Preface |
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xxii | |
Acknowledgments |
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xxx | |
Part 1: The Spirit Of Inquiry 1 |
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Chapter 1 Writing as Inquiry |
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1 | (35) |
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2 | (1) |
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Beliefs About Writing and Writing Development |
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3 | (1) |
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Exercise 1.1: This I Believe (and This I Don't) |
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3 | (4) |
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One Student's Response Bernice's Journal |
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5 | (1) |
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Inquiring Into The Details Journals |
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5 | (1) |
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Unlearning Unhelpful Beliefs |
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6 | (1) |
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6 | (1) |
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6 | (1) |
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Believing You Can Learn to Write Well |
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7 | (1) |
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7 | (3) |
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Starting with Questions, Not Answers |
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7 | (1) |
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Making the Familiar Strange |
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8 | (1) |
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8 | (1) |
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Being Willing to Write Badly |
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9 | (1) |
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9 | (1) |
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Exercise 1.2: A Roomful of Details |
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10 | (2) |
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One Student's Response Bernice's Journal |
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11 | (1) |
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Writing Situations and Rhetorical Choices |
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12 | (3) |
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A First Reflection on Your Writing Process |
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15 | (1) |
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15 | (1) |
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Thinking About Your Process |
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16 | (1) |
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Exercise 1.3: Literacy Narrative Collage |
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16 | (1) |
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Exercise 1.4: What Is Your Process? |
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17 | (4) |
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Problem Solving in Your Writing Process |
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20 | (1) |
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The Nature of the Writing Process |
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21 | (3) |
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The Writing Process as Recursive and Flexible |
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22 | (1) |
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A System for Using Writing to Think |
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22 | (2) |
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Inquiring Into The Details Invention Strategies |
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23 | (1) |
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Exercise 1.5: Two Kinds of Thinking |
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24 | (6) |
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A Writing Process That Harnesses Two Currents of Thought |
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25 | (3) |
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26 | (1) |
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Answering the So What? Question |
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27 | (1) |
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A Writing Process Driven by Questions |
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28 | (2) |
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A Strategy for Inquiry: Questioning, Generating, and Judging |
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30 | (1) |
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Exercise 1.6: A Mini Inquiry Project: Cell Phone Culture |
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31 | (2) |
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Exercise 1.7: Scenes of Writing |
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33 | (2) |
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Using What You Have Learned |
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35 | (1) |
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Chapter 2 Reading as Inquires |
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36 | (26) |
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Purposes for Academic Reading |
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37 | (2) |
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Exercise 2.1: Using the Four Purposes for Academic Reading |
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39 | (1) |
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40 | (1) |
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Exercise 2.2: A Reader's Memoir |
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41 | (1) |
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One Common Belief That Is an Obstacle |
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41 | (1) |
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Reading Situations and Rhetorical Choices |
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42 | (3) |
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43 | (1) |
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43 | (4) |
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43 | (1) |
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44 | (1) |
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Inquiring Into The Details Reading Perspectives |
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45 | (1) |
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Exercise 2.3: Reading a Life |
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45 | (2) |
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A Process for Reading to Write |
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47 | (4) |
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Questions for the Process of Reading to Write |
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47 | (2) |
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47 | (1) |
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What Should I Read to Find Out? |
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48 | (1) |
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What Do I Do with What I've Read? |
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48 | (1) |
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Having a Dialogue with What You Read |
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49 | (4) |
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Inquiring Into The Details Reading the Visual |
