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ÓCopyright Curtis-Cummins and Goorjian; for Instructor use only
PART 2 Dive in—Databases, Search terms, and evaluating sources
Since much of the premise of this book is to draw from and build on your lived experience, let’s
consider that the only reality you know is digital. Accordingly, we have adapted as a society
(species?) to read, write, and research digitally, largely on our phones, in social media
platforms, and through popular search engines.
We are (most likely) all familiar with google, and we’re also probably used to considering
whether we believe a source or not, how legit it is, and whether it is, to use the parlance of our
times, “fake news.”
Therefore, we can build on your prior knowledge and add to your schema of research databases,
search terms, and evaluating the credibility of sources.
Caption: Young woman clicking on trackpad of laptop computer, doing a web search with her notes in the other
hand
Search Terms
Before consulting various databases of sources, like google, you can prepare by brainstorming
various search terms you’ll try out to find sources of information and knowledge. Your search
terms should generally draw from your Inquiry Question, and include the key words and
concepts that you have narrowed down with your instructor and peers <<COMP: LINK BACK
TO PEER REVIEW OF INQUIRY QUESTION>>.
“Popular” Databases
Google is a fine place to start, if you’re looking for popular sources.
[DEFINITION: “Popular sources … are written by and intended for a general audience. Popular
sources are not peer-reviewed, and they do not usually include a reference list. Examples of popular
sources range from some books and magazines to websites and blogs.” Source: Purdue OWL,
https://owl.purdue.edu/owl/research_and_citation/conducting_research/evaluating_sources_of_infor
mation/where_to_begin.html ]
In this chapter, we want you to be open to new sources of information and knowledge, such as
YouTube and other social media, in addition to popular sources such as news outlets, websites,
and blogs.
[POPOUT BOX]
Insider’s Tips and Tricks for a focused search
1. Brainstorm your various search terms
2. To search within a certain website or source, write site: nytimes.com before your search
terms (e.g., within the New York Times website); or use any other specific popular source
3. Try adding this prefix to other search terms on your list, in addition to adding “AND,” or
“OR” between two or more search terms.
For example, try site: nytimes.com racial profiling AND immigration AND trauma if
you’re investigating the psychological effects on immigrants of being racially profiled.
[END POPOUT BOX]
Evaluating Credibility
In the case of all popular sources, as a critical, flexible reader you have to evaluate the
credibility of the online, popular source you read—or in other words, you have to always
consider whether or not you believe it, and why.
[VIDEO LINKS]: Watch these videos for another perspective and tips for evaluating
credibility:
Of textual sources: https://www.youtube.com/watch?v=PLTOVoHbH5c
And websites: https://www.youtube.com/watch?v=AFEwwG7rq0E
[IN-TEXT CHECKLIST/Discussion BOX]
DO I TRUST THEN CREDIBILITY OF THIS SOURCE? Why or why not?
1. Read like a Writer . . . remember this from last semester?
2. What type of website did the information or knowledge come from? (.com, .org, .edu, etc.)
Which do you think is most credible? Least? Why?
3. What evidence do they provide for their claims? What are their sources?
4. Is this a social media post? From whom?
5. What type of authority does the author have? How do they show this?
6. What are the author’s biases? What are their “public motives”?
Scholarly Databases
By contrast, scholarly sources are generally found in different, more specialized databases.
[DEFINITION: “Scholarly sources are written by highly-qualified researchers and have a thorough
publication process, which usually involves peer-reviewing and an extensive list of references at the end
of the text. Scholarly sources often have a specific audience in mind, most likely other experts in the
particular field of study. Examples of scholarly sources include books and academic journals written by
scholars and experts.” Source: Purdue OWL,
https://owl.purdue.edu/owl/research_and_citation/conducting_research/evaluating_sources_of_infor
mation/where_to_begin.html]
Google scholar is one example (scholar.google.com), as well as a host of others that are
available through your school’s library. The San Francisco State University (SFSU) library is
rich with online databases, scholarly journals from all disciplines, as well as tutorial videos on
how to use your Inquiry Question to create search terms, access various databases, and evaluate
and organize the sources you find there.
