This document summarizes chapters 1 and 2 from a textbook. Chapter 1 discusses habits of mind for academic writers, including critical thinking, inquiry, and seeing writing as a conversation. It provides steps for the writing process such as drafting, revising, and understanding writing is iterative. Chapter 2 explains how to read critically by annotating texts and analyzing rhetoric. It defines rhetoric and provides steps for rhetorical analysis, such as identifying the situation, purpose, claims, and intended audience. The overall document outlines key concepts and strategies for academic reading and writing.

1. Greene & Lidinsky
Chapter 1 Starting with Inquiry: Habits of Mind of
Academic Writers.
Chapter 2 From Reading as a Writer to Writing as a
Reader.
EN 106 10/25/2012

2. CHAPTER 1 STARTING WITH INQUIRY: HABITS OF
MIND OF ACADEMIC WRITERS

3. ACADEMIC WRITING
• Academic writing- when scholars communicate with other colleagues
in their disciplines.
• Argument- text crafted to persuade an audience, often in the service
of changing peoples’ minds and behaviors.

4. WHEN WRITING AN ACADEMIC ESSAY…
• (1) Define situation that calls for some response in writing.
• (2) Prove timeliness of argument.
• (3) Establish a personal investment.
• (4) Appeal to readers who you want to reach by understanding their
side.
• (5) Support your argument with good reasoning.
• (6) Know & recognize readers’ reasons for their opposition while
enticing them to take your side.
• DO NOT ATTACK THE OPPOSITION!

5. DEVELOPING SKILLS
• Habits of mind- ways of thinking or patterns of thought that lead a
person to question assumptions and opinions, explore alternate ones,
anticipate opposing arguments, compare one experience to another,
and identify the causes and consequences of ideas and events. This
equals:
• Critical thinking- the ways of thinking critically in academia. The
next step is:
• Analytical process- considering a variety of factors, which develops a
skeptical habit of mind.
• Skeptical habit of mind- not accepting obvious answers to find why
things are the way they are and how they could change.

6. ACADEMIC WRITERS & INQUIRY
• Inquiry- after looking over a body of information very closely & from
many perspectives, then be able to ask questions of others who are
just scanning the material. The need to seek and value complexity.
Eg: explore how the media works to influence our opinion.
• Proper steps to inquiry:
• (1) Observe- note things
• (2) Ask questions- consider why
• (3) Examine alternatives
• Avoid binary thinking- there are only two sides to every story.
• Remember an issue- is a subject to be explored and debated.

7. ACADEMIC WRITERS SEEK & VALUE COMPLEXITY
• To learn to value & seek complexity:
• (1) Reflect on what you observe.
• (2) Examine issues from multiple points of view.
• (3) Ask issue based questions- putting into words questions to help
you explore your inquiries.

8. ACADEMIC WRITERS SEE WRITING AS A
CONVERSATION
• Writers see writing as conversation:
• Empathy- ability to understand the perspectives that shape what
people think, believe, and value.
• Steps for joining an academic conversation:
• (1) Be receptive to the ideas of others.
• (2) Be respectful.
• (3) Engage with the ideas of others.
• (4) Be flexible in your thinking about the ideas of others.

9. ACADEMIC WRITERS UNDERSTAND THAT WRITING
IS A PROCESS
• P. 10 Text: A practice sequence.
• Collecting Information & Material (Steps)
• (1) Mark texts as you read.
• (2) List quotations that are interesting & provocative.
• (3) List your own ideas in response.
• (4) Sketch out similarities & differences among authors whose work
you plan to use in your essay.

10. ACADEMIC WRITERS UNDERSTAND THAT WRITING
IS A PROCESS (2)
• Draft & draft again
• Steps to drafting:
• (1) Look through the materials.
• (2) Identify the issue.
• (3) Formulate a question.
• (4) Select the material that you will include.
• (5) Consider the reader types.
• (6) Gather more material.
• (7) Formulate a working thesis.
• (8) Consider possible arguments.

11. ACADEMIC WRITERS UNDERSTAND THAT WRITING
IS A PROCESS (3)
• Revise significantly
• Steps to revision:
• (1) Draft & revise the introduction & conclusion.
• (2) Clarify any obscure or confusing passages your peers have
pointed out.
• (3) Provide details & textual evidence where your peers have asked
for new or more information.
• (4) Check to see that you have included opposing points of view and
have addressed them fairly.
• (5) Consider reorganization.

12. ACADEMIC WRITERS UNDERSTAND THAT WRITING
IS A PROCESS (4)
• Steps to revision (cont)
• (6) Check to be sure that every paragraph contributes clearly to your
thesis or main claim, and that you have included signposts along the
way, phrases that help a reader understand your purpose(“Here I turn
to an example from current movies to show how this issue is alive and
well in pop culture”).
• (7) Consider using strategies you have found effective in other
reading you have done for class (repeating words or phrases for
effect, asking rhetorical questions, varying your sentence length).
• P. 15 Group activity?

13. END CHAPTER 1

14. From Reading as a Writer to Writing as a Reader
CHAPTER. 2

15. READING AS AN ACT OF COMPOSING
• Annotating- (leaving your mark on the page) First act of composing.
When you mark the pages of a text, you are reading critically,
engaging with the ideas of others, questioning and testing those ideas,
and inquiring into their significance.
• Critical reading- sometimes called active reading to distinguish it
from memorization, when you just read for the main idea so that you
can “spit it back out on a test.”
• When annotating a text ask the following questions:
• (1) What arguments is the author responding to?
• (2) Is the issue relevant or significant?
• (3) How do I know what the author says is true?
• (4) Is the author’s evidence legitimate or sufficient?
• (5) Can I think of an exception to the author’s argument?
• (6) What are the counterarguments? (p. 31 text)

16. READING AS A WRITER: ANALYZING A TEXT
RHETORICALLY
• Rhetoric- (means of persuasion) studying how writers influence
readers.
• Rhetorical analysis- separating parts of an argument to better
understand the argument as a whole and how it works.
• P. 33-36 (text)
• Steps to rhetorical analysis:
• (1) Situation- what motivates the writer to write?
• (2) Purpose- what is the writer trying to accomplish? What does the
author want readers to do?
• (3) Identify the writer’s claims- (thesis or main claim) Controlling
idea that solidifies a writer’s main point.
• (4) Identify the writer’s audience- the readers whose opinions and
actions he/she wishes to influence or change.

17. READING AS A WRITER: ANALYZING A TEXT
RHETORICALLY (2)
• P. 39-41 text exercise
• Steps to writing a rhetorical analysis of a paragraph:
• (1) The situation to which they are responding.
• (2) The purpose of their analysis and argument.
• (3) Their main claim or thesis.
• (4) Who they believe their audience is.
• P. 45-46 text activity.
• P. 47-49 group activity.

18. END OF CHAPTER. 2