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50 | (1) |
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Exercise 2.4: Double-Entry Journaling with a Visual Text |
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51 | (2) |
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Techniques for Keeping a Double-Entry Journal |
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52 | (1) |
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Exercise 2.5: Reading Creatively, Reading Critically |
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53 | (1) |
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"The Importance of Writing Badly" |
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53 | (3) |
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Alternatives to the Double-Entry Journal |
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56 | (1) |
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Wrestling with Academic Discourse: Reading from the Outside In |
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57 | (3) |
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Features of Academic Discourse |
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58 | (2) |
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Using What You Have Learned |
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60 | (2) |
Part 2: Inquiry Projects |
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62 | (279) |
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Chapter 3 Writing a Personal Essay |
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62 | (37) |
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Writing About Experience and Observations |
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62 | (2) |
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Motives for Writing a Personal Essay |
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64 | (1) |
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The Personal Essay and Academic Writing |
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64 | (2) |
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Inquiring Into The Details The Power of Narrative Thinking |
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65 | (1) |
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66 | (3) |
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69 | (1) |
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Personal Essay 1: "Every Morning for Five Years" |
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69 | (3) |
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70 | (2) |
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Personal Essay 2: "The Dog That Made Us a Family" |
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72 | (3) |
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73 | (1) |
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Seeing The Form: Photo Essays |
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74 | (1) |
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75 | (22) |
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Inquiry Project: Writing a Personal Essay |
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75 | (1) |
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Writing Beyond The Classroom: Essaying "This I Believe" |
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76 | (1) |
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What Are You Going to Write About? |
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76 | (1) |
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77 | (4) |
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78 | (1) |
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78 | (1) |
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79 | (1) |
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80 | (1) |
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81 | (1) |
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What's Promising Material and What Isn't? |
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81 | (1) |
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Inquiring Into The Details: Clustering or Mapping |
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81 | (1) |
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Questions About Purpose and Audience |
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82 | (1) |
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82 | (2) |
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83 | (1) |
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84 | (1) |
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Student Sketch Amanda Stewart, "Earning a Sense of Place" |
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85 | (1) |
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Moving from Sketch to Draft |
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86 | (1) |
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valuating Your Own Sketch |
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86 | (1) |
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Reflecting on What You Learned |
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87 | (1) |
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87 | (1) |
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88 | (2) |
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88 | (1) |
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89 | (1) |
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Inquiring Into The Details More Than One Way to Tell a Story |
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89 | (1) |
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90 | (1) |
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91 | (1) |
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Reflecting on the Workshop |
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91 | (1) |
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91 | (3) |
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92 | (1) |
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93 | (1) |
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94 | (2) |
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96 | (1) |
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Using What You Have Learned |
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97 | (2) |
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Chapter 4 Writing a Profile |
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99 | (39) |
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99 | (1) |
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Motives for Writing a Profile |
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100 | (1) |
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The Profile and Academic Writing |
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101 | (1) |
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102 | (2) |
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104 | (9) |
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Profile 1: "Museum Missionary" |
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104 | (3) |
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106 | (1) |
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107 | (3) |
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109 | (1) |
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Profile 3: "The Life of a Violin Prodigy from South Bronx" |
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110 | (3) |
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113 | (1) |
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Seeing The Form: "Sun Boy" |
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113 | (2) |
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115 | (1) |
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Inquiry Project: Writing a Profile |
