Haas And Flowers Summary
In the article, Christina Haas and Linda Flower did research on experienced readers, and
inexperienced readers and what they did differently. They found out that experienced readers
used rhetorical reading strategies. They wanted to see if we should look at various methods for
reading and seeing passages, as well as how to summarize and interpret your reading at a higher
level. When we read, we should be studying the material and making high-level inquiries and
observations, but this isn't always the case. To interpret a complex text, it appears that not only
attentive reading and prior knowledge are required, but also the ability to read the text on
multiple levels and construct multi-face representations.
They go on to discuss how different levels of readers might use tools like hypothesismaking, and they usually have background information on the topic they're reading about. They
try to recommend and see if rhetorical reading is helpful and what it can do for readers
throughout the passage. Since it is a higher level of reading, the target audience for this piece
would be college students or educators. Overall, they discovered that the method they use to
teach college students to read and analyze passages has to change for the good of all students.
Helping students use textual sources persuasively summary
Margret Kantz's article "Helping Students Use Textual Sources Persuasively" exposes us
to the concept of the need for stronger rhetorical skills as well as the reasons for the difficulties
students have in displaying and understanding how to improve their persuasive research. She
gets the ball rolling.
More rhetorical skills are required, and the reasons for the difficulties students have in
showing and analyzing how to enhance their compelling research articles are discussed. To
begin, she examines a student's work; the student, Shirley, is having problems combining her
views and other information into her essay so that it does not consist just of her agreeing with all
of the facts that are contained within it. Moreover, she argues that writers were sometimes too
willing to accept and adopt an author's idea or major point without first considering how they
would interpret it for themselves. To cope with what she says, you could say, "We must teach
them to think about facts and opinions as assertions that writers make to specific audiences for
specific reasons in a specific historical context." Alternatively, she states that reading texts
rhetorically assists students in developing a more effective and powerful skill for constructing
their compelling analysis. A number of distinct aspects are linked together in order to appeal to
college students about writing and how to build on the information they have received.
Reading and writing without authority summary
Without authority, when reading and writing, Roger and Janet were selected for a study by Ann,
Penrose, and Cheryl, as well as Geisler. They stated the purpose of their research: "The goal of
our research was to see how such power disparities manifest themselves in the academic world."
"The purpose of our study was to investigate how such differences in authority are played out in
the academic sphere. JanWe were reading about the practices that students adopt. They were
separated and out in a second test, during which they discovered that Roger had basic categories
and had organized his information. Janet began with what he believed, and then she organized
her topic text and sentences into a coordinate system. They are given different tests throughout
the passage to analyze how changes in their writing with and without authority affect their papers
and research. This passage would also attract a college student audience because it goes into
great detail about writing and the specific methods that can be used. It's critical to assist students
who may be lacking in some of the skills needed to write authoritatively, which can be
accomplished by expanding the knowledge domain we teach them. They will be more engaged
and focused as a result. These are only a few of the findings of the research.
Work cite:
file:///Users/mintesnot/Downloads/Penrose%20and%20Geisler,%20Reading%20and%20Writing
%20Without%20Authority.pdf
https://docs.google.com/document/d/1no24xtskaxoXKfgcQnTlXTGR34VdX1NsaDCkTDRD6b
U/edit
https://docs.google.com/document/d/1Z1QAwnvxxzhmwktUSBO2aVSYgZ3ectRT9CJ_t05qSs/edit