How important is the way the student interprets an assignment given by the teacher?
How can students take more interest in a research paper by using rhetorical reading?
Friday, June 25, 2010
Tuesday, June 22, 2010
How can you create an argument into a genuine argument?
An argument is created by one’s own personal view of a situation. How you personally believe things should work or pan out. Allowing people to hear you opinion and presenting proof to back up you idea. You use sources to prove you point of view and try to convince others why you think that way. Sources usually consist of books, articles, excerpts, news, etc. A common mistake made by many students is not properly sourcing their arguments. They tend to create a fair argument but they lack personality. They lack a genuine argument. Genuine is described as something authentic, something legitimate something real. To have a genuine argument, it cannot rely on sources alone; it has to have a piece of you in it. It has to show your own personal perspective and idea. A common mistake in writing arguments is that many students refer back to sources and find it easier to quote and paraphrase the information they read. They base most of their argument in the author’s ideas and write very little of their own. To create a genuine argument, the writer must look past the obvious and try to present the audience a more unique perspective of the argument presented. Use the sources, but don’t just summarize what the authors say, tell the audience what you think and back up your argument. Use strategies such as rhetorical and content to deliver you message but keep the argument authentic. An argument says a lot about a person. If you have a strong genuine argument, people are going to take you seriously. People will hear what you have to say and try to see things from your perspective, but if your argument is weak with no character in it, people won’t try to see in your point of view at all.
An argument is created by one’s own personal view of a situation. How you personally believe things should work or pan out. Allowing people to hear you opinion and presenting proof to back up you idea. You use sources to prove you point of view and try to convince others why you think that way. Sources usually consist of books, articles, excerpts, news, etc. A common mistake made by many students is not properly sourcing their arguments. They tend to create a fair argument but they lack personality. They lack a genuine argument. Genuine is described as something authentic, something legitimate something real. To have a genuine argument, it cannot rely on sources alone; it has to have a piece of you in it. It has to show your own personal perspective and idea. A common mistake in writing arguments is that many students refer back to sources and find it easier to quote and paraphrase the information they read. They base most of their argument in the author’s ideas and write very little of their own. To create a genuine argument, the writer must look past the obvious and try to present the audience a more unique perspective of the argument presented. Use the sources, but don’t just summarize what the authors say, tell the audience what you think and back up your argument. Use strategies such as rhetorical and content to deliver you message but keep the argument authentic. An argument says a lot about a person. If you have a strong genuine argument, people are going to take you seriously. People will hear what you have to say and try to see things from your perspective, but if your argument is weak with no character in it, people won’t try to see in your point of view at all.
Q&R 5
Why is that we write as it is stated?
How can we ever understand any text if we just read and write as it is said, we don't state the essay or our writing assignments with our thoughts. "The concept of rhetorical situation offers insight into the nature of students representations of writing a task"(80), it means to have a relationship with the writing ans and give your opinion and facts to state the point learned and not always what "Wikipedia" says; to go beyond the Internet sources.
As students we need techniques for reading text in ways that gives us more to say to construct complex representations of any reading or actual real life situations."Rhetorical skills can be used to read the sources as well to design the paper". It might be unusual to actually want tO state our opinions in writing assignments, because professors don't always agree and some might even lower your grade. I myself have stated my opinion in previous assignments and receive comments from professors saying "I don't agree" so how is that professors want us to be out spoken when we can't have the freedom we want in our writing. We all view things differently, and don't agree with others concern, wheter it is politics, or literature nothing is the same when we write, we state opinions or just go by what is read, I believe we should state opinions by what we believe and surround with facts that comply with that.
Often things are written by what is read, research papers are never what we think, it is what is known and already stated and then written to that form, when thinking rhetorically we see both facts and opinions. “According to Toulmin, any aspect of an argument may be questioned by the audience and must then be supported with further argument.)In a rhetorical argument, a fact is a claim that an audience will accept as being true without requiring proof, although they may ask for an explanation.”(82) So as we write let's put more opinions and state thing we believe even if at a point it isnt true, we are the writers we choose what we want.
How can we ever understand any text if we just read and write as it is said, we don't state the essay or our writing assignments with our thoughts. "The concept of rhetorical situation offers insight into the nature of students representations of writing a task"(80), it means to have a relationship with the writing ans and give your opinion and facts to state the point learned and not always what "Wikipedia" says; to go beyond the Internet sources.
As students we need techniques for reading text in ways that gives us more to say to construct complex representations of any reading or actual real life situations."Rhetorical skills can be used to read the sources as well to design the paper". It might be unusual to actually want tO state our opinions in writing assignments, because professors don't always agree and some might even lower your grade. I myself have stated my opinion in previous assignments and receive comments from professors saying "I don't agree" so how is that professors want us to be out spoken when we can't have the freedom we want in our writing. We all view things differently, and don't agree with others concern, wheter it is politics, or literature nothing is the same when we write, we state opinions or just go by what is read, I believe we should state opinions by what we believe and surround with facts that comply with that.