Before you start your scholarly searches using the resources for SFSU (or your school) below,
keep in mind that scholarly sources are generally credible. Scholarly sources have all gone
through a process of “peer review,” where the information, knowledge, and arguments
presented by the author have all been evaluated for credibility already by other experts in the
field. Therefore, while you can certainly ask the same questions when you “read like a writer” in
order to grow as a writer by being mindful of professional writers’ moves, if you access the
source through a scholarly database and know the article is “peer reviewed,” you can assume
other experts have established the author’s credibility before the source was published.
For more information on popular and scholarly sources, see Purdue OWL:
https://owl.purdue.edu/owl/research_and_citation/conducting_research/evaluating_sources_
of_information/where_to_begin.html
[LINK TO SFSU LIBRARY TUTORIALS] https://library.sfsu.edu/research-help
We would be remiss if we didn’t mention that your school’s library also has nondigital
sources—you know, those book things that Dan and Jolie were more familiar with as students.
You search for books in the exact same way you do digital sources, through your Library’s
website. Depending on your research, these are often the best sources, and you can practice
various reading and prereading strategies to ask prereading questions using KWL+, skim,
scan, preview the table of contents, and find the most relevant parts of the book to read for
your research purposes.
Critical Reading: Annotating (Review)
Once you have found a source, evaluated whether it is trustworthy or not, and practiced some
prereading strategies to “set the scene” for your reading process, you are ready to practice your
critical and active reading strategies from Chapter 1. [LINK BACK TO CH. 1 page on
ANNOTATING] This, of course, starts with continuing to develop annotation strategies that
work for you, whether that is using hypothes.is to annotate websites and online documents, or
printing and marking up pages of text—annotation helps you organize new knowledge and
information that is added to your prior knowledge (or schema) as you read. When you annotate
certain ideas that are new, innovative, surprising, upsetting, or cause any other reaction in you
as you consider your own public motives and those of your authors, you are bridging your new
skills and habits that we introduce to you in this book. (
[POP OUT BOX] Consider also using any of the other active reading strategies outlined
LAST SEMESTER, such as Mind mapping, chunking, and close reading of difficult
texts.
Organizing Your Research: Annotated Bibliography
A very common way to organize research in the academic world, in all disciplines, is by
creating an Annotated Bibliography for each of your sources. An annotated bibliography is
a basic summary of the main ideas, claims, and arguments of your source or author, in addition
to the MLA (or other formatting style) citation of the source. An annotated bibliography
accomplishes two, sometimes three important steps for you as a writer:
1. it provides a summary of the source, in your own words, and
2. It starts your Works Cited page
3. Often, it can be a good way to start collecting quotes or evidence from your annotations
of a source.
VIDEO LINK: For another perspective and tips for writing an annotated bibliography, watch this
video: https://www.youtube.com/watch?v=sesnEcikxT8
[EXAMPLE ASSIGNMENT] Jolie’s Instructions and Sample annotated bibliography.
What is an ANNOTATED BIBLIOGRAPHY?
A bibliography is a list of sources (books, journals, websites, periodicals) one has used for
researching a topic. Bibliographies are sometimes called “references” or “works cited”
depending on the style format you are using. A bibliography usually just includes the
bibliographic information (i.e., the author, title, publisher) in whichever style your professor
specifies. For our purposes we use MLA style.
An annotation, in this context, is a summary and/or evaluation of a source.
Therefore, an annotated bibliography includes a summary and evaluation of each of the
sources, which include an assessment of and reflection on the source. Thus, an annotated
bibliography has three parts: summary, assessment, and reflection for each source.
Why Write an Annotated Bibliography?
1. Writing an annotated bibliography is excellent preparation for a research-based essay or
project. Just collecting sources for a bibliography is useful, but when writers have to
write annotations for each source, they are forced to read each source more carefully
understanding the source on its own in relationship the assignment and other sources.
They begin to read more critically instead of just collecting information.
At the professional level, annotated bibliographies allow people to see what has been
done in the literature and where their own research or scholarship can fit.
2. A second reason to write an annotated bibliography is to clarify your own stance and
begin to revise your working thesis, or initial stance on your Inquiry Question. Every
good research paper is an argument. The purpose of research is to help formulate and
support a thesis. So a very important part of research is developing and revising a
working thesis that is debatable, interesting, and current.
Writing an annotated bibliography can help writers gain a good perspective on what is
being said about the topic. By reading and responding to a variety of sources on a topic,
writers will start to see what the issues are, what people are arguing about, what
background information supports the topic, and then writers will be able to develop
their own informed, point of view.