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115 | (18) |
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Who Are You Going to Write About? |
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116 | (1) |
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116 | (2) |
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116 | (1) |
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116 | (1) |
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117 | (1) |
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117 | (1) |
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One Student's Response Bruce's Journal |
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118 | (1) |
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118 | (1) |
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What's Promising Material and What Isn't? |
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118 | (1) |
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Questions About Audience and Purpose |
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119 | (1) |
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119 | (1) |
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119 | (1) |
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120 | (1) |
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120 | (5) |
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120 | (1) |
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120 | (1) |
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Writing Beyond The Classroom Digital Profiles |
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121 | (1) |
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122 | (1) |
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123 | (1) |
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Inquiring Into The Details Recording Interviews |
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124 | (1) |
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124 | (1) |
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Flash Profile: Veterans History Projects |
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125 | (1) |
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From Bullets to Bottles: The Two Wars of Dan Akee |
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126 | (1) |
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126 | (1) |
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Moving from Sketch to Draft |
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127 | (1) |
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127 | (1) |
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Reflecting on What You've Learned |
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127 | (1) |
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127 | (2) |
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Research, Interviews, and Reinterviews |
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127 | (1) |
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128 | (1) |
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129 | (1) |
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129 | (1) |
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129 | (1) |
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130 | (1) |
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Reflecting on the Workshop |
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130 | (1) |
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130 | (3) |
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131 | (1) |
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132 | (1) |
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133 | (3) |
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136 | (1) |
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Using What You Have Learned |
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137 | (1) |
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Chapter 5 Writing a Review |
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138 | (37) |
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138 | (1) |
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Motives for Writing a Review |
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139 | (1) |
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The Review and Academic Writing |
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140 | (2) |
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Seeing The Form Choosing the Best Picture |
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140 | (2) |
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142 | (2) |
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144 | (11) |
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Film Review: "A Christmas Story" |
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144 | (4) |
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147 | (1) |
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Review Of A Method: "The Benefits of No-Tech Note Taking" |
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148 | (3) |
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149 | (2) |
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Video Game Review: "Grand Theft Auto Takes on New York" |
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151 | (4) |
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153 | (2) |
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155 | (1) |
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Inquiry Project: Writing a Review Essay |
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155 | (19) |
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What Are You Going to Write About? |
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156 | (1) |
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156 | (1) |
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156 | (1) |
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156 | (1) |
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156 | (1) |
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157 | (1) |
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157 | (1) |
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What's Promising Material and What Isn't? |
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157 | (1) |
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Questions About Audience and Purpose |
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158 | (1) |
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158 | (2) |
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158 | (1) |
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159 | (1) |
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160 | (1) |
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160 | (1) |
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Experiencing Your Subject |
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160 | (1) |
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160 | (2) |
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Refining Criteria for Better Evidence |
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160 | (1) |
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Considering Criteria and Rhetorical Context |
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161 | (1) |
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162 | (2) |
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Inquiring Into The Details Collaborating on Criteria |
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163 | (1) |
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Student Sketch: "Recipe for a Great Film: Unlikeable People, Poor Choices, and Little Redemption" |
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164 | (1) |
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Moving from Sketch to Draft |
