The Curious Writer by Bruce Ballenger is an assignment-oriented, all-in-one rhetoric-reader-handbook that stresses the connections between personal and academic writing.
Table of Contents:
Instructor Preface
Student Preface
PART ONE - THE SPIRIT OF INQUIRY
Chapter 1: Writing as Inquiry
Motives for Writing
Beliefs About Writing
Exercise 1.1: What Do You Believe?
One Student’s Response: Jon’s Journal
Inquiring into the Details: Journals
Unlearning Unhelpful Beliefs
The Beliefs of This Book
Inquiring into the Details: Portfolios
Writing Situations and Rhetorical Choices
Habits of Mind
Start with Questions, Not Answers
Suspend Judgment
Search for Surprise
Exercise 1.2 A Roomful of Details
One Student’s Response: Margaret’s Journal
Inquiring into the Details: Invention Strategies
Writing as a Process
Recognizing the Challenges
Exercise 1.3 What Is Your Process?
Thinking About Your Process
Linear versus Recursive Models
Dialectical Thinking
Exercise 1.4 Practicing Dialectical Thinking
One Student’s Response: Jon’s Journal
Writing with Computers
Exercise 1.5 Overcome Your Own Challenges
Using What You Have Learned
Chapter 2: Reading as Inquiry
Motives for Reading
Beliefs About Reading
Exercise 2.1 What Do You Believe?
Reading Situations and Rhetorical Choices
Reading as a Process
Linear versus Recursive Models
Exercise 2.2 Reading Strategies
Reading: Henry David Thoreau, Excerpt from Walden
Inquiring into the Details: Reading Perspectives
Dialectical Thinking
Writing with Computers
Believing and Doubting
Exercise 2.3 Practicing Dialectical Thinking
Reading: Bruce Ballenger, “The Importance of Writing Badly”
One Student’s Response: Todd’s Journal
Inquiring into the Details: The Double-Entry Journal
Adapting to Unfamiliar Reading Situations
Exercise 2.4 Further Practice: Untangling Academic Prose
Reading: David W. Noble, excerpt from The Forces of Production: A Social History of Industrial Automation
Inquiring into the Details: Encountering Unfamiliar Genres
“Reading” The Visual
Learning the Grammar of Images
Some Strategies for Reading Images
Exercise 2.5 Reading Images
The “Look” of Writing
Using What You Have Learned
Chapter 3: Ways of Inquiring
Opening Questions for Inquiry
Exploration
Explanation
Evaluation
Reflection
Practicing Inquiry
Reading: Bruce Ballenger, “How Much Should We Care What Happens to Animals”
Exercise 3.1 Exploring Within and Without
Reading: Frank Bruni, excerpt from “It Died for Us”
One Student’s Response: Daniel’s Journal
Exercise 3.2 Explaining to Yourself, Explaining to Others
One Student’s Response: Daniel’s Journal
Exercise 3.3 Evaluating the Arguments
One Student’s Response: Daniel’s Journal
Exercise 3.4 Reflecting on the Process
One Student’s Response: Daniel’s Journal
Symphonic Inquiry
Inquiring into the Details: Time to Write
Using What You Have Learned
PART TWO — INQUIRY PROJECTS
Chapter 4: Writing a Personal Essay
Writing About Experience
Motives for Writing a Personal Essay
Personal Essays and Academic Writing
Features of the Form
Personal Essay: Anne-Marie Oomen, “The Barn”
Inquiring into the Essay
Personal Essay: Naomi Shibab Nye, “Long Overdue”
Inquiring into the Essay
Personal Essay: Judith Ortiz Cofer, “One More Lesson”
Inquiring into the Essay
Seeing the Form: Self Portrait by Frances Benjamin Johnston
The Writing Process
Thinking About Subjects
Generating Ideas
One Student’s Response: Margaret’s Journal
Inquiring into the Details: Clustering or Mapping
Judging What You Have
Writing the Sketch
Writing with Computers
Student Sketch: Lana Kuchta, “The Way I Remember”
Moving from Sketch to Draft
Research and Other Strategies: Gathering More Information
Composing the Draft
Workshopping the Draft
Writing with Computers
Revising the Draft
Polishing the Draft
Student Essay: Julia C. Arredondo, “Beet Field Dreams”
Evaluating the Essay
Using What You Have Learned
Chapter 5: Writing a Profile
Writing About People
Motives for Writing a Profile
The Profile and Academic Writing
Features of the Form
Profile: Sonja Livingston, “Thumb-Sucking Girl”
Inquiring into the Essay
Profile: Anonymous, “Soup”
Inquiring into the Essay
Profile: Lauren Slater, “Dr. Daedalus”
Inquiring into the Essay
Profile: Gib Akin, “Joe Cool”
Inquiring into the Essay
Seeing the Form: Roy Takeno Reading Paper in Front of Office by Ansel Adams
The Writing Process
Thinking About Subjects
Generating Ideas
One Student’s Response: Jennifer’s Journal
One Student’s Response: Bruce’s Journal
