HoW tHIs Book suPPorts WPA outcoMes for fIrst-YeAr coMPosItIon xxvwPA
outcomesRelevant FeatuRes oF From InquIry to AcAdemIc WrItIng:
A PrActIcAl guIde, thiRd edition
use strategies — such as
interpretation, synthesis,
response, critique, and
design/redesign — to com-
pose texts that integrate the
writer’s ideas with those
from appropriate sources.• Chapter 7, From Summary to Synthesis, helps students compose
texts that integrate the writer’s ideas with those from appropriate
sources.Processes
develop a writing project
through multiple drafts.• Chapters 1 through 11 provide instruction in the various stages of
developing writing projects.
• Within chapters, the Practice Sequences often present compound
activities for chapter-specific writing projects, such as comparing
arguments in Chapter 3 (pp. 78–79) and developing a synthesis in
Chapter 7 (p. 182).
develop flexible strate-
gies for reading, drafting,
reviewing, collaboration,
revising, rewriting, reread-
ing, and editing.• Chapters 2 and 4 offer flexible strategies for rhetorical reading and
inventive reading, such as reading to extend the ideas of others.
• Chapters 9 and 10 feature concrete strategies on drafting, collaborat-
ing, revising, and editing.use composing processes
and tools as a means to
discover and reconsider
ideas.• Throughout, the text chapters, the importance of rereading and
rewriting to discover and reconsider ideas is emphasized.
• Chapter 5 teaches the importance of revising a thesis in light of new
evidence.
experience the collabora-
tive and social aspects of
writing processes.• The habits of mind of academic writing set forth in Chapter 1
(pp. 1–28) emphasize the importance of collaboration and the idea
of academic writing as conversation.
• Chapter 10, From Revising to Editing: Working with Peer Groups
(pp. 286–312), presents collaboration and revision as essential to
academic writing.
Learn to give and act on
productive feedback to
works in progress.• Chapter 10 includes sample documents and worksheets for the vari-
ous stages of productive feedback readers can give writingsAdapt composing processes
for a variety of technologies
and modalities.• Chapter 8’s section on visual analysis fosters an awareness of
how rhetorical concepts function across various technologies and
modalities
• Responding to various multimodal texts and assignments available
through LaunchPad Solo prompts reflection composing processes.
reflect on the development
of composing practices
and how those practices
influence their work.• Practices Sequences assignments often encourage students to reflect
on their composing practices and how those practices influence
their work.knowledge of conventions
develop knowledge of lin-
guistic structures, including
grammar, punctuation, and
spelling, through practice
in composing and revising.• Chapters 9 and 10 on drafting, revising, and editing help students
develop knowledge of linguistic structures, including grammar,
punctuation, and spelling.00_GRE_6169_BRF_FM_i_xxvi.indd 25 5/5/15 11:15 AM