The library can assist in grounding college student writing in reading and inquiry rather than in the mere retrieval of information Fundamental rhetorical goals can best by met by getting students into the library to ask questions, analyze sources, and evaluate claims so they can react to and incorporate the work of other writers into their own texts. A successful approach in accomplishing these goals is two-fold. First, inquiry projects based on argumentation become real to students when they are generated by the class as a collaborative rhetorical community in which questions and answers are valued and sought after. Second, a gradual group investigation of the argument from different angles assists individuals in making sense out of a mass of information. Students obtain a better understanding of the materials and issues that they and their classmates have sketched out in collaborative discussion, and they can begin to decide what directions they want to take in papers they are writing individually. The students gain valuable experience about audiences and contexts of materials, which they can incorporate in their individual projects. (An appendix contains two articles used for rhetorical reading and library assignments.) (KEH)