AsherBodiProfessorGardiakosENC11013 January29, 2018 HelpingStudents Use Textual Source persuasively Thearticle, “Helping Students Use Textual Source persuasively” by Margaret Kantz,shows us the significance of reading texts, even factual works like encyclopediasand suggests us to argue on it by using argument, audience, context and claims.Understanding the text enables one to put his or her own way of thinking todraw information about the context (Kantz 579). The author, says every humanhas his or her own way of understanding the text. The author mentions that, mostof the time, facts are considered as real and authentic claims because peoplebelieve and follow them without providing evidence since the facts or claimshave been part of daily exercises. As an example, the earth is round and peoplebelieve it, but no one researches where the information originated from (Kantz 579).
The author also uses one of her student Shirley’s essay as an example in herown essay to demonstrate how students get confused with facts, arguments andopinions. Shirley’s research was about the facts, but for the author, research meantunderstanding the study (Kantz 579). The main focus of the author is todemonstrate the realization in believing what people said without any personalresearch is a vague analysis of claiming. The author explains Shirley’ views, “believesthat facts are what you learn from textbooks, opinions are what you have aboutclothes and arguments are what you have with your mother when you want to stayout late at night” (Kantz 598).
Accordingto the author, facts are those that are not left after proven but are read byevery student. Arguments are what one understands about the context and the waythe content is thought in order to exhibit one’s point (Kantz 579). In addition,the statistics that the author tries to exhibit in her essay are the samefacts, arguments and opinions which differ from that of Shirley’s ideology ofunderstanding the concepts mentioned above. Opinions are always considered asfacts may be as part of religious practices, personal or through genetics, butthe truth is these facts are claims unless one reads the actual texts even afterbeen proven and inhale the context.
Most of the students do not care about thewriting process.a. Many students expect their sourcesto tell the truth and they equate persuasive writing in this context withcreating things up.
b. Many students like Shirleymisunderstand sources because they read the writing like they read story books.c. Many students do not understand thatfacts are a kind of claim and are often used persuasively in so-called “objectivewriting to create an impression” (Kantz 593).Ifeel that the author is ingenious and smart in understanding the student’sperspective. I feel I understand all the concepts in the above list because Iam a skeptical and a rhetoric person and I carefully examine the finishedresult. Every time, I write an essay I learn from my errors after my Peer-Reviewand from my professor. After enrolling into University of Central Florida andcoming here, I had to do loads of research to write a paper which I have neverdone before.
I always get very excited when I select a new article as I want tokeep learning new things every time. Furthermore, I feel facts are nothing butclaims. WorkCitedKantz,Margaret. Helping Students Use TextualSources Persuasively. Writing about Writing. editedby Elizabeth Wardle & Doug Downs, Bedford/St.
Martin’s, 2014. Pp.579 – 593.