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164 | (1) |
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165 | (1) |
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Reflecting on What You've Learned |
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165 | (1) |
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165 | (2) |
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165 | (1) |
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166 | (1) |
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166 | (1) |
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166 | (1) |
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167 | (1) |
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167 | (1) |
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167 | (1) |
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168 | (1) |
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168 | (1) |
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169 | (1) |
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169 | (3) |
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169 | (1) |
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170 | (2) |
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Student Essay: "How to Not Feel Good and Feel Good About It" |
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172 | (3) |
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173 | (1) |
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Using What You Have Learned |
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174 | (1) |
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Chapter 6 Writing a Proposal |
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175 | (36) |
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Writing About Problems and Solutions |
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175 | (2) |
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176 | (1) |
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Problems of Manageable Scale |
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177 | (1) |
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Motives for Writing a Proposal |
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177 | (1) |
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The Proposal and Academic Writing |
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178 | (1) |
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Inquiring Into The Details Writing a Research Proposal |
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179 | (1) |
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179 | (3) |
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182 | (9) |
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Proposal 1: "Why College Football Should Be Banned" |
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182 | (3) |
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184 | (1) |
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Proposal 2: "Preventing Alcohol-Related Problems on College Campuses-Summary of the Final Report of the NIAAA Task Force on College Drinking" |
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185 | (8) |
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190 | (1) |
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Seeing The Form: A Problem in Pictures |
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191 | (2) |
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193 | (1) |
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Inquiry Project: Writing a Proposal |
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193 | (17) |
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What Are You Going to Write About? |
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194 | (1) |
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194 | (2) |
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194 | (1) |
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195 | (1) |
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195 | (1) |
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195 | (1) |
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196 | (1) |
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What's Promising Material and What Isn't? |
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196 | (1) |
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Questions About Audience and Purpose |
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196 | (1) |
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197 | (1) |
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Researching to Answer the So What? Question |
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197 | (1) |
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Giving Your Answer on a PowerPoint |
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198 | (1) |
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198 | (1) |
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Student Sketch: "Loving and Hating RealityTV" |
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199 | (1) |
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Moving from Sketch to Draft |
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200 | (1) |
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Evaluating Your Own Sketch |
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200 | (1) |
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Reflecting on What You Learned |
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200 | (1) |
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201 | (2) |
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201 | (1) |
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Focusing on the Justifications |
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202 | (1) |
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203 | (1) |
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203 | (1) |
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203 | (1) |
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204 | (1) |
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Inquiring Into The Details Evidence-A Case Study |
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204 | (1) |
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205 | (1) |
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205 | (2) |
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205 | (1) |
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206 | (1) |
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Student Essay: "Avoidable Accidents: How to Make Reality TV Safer" |
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207 | (9) |
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209 | (1) |
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Using What You Have Learned |
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210 | (1) |
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Chapter 7 Writing an Argument |
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211 | (48) |
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Writing to Persuade People |
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211 | (1) |
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Motives for Writing an Argument |
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212 | (2) |
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Writing Beyond The Classroom Public Argument in a Digital Age |
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213 | (1) |
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The Argument and Academic Writing |
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214 | (1) |
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215 | (1) |
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216 | (3) |
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Argument Has More Than Two Sides |