Often things are written by what is read, research papers are never what we think, it is what is known and already stated and then written to that form, when thinking rhetorically we see both facts and opinions. “According to Toulmin, any aspect of an argument may be questioned by the audience and must then be supported with further argument.)In a rhetorical argument, a fact is a claim that an audience will accept as being true without requiring proof, although they may ask for an explanation.”(82) So as we write let's put more opinions and state thing we believe even if at a point it isnt true, we are the writers we choose what we want.
Q&R 4: Are teachers in high school the ones to blame for students not revising their writing?
Response: I agree that teachers are the ones to blame for the students not willingly revising their writing. When I was a student in high school we were never asked to revise our work before turning it in. the teachers I had in high school would only tell us what we had to write, in what format, and when it was due. The teachers never encouraged us to reread or revise our writing to make sure we had eliminated all of our mistakes. In this article, Revision Strategies of Student Writers and Experienced Adult Writers written by Nancy Sommers, the research that was conducted concluded that students do not willing revise their writing (383). I as a students still in college can agree that willingly would not revise my work because it would mean that I would have to spend time looking over it and seeing what had to be corrected or changed. I mean honestly what student would like to do more work than what has already been asked from him/her. Sometimes students do not revise their writing because there are so many rules that have to be followed when writing. These strategies are teacher based, directed towards a teacher-reader who expects compliance of rules-with pre existing “conceptions”-and who will only examine parts of the composition (383). Students only apply what they have learned to their writing and if teachers do not teach them to revise their work, students are not going to do it on their own. At best the students see their writing altogether passively through the eyes of former teachers or their surrogates, the textbooks, and are bound to the rules which they have been taught (383). So I mean teachers are the ones to blame for students not revising their writing. If teachers do not teach students to revise their writing or how to do it how do they expect them to improve their writing.
Response: I agree that teachers are the ones to blame for the students not willingly revising their writing. When I was a student in high school we were never asked to revise our work before turning it in. the teachers I had in high school would only tell us what we had to write, in what format, and when it was due. The teachers never encouraged us to reread or revise our writing to make sure we had eliminated all of our mistakes. In this article, Revision Strategies of Student Writers and Experienced Adult Writers written by Nancy Sommers, the research that was conducted concluded that students do not willing revise their writing (383). I as a students still in college can agree that willingly would not revise my work because it would mean that I would have to spend time looking over it and seeing what had to be corrected or changed. I mean honestly what student would like to do more work than what has already been asked from him/her. Sometimes students do not revise their writing because there are so many rules that have to be followed when writing. These strategies are teacher based, directed towards a teacher-reader who expects compliance of rules-with pre existing “conceptions”-and who will only examine parts of the composition (383). Students only apply what they have learned to their writing and if teachers do not teach them to revise their work, students are not going to do it on their own. At best the students see their writing altogether passively through the eyes of former teachers or their surrogates, the textbooks, and are bound to the rules which they have been taught (383). So I mean teachers are the ones to blame for students not revising their writing. If teachers do not teach students to revise their writing or how to do it how do they expect them to improve their writing.
Q&R 5: Why do students have such a hard time writing original papers based on textual sources?
Response:I believe that as students we do have some problems with writing papers that come from textual sources. As students we believe that anything written in books should be facts but after reading “Helping Students Use Textual Sources Persuasively” by Margaret Kantz I realized that textbooks don’t always narrate just facts. In the article it gave an example of student which I can relate to and her name was Shirley. It explained that Shirley had a passion for English history and therefore she decided to write on the Battle of Agincourt. She put a lot of facts into the paper she wrote but didn’t put any of her own thought into it. Instead she just recapped what the articles she had collected said. I also have problems when writing over textual sources because usually we just want to collect all the facts and write them in a story form, and that’s not the correct way to do it. It is easier to quote than to paraphrase, and it is easier to build the paraphrase, without comment or with random comments, into a description of what one found than it is to use them as evidence in an original argument (76). The article showed me to that I have to evaluate the material and use it as proof in an original argument. This will help me support the argument and I will be using textual sources at the same time. Student also have problems when writing papers that come from textual sources because students misunderstand the sources and read them as stories, expect their sources to tell the truth; hence, they equate persuasive writing in this context with making things up, or students don’t understand the facts are a kind of claim(78). This article has helped me understand how to incorporate textual sources with my own original comment.