Steps to writing an annotated bibliography:
D E T E R M I N I N G T H E S O U R C E S : Conduct research based on the assignment’s topic then
work with each source individually, or use the source/s your instructor assigned to work with
individually.
R E A D A N D A N N O T A T E T H E S O U R C E : Practice the critical and active reading
strategies we introduced in Chapter 1.
S U M M A R I Z E T H E S O U R C E : Address the following questions after or during your
annotation process: What is the article’s title and who is the author? What are the main
arguments? What is the point of this source? What topics are covered? If someone asked what
this source is about, what would you say? Make certain that the summary follows the order of
the source and completely represents it while remaining brief. Include the page numbers of the
source in parenthesis at the end of the summary to show where you took the information. The
length of your summary depends on the length of the source, but for this class a paragraph will
suffice.
A S S E S S T H E S O U R C E : After summarizing a source, in a paragraph evaluate the source
looking at its ethos and value in comparison to the other sources. Address the following
concerns: Give specific examples and explain why the source is or is not useful to you based on
the assignment and/or your argument; Give specific examples and explain how the source
compares with other sources in your bibliography; Consider why the information in the source
is or is not reliable; Give specific examples and explain how the source is biased or objective.
What is the goal of this source? (Writers may have to do a bit of research to online about the
source to properly answer these questions.)
R E F L E C T O N T H E S O U R C E : Once you have summarized and assessed a source, ask how
it fits into your research. Address the following concerns: Considering the topic and/or
assignment, give specific examples and explain why this source was or was not helpful to you;
Give examples and explain how and why the source helps you shape your argument (refer to
the source itself); Give examples and explain how and why you will use this source in your
research project or assignment (refer to the source specifically with quotations or paraphrased
text that you might use in your paper). How has the source changed what you think about your
topic?
F O R M A T , E D I T , A N D P R O O F R E A D
The Format is for each source individually: bibliographic information, summary, assessment,
reflection, followed by the next source in the same format. Please see below for an example.
Follow MLA format for your document with your heading and a title of what your annotated
bibliography is for or about. Then, address one source at a time, introducing the bibliographic
information, then devoting a paragraph (or more) to the summary, assessment, and reflection.
T H E B I B L I O G R A P H I C I N F O R M A T I O N : Generally, the bibliographic information of the
source (the title, author, publisher, date, etc.) is written in MLA format. You can often find the
MLA citation of a source in the search results of your Library or browser’s search engine.
THE ANNOTATIONS (SUMMARY, ASSESSMENT, REFLECTION): The annotations for each source
are written in paragraph form without headings. The lengths of the annotations can vary
significantly from a couple of sentences to a couple of pages. The length will depend on the
purpose, length of the source, and assignment. The summary, assessment, and reflection will
help you understand how you can fit the sources into your larger paper or project can serve you
well when you go to draft your essay or project.
Source: Purdue OWL “Annotated Bibliographies,”
https://owl.purdue.edu/owl/general_writing/common_writing_assignments/annotated_bibliog
raphies/index.html
R U L E S F O R S U M M A R Y
Knowing how to summarize effectively and efficiently is a useful tool to have in your writing arsenal, whether in an
Annotated Bibliography, or simply to understand any text better by paraphrasing or summarizing sections in your
own words. A summary is a brief restatement, in your own words, of the content of a text (a group of paragraphs, a
chapter, an article, a movie, a book). This restatement focuses on the text’s central message, which can be done with
the shortest of all summaries (one or two sentences). A longer, more complete summary will indicate, in condensed
form, the main points in the text that support or explain the central message. The summary will reflect the order in
which these points are presented. It may include some important examples, but it will not include minor details. It
will not contain any of one’s own opinions or conclusions. A good summary therefore has three central qualities:
1. Brevity
2. Completeness
3. Objectivity
Writing a good summary demonstrates a reader’s understanding of a text and shares it with their audience as a
writer. Writing a summary is more challenging than one might think; in fact, there is an art to summary writing,
which is one of the reasons we are practicing it.
S T E P O N E : P R E P A R A T I O N F O R W R I T I N G T H E S U M M A R Y
1. Preread to understand the assignment in relationship to the text
^ Read and understand the prompt or assignment directions. What are you being asked to write about?
^ Preread the text. Skim and become familiar with the text you are going to summarize and divide it into
sections. Focus on any headings and subheadings. Also look at any bold-faced terms and make sure you
understand them before you read.