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217 | (1) |
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Inquiry Arguments Begin with Exploration |
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218 | (1) |
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What Do We Mean by Claims, Reasons, and Evidence? |
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219 | (3) |
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Claims: What You Want People to Believe |
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219 | (1) |
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Reasons: The "Because..." Behind the Claim |
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220 | (1) |
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Evidence: Testing the Claim |
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220 | (2) |
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Seeing The Form The "Imagetext" as Argument |
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221 | (1) |
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Analyzing What Makes a Good Argument |
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222 | (3) |
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Classical Argument: Ethos, Pathos, Logos |
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222 | (1) |
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Toulmin's Approach: What Do You Need to Believe Is True? |
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223 | (1) |
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Rogers: Accurately Restating and Refusing Opposing Claims |
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224 | (1) |
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Exercise 7.1: Argument as Therapy |
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225 | (3) |
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One Student's Response Rebecca's Journal |
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226 | (1) |
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Avoiding Logical Fallacies |
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227 | (1) |
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Exercise 7.2: Find the Fallacies |
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228 | (1) |
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229 | (8) |
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Factual Argument: Is It True That___? |
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229 | (2) |
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231 | (1) |
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Definition Argument: What Should We Call It? |
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"The Language of War Is Killing" |
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232 | (1) |
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233 | (1) |
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Casual Argument: What's The Cause? |
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"Colorado Will Show Why Legalizing Marijauna Is a Mistake" |
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234 | (2) |
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236 | (1) |
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237 | (1) |
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Inquiry Project: Writing an Argument |
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237 | (1) |
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What Are You Going to Write About? |
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237 | (1) |
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238 | (2) |
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238 | (1) |
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One Student's Response Rebecca's Journal |
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239 | (1) |
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239 | (1) |
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240 | (1) |
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240 | (1) |
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240 | (2) |
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What's Promising Material and What Isn't? |
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240 | (1) |
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Questions About Audience and Purpose |
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241 | (1) |
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242 | (2) |
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Kitchen Knives of Thought |
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242 | (1) |
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243 | (1) |
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243 | (1) |
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244 | (1) |
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Student Sketch: "Twitter a Profound Thought?" |
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244 | (1) |
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Moving from Sketch to Draft |
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245 | (1) |
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Evaluating Your Own Sketch |
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245 | (1) |
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Reflecting on What You've Learned |
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246 | (1) |
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246 | (3) |
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246 | (2) |
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248 | (1) |
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249 | (2) |
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Designing Your Argument Rhetorically |
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249 | (1) |
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249 | (1) |
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250 | (1) |
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Inquiring Into The Details What Evidence Can Do |
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251 | (1) |
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251 | (1) |
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252 | (1) |
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252 | (5) |
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252 | (1) |
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253 | (1) |
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Student Essay: "Social Networking Social Good?" |
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254 | (13) |
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257 | (1) |
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Using What You Have Learned |
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257 | (2) |
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Chapter 8 Writing an Analytical Essay |
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259 | (39) |
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259 | (1) |
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Motives for Writing an Analytical Essay |
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260 | (1) |
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The Analytical Essay and Academic Writing |
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260 | (2) |
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Exercise 8.1: Interpeting an Image |
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262 | (2) |
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264 | (3) |
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267 | (13) |
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Literary Analysis: "On 'The Shield That Came Back- |
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268 | (2) |
