Blog #4 Response

Kantz- "Helping Students Use Textual Sources Persuasively"

I. Summary
In her article, "Helping Students Use Textual Sources Persuasively," Kantz attempts to explain to readers how to look deeper into his or her research. She argues that simply stating facts is highly frowned upon because it is much more entertaining and creative to read a paper that has a well thought out argument, which was founded on facts, but is not literally the facts. Kantz has a framestory in her article, which revolves around a student named Shirley's story of trying to write a well planned and original paper. 

II. Conversation
I have to admit, in high school I definitely wrote a few papers that were strictly stating facts. I would have to say that near the end of Senior year is when I would state just the facts in my papers, most likely because I was becoming lazy with my writing. There were other times though that I dug deep into the research and pulled out my own ideas from them, which (from what I remember) was actually a fun thing to do. Two of my friends would always read my papers before I turned them in, so I would always try to make it something interesting that they would want to read. So, referring to Kantz's article, I was the encoder and my two friends were the encoders prior to turning in the paper.

III. Assigned Exercises 
QDJ1:  Kantz writes that Shirley "believes that facts are what you learn from textbooks, opinions are what you have about clothes, and arguments are what you have with your mother when you want to stay out late at night" (para. 28). What does Kantz contend that facts, opinions, and arguments actually are?
A: Kantz contends that facts and opinions are claims, which can be received differently by an audience. She says that facts are claims that the audience can accept as true with proof, and that an opinion is a claim that an audience won't accept as true unless is proof is added to the opinion. Kantz also argues that arguments are several claims, which are backed up by data, proof, or ethical claims (warrants). 

QDJ2: Make a list of the things Kantz says students don't know, misunderstand, or don't comprehend about how texts work. Judging from your own experience, do you think she's correct? How many of the things she lists do you feel you understand now?
A: 
1. Students do not know how to compose an argument out of research information.
2. Students think that writing a research paper is simply retelling a story or an event.
3. Students do not understand the meaning of the phrase "rhetorical reading" and have never been taught how to read rhetorical reading.
4. Students believe every fact they read in a textbook or online.
5. Students are unable to write a successful paper when they are faced with a large set of goals.

Kantz list is very true. It is very difficult to not retell a story when writing a research paper because that's usually the first thing I think I should do: restate the topic and give a general overview of the research. When I first read "rhetorical reading" I was not 100% sure what she meant, but her explanation was very clear, which helped me come to terms with the meaning of the new phrase. Similar to Shirley, I have come across research that gave questionable information, but figured it was correct and accepted it as the way it was stated. Kantz pointed out what was in the back of my mind but I was too afraid to actually do, which is to literally question the textbook and realize it may not be completely true. Finally, I can't remember a time when I had such a huge set of goals that I was unable to do the paper. Sure, I've had trouble figuring out how to start a paper, but I don't think I have ever had as big of a goal list as Shirley, but I can understand how Kantz thinks students wouldn't be able to successfully write the paper. I feel like too much info and goals could ultimately be a downfall.

AE2: Write a short reflection on the relationship between creativity and research as you've learned to understand it prior to this class, and as Kantz talks about it. Where do your and her ideas overlap? Where does her thinking influence yours? And where does it not seem to work for you?
A: In high school, I was usually taught that your intro and conclusion should be the creative parts of the paper (hook, thesis, closing sentence, etc) and that the body should be about the info you found and how it relates to the topic. Kantz argues that the entire paper should be creative and original, and that it is ok to question the research and dive into the facts, or as she would say "claims." I really like how Kantz preaches to not believe everything online or in textbooks. I also like how she used her own advice when writing her article. She incorporated different info that she researched and smoothly placed them in her article. I may be in a way contradicting myself, but the only problem I have is how she expects us to confidently question the material we research. Sure, I might question it to myself or out loud to the person sitting next to me, but I'm not sure if I have the confidence to call out a well known textbook about how the facts in it may be wrong or biased.

MM: One of the goals for this chapter is considering constructs of or conceptions about writing that don't survive close scrutiny. What constructs or conceptions is Kantz trying to analyze? Why would it be useful for you to understand her findings and claims?

A: The construct that Kantz is that research papers are suppose to be factual and informative papers. Kantz does not agree with this, she believes that students should form arguments from the research they have found and find out how the info an be perceived as persuasive instead of informative. It would be useful to understand Kantz's ideas because it is always good to look at and try new ways of writing.

IV. Personal Reflection
I found Kantz's article to be very helpful. I really liked how she practices what shes preaches, meaning she doesn't just state facts she found while researching. She incorporates them into her article and gives them her own twist and explanation. I also like her idea of students being scholars that are asking questions, as oppose to students stating facts.