2. Read
^ Read the text. At this point, you don’t need to stop to look up anything that gives you trouble—just get a feel
for the author’s tone, style, and main ideas, or the set up of the text and the manner in which the information
is presented.
^ Reread and actively work with the text, annotating it, underlining main ideas, divide the text into stages of
thought, labeling them in the margin. If the text does not have a main idea (for instance, the Bulletin for your
major), decide and note how the information relates to each other and how you might give the overall gist of
the smaller components that relate to one another. As you work with the text think about and understand it.
Read all of the material to make sure you know it well, make a note of any questions you have, so you can
bring them to class.
3. Working with the text by note taking
^ Write brief summaries of each stage of thought or if appropriate each paragraph, mirroring the article’s order.
Use a separate sheet of paper to structure this information in an outline, so you follow the author’s ideas in
chronological order. If the text does not have a thesis statement (for instance, the Bulletin for your major),
follow the text’s chronological order clustering information into digestible bits that show the general topic
this is addressed.
^ In a single sentence using your own words, write the author’s main point in the text, creating a thesis
statement. This should be a sentence that expresses the main idea as you have determined from the steps
above. If the text does not have a thesis statement (for instance the Bulletin for your major), in a single
sentence using your own words, state the overall goal of the source.
^ In a single sentence using your own words and notes, write out each of the author’s main points that support
her/his thesis statement. If the text does not have an argument (for instance the Bulletin for your major),
cluster the information and write it in a sentence that represents the components of the text.
S T E P T W O : W R I T I N G T H E S U M M A R Y 1. Drafting the Summary
^ Use the text and the information from step three to draft the summary filling out your outline to
sentences and/or paragraphs
^ Introduce the text’s title and the author’s first and last name (or organization) in the summary’s first
sentence
^ Follow the text’s exact organization and order
^ Focus on the thesis statement and main points (for nonthesis based writing, the goal and general
components of the article)
^ Use your own words
^ Your summary will be shorter than the article’s original length
S T E P T H R E E : R E V I S I O N O F S U M M A R Y 1. Revise: Read over your summary and compare it with the original document. Ask yourself if your summary meets
the following criteria (and if it does not meet these criteria, revise so it does):
^ Introduces the text’s title and author’s name (or organization) in the first sentence?
^ States the thesis statement/overall goal of the source first?
^ Emphasizes the main stages of thoughts by illustrating the main points/components?
^ Captures the thesis statement and main points or goal and components of the article?
^ Includes the most important details?
^ Includes only the author’s ideas?
^ Accredits the author for all of the ideas in each sentence?
^ Cites page numbers in MLA format from which the information came?
^ Transitions between sentences and paragraphs?
^ Contains your own words?
^ Makes the information clear and understandable to someone who has not read the original text by
properly representing the author’s ideas? (Your summary needs to stand on its own.)
S T E P F O U R : E D I T Y O U R S U M M A R Y 1. Proofread Summary
^ Check your spelling, grammar, and punctuation.
^ Is the verb tense consistent?
^ Are all names spelled correctly and capitalized?
^ Do you have a Works Cited page that follows MLA format?
^ Have your properly cited the page numbers that correspond to the text?
^ Have you respected sentence boundaries?
2. Copy Edit Summary
^ Look for spelling, grammar, and punctuation errors that may arise during the revision.
^ Reread your summary aloud to recheck sentence clarity.
3. Check Summary for Accuracy
^ Reread your summary and make certain that you have accurately represented the author’s ideas or the
source’s information.
^ Also check to make sure that your text does not contain your own commentary on the piece.
^ Check one last time to ensure you have included the page numbers from the text and a Works Cited Page.
S A M P L E A N N O T A T E D B I B L I O G R A P H Y 1 Violet Hunter
Prof. Conan Doyle
English 212.45
24 April 1892
“The Foreign and the Female in Arthur Conan Doyle: Beneath the Candy Coating.” Lesli J. Favor. Literature in
Translation. 2000. (398-409). MLA Database. Web. 20 May 2011.
In “The Foreign and the Female in Arthur Conan Doyle: Beneath the Candy Coating,” Lesli J.
Favor argues that in Sherlock Holmes Arthur Conan Doyle presents heroes and villains to assert the
power of the English over the “other” and women. She sites the complexities of characters in “The
Adventure of the Speckled Band,” comparing Dr. Grimsby Roylott and Sherlock Holmes, representing
Roylott as the damaged and uncivilized “other,” and Holmes as the scientific and civilized Englishman.
