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The two activities of writing and reading are intricately intertwined. This essay includes a book summary as well as a quotation. Stuart Greene and April Lidinsky’s from inquiry to academic writing, 3rd edition, has chapters two through eleven available online.
The Inquiry to Academic Writing book summary is organised by chapter.
CHAPTER 2: FROM READING AS A WRITER TO WRITING AS A READER
For a reader, reading and writing are two activities that go hand in hand and are also complementary. There are two types of reading: reading as a writer and reading as a creative act. Reading as part of the writing process refers to reading for comprehension rather than memorising. Reading as a writer, on the other hand, necessitates a close examination of texts in terms of persuasion strategies.
You’ll need to undertake a rhetorical analysis in writing, which will require you to identify the writer’s main points of view. To highlight his point, the author used the phrase “the escape from the conversation.” The final section of the article discusses the most significant parts of how to write oneself into an academic discussion.
I was particularly taken with Provenzo’s piece. As seen by his critique of Hirsch while still praising his contributions where appropriate, his writing philosophy is easily apparent.
CHAPTER 3: LERAN HOW TO RECOGNIZE CLAIMS AND HOW TO EVALUATE ARGUMENTS
When reading an essay, it’s crucial to discern between acceptable statements and those that require evidence or arguments. This allows the reader to comprehend the main message. Using Myra Sadker’s “Hidden Lessons” theme as an example, the author illustrates how to identify the primary arguments of an essay. The reader must distinguish between three types of claims: claims of value, claims of reality, and claims of policy. The next stage is to analyse the argument that is used to support each claim after the claims have been identified.
One of my favourite passages in this chapter was written by Primack. His claims are well-founded and backed up by proof. He says, for example, that grade inflation is a serious issue, and he explains why by arguing that teachers are anxious that rigorous grading will have a negative impact on current students’ prospects.
CHAPTER 4: IDENTIFYING ISSUES TO QUESTION FORMS
If you’re reading, ask yourself what drove the author to write, what they wrote, and what evidence will persuade your writers if you’re writing, among other things.
To ask these questions, one must first recognise a problem and have a thorough awareness of the existing situation. Drawing on personal experience, determining what is up for argument, employing binary thinking, evaluating other people’s viewpoints, the writer’s frame, and analysing the constraints of the situation are all aspects of the process of identifying issues.
I was intrigued to Anna’s writing because, as a reader, I could see that she felt compelled to write because she realised that most teenagers do not have the time to completely develop their talents. I could also relate to her strategy of persuading her readers that staying at home and doing nothing could be a pleasurable experience!
CHAPTERS 5 : THESIS FORMULATION AND DEVELOPMENT
When people read a writer’s work, they expect him or her to take a viewpoint on the subject matter. This is an illustration of the thesis. The author suggests four strategies for assisting writers in building their working thesis: Models include those for correcting misperceptions, filling in gaps, hypothesis testing, and altering what others have said. The following procedures should be performed to establish the thesis’s context: propose a discussion topic, summarise other people’s points of view, define what you believe is a problem, and finally provide your case
The writer discusses this phase by demonstrating how to state the thesis in a student’s essay, Veronica’s essay. Veronica uses the strategy of rectification of misperception to express her point of view. She makes a compelling case for changing her peer’s texting behaviours and texting myths.
CHAPTERS 6 & 7: RESEARCH TO SOURCE EVALUATION
It may be challenging to locate credible sources of information for reference. It is vital to select a trustworthy source of information to use as a reference. Once a source has been identified, the next step is to find the information needed. To locate a menu of possibilities that meets one’s needs, one can use the internet or the library’s website.
The steps for finding sources on the internet are as follows: Begin with a keyword search, then browse, and then perform a search for the newspaper’s title. If you decide to use library materials, complete these steps: All of these tasks should be done: reading the introduction, looking through the index, checking the bibliography references, and skimming for arguments. When utilising the internet, one should be cautious of the information they use and evaluate the information sources. After that, a bibliography should be created, detailing the sources of the books that were used.
