Additional Resources

Planning the Course
Teaching Inquiry
Teaching Reading
Teaching Writing
Additional Resources

As we've worked on Composing Inquiry we often found ourselves with additional material we simply couldn't include in the text. This section provides resources provided by authors of readings, supplements for Practice Activities, examples of student writing, and additional internet sites.

Updates from Authors on their projects

  •     a spreadsheet of the results from Michael Frisch's historical knowledge survey given after his article was published in 1989. The spreadsheet includes results up to 2000

Supplements for Practice Activities

  •     supplemental graph for the data presented in tables 5.5 and 5.6 and used in Practice Activity 5.2 on numerical data analysis. It can be useful to display this graphic as you discuss the data tables and/or the activity. Using the graphic helps illustrate the usefulness of different forms of graphic representation of numbers.

Additional examples of Student Writing

  •     Kimberly St. Onge  "Composing Inquirer Guide: Surveys" is an example of a student writing about a survey that wasn't designed well and thus didn't produce data that could be easily analyzed. In this case, Kimberly repositions the work as a supplemental guide to students that explains the difference between surveys of knowledge and perception. We admire this work because it demonstrates that Kimberly understands the elements of surveying, can turn a critical eye to her own work, and can develop a form for presenting her work that matches her imagined audience and purpose, all elements that we expect to see in end-of-term portfolios.

  •     Jorlyann Marinas "The View from Mount Rushmore" is an example of a student extending Edwards and Winkler's work on political cartoons as ideographs to different examples. We admire this work because it demonstrates a good understanding of McGee's use of the term ideograph and Edwards and Winkler's critique of McGee. We also think Jorlyann did a nice job of incorporating both the theoretical lens and other secondary sources -- in this case, historical information about the creation of Mount Rushmore. Finally, we think Jorlyann has managed to keep this complicated analysis well organized and has been careful to cite the sources for both the written and visual sources.

  •     Joelle Mendal "Writing. It's a Process" is an example of a self-reflective essay that introduces an end-of-term portfolio. To see the directions Joelle was using as she constructed her portfolio, see Teaching Writing -- Putting Together a Portfolio. We admire Joelle's essay because it was organized around the "habits of mind" that she saw herself using as she went back through her writing. She used specific aspects of her own work to substantiate her view, demonstrating her understanding of textual analysis, and she made good use of secondary sources by quoting from the textbook.

  •     Marice Mariano "Some Examples of Comments Used For Revisions" is another example of self-reflection in the end-of-term portfolio. In this case, Marice provides the original passage, the comment she received from her instructor or a peer, and the revision that she made to respond to the concern. We admire this approach to efficiently pointing to specific revisions that demonstrate attention to comments and we think Marice demonstrates her ability to make appropriate selections to represent her work (i.e. she didn't just include every revision or every comment).

see also the class activity Teaching Common Writing Issues -- Incorporating Sources that makes use of student-written paragraphs.

Additional internet resources

  • "Reversing Vandalism"  is an example of a visual essay. In this case, a library commissioned artists to save pages from controversial books that had been vandalized; the site tells the story and shows the art pieces. It might be useful as well in sequences working with art and visuals or in those using the NEA reading on literacy practices -- what makes some books controversial enough that people are willing to destroy them?

  • "Women at Work" (Monthly Labor Review 2003) is a report that uses graphs and charts of statistical data from the Bureau of Labor. This is another kind of visual essay and should be useful in the Gender sequence as well as when working with numbers;

  • "Nez Perce National Historic Trail" includes a photo gallery, explanations of Nez Perce culture and art, historical information. It should be useful in sequences working with artifacts, visuals or history and might be particularly useful as another example of Dilworth's essay on Indian souvenirs.

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Copyright 2008 Composing Inquiry: Methods and Readings for Investigation and Writing
Last modified: 02/21/08. Contributors to this site include: Margaret Marshall, Andrew Strycharski, April Mann, Isis Artze-Vega, Patty Malloy, John Wafer.