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269 | (1) |
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Ad Analysis: "What Does Apple's 'Misunderstood' Advertisement Mean?" |
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270 | (3) |
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272 | (1) |
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Inquiring Into The Details Five Methods of Analysis |
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273 | (1) |
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Film Analysis: "'Why Won't You Die?' The Art of the Jump Scare" |
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274 | (4) |
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278 | (1) |
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Seeing The Form Brand as Visual Interpretation |
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278 | (2) |
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280 | (1) |
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Inquiry Project: Writing an Analytical Essay |
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280 | (1) |
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What Are You Going to Write About? |
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281 | (1) |
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281 | (3) |
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281 | (1) |
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282 | (1) |
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282 | (1) |
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282 | (2) |
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Inquiring Into The Details Common Literary Devices |
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283 | (1) |
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284 | (2) |
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What's Promising Material and What Isn't? |
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284 | (2) |
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Questions About Audience and Purpose |
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286 | (1) |
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286 | (10) |
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Student Sketch: "All About That Hate" |
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287 | (1) |
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Moving from Sketch to Draft |
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288 | (1) |
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Evaluating Your Own Sketch |
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288 | (1) |
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Reflecting on What You've Learned |
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288 | (1) |
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288 | (1) |
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288 | (1) |
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289 | (1) |
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289 | (1) |
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289 | (1) |
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290 | (1) |
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290 | (1) |
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291 | (1) |
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291 | (3) |
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292 | (1) |
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292 | (2) |
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Student Essay: "All About That Hate: A Critical Analysis of 'All About That Bass- |
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294 | (2) |
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296 | (1) |
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Using What You Have Learned |
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296 | (2) |
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Chapter 9 Writing an Ethnographic Essay |
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298 | (43) |
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298 | (1) |
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Motives for Writing Ethnography |
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299 | (1) |
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Ethnography and Academic Writing |
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299 | (1) |
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300 | (3) |
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303 | (8) |
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Ethnographic Essay 1:"Anna as Reader: - Intimacy and Response" |
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303 | (3) |
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Elizabeth Chiseri-Strater |
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305 | (1) |
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Ethnographic Essay 2: "My Freshman Year: Worldliness and Worldview" |
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306 | (4) |
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309 | (1) |
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Seeing The Form: German Cowboys |
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310 | (1) |
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311 | (1) |
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Inquiry Project: Writing the Ethnographic Essay |
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311 | (1) |
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What Are You Going to Write About? |
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312 | (1) |
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312 | (3) |
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312 | (2) |
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Writing Beyond The Classroom Commercial Ethnography |
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313 | (1) |
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314 | (1) |
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314 | (1) |
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314 | (1) |
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315 | (2) |
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Inquiring Into The Details Researching Trends and Subcultures on the Web |
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315 | (1) |
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What's Promising Material and What Isn't? |
|
|
316 | (1) |
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Questions About Audience and Purpose |
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316 | (1) |
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317 | (23) |
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Inquiring Into The Details Questions Ethnographers Ask |
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317 | (1) |
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318 | (1) |
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Inquiring Into The Details Ethnography and Ethics |
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318 | (1) |
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Field Notes: "Field Notes on Friday Afternoon at Emerald Lanes" |
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319 | (2) |
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321 | (1) |
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Moving from Sketch to Draft |
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322 | (1) |
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Evaluating Your Own Sketch |
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322 | (1) |
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Reflecting on What You've Learned |
