Beginning from the premise that academic writing is a conversation a collegial exchange of ideas, undertaken in a spirit of collaboration to pursue new knowledge from inquiry to academic writing: a practical guide demystifies cross curricular thinking and writing by breaking it down into a series of comprehensible habits and skills that students can learn in order to join the conversation. 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 richard rodriguez, scholarship boy gerald graff, disliking books 2. 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 e.d. Hirsch's desire for a national curriculum writing as a reader: composing a rhetorical analysis sidonie smith and julia watson, agency from reading autobiography barbara ehrenreich, cultural baggage 3. From identifying claims to analyzing arguments identifying types of claims analyze the reasons used to support a claim annotated student argument marques camp, the end of the world may be nigh, and it's the kindle's fault analyzing and comparing arguments stuart rojstczer, grade inflation gone wild phil primack, doesn't anyone get a c anymore? 4. From identifying issues to forming questions identifying issues anna quindlen, doing nothing is something formulating issue based questions an academic essay for analysis william derieswicz, the end of solitude 5. From finding to evaluating sources identifying sources developing search strategies evaluating library sources evaluating internet sources 7.

We were gonna eat at buffalo wild wings but we saw this show on food network about bbq's and got hooked. Yum! in chapter four of from inquiry to academic writing, the main purpose of the chapter is to identify multiple views on an issue and evaluate that issue with questions. First off, before you can write critically and evaluate your issues, must first read critically. When reading you should think about why this person is arguing the statement? only then can you write about your own inquiries on the subject. The questions on page sixty five are of great importance because they will definitely boost the rhetoric in our papers. Just like in the previous chapter of this book, where we should look closely at the claims we read, we should also look at the claims that our source make. By explaining what the source is about and why it is important, we can further clarify its significance to our arguments.

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Also by identifying how the source intends to persuade us, we can see its effectiveness within our thinking. These questions not only deal with how to interpret the sources we use but how we use our own sources within our writing. Our writing should connect to the readers who understand the subject and even those who cannot.

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This relates to the chapter so what? who cares? in they say, i say. we have to makes sure the audience understands the purpose of the issue and how this issue will effect them in some way. In this use of audience awareness we will be able to make our point clear and persuasive to the audience. We should also be sure to evaluate both sides of the issue or multiple sides to the issue.

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Another important issue in this chapter is the misconception of the personal word i within college level essays. Using the personal views and personal beliefs will often strengthen your argument. After all it is personal experience which teaches us what to believe and shapes who we are. With these stories you can bring life into your essay, using personal thought to argue a point and make connections with our daily lives.

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I am super stoked for the beach! there's only 29 more days until i go on a road trip with my best friend. D in the opening chapter of this text, greene and lidinsky lay out a broad overview of academic writing and thinking. They address the challenges that academic writing presents to people inexperienced with it. In an attempt to provide a simple explanation of this style of composition, they characterize it as consisting of a well developed argument originated by the habits of mind promoting critical thinking and inquiry. Also discussed is the importance of recognizing writing as a process, and the recursive nature of revision.

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central ideas: the challenges of academic writing: greene and lidinsky identify some of the difficulties of learning how to write effectively in an academic setting. Academic writing itself is the act of scholarly communication between members of a certain discourse community. Thus, in order to effectively communicate within that community, one must be able to speak its language, and know its standard gestures and conventions. The authors say that a writer must think like an academic, read like an academic, do research like an academic, and write like an academic.

1 this echoes the ideas of composition scholar david bartholomae in his article inventing the university. Bartholomae would agree that students are asked to create an entirely new inventory of skills, and in some ways, a new identity, in order to be successful in academic writing. As bartholomae says, every time a student sits down to write for us, he has to invent the university for the occasion and act as though easily and comfortably one with his audience 605 606 that is to say, a writer must adopt the discourse of academia, and become comfortable with the thought processes, vocabulary, and even sentence structures which characterize that discourse. Critical thinking: the authors present, as the first skill required to master to learn academic writing, critical thinking. They associate critical thinking with the ability to establish habits of mind which foster inquiry and analysis, and lead you to question assumptions and opinions, explore alternative opinions, anticipate opposing arguments, compare one type of experience to another, and identify the causes and consequences of ideas and events. 2 the authors then further refine these to four key habits of mind: inquiring, seeking and valuing complexity, understanding that academic writing is a conversation, and understanding that writing is a process 4. Green and lidinsky state that the ability to ask good questions is key to academic writing.

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Once we understand something, we can then examine alternatives to, appreciate the complexity of, and challenge the existing state of issues. When a writer seeks and values complexity, they reject binary thinking and examine issues from multiple perspectives. It is important that a learning academic writer not let preconceived notions and prejudices blind him or her to points of view that they may not have considered. After examining the issue from multiple perspectives, further questions are possible, shaping the direction of inquiry. Viewing writing as a conversation helps to clarify the idea that writing consists of ideas built upon and in response to the ideas of others.

Any good conversation consists of both listening and replying as such, it is important to be familiar with the arguments of others. The authors of they say / i say: the moves that matter in academic writing, gerald graff and cathy birkenstein, address this idea as well. They call the process of writing persuasively a dialogue, and argue the necessity of summarizing others' arguments.

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Writers who make strong claims need to map their claims relative to those of other people 30. This supports greene's and lidinsky's assertion that productive conversation consists of people who are listening and responding to each other 8. The final key habit of mind the authors speak of is the understanding of writing as a process, specifically, a process of defining issues, formulating questions, and developing sound arguments 12.

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Though appearing at first glance somewhat linear, listing steps to follow, their process allows a decent amount of flexibility. the process of writing: greene and lidinsky give the following stages to the writing process they are advocating 12 14: 1: collect information and material: gather the information, ideas, and evidence you will use to shape your own argument. This consists of choosing texts and marking as you read, and noting important quotes and your ideas regarding the readings. 2: drafting: this step is quite long, involving looking through materials to determine what to say and focus on, identifying and formulating questions and responses to issues, considering your audience, gather more material once you have clarified your purpose, form a thesis, and consider and anticipate responses to arguments against your position.