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sources are not peer-reviewed, and they do not usually include a reference list.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?