Though Favor claims some male characters are portrayed as the broken and foreign non-English, many
females characters, while present in the Sherlock Holmes Canon, she posits are silent and absent. She feels
this subaltern position of female characters works to strengthen the ideals of British imperialism juxtaposing weak
characters against strong. Favor also analyzes “Charles Augustus Milverton,” “The Greek Interpreter,” and “The
Dancing Men,” to illustrate one-dimensional female characters in need of rescue . . .(398-409).
In her scholarly article, favor poses an interesting argument with a handful of Sherlock Holmes’s stories to
support her premise. Her argument is useful because her point of view about the “other” is similar to my own whereas
her ideas about the feminine oppose mine. Thus, I had many ideas about the texts as I read her article . . . Favor’s
argument is useful for Essay One because I can use it to address the counterargument and her argument counters
Regina Stinson’s view of female character’s position in “Quite an Exceptional Woman,” for Stinson feels Holmes
considered some women—Mary Morstan and Violet Hunter—thoughtful and observant, and possible of assisting
him (801). I feel that Favor’s argument would be stronger, and more reliable and developed if she had focused on
the “other” or the female rather than both since she seems to touch the surface of the depth of these complex ideas
in her article. She would have an easier time of achieving her goal if she cited examples from more than four
short stories of the fifty-six in the Canon. Although the characters and stories she chose illustrate her
argument, analyzing more characters would show the expansiveness and repetition of the vilification of the
“other” or the weakening of the female to strengthening imperialistic ideals throughout stories rather than
in a smattering of them. Favor’s biases lend her audience to argue with her as they read since Conan Doyle
creates strong female characters—Irene Adler and Violet Hunter—whose existence should be conceded if not
discussed, but in Favor’s case are completely ignored. She does not quite achieve her goal of proving either
subordinated or feminine characters strengthen the colonialist’s stance, yet works to do so.
1 (Written by Jolie Goorjian)
Your annotated bibliography will be double-spaced.
Note the page numbers of the text that are summarized are included at the end of the summary.
Summary
Assessment
<<COMP: Please note everything should be double-spaced and in 12 point font.>>
To use Favor’s article in my essay, I would use it to address the counterargument. Favor states Conan
Doyle’s female character in “Charles Augustus Milverton,” “The Greek Interpreter,” and “The Dancing Men,” are
silent and absent, yet Milverton is murdered by a woman. Her is our heroine because she puts an end to the man
who has been destroying people’s lives while saving future lives from being ruined (Conan Doyle 1190). And
though the women in these three short stories are shown as weak and in need of help, woman behind the scenes,
for instance in “Milverton” maids steal their ladies letters and sell them to him, which creates turmoil at the least
and destruction at worst (Conan Doyle 1185). Thus, these maids are not the blackmailers though they are accessories
to it and active in the stories as money-earning accomplices. In “The Greek Interpreter,” Favor states Sophy is
“relegated to the narrative’s margins,” yet Sophy is the sole purpose of the story since her fiancé and his companion
murder her brother (401). Her loyalties lay with her fiancé rather than her brother, which Watson reveals to us at
the end. To which Favor also argues that in “Greek” and the other stories Watsons tell us of the female characters’
on goings. And if it were not for Watson doing so, we would not know of any of these Adventures, men’s or women’s,
due to his role as chronicler (400). Favor weakens her point, stating Watson tells the female characters’ stories since
he writes everyone’s, even Holmes’s. Overall, if I use Favor’s opinion in my paper she will help to strengthen my
argument, but if I do not, at least she has invited me to look deeper in the texts at the female characters and to regard
them outside of the confines of the Victorian Era’s narrow view of them.
[ E N D P O P O U T B O X / L I N K ]
Reflection
Notecards, Outlining, Mindmaps, and Going Back to the Writing Process
One of the final steps of the research process before moving to your writing process, and
returning to various strategies outlined in Chapters 2 and 3, is to begin connecting the ideas
of various authors. You now have a summary of each of your sources, along with the MLA
citation. You may also want to collect some key quotes after looking back over your
annotations of a particular source, and decide which may be potential quotes for your essay—to
provide evidence for your thesis and main subtopics of your body paragraphs.