Judging What You Have
Interviewing
Inquiring into the Details: Tape Recorders
Selected Interview Notes: Margaret Parker, “Medical Student”
Writing the Sketch
Moving from Sketch to Draft
Research and Other Strategies: Gathering More Information
Composing the Draft
Writing with Computers
Workshopping the Draft
Reflecting on the Draft
Revising the Draft
Polishing the Draft
Student Essay: Margaret Parker, “Medical Student”
Evaluating the Essay
Using What You Have Learned
Chapter 6: Writing a Review
Writing That Evaluates
Motives for Writing a Review
The Review and Academic Writing
Features of the Form
Review: Anthony Lane, “Space Case”
Inquiring into the Essay
Review: Lester Bangs, “Review of Peter Guralnick’s Lost Highways”
Inquiring into the Essay
Review: Ann Hodgman, “No Wonder They Call Me a Bitch”
Inquiring into the Essay
Seeing the Form: Choosing the Best Picture
The Writing Process
Thinking About Subjects
Generating Ideas
Writing with Computers
Judging What You Have
Exercise 6.1 From Jury to Judgment One Student’s Response: Christy’s Journal
Inquiring into the Details: Collaborating on Criteria
Writing the Sketch
Student Sketch: Christy Claymore, “Casablanca: Even As Time Goes By”
Moving from Sketch to Draft
Research and Other Strategies: Gathering More Information
Composing the Draft
Workshopping the Draft
One Student’s Response: Christy’s Journal
Revising the Draft
Polishing the Draft
Student Essay: Christy Claymore, “Casablanca Endures: Even As Time Goes By”
Evaluating the Essay
Using What You Have Learned
Chapter 7: Writing a Proposal
Writing About Problems and Solutions
Problems of Consequence
Problems of Scale
Motives for Writing Proposals
The Proposal and Academic Writing
Features of the Form
Proposal: Barrett Seaman, “How Binging Became the New College Sport”
Inquiring into the Essay
Proposal: Michael Arad and Peter Walker, “Reflecting Absence”
Inquiring into the Essay
Proposal: Julie Ann Homutoff, “A Research Proposal: Effect of Infant’s Perceived Gender?”
Inquiring into the Essay
Seeing the Form: The Faces of Meth Use
The Writing Process
Thinking About Subjects
Generating Ideas
One Student’s Response: Caesar’s Journal
One Student’s Response: Gina’s Journal
Inquiring into the Details: Causation
Judging What You Have
Inquiring into the Details: Writing a Research Proposal
Writing the Sketch
Student Sketch: Gina Sinisi, “Clothing Optional”
Moving from Sketch to Draft
One Student’s Response: Gina’s Journal
Writing with Computers
Research and Other Strategies: Gathering More Information
Composing the Draft
Inquiring into the Details: Evidence–A Case Study
Workshopping the Draft
Revising the Draft
Polishing the Draft
Student Essay: Gina Sinisi, “Clothing Optional”
Evaluating the Essay
Using What You Have Learned
Chapter 8: Writing an Argument
Writing to Persuade People
Getting into Arguments
Arguments and Inquiry
Making Claims
Two Sides to Every Argument?
Motives for Writing an Argument
The Argument and Academic Writing
Features of the Form
Argument: Alice Goodman, “Getting Real in the Classroom”
Inquiring into the Essay
Inquiring into the Details: Some Basic Argument Strategies
Argument: George F. Will, “The `Growth Model’ and the Growth of Illiteracy”
Inquiring into the Essay
Argument: Erin Aubry Kaplan, “Still Trying to Kick the Kink”
Inquiring into the Essay
Seeing the Form: The “Imagetext” As Argument
The Writing Process
Thinking About Subjects
Generating Ideas
One Student’s Response: Ben’s Journal
Writing with Computers
Judging What You Have Got
Writing the Sketch
Student Sketch: Ben Bloom, “How to Really Rock the Vote”
Moving from Sketch to Draft
Inquiring into the Details: Ethos, Pathos, and Logos and the Rhetorical Situation
Inquiring into the Details: Using Toulmin to Analyze Arguments
Research and Other Strategies: Gathering More Information
Composing the Draft
Inquiring into the Details: What Evidence Can Do
Workshopping the Draft
Inquiring into the Details: Ten Common Logical Fallacies
Revising the Draft
Polishing the Draft
Student Essay: Kelly Sundberg, “I Am Not a Savage”
Evaluating the Essay
Using What You Have Learned
Chapter 9: Writing a Critical Essay
Writing About Literature
Motives for Writing a Critical Essay
The Critical Essay and Academic Writing
Features of the Form
Short Story: Leslie Marmon Silko, “Lullaby”
Inquiring into the Story
One Student’s Response: Noel’s Journal
Short Story: Joyce Carol Oates, “Where Are You Going, Where Have You Been?”
