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.”
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?
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