Response:I believe that as students we do have some problems with writing papers that come from textual sources. As students we believe that anything written in books should be facts but after reading “Helping Students Use Textual Sources Persuasively” by Margaret Kantz I realized that textbooks don’t always narrate just facts. In the article it gave an example of student which I can relate to and her name was Shirley. It explained that Shirley had a passion for English history and therefore she decided to write on the Battle of Agincourt. She put a lot of facts into the paper she wrote but didn’t put any of her own thought into it. Instead she just recapped what the articles she had collected said. I also have problems when writing over textual sources because usually we just want to collect all the facts and write them in a story form, and that’s not the correct way to do it. It is easier to quote than to paraphrase, and it is easier to build the paraphrase, without comment or with random comments, into a description of what one found than it is to use them as evidence in an original argument (76). The article showed me to that I have to evaluate the material and use it as proof in an original argument. This will help me support the argument and I will be using textual sources at the same time. Student also have problems when writing papers that come from textual sources because students misunderstand the sources and read them as stories, expect their sources to tell the truth; hence, they equate persuasive writing in this context with making things up, or students don’t understand the facts are a kind of claim(78). This article has helped me understand how to incorporate textual sources with my own original comment.
Monday, June 21, 2010
Q&R: 5
What is Kantz’s view in writing an effective research paper?
A research paper must have the topic in which anybody can argue about and your audience can understand what side you are in. Choosing a topic is an important part to writing a research paper because it is what a writer feels they can discuss and know they will provide knowledge of their own. Also, finding as many helpful sources possible based on the topic will build proof and persuasion into an argument.
The argumentative paper needs sources as evidence for an argument. Such evidence mostly involves quotes. This helps the writer apply to ethos, pathos, or logos depending on where the quotes come from. Most people refer to a direct citation coming from books because; usually books are what provide enough information to what one argues. A writer may strengthen their paper by applying to ethos when quoting a person considered famous for having the knowledge of a certain topic because the audience can see that the person provides proof to the writer’s argument. However, the writer must be precautious of where they are getting the sources from because the sources’ author should be known for what he/she is in favor of.
Yet, when looking for sources, they must not be read as a narrative because it will lead to a misunderstanding on what one is arguing. The main point to writing a strong research paper is by having information well-proven by quotes that do not simply state the fact but what has already tried to be proved before. When integrating a quote, it does not necessarily need to be paraphrased but described in detail for better support, forming an informative paragraph. The paragraphs must be connected by keeping the genuine argument and maintaining a direct and persuasive style of writing.
The Kantz’s main view in writing an effective research paper is behind the sources and how they are explained. The sources must be descriptive, persuasive, and supportive for the reader to understand the writer’s purpose in favoring their argument.
A research paper must have the topic in which anybody can argue about and your audience can understand what side you are in. Choosing a topic is an important part to writing a research paper because it is what a writer feels they can discuss and know they will provide knowledge of their own. Also, finding as many helpful sources possible based on the topic will build proof and persuasion into an argument.
The argumentative paper needs sources as evidence for an argument. Such evidence mostly involves quotes. This helps the writer apply to ethos, pathos, or logos depending on where the quotes come from. Most people refer to a direct citation coming from books because; usually books are what provide enough information to what one argues. A writer may strengthen their paper by applying to ethos when quoting a person considered famous for having the knowledge of a certain topic because the audience can see that the person provides proof to the writer’s argument. However, the writer must be precautious of where they are getting the sources from because the sources’ author should be known for what he/she is in favor of.
Yet, when looking for sources, they must not be read as a narrative because it will lead to a misunderstanding on what one is arguing. The main point to writing a strong research paper is by having information well-proven by quotes that do not simply state the fact but what has already tried to be proved before. When integrating a quote, it does not necessarily need to be paraphrased but described in detail for better support, forming an informative paragraph. The paragraphs must be connected by keeping the genuine argument and maintaining a direct and persuasive style of writing.
The Kantz’s main view in writing an effective research paper is behind the sources and how they are explained. The sources must be descriptive, persuasive, and supportive for the reader to understand the writer’s purpose in favoring their argument.
Q & R 5
What methods can be used to help students use textual sources persuasively or more efficiently?
Well after reading the article that Kantz wrote, I know without a doubt that many students fall under this category myself included. The problem that a lot of students have is that when they read material presented to them they are just use to summarizing what they read and that is all. A lot of things come into effect when writing. Students just read think of a main idea then write it onto paper which isn’t necessarily correct. Sometime students don’t understand the material but they continue to write as if they did according to Kantz. Not all sources that are read are not accurate and when students read them they get the impression that they are so they use that as reference not knowing that what they use is wrong. All Kantz is trying to refer is that students need to be learned how to do this in order to become better writers and not just do basic summarization.
Jaime A
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