Inquiring into the Story
Critical Essay: Alice Hall Petry, “Who Is Ellie? Oates’ `Where Are Where Are You Going, Where Have You Been?’”
Inquiring into the Essay
Essay: Michael Dorris, “Three Yards”
Inquiring into the Details: How to Read Nonfiction
Inquiring into the Essay
Seeing the Form: Christina’s World by Andrew Wyeth
The Writing Process
Thinking About Subjects
Generating Ideas
Inquiring into the Details: Common Literary Devices
Judging What You Have
Inquiring into the Details: What Is A “Strong Reading”?
Writing a Sketch
Student Sketch: Julie Bird, “What Is the Role of Nature in `Lullaby’?”
Moving from Sketch to Draft
Research and Other Strategies: Gathering More Information
Writing with Computers
Composing the Draft
Workshopping the Draft
Revising the Draft
Polishing the Draft
Student Essay: Julie Bird, “Nature as Being: Landscape in Silko’s `Lullaby’”
Evaluating the Essay
Using What You Have Learned
Chapter 10: Writing an Ethnographic Essay
Writing About Culture
Motives for Writing Ethnography
Ethnography and Academic Writing
Features of the Form
Ethnographic Essay: Rachel Simmons, “Intimate Enemies”
Inquiring into the Essay
Ethnographic Essay: Patricia Leigh Brown, “For the Muslim Prom Queen, There Are No Kings Allowed”
Inquiring into the Essay
Ethnographic Essay: Rebakah Nathan, “My Freshman Year: Worldliness and Worldview”
Inquiring into the Essay
Seeing the Form: Mrs. Smith’s Kitchen Table and Vanity the Day After She Died
The Writing Process
Thinking About Subjects
Writing with Computers
Generating Ideas
Writing with Computers
Judging What You Have
Inquiring into the Details: Questions Ethnographers Ask
Inquiring into the Details: Ethnography and Ethics
Field Notes: Rita Guerra, “Field Notes on Friday Afternoon at Emerald Lanes”
Writing the Sketch
Moving from Sketch to Draft
Research and Other Strategies: Gathering More Information
Inquiring into the Details: Useful Library Databases for Ethnography
Composing the Draft
Workshopping the Draft
Revising the Draft
Polishing the Draft
Student Essay: Kersti Harter, “Beyond `Gaydar’: How Gay Males Identify Other Gay Males”
Evaluating the Essay
Using What You Have Learned
PART THREE — INQUIRING DEEPER
Chapter 11: Writing a Research Essay
Writing with Research
Research Essays Versus Research Papers
Motives for Writing a Research Essay
The Research Essay and Academic Writing
Features of the Form
Undocumented Research Essay: Christian Century Magazine, “Courting Confusion”
Inquiring into the Essay
Documented Research Essay: Beth Bailey, “The Worth of a Date”
Inquiring into the Essay
Documented Research Paper: Tracey Lambert, “Pluralistic Ignorance and Hooking Up”
Inquiring into the Details: Reading Academic Research Essays
Inquiring into the Essay
Seeing the Form: Idaho State Penitentiary, Women’s Prison
The Writing Process
Thinking About Subjects
Generating Ideas
One Student’s Response: Julian’s Journal
Judging What You Have
Inquiring into the Details: Finding the Focusing Question
One Student’s Response: Julian’s Journal
Writing the Sketch
Student Sketch: Amy Garrett, “Why Do People Tan?”