SUMMARY OF THE SECOND CHAPTERS: SYNTHESIS IN SYNTHESIS
It is vital to incorporate these sources into one’s own arguments after selecting and discovering the sources to be used. This can be performed by summarising, paraphrasing, or simply quoting the other author’s thoughts. The major points, as well as the source, are quoted in a summary. When a writer borrows ideas from another author, he or she must avoid plagiarism by citing the source of the ideas. The term “synthesis” refers to a consideration of the connections between the ideas of two or more authors.
According to a comparison of Thompson and Keller’s writing samples, Thompson highlights how students have benefited from the use of blogs, but Keller backs up Thompson’s assertions with evidence. Electronic media, they both believe, has benefited from the evolution of textual communication. This synthesis both stimulates our thinking and allows us to come to our own conclusions.
CHAPTER 8: FROM ETHOS TO LOGOS
A writer’s capacity to comprehend their intended audience is a critical component of the writing process. Focusing on ethos, pathos, and logos as major concerns result in three techniques of identifying one’s readers. Demonstrating solid judgment, exhibiting subject matter knowledge, and appreciating the complexity of the situation under discussion are all techniques for generating ethos. Pathos is a type of attraction that is focused on feeling and emotion.
Demonstrate that you understand and appreciate your reader’s worth and sentiments to elicit pathos from them.
It’s crucial to choose examples that provoke emotional responses from the reader, as well as to keep your tone in mind. Logos present a persuasive case based on logic and evidence. To make a logos appeal, state the premises of your argument, present sufficient evidence to persuade the reader, and show that the conclusion drawn from the premises is accurate.
CHAPTER 9: FROM THE INTRODUCTION TO THE END.
It is critical to remember the instructions that will be utilised to develop arguments and, eventually, conclusions when writing an essay.
There are five main approaches to use when writing introductions. The first step is to begin with a broad issue and then narrow down your attention to your discoveries. Begin with a storey that will pique the reader’s interest, then go on to a notion that the reader feels is true, and ultimately, determine what the reader knows and doesn’t know about the subject. This will pique the reader’s curiosity and make them want to learn more.
The author also includes examples of topic phrases to help readers understand how to write effective paragraphs. Transition words and repetition can be utilised to connect these statements into a unified whole. Summarize the essay’s main ideas and explain what the reader should take away from it in the conclusion.
Chapter 10: FROM REVISING TO EDITING
It is vital to rewrite and modify a document once it has been prepared before submitting it. This requires correcting a few mistakes and replacing a few words with others across the page. When comparing two papers, revising differs from revising, which requires making changes to the paper to give it a new perspective. Each member of the group receives a draught copy, which is then accompanied by a cover letter. The writer reads the draught to the audience, who then join in. The writer could use the audience’s response to identify areas that need to be improved.
The three types of draughts accessible are an early draught, a late draught, and a final draught. An early draught’s goal is to get the group to focus on the thesis and the audience. A late draught signifies that you want the group to focus on your main problems. The repair of stylistic and grammatical errors is included in the final draughts.
Chapter 11 & 12: ADDITIONAL INQUIRY METHODS
In order to advance an argument, it is necessary to perform original research. It raises the standard of one’s own study results. It is vital to prepare an idea sheet when conducting research. This exhibits your enthusiasm for a particular topic. It’s also important to look back at previous relevant studies and see how other researchers conducted their investigations. This gives you a rough idea of what you need to do.
Researchers can use interview-based research to assist them answer study questions while also pushing them to collect concrete data. To prepare for and conduct a well-organized interview, a script should be used. The interview questions are given in the script. Before beginning the interview, it is vital to determine who the target audience will be. Focus groups, which provide original sources of evidence, are another approach of conducting research.
When writing an essay, certain strategies must be followed in order to produce a successful essay. We further note that reading should be done not only for the aim of memorising but also for understanding and expressing one’s own thoughts on the writer’s ideas.
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