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322 | (1) |
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322 | (1) |
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322 | (3) |
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Inquiring Into The Details Useful Library Databases for Ethnography |
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324 | (1) |
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324 | (1) |
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325 | (1) |
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325 | (1) |
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326 | (1) |
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326 | (1) |
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327 | (1) |
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327 | (3) |
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327 | (1) |
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328 | (2) |
|
Student Essay: "Beyond 'Gaydar" |
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330 | (17) |
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339 | (1) |
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Using What You Have Learned |
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340 | (1) |
Part 3: Inquiring Deeper |
|
341 | (133) |
|
Chapter 10 Writing a Research Essay |
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341 | (41) |
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341 | (1) |
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Research Essays, Research Papers, and Research Reports |
|
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342 | (1) |
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Motives for Writing a Research Essay |
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343 | (1) |
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The Research Essay and Academic Writing |
|
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343 | (1) |
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344 | (3) |
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347 | (9) |
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Exercise 10.1: Flash Research on Tattoos |
|
|
347 | (2) |
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Excerpt 1: Journal Article Derek J. Roberts, "Secret Ink: Tattoo's Place In Contemporary American Culture" |
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349 | (1) |
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Excerpt 2: Journal Article Myrna L. Armstrong, Alden E. Roberts, Jerome R. Koch, Jana C. Sanders, Donna C. Owen, And R. Rox Andreson, "Motivation For Contemporary Tattoo Removal" |
|
|
350 | (1) |
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Excerpt 3: Book Miliann Kange And Katherine Jones, "Why Do People Get Tattoos?" |
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351 | (2) |
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Excerpt 4: Journal Article Jenn Home, David Knox, Jane Zusman, and Marty E. Zusman, "Tattoos and Piercings: Attitudes, Behaviors, and Interpretations of College Students" |
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353 | (3) |
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356 | (1) |
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Inquiry Project: Writing a Research Essay |
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356 | (1) |
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What Are You Going to Write About? |
|
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356 | (1) |
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357 | (2) |
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357 | (1) |
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357 | (1) |
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358 | (1) |
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358 | (1) |
|
One Student's Response Julian's Journal |
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358 | (1) |
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|
359 | (2) |
|
What's Promising Material and What Isn't? |
|
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360 | (1) |
|
Questions about Audience and Purpose |
|
|
361 | (1) |
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|
361 | (2) |
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|
361 | (1) |
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362 | (1) |
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362 | (1) |
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|
363 | (1) |
|
Moving from Proposal to Draft |
|
|
364 | (3) |
|
|
365 | (1) |
|
Reflecting on What You've Learned |
|
|
365 | (1) |
|
|
365 | (1) |
|
Inquiring Into The Details Scheduling Your Time |
|
|
366 | (1) |
|
Tools for Developing the Research Essay Draft |
|
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366 | (1) |
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367 | (4) |
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368 | (2) |
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370 | (1) |
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371 | (1) |
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372 | (1) |
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372 | (10) |
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|
372 | (1) |
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373 | (1) |
|
Student Essay: "The 'Unreal Dream': True Crime in the Justice System" |
|
|
374 | (6) |
|
|
|
380 | (1) |
|
Using What You Have Learned |
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|
380 | (2) |
|
Chapter 11 Research Techniques |
|
|
382 | (35) |
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|
382 | (1) |
|
Research in the Electronic Age |
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|
383 | (5) |
|
|
383 | (2) |
|
Power Searching Using Google |
|
|
385 | (3) |
|
Inquiring Into The Details Google Tips and Tricks |
|
|
386 | (1) |
|
|
387 | (1) |
|
Power Searching in the Library |
|
|
388 | (2) |
|
Combining Terms Using Boolean Searching |
|
|
388 | (1) |
|
Using Controlled Language Searches |
|
|
389 | (1) |
|
Developing Working Knowledge |
|
|
390 | (3) |
|
A Strategy for Developing Working Knowledge |
|
|
391 | (2) |
|
Refine the Research Question |
|
|
391 | (2) |
|
Developing Focused Knowledge |
|
|
393 | (4) |
|
Library Research: A Strategy for Developing Focused Knowledge |
|
|
393 | (3) |
|
|
394 | (1) |
|
Searching for Periodicals and Newspapers |
|
|
394 | (2) |
|
Web Research: A Strategy for Developing Focused Knowledge |
|
|
396 | (2) |
|
Advanced Internet Research Techniques |
|
|
396 | (1) |
|
Evaluating Library Sources |
|
|
397 | (1) |
|
Inquiring Into The Details The Working Bibliography |
|
|
398 | (1) |
|
|
398 | (3) |
|
An Evaluation Checklist for Web Sources |
|
|
400 | (1) |
|
Research with Living Sources: Interviews, Surveys, and Fieldwork |
|
|
401 | (9) |
|
|
401 | (4) |
|
|
402 | (1) |
|
|
403 | (1) |
|
Using the Interview in Your Writing |
|
|
404 | (1) |
|
|
405 | (1) |
|
|
405 | (1) |
|
Contacting Someone for an Online Interview |
|
|
405 | (1) |
|
|
406 | (3) |
|
Defining a Survey's Goals and Audience |
|
|
406 | (1) |
|
Two Types of Survey Questions |
|
|
406 | (1) |
|
Crafting Survey Questions |
|
|
407 | (1) |
|
Inquiring Into The Details Types of Survey Questions |
|
|
408 | (1) |
|
Conducting a Survey: Paper or Electronic? |
|
|
409 | (1) |
|
|
409 | (1) |
|
Finding the Target Audience |
|
|
409 | (1) |
|
Using Survey Results in Your Writing |
|
|
410 | (1) |
|
Fieldwork: Research on What You See and Hear |
|
|
410 | (2) |
|
|
411 | (1) |
|
|
411 | (1) |
|
Using Field Research in Your Writing |
|
|
412 | (1) |
|
Writing in the Middle: Note-Taking Techniques |
|
|
412 | (5) |
|
|
413 | (1) |
|
|
414 | (2) |
|
One Student's Response Claude's Research Log |
|
|
414 | (2) |
|
Using What You Have Learned |
|
|
416 | (1) |
|
Chapter 12 Using and Citing Sources |