Moving from Sketch to Draft
Research and Other Strategies: Gathering More Information
Composing the Draft
Workshopping the Draft
Writing with Computers
Revising the Draft
Polishing the Draft
Student Essay: Gordon E. Seirup, “College Dating”
Evaluating the Essay
Using What You Have Learned
Chapter 12: Research Techniques
Methods of Collecting
Research in the Electronic Age
Magic Words That Open Doors
How Librarians Organize Books
Library of Congress Subject Headings
Google Your Boole
Writing with Computers
Developing Working Knowledge
Searching Key Library References
Inquiring into the Details: Methods of Recording Information
Conducting Subject Surveys on the Web
Inquiring into the Details: The Working Bibliography
Evaluating Library Sources
Evaluating Web Sources
Developing Focused Knowledge
Finding Books
Inquiring into the Details: How to Annotate a Book
Finding Periodicals
Finding Newspapers
Finding Sources on the Web
Writing in the Middle: Synthesizing Source Information and Your Own Ideas
Writing with Computers
One Student’s Response: Claude’s Research Log
Interviews
Arranging Interviews
Making Contact
Conducting the Interview
Using the Interview in Your Writing
Surveys
Defining a Survey’s Goals and Audience
Types of Survey Questions
Inquiring into the Details: Types of Survey Questions
Crafting Survey Questions
Conducting a Survey
Using Survey Results in Your Writing
Knowing When to Stop
Using What You Have Learned
Chapter 13: Using and Citing Sources
Controlling Information
Using Sources
Summarizing
Paraphrasing
Quoting
Citing Sources
Writing with Computers
Avoiding Plagiarism
Exercise 13.1 The Accidental Plagiarist
MLA Documentation Guidelines
Inquiring into the Details: The Common Knowledge Exception
Citing Sources
Inquiring into the Details: Citations That Go with the Flow
Writing with Computers
Format
Preparing the “Works Cited” Page
A Sample Paper in the MLA Style
APA Documentation Guidelines
Inquiring into the Details: Recent APA Style Changes
How the Essay Should Look
Citing Sources in Your Essay
Preparing the “References” List
A Sample Paper in the APA Style
Using What You Have Learned
PART FOUR - REINQUIRING
Chapter 14: Revision Strategies
Reseeing Your Topic
Divorcing the Draft
Writing with Computers
Strategies for Divorcing the Draft
Photography as a Metaphor for Revision
Rhetorical Revision
Five Categories of Revision
Problems of Purpose
Revision Strategy 14.1: What’s Your Primary Motive?
Revision Strategy 14.2: What Do You Want to Know About What You Learned?
One Student’s Response: Julia’s Draft
Revision Strategy 14.3: Finding the Focusing Question
Revision Strategy 14.4: What’s the Relationship?
Problems with Meaning
Implicit or Explicit Meaning
Looking Beyond the Obvious
Methods for Discovering Your Thesis
Revision Strategy 14.5: Find the “Instructive Line”
Revision Strategy 14.6: Looping Toward a Thesis
Revision Strategy 14.7: Reclaiming Your Topic
Revision Strategy 14.8: Believing and Doubting
Methods for Refining Your Thesis
Revision Strategy 14.9: Questions as Knives
Revision Strategy 14.10: Qualifying Your Claims
Problems with Information
Revision Strategy 14.11: Explode a Moment
Revision Strategy 14.12: Beyond Examples
Revision Strategy 14.13: Research
Revision Strategy 14.14: Backing up Your Assumptions
Problems with Structure
Formal Academic Structures
Revision Strategy 14.15: Reorganizing Around Thesis and Support
Revision Strategy 14.16: Multiple Leads
Inquiring into the Details: Types of Leads
Revision Strategy 14.17: The Frankenstein Draft
Revision Strategy 14.18: Make a PowerPoint Outline
Problems of Clarity and Style
Solving Problems of Clarity
Revision Strategy 14.19: Untangling Paragraphs
Inquiring into the Details: Transition Flags
Revision Strategy 14.20: Cutting Clutter
Revision Strategy 14.21: The Actor and the Action Next Door
Improving Style
Revision Strategy 14.22: Actors and Actions
Revision Strategy 14.23: Smoothing the Choppiness
Revision Strategy 14.24: Fresh Ways to Say Things
Using What You Have Learned
Chapter 15: The Writer’s Workshop
Making the Most of Peer Review
Being Read
Divorcing the Draft
Instructive Talk
Models for Writing Workshops
Full-Class Workshops
Small-Group Workshops
One-on-One Peer Review
The Writer’s Responsibilities
Writing with Computers
The Reader’s Responsibilities
Inquiring into the Details: Finding a Role
What Can Go Wrong and What to Do About It
Exercise 15.1 Group Problem Solving
One Student’s Response: Amy’s Perspective on Workshops
Methods of Responding
Experiential and Directive Responses
Response Formats
Reflecting on the Workshop
Using What You Have Learned
Appendix A: The Writing Portfolio
Appendix B: The Literature Review
Appendix C: The Annotated Bibliography
Appendix D: The Essay Exam
Handbook
