Kleine Reading Respone

Summary

In the reading, Kleine's readers will find out, he is doing a study on his colleagues to find out how they do research reports. He is doing this study because he has discovered that students merely copy and paste their research reports and he wants them to change. Kleine comes up with a "hunting and gathering" diagram to record everyones way of doing papers. By the end of Kleine's research he discovers that almost everyone had a different way of interpreting his diagram. He knows the diagram is still a wonderful idea/tool for writers to use and he invites his students to see what their professors really do when they write.

Synthesis

Kleine has his colleagues narrate their last research report by "recalling the entire experience, attempting to remember the nature of the research, attitudes about the research, sense of audience and purpose, attempts to organize and interpret data, the writing itself, etc." This reminds me a lot of both Swales and Greene's methods also. They are all giving us steps to follow while writing.  

Thoughts

I thought Kleine's idea of the chart was a great idea. It is an easy thing for students, myself, to refer back to while writing. It was also nice to see what professors want out of their students research papers. The steps were very helpful.

Questions

1. Kleine's description of the students in the library is related to myself in cretin ways. I never copy and paste, but I find it hard to interpret texts words in my own. I do research like the students he describes though, I need to find better resources. 

3. In Kleine's interviews with his colleagues he did not worry much about their sources. He wanted to know what he took away from those sources and how they interpreted them. In my past I usually get very confused with my sources and have trouble understanding the information, so I just try to reword what the text says. The professionals understood all of their sources and put the information in their own context, I only reworded the information.

4. My research skills would change all together. I would have better resources and I would understand and interpret the text better.

Kantz Reading Response

Getting Ready to Read

Fact- A fact is a statement that is true. It can always be proved right.

Claim- A claim is a statement that someone says and they say it did happen. You would not know if it was true or not.

Opinion- An opinion is someones thoughts on a cretin subject. It can also be someones beliefs.

Argument- An argument is a discussion between two are more people where the state their opinions and reasons for there points. Arguments can be  go on forever, they just include different people with time. 

Summery

In the article the reader, students writing reports/papers, learns that a paper can be very easy to write. Kantz says that it is easy to write a paper on a topic one is familiar with. Kantz's purpose is for the reader to learn to step away from the easy, and into something new. That new could be the way one reads text. When reading something new one reads the text in his/her own way. This will affect the interpretation of the text read. This all comes back to if the reader expects the text to be true and if he/she reads it like a story. Kantz says that one must read the text like an argument. Readers also need to use the concept of rhetorical situation and heuristic questions. This will then make his/her paper written successfully, by applying the text to his/her paper.

Synthesis

There are many different conversations in Kentz's reading. Flower states "The different ways in which students [represent] a 'standard' reading-to-write task to themselves lead to markedly different goals and strategies as well as different organization plans" (Role iii). He is saying anyone can pick any different type of method, just as Shirley did in the reading. Shirley's method was reading her research and writhing her paper as a narrative, Flower would call this "writer-based prose." To teach Shirley one might use Kinneavy's triangular diagram of the rhetorical situation. Kinneavy says "every communicative situation has three parts: a speaker/writer, an audience and a topic." Shirley, and many other writers, need to put this into their routine when writing a paper. These methods remind me a lot of Greene and Kleine's thinking's. Kleine and Kentz both want students to learn how to write better papers by using steps. 

Thoughts 

I thought the reading was very helpful with the steps of writing a paper. Many people, including myself, read our informational texts as stories. This is a huge problem because I will then write my paper as a story. We need to be applying the text to questions and problems. Another problem readers, myself, have is reading everything as the truth. I also thought the stories/conversations in the reading helped me understand the point of the reading better. Kantz was very helpful to me; I will be reading many articles differently now.

Questions

1. Kantz explains that facts are a kind of claim and are only used to try to put a cretin impression on the reader. She says that opinions are practically the same as facts. Both of the statements are clams. The only difference from a fact and an opinion is the readers impression. An argument is full of clams that have supported data and warrants. An argument can be disagreed with, but then another argument starts.

2.  List:

Students read texts as stories/narratives

Students believe everything in texts are true

Students believe facts are true, not a clame

Students struggle with writing original papers from text

Students take the easy way out

Students don't read texts as arguments

Students expect their sources to tell the truth

Students equate persuasive writing in context with making things up

Students expect textbooks to express an opinion 

Students believe you have to accept facts 

From my own experiences I do think that Kantz is correct about this. I feel I understand all of these things because Kantz has explained them in the reading.  

