Kantz Article

Zachary Trimm

Writing and Rhetoric I

5 September 2012

Reading Response pp. 67-85

In “Helping Students Use Textual Sources Persuasively,” Margaret Kantz wants the reader to realize that the text being read should always be questioned. Usually when students read sources, such as textbooks, they assume that what they read is automatically the truth. While what is in the text may be “facts,” Kantz argues that these facts are actually just supported claims by the author and that can still be refuted. This helps the reader because instead of writing research papers that simply restate what many other writers have said about a topic, a student can try to formulate a new argument about that topic. If a student creates an original argument, it shows that he or she truly understands the subject and thought about it critically. Maybe the most important aspect of questioning material, you will get a better grade on research papers.

Kantz’ article is similar to Greene’s article “Argument as Conversation: the Role of Inquiry in Writing a Researched Argument.”  In Greene’s passage, he says “the way you position yourself will depend on three things: which previously stated arguments you share, which previously stated arguments you want to refute, and what new opinions and supporting information you are going to bring to the conversation” (12-13). Kantz is trying to send a related message, that when you read arguments that already exist you don’t always have to agree; you can have your own opinions on the topic. Also, Kantz’ article is related to Kleine’s “What Is It We Do When We Write Articles Like This One- and How Can We Get Students to Join Us?” In Kleine’s article, he states the problem of students just copying material from sources without critically thinking about it. This is the same argument that Kantz takes, and the two writers both try to persuade readers to grasp the meanings and reasons why the text was written the way it was.

I enjoyed the way Kantz employed fictional characters into her article to show common thoughts of people involved in the research paper process. For example, Shirley is portrayed as a student who didn’t know to critically think about sources and Dr. Boyer is portrayed as a teacher who didn’t know that the directions given may have been too bleak. I also like the fact that Kantz recognizes that even though she is giving aid to students about writing research papers, the concept of creating an original argument is still tough. As a student, I never knew that way the purpose of a research paper. However, I find the Kinneavy’s triangle diagram to be helpful and I will use that process the next time I do a research assignment.

Questions for Discussing and Journaling (QDj)

#1) Kantz has a unique definition for the terms facts, opinions, and arguments. Facts and opinions are actually claims, according to Kantz. The difference between the two is that a fact is a claim that the audience will accept without proof and an opinion is a claim that will not be accepted by the audience without proof, and even evidence is given it may not be seen as the whole truth. Therefore, an argument is the way a writer uses his or her claims, facts or opinions, to persuade an audience to believe what he or she believes.

#2) Kantz says that students have trouble with assignments because they have trouble with the texts they read. She says that students misinterpret sources because they read them as stories instead of thinking about them. Students often don’t know that “facts” are kinds of “claims” that are used persuasively. Students also expect sources to tell the truth, which they sometimes don’t. I agree with this notion, because I used to read textbooks in high school just to soak in the information given. However, I do think it will be difficult to break this reading pattern just because I have done it for so long.

Applying and Exploring Ideas (AEI)

#2) Before taking this course, I learned that being creative in your research assignments was essential to writing a good paper. I am finding out that being creative in your approach will lead to success in this class as well. However, the ways of being creative vary from what I was taught in high school to what I am learning now. For instance, in high school I was told to come up with a unique topic (or one that interested me, if I had to pick from given subjects) and find information about it to share. Now, in college, I am learning to still find intriguing topics, but instead of just gathering information I should question what I read and form an original argument about my research. The relationship described by Kantz gives more meaning to research projects than I have experienced from other teachers.