In the article, “Helping Students Use Textual Sources
Persuasively” by Margaret Kantz she points out that writing and reading are not
about receiving and transferring information, but that certain texts don’t mean
the same to you as it would the next reader. As readers we try to relate and
put ourselves into the text and try to draw meaning from their context. She
states that the intended audience has a lot to do with how you will personally
view the facts.
I think that Kantz article is a lot like Kleines “What Is It
We Do When We Write Articles Like This One- and How Can We Get Students To Join
Us?” They both get you to really think about what you are reading when
collecting facts for a research paper. Like Kleine, Kantz presents the idea
that not only students can help with writing problems but that teachers have to
guide them in the right direction to do so.
QD:
1.
Shirley doesn’t have much of a broad horizon
when it comes to facts, opinions, and arguments. Kantz contends that facts are something
that cannot be seen from different viewpoints or be debated. Facts can be
backed up and proven. On the other hand opinions can be viewed as a fact. Facts
about certain topics and for certain audiences can be viewed very differently
depending on the reader. And arguments are just conversations, not always
raised voices. Arguments can be viewed as differences in opinions.
2.
Kantz says students lack or don’t know that:
-
Composite derived from public research
-
Misunderstand sources because they read them
like stories
-
Expect their sources to tell the truth
-
Facts are a kind of claim and often used
persuasively in objective writing to create an impression
-
Misread texts as narrative
-
Expect factual texts to tell the truth, instead
of arguments
I think Kantz is correct on what
she thinks the students are doing wrong. Sometimes I find myself viewing facts
as something that is set in stone while in reality it is merely how someone is
viewing the topic. I feel like I understand almost everything that she says
students don’t know. I am very open to trying to open up my understanding on
facts and sources.
AE:
1.
Although I haven’t had any college writing
assignments at this point I can relate to my high school teachers not being
clear about what they expect in a paper. I have had many teachers give me a
project or writing assignments with a main topic but no details on the points
they expect us to hit. I think well written directions and not so well written
directions for an assignment have one thing in common and that’s providing the
topic. They both state what the paper or writing assignment would be about but
more detail explains what the teacher specifically wants from it. I think
including all the main points of what the teacher wants to get back in a paper
is very important in getting a good grade, and making them feel more knowledgeable.
MM:
Kantz is trying to analyze the
different views people have on certain events that can change how the readers
view the facts presented. Audience plays a huge role on the angle the author is
going to go with and exploring many different facts on the subject can be
helpful on declaring what stand you take on the topic. This would be useful
when trying to understand the answers to your questions when writing. It also
can help you think more constructively and have a broader stance on a certain
subject.
I thought that the article was very interesting. It really
made me realize how different audiences in different situations can exaggerate
facts for their own benefit. I like how every text we read is similar to the
last and they sort of connect to each other. I also feel like I am a very good
audience for the articles I have read and they can make me a better writer.
No comments:
Post a Comment