_______

2. I believe creativity is something that people create with imagination through anything they do. I believe research is something you look up for a paper/essay. I think Kantz thinks creativity and research are totally different things. She does think you can use research to write a paper and you can use creativity to write a paper, but not in the same context. I believe that you must use creativity in everything. If you are writing a paper, you  need to first have your research and then creatively put it in your own words in the paper, You then have to creatively come up with your own argument for the paper. All research needs creativity. 

Kantz and I both define creativity and research the same, but we do not think they are used for the same things.

Meta Moment

Kantz is trying to analyze Kinneavy's concept of the triangular diagram of the rhetorical situation, Toulmin's model of an argument, and Haas and Flower's observations. It is important to understand these concepts because they all have different solutions to different problems readers/writers have with research papers. I might run into one of these problems down the road and need to use one of these concepts for help.

Swales and Greene Reading Response

 Summary for Create a Research Space

In this reading there is a clear point that is being put across. Swales is explaining the best ways to write, read and understand research reports. He is lending his knowledge to others seeking help writing, reading and understanding research articles. Swales is teaching this in moves and steps. He explains the moves and then lists the different steps of completing the move. For example, in move 2, you can indicate a gap in your research to establish the niche in your paper. I find his methods very useful. I never thought of comparing findings, something I'll definitely be doing in the future.

Summary for Argument as Conversation

Argument as Conversation tells the reader ways to learn how to argue in a scholarly  way. The readers Greene is directing this book to are either high school students or college students. Greene is trying to teach students that scholarly teachers want their students to have conversations open to dispute. Students need to understand and accept others opinions and points during arguments. They need to come up with their own ideas, not reword others. Students need to learn these things because writers are going to try to make them agree with their point by having all arguments connected. This is good to do when writing a paper, but when reading you need to be aware of it. 

Synthesis

The two articles have their similarities and differences. Both teach us how to read and write research reports. Both Swales and Greene have different ways of teaching this, but both want the reader to focus on one main thing. The main focus is to have a main subject in your writing and branch off of it. 

Reading before Writing

1. Think about how you define argument.
An argument is two or more people sharing their opinions about a subject to and/or against one another.

2. How is it used in everyday conversation?
Arguments are often used in everyday conversation. They do not have to be aggressive. Arguments can simply be stating your opinion and reasons about decaf vs. regular coffee against another in normal conversation.

3. What do you think the word means in an academic setting?
I think an argument in an academic setting is like a discussion about a subject. 

4. What's the difference between the two?
The difference is that an argument in everyday conversation can be aggressive or it can just be an opinion about shoes. In an academic setting an argument is informative and useful to the class. 

Questions for Discussion

Page 20:

 
2. Greene brings this quote up again because it is such a great example of what could happen in a classroom. In a classroom a argument or debate could go on for weeks, stopping and starting as it pleases. Burke keeps this metaphor going because in arguments your are most likely never the one to come up with t he first idea of it. Argument topics go on forever. This metaphor presents writing in a way that is relatable to real life conversation, so it is more understandable to the reader. The writing also puts you in an imaginative place to help you further understand the point of the metaphor. This passage also challenges entering and identifying the argument. 

3. Framing is like planing out you paper or a part of you paper. It helps you develop your argument and your position on it. After you have found your position you the define/describe the principle. Then you specify your argument, so you can organize your and your readers opinions in you paper. This is important to Greene because he uses it in the very book.


Page 21:

2. Yes, Greene's article does represent a conversation. The conversation is between himself and his readers. Greene frames his argument by first stating his opinion on the discussion, second explaining his reasoning, third specifying the argument and fourth organizing his and his readers opinions. After framing, Greene had a steady layout of his writing. Greene definitely practices what he preaches in his book. He enters the argument, figures out the issues, gains knowledge on that issue and follows his frame.

Thoughts

I learned a lot from these two articles. Swales taught me to compare different thinking's and/or findings in my papers instead of just listing them. Greene taught me the steps to take while writing or reading a paper. Framing is definitely a method I will be using for future research papers.