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Margaret Kantz, textual sources

Margaret Kantz, textual sources

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  • 1. “ Helping Students Use Textual Sources Persuasively” Margaret Kantz
  • 2. Why use textual sources?
  • 3. Analyzing Kantz
    • Audience?
    • How is she entering the “conversation”?
    • Purpose (exigence)?
  • 4. Facts, Opinions, Claims
    • What is the difference? (Alice knows.)
  • 5. Conflicting ideas
    • What do you do if sources disagree?
    • What did Shirley do?
      • 10,000-45,000
    • What would Alice do?
      • Rhetorical analysis
  • 6. Rhetorical Analysis
    • Encoder= writer/speaker/ rhetor
    • Decoder=reader/listener/ audience
    • Reality= constraints
    • (Exigence=purpose)
  • 7. The Battle of Agincourt
    • We won! And it was really hard, too.
    • We lost. But we were outnumbered!
    10,000 British soldiers 45,000 British soldiers
  • 8. The Battle of Agincourt
    • 10,000 British soldiers
    • Rhetor
      • Churchill, “A History of British Progress”
    • Audience
      • British readers
    • Constraints
      • written in 1930s, beginning of WWII
    • Exigence
      • Encourage readers to take pride in glorious history of British accomplishments
    • 45,000 British soldiers
    • Rhetor
      • Monsieur and Madame Guizot, “A History of France”
    • Audience
      • French readers
    • Constraints
      • Negative opinion of England, British tactics
    • Exigence
      • Show how French were taken advantage of, how the battle was not so glorious
  • 9. What would Alice/Shirley do?
    • 5 teams
    • First to buzz in and answer correctly gets a point
    • Group with the most points gets a bonus point
  • 10. Alice vs. Shirley
    • Definition of a fact
      • Shirley: thinks sources transmit facts
      • Alice: facts are claims
  • 11. Alice vs. Shirley
    • How do they read sources?
      • Shirley: narrative/story
      • Alice: a “message sent by someone to somebody for a reason ”
  • 12. Alice vs. Shirley
    • Why do they write?
      • Shirley: to find the truth
      • Alice: to make an argument
  • 13. Alice vs. Shirley
    • View of themselves as writers; what is their goal?
      • Shirley: to be credible
      • Alice: to persuade, say something new
  • 14. Alice vs. Shirley
    • View of their task (task representation)
      • Shirley: summary
      • Alice: original argument
  • 15. Alice vs. Shirley
    • How do they organize their writing?
      • Shirley: in the order she found it, order the source writer puts it in
      • Alice: in the order that fits her purpose to convince her audience
  • 16. Alice vs. Shirley
    • Who is more likely to plagiarize? Why?
      • Shirley
  • 17. Alice vs. Shirley
    • Who writes more drafts? Why?
      • Alice; summary, rhetorical analysis, argument
  • 18. Alice vs. Shirley
    • View of research
      • Shirley: Research is not creative, but a static task designed to examine students on their understanding of facts
      • Alice: Research is creative, and students are scholars “w h o work to find answers to problem questions” and who “s e t reading and writing goals for themselves that will allow them to think constructively.”
  • 19. Alice vs. Shirley
    • What “tool” does Alice have in her toolbox that Shirley does not?
      • Rhetorical situation
  • 20. More questions
    • It seems like everything worth saying has already been said—how do you create an original argument? How can research be creative? Do you think that this would make research more enjoyable?
    • How is it possible for sources to disagree in ways other than pro/con?
    • Why does Kantz think that plagiarism can be understandable, or even inevitable?
    • Why does Kantz suggest that multiple drafts are useful?
  • 21. What did the instructor do wrong, and how could she fix it?
    • Minimal notes on draft, and those notes had to do with formalist issues
    • Didn’t sequence the assignment, pacing it with enough time to allow students’ thoughts to develop
    • Didn’t teach rhetorical reading and writing strategies
    • Gave “weak assignment and an ineffective critique of the draft”
    • Didn’t tell Shirley she was expected to say something original, that she should look for discrepant facts/conflicts in her sources, or that she should use her notes to comment on the sources and use the notes to plan her paper
    • Didn’t teach Shirley to look for arguments instead of facts