | |
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| Acknowledge Your Audience | |
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| From Formulating to Developing a Thesis | |
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| Developing a Working Thesis Statement: Three Models | |
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| The Correcting-Misinterpretations Model | |
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| The Filling-the-Gap Model | |
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| The Modifying-What-Others-Have-Said Model | |
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| Providing a Context for Stating a Thesis | |
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| (student writer), From Nuestra Clase: Making the Classroom a Welcoming Place for English Language Learners | |
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| Establish that the Issue Is Current and Relevant | |
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| Briefly Summarize What Others Have Said | |
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| Explain the Problem | |
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| State Your Thesis | |
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| From Protean Shapes in Literacy Events: Ever-Shifting Oral and Literate Traditions | |
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| (student writer), AIDS in Women: A Growing Educational Concern | |
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| From Finding to Evaluating Sources | |
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| Identifying Sources | |
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| Consult Experts Who Can Guide Your Research | |
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| Develop a Working Knowledge of Standard Sources | |
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| Distinguish Between Primary and Secondary Sources | |
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| Distinguish Between Popular and Scholarly Sources | |
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| Developing Search Strategies | |
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| Perform Keyword Searches | |
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| Try Browsing | |
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| Do a Journal or Newspaper Title Search | |
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| Evaluating Library Sources | |
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| Read the Introductory Sections | |
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| Examine the Table of Contents and Index | |
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| Check the Notes and Bibliographic References | |
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| Skim Deeper | |
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| Evaluating Internet Sources | |
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| Evaluate the Author of the Site | |
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| Evaluate the Organization That Supports the Site | |
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| Evaluate the Purpose of the Site | |
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| Evaluate the Information on the Site | |
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| From Summarizing to Documenting Sources | |
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| Summarizing and Paraphrasing | |
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| Debating the Civil Rights Movement: The View from the Nation | |
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| Describe the Major Point of the Text You Summarize | |
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| Select Examples to Illustrate the Author's Argument | |
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| Present the Gist of the Author's Argument | |
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| Contextualize What You Summarize | |
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| Synthesizing | |
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| Debating the Civil Rights Movement: The View from the Trenches | |
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| Ronald Takaki, Policies: Strategies and Solutions from Debating Diversity | |
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| Make Connections Among Different Readings | |
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| Decide What Those Connections Mean | |
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| Construct the Gist of Your Synthesis | |
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| Integrating Quotations into Your Writing | |
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| Take an Active Stance When You Quote | |
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| Explain the Quotations You Include | |
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| Attach Shorter Quotations Effectively to Your Sentences | |
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| Citing and Documenting Sources | |
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| Basics of Modern Language Association (MLA) Style | |
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| Basics of American Psychological Association (APA) Style | |
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| From Ethos to Logos: Appealing to Your Readers | |
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| The Land of Opportunity | |
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| Appealing to Ethos | |
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| Establish that You Have Good Judgment | |
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| Convey to Readers That You Are Knowledgeable | |
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| Show That You Understand the Complexity of a Given Issue | |
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| Appealing to Pathos | |
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| Show That You Know What Your Readers Value | |
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| Use Illustrations and Examples that Appeal to Readers' Emotions | |
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| Consider How Your Tone May Affect Your Audience | |
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| Appealing to Logos: Using Reason and Evidence to Fit the Situation | |
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| State the Premise or Premises | |
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| Use Credible Evidence | |
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| Demonstrate That the Conclusion Follows from the Premise | |
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| Recognizing Logical Fallacies | |
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| The Economic Is Political | |
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| From Introductions to Conclusions: Drafting Your Essay | |
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| Drafting Introductions: How Can You Set Up Your Argument? | |
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| The Inverted Triangle | |
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| The Narrative Introduction | |
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| The Interrogative Introduction | |
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| The Paradoxical Introduction | |
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| Minding the Gap | |
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| Developing Paragraphs: How Can You Build Your Argument? | |
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| Reinventing 'America': Call for a New National Identity | |
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| Use Topic Sentences to Focus Your Paragraphs | |