|
|
417 | (57) |
|
|
417 | (1) |
|
Using and Synthesizing Sources |
|
|
418 | (6) |
|
The Research Writer as Narrator |
|
|
419 | (1) |
|
The Narrator as Synthesizer |
|
|
420 | (1) |
|
The Note Taker's Triad: Summary, Paraphrase, and Quotation |
|
|
421 | (1) |
|
|
421 | (1) |
|
|
422 | (1) |
|
|
423 | (1) |
|
Citing Sources and Avoiding Plagiarism |
|
|
424 | (3) |
|
|
425 | (2) |
|
Inquiring Into The Details A Taxonomy of Copying |
|
|
426 | (1) |
|
Exercise 12.1: The Accidental Plagiarist |
|
|
427 | (47) |
|
MLA Documentation Guidelines |
|
|
429 | (26) |
|
Inquiring Into The Details The Common Knowledge Exception |
|
|
429 | (1) |
|
|
430 | (1) |
|
|
430 | (1) |
|
Inquiring Into The Details Citations That Go with the Flow |
|
|
431 | (1) |
|
When You Mention the Author's Name |
|
|
432 | (1) |
|
|
432 | (1) |
|
|
433 | (1) |
|
When One Source Quotes Another |
|
|
434 | (1) |
|
|
434 | (1) |
|
Several Sources in a Single Citation |
|
|
434 | (1) |
|
Sample Parenthetical References for Other Sources |
|
|
435 | (1) |
|
|
436 | (1) |
|
|
436 | (4) |
|
Preparing the Works Cited Page |
|
|
440 | (1) |
|
|
441 | (1) |
|
|
442 | (1) |
|
|
443 | (3) |
|
|
446 | (2) |
|
Sample Periodical Citations |
|
|
448 | (3) |
|
Citing Online and Other Sources |
|
|
451 | (3) |
|
A Sample Paper in MLA Style |
|
|
454 | (1) |
|
APA Documentation Guidelines |
|
|
455 | (18) |
|
How the Essay Should Look |
|
|
455 | (1) |
|
|
455 | (1) |
|
|
455 | (1) |
|
|
455 | (2) |
|
|
457 | (1) |
|
|
458 | (1) |
|
|
458 | (1) |
|
|
458 | (1) |
|
|
459 | (1) |
|
|
459 | (1) |
|
Citing Sources in Your Essay |
|
|
459 | (1) |
|
When the Author Is Mentioned in the Text |
|
|
459 | (1) |
|
When the Author Isn't Mentioned in the Text |
|
|
460 | (1) |
|
When to Cite Page Numbers |
|
|
460 | (1) |
|
A Single Work by Two or More Authors |
|
|
460 | (1) |
|
|
460 | (1) |
|
Two or More Works by the Same Author |
|
|
460 | (1) |
|
|
461 | (1) |
|
Multiple Works in the Same Parentheses |
|
|
461 | (1) |
|
Interviews, E-Mail, and Letters |
|
|
461 | (1) |
|
New Editions of Old Works |
|
|
462 | (1) |
|
|
462 | (1) |
|
Preparing the References List |
|
|
462 | (1) |
|
|
462 | (1) |
|
|
463 | (2) |
|
Sample References: Articles |
|
|
465 | (1) |
|
|
466 | (4) |
|
|
470 | (2) |
|
A Sample Paper in APA Style |
|
|
472 | (1) |
|
Using What You Have Learned |
|
|
473 | (1) |
Part 4: Re-Inquiring |
|
474 | (88) |
|
Chapter 13 Re-Genre: Repurposing Your Writing for Multimedia Genres |
|
|
474 | (38) |
|
|
475 | (1) |
|
What Writers Can Learn from Re-Genre: Knowledge Transfer |
|
|
476 | (1) |
|
Transfer from Blog Essay to Podcast: A Case Study |
|
|
477 | (1) |
|
Beyond Words: Communicating in Other Modes |
|
|
478 | (3) |
|
The Problem of Definition |
|
|
479 | (2) |
|
|
480 | (1) |
|
Re-Genre Is Deep Revision |
|
|
481 | (6) |
|
Genre as a Way of Knowing and Seeing |
|
|
481 | (1) |
|
Genre and Its Conventions |
|
|
482 | (2) |
|
|
482 | (2) |
|
Inquiring Into The Details Re-Genre and Re-Flect |
|
|
484 | (1) |
|
|
484 | (1) |
|
|
485 | (1) |
|
Applying Rhetorical Goals |
|
|
485 | (2) |
|
Inquiring Into The Details Levels of Content |
|
|
486 | (1) |
|
Exercise 13.1: Re-Genre Pitch |
|
|
487 | (21) |
|
|
487 | (17) |
|
|
488 | (2) |
|
|
490 | (3) |
|
|
493 | (1) |
|
|
494 | (2) |
|
|
496 | (3) |
|
|
499 | (1) |
|
|
500 | (1) |
|
|
501 | (2) |
|
|
503 | (1) |
|
Drafting Tools: Scripts, Storyboards, and Mock-Ups |
|
|
504 | (4) |
|
|
505 | (1) |
|
|
505 | (2) |
|
|
507 | (1) |
|
Exercise 13:2: Genre Analysis: Conventions and Best Practices |
|
|
508 | (44) |
|
|
508 | (1) |
|
Inquiring Into The Details Citing Multimodal Content |
|
|
509 | (1) |
|
|
509 | (1) |
|
Creative Commons Licenses |
|
|
509 | (1) |
|
|
510 | (1) |
|
|
510 | (1) |
|
Using What You Have Learned |
|
|
511 | (1) |
|
Chapter 14 Revision Strategies |
|
|
512 | (40) |
|
|
512 | (2) |
|
|
514 | (1) |
|
Strategies for Divorcing the Draft |
|
|
515 | (1) |
|
Five Categories of Revision |
|
|
516 | (2) |
|
|
518 | (5) |
|
Revision Strategy 14.1: Dialogue with Dave |
|
|
518 | (1) |
|
Inquiring Into The Details Explore or Argue? |
|
|
519 | (1) |
|
Revision Strategy 14.2: What Do You Want to Know About What You Learned? |
|
|
520 | (1) |
|
One Student's Response Julia's Draft |
|
|
520 | (1) |
|
Revision Strategy 14.3: Finding the Focusing Question |
|
|
521 | (1) |
|
Revision Strategy 14.4: What's the Relationship? |
|
|
522 | (1) |
|
|
523 | (2) |
|
Where Does Meaning Come From? 5, Methods for Discovering Your Thesis |
|
|
525 | (5) |
|
Revision Strategy 14.5: Harvest Meanings in the Draft |
|
|
525 | (1) |
|
Revision Strategy 14.6: Looping Towa a Thesis |
|
|
525 | (1) |
|
Revision Strategy 14.7: Reclaiming Yo Topic |
|
|
526 | (1) |
|
Revision Strategy 14.8: The Believing Game |
|
|
527 | (1) |
|
Methods for Refining Your Thesis 5' Revision Strategy 14.9: Questions as Knives |
|
|
528 | (1) |
|
Revision Strategy 14.10: Qualifying Your Claim |
|
|
529 | (1) |
|
Problems with Information |
|
|
530 | (4) |
|
Revision Strategy 14.11: Explode a Moment |
|
|
530 | (1) |
|
Revision Strategy 14.12: Beyond Examples |
|
|
531 | (1) |
|
Revision Strategy 14.13: Research the Conversation |
|
|
532 | (1) |
|
Revision Strategy 14.14: Backing Up Your Assumptions |
|
|
533 | (1) |
|
|
534 | (8) |
|
Formal Academic Structures |
|
|
535 | (1) |
|
Revision Strategy 14.15: Beginnings, Middles, Ends, and the Work They Do |
|
|
536 | (1) |
|
Revision Strategy 14.16: Reorganizing Around Thesis and Support |
|
|
536 | (2) |
|
Revision Strategy 14.17: Multiple Leads |
|
|
538 | (1) |
|
Inquiring Into The Details Types of Leads |
|
|
539 | (1) |
|
Revision Strategy 14.18: The Frankenstein Draft |
|
|
540 | (1) |
|
Revision Strategy 14.19: Reverse Outline |
|
|
541 | (1) |
|
Problems with Clarity and Style |
|
|
542 | (1) |
|
Solving Problems of Clarity |
|
|
543 | (1) |
|
vision Strategy 14.20: The Three Most Important Sentences |
|
|
543 | (1) |
|
|
543 | (8) |
|
The Last Line of the First Paragraph |
|
|
544 | (1) |
|
The Last Line of the Essay |
|
|
544 | (1) |
|
Revision Strategy 14.21: Untangling Paragraphs |
|
|
544 | (2) |
|
Revision Strategy 14.22: Cutting Clutter |
|
|
546 | (1) |
|
Inquiring Into The Details Transition Flags |
|
|
547 | (1) |
|
Revision Strategy 14.23: The Actor and the Action Next Door |
|
|
548 | (1) |
|
|
549 | (1) |
|
Revision Strategy 14.24: Actors and Actions |
|
|
549 | (1) |
|
Revision Strategy 14.25: Smoothing the Choppiness |
|
|
550 | (1) |
|
Revision Strategy 14.26: Fresh Ways to Say Things |
|
|
550 | (1) |
|
Using What You Have Learned |
|
|
551 | (1) |
|
Appendix A: The Writer's Workshop |
|
|
552 | (10) |
|
Making the Most of Peer Review |
|
|
552 | (2) |
|
|
552 | (1) |
|
|
553 | (1) |
|
|
553 | (1) |
|
Models for Writing Workshops |
|
|
554 | (1) |
|
|
554 | (1) |
|
|
555 | (1) |
|
The Writer's and Reader's Responsibilities |
|
|
555 | (1) |
|
|
556 | (6) |
|
|
556 | (4) |
|
|
556 | (1) |
|
The Initial-Response Workshop |
|
|
557 | (1) |
|
The Narrative-of-Thought Workshop |
|
|
557 | (1) |
|
The Instructive-Lines Workshop |
|
|
557 | (1) |
|
|
558 | (1) |
|
The Graphing-Reader-Interest Workshop |
|
|
558 | (1) |
|
The Sum-of-the-Parts Workshop |
|
|
559 | (1) |
|
|
559 | (1) |
|
|
560 | (1) |
|
Reflecting on the Workshop |
|
|
560 | (2) |
Appendix B The Writing Portfolio |
|
562 | (7) |
|
|
562 | (1) |
|
|
562 | (2) |
|
|
563 | (1) |
|
|
563 | (1) |
|
|
564 | (1) |
|
|
565 | (1) |
|
Writing a Reflective Letter or Essay |
|
|
566 | (2) |
|
|
568 | (1) |
Appendix C The Annotated Bibliography |
|
569 | |
|
What Is an Annotated Bibliography? |
|
|
569 | (1) |
|
|
569 | (1) |
|
|
569 | (1) |
|
|
570 | (1) |
|
|
570 | (1) |
|
Writing an Annotated Bibliography |
|
|
570 | (2) |
|
|
570 | (1) |
|
|
570 | (1) |
|
|
571 | (1) |
|
|
571 | (1) |
|
|
572 | (1) |
|
Sample Student Annotated Bibliography |
|
|
572 | |
Credits |
|
CR-1 | |
Index |
|
I-1 | |