There are various strategies for finding connections among authors. Two main strategies for
finding connections and organizing your growing body of evidence, which we’ve already
introduced, are Mind mapping and outlining. A nice in-between step that bridges the research
process with the Mind map/outline process is the use of notecards or sticky notes.
[STRATEGIES TO PRACTICE] Using Notecards or Sticky notes to Organize your
Research
1. Print and lay out your annotated bibliographies on a table in front of you; alternatively
open all the documents on your home screen, and reread what you have written.
2. Starting with one of your sources, use notecards or sticky notes to write out ONE idea
or major claim from your summary. Bonus points if you can connect a quote or note a
page number where the author discussed this idea or claim.
3. Write at least 2 to 3 main claims per source, and attach or cluster the notecards to the
annotated bibliography; you may color code the cards or sticky notes, or code them by
number, letter, or symbol, to keep track of each authors’ claims.
4. Once you have multiple notecards or sticky notes per source, you can start to move the
notecards or sticky notes around on your desk, to cluster different authors or sources
together based on similar ideas or claims, or similar categories of ideas.
5. The authors do not have to agree on a certain claim, necessarily, to be clustered
together in the same category of ideas. What you are starting to do here is introduce
your various authors to each other, to bring them into the “same room,” to meet each
other and have ‘a conversation’ that will eventually show up in your essay.
6. When you have at least two authors in each cluster of notecards or sticky notes, you can
start to see connections with which you can draft a “good ol’ outline” as Jolie introduced
in Chapter 2. [LINK BACK TO CH. 2] In the outline, you can plan to organize your
body paragraph topics based on the similar categories of ideas and claims that come
from various authors.
7. If you prefer, you can also use your notecards to create a mind map based on the
similar categories of ideas from your authors, to show how each author “branches out”
from the same idea or claim in their own way, and further branch out from the authors
with the evidence they use to support their stances.
Caption: Young female student rearranging the order of her notes spread out on the floor
Conclusion: A Note on the Recursive Nature of Learning, Reading, Writing, and
Research.
You have probably noticed some repetition in this book, which is because learning, reading,
writing, and research all involve similar applications of the same “recursive” processes.
DEFINITION: Relating to or involving the repeated application of a rule, definition, or procedure to
successive results. Source: Oxford Dictionary online, https://www.lexico.com/en/definition/recursive]
For example, we use mind maps for reading that your professor assigns you, for research and
sources that you find, and for organizing your own original ideas in early stages of the writing
process. Annotation and other active reading strategies are useful for all of these processes as
well, in addition to peer review of your colleagues’ work and your own proofreading process of
your own work. When you “read like a writer” and use strategies outlined in Chapter 1, when it
comes to the writing process in Chapters 2 and 3, we expect that you will use your flexible
mindset as a writer to experiment with certain techniques, rhetorical appeals, and ways of
writing that you have carefully observed and annotated when you previously read. This is especially
important when you advance into the particular field of study in which you will focus your
future career, where through “reading like a writer” you can learn and start to internalize the
specific expectations, norms, and vocabulary of that field of study.
All of this, especially peer review, adds to your prior knowledge of important topics you choose
because they are important to you—and your peers choose because they are important to
them—and hence your learning becomes meaningful and stimulating. Your peers are often
your best teachers, and through peer review you can learn from their perspectives, and often
their writing techniques and the moves they make, just as much as you can learn from more
advanced writers with whom you share less connections, in terms of your values, language use,
burgeoning subject knowledge, and so on.
Further, your professor may assign parts of this book in a different order based on the way they
set up their course schedule. One professor may teach the reading process and writing process
in depth before starting research (as we have set up the book); others may include research as a
natural succession of the reading process, assigning Chapter 4 after Chapter 1, then teaching
the writing process with Chapters 2 and 3 after you have gone through the research process to
find, evaluate, and read sources you have found. That would also make sense. The point is that
this book is not a linear progression of learning that leads to reading, which leads to writing,
which leads to research, but that all parts of each process feed into, reflect, and build on each
other recursively, or in a more circular way.
In short, college-level literacy involves a recursive process where each stage of your
development is integrally connected to the rest. The goal is to make you independent
thinkers and learners with various critical choices to make as readers and writers, based
on who you are and what you think is important in the world.
[METACOGNITIVE PRACTICE]:
1. Make an argument for why the chapters in this book should be presented in a different
order.
2. Then, reflect: In your opinion, what is the most important chapter or section from this
workbook, and why?