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| Create Unity | |
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| Use Critical Strategies to Develop Your Paragraphs | |
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| Drafting Conclusions: How Can You Wrap Up Your Argument? | |
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| Echo the Introduction | |
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| Challenge the Reader | |
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| Look to the Future | |
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| Pose Questions | |
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| Conclude with a Quotation | |
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| From Revising to Editing: Working with Peer Groups | |
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| Revising Versus Editing | |
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| The Peer Editing Process | |
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| Peer Groups in Action: A Sample Session | |
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| Working with Early Drafts | |
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| Working with Later Drafts | |
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| Working with Final Drafts | |
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| Further Suggestions for Peer Editing Groups | |
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| Other Methods of Inquiry: Interviews and Focus Groups | |
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| Why Do Original Research? | |
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| Getting Started: Writing a Proposal | |
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| Describe Your Purpose | |
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| Define Your Method | |
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| Discuss Your Implications | |
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| Include Additional Materials That Support Your Research | |
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| Interviewing | |
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| Plan the Interview | |
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| Prepare Your Script | |
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| Conduct the Interview | |
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| Make Sense of Your Interview | |
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| Turn Your Conversation into an Essay | |
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| Using Focus Groups | |
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| Select Participants for Your Focus Group | |
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| Prepare a Script for the Focus Group | |
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| Conduct the Focus Group | |
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| Interpret Data from the Focus Group | |
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| A Reader for Entering the Conversation of Ideas | |
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| Conventional and Unconventional Wisdom | |
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| What does it mean to be educated, and who decides? | |
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| On the Uses of a Liberal Education: As Lite Entertainment for Bored College Students | |
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| Teaching to Transgress and Engaged Pedagogy | |
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| Still Separate, Still Unequal: America's Educational Apartheid | |
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| From Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong. | |
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| Arts of the Contact Zone | |
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| On Reading a Video Text | |
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| A World of Difference/A Shrinking World | |
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| Who are we in relation to others? | |
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| Moral Disagreements | |
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| From Collapse | |
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| From How Soccer Explains the World | |
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| From The World Is Flat | |
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| From The Tipping Point | |
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| Gender, Class, and Terrorism | |
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| 'Check All the Boxes that Apply': Unstable Identities in the U.S | |
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| How do we experience the daily effects of race and class assumptions? | |
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| Dyes and Dolls | |
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| Maid to Order: The Politics of Other Women's Work | |
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| The Two Nations | |
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| Immigrants and Whites | |
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| White Privilege and Male Privilege | |
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| Americanismo, City of Peasants | |
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| Acting Naturally: The Practices of Gender | |
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| How do we learn to think and behave as gendered people? | |
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| Just Do ... What? Sport, Bodies, Gender | |
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| Children's Culture and Disney's Animated Films | |
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| Two Ways a Woman Can Get Hurt | |
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| Night to His Day: The Social Construction of Gender | |
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| Becoming a Gendered Body: Practices of Preschools | |
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| Women and the Knife | |
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| Talking Up Close: Status and Connection | |
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| Indoctrination or Revolution? Technologies of Popular Culture | |
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| How does pop culture reinforce or unsettle social standards? | |
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| Media, Discourse, and the Public Sphere: Electronic Memorials to Diana, Princess of Wales | |
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| Complete Freedom of Movement | |
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| From Everything Bad is Good for You | |
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| I Blog, Therefore I Am | |
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| Your Trusted Friends | |
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| Lest We Think the Revolution is a Revolution | |
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| Harry Potter and the Technology of Magic | |
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| Assignment Sequences | |
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| Appendix: Using MLA and APA Styles | |
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| How to Use Modern Language Association (MLA) Style | |
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| How to Use American Psychological Association (APA) Style | |
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| Index of Authors and Titles | |
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| Index of Terms | |