Chapter 4 Of The Longman Writer

For the learner’s evidence to be sufficient, it needs to relevant and proves that the learner is competent. The evidence must mean something to the learner and must not just be used for the sake of it. The evidence must be clear and logical and must meet the learning outcomes and assessment criteria.

Colleen puts a claim in each paragraph to support the main idea of that paragraph and to convince the reader to accept the claim. In paragraph seven Colleen’s point is that more pressure causes students to cheat, her claim is that with the increased pressure to do well in school it causes students to cheat. By effectively supporting her point Wenke displayed a good writing technique because she used claims in the correct places. A claim is one of the three main parts of a persuasive essay and Colleen correctly placed them in her essay.

Although some statistical evidence given is not backed with proper citations, the reader can find that the evidence given is effective in proving her point.

"Helping Student Use Textual Source Persuasively" by Maragret Kantz, is a research about the mistakes most of us students make when researching for a paper. "We need a theory-based explanation,one grounded in the findings of the published research on the nature and reasons for our students ' problems with writing persuasive researched papers. To understand how to teach students to write such papers, we also need a better understanding of the demands of synthesis tasks." Like most students like to state the facts given to us by published articles and not finding out the "true" facts of the research. In her research she introduced Shirley. A highly educated sophomore. She comes from an educated family with great reading and writing skills. Shirley wrote a research paper on the Battle of Agincourt. While she did her research and only wrote about the so called fact/truth, she did not receive the academic grade she thought she would since her facts were there. She then presented her concern with her friend Alice. While Shirley defended her sources Alice states "You 're dealing with facts, so there aren 't too many choices. If you want to say something original you either have to talk about the sources or talk about the material..." This would keep Shirley narrative structure of her research paper but also give her an "argument and purpose". There are three causes Kantz states "1) Many students like Shirley misunderstand sources because they read them as stories. 2) Many students

I used evidence from literary and informational texts in my persuasive and literary analysis essays. I was able to you quotes from a book to support my statements in my literary analysis. I was able to use informational text to educate myself and get information for my persuasive paper.

Provide the title, author (or, if a film, the director), and a short description (about a paragraph in length) of salient features of the text(s) that a reviewer of your evidence, who is unfamiliar with the text(s), needs to know in order to understand your instruction. If there is more than one text,

In the article “Helping Students Use Textual Sources Persuasively,” Kantz explained to students as they write, how to use current texts to build a new original one. She argues that many undergraduate students cannot perform this idea correctly, because as they write they never had the opportunity to get taught to examine and synthesize a piece of writing correctly. Students need to understand how to view facts as claims, or view writing as a serial of creative ideas and drafts that drive to a final distinctive piece of work. In this article Kantz described how students think as they are writing, she used personal experiences, introduces “rhetorical situation,” and used

Taking English 1302 with Texas Tech University has been a highly rewarding experience. This class focuses on literature reviews and researched arguments, but when I signed up for this class I did not know the difference between the two. Now I know that literature reviews use sources to inform the reader about current studies on a topic, while researched arguments use sources to support the author’s claim and persuade the reader. During this class I have learned how to write a literature review/ researched argument as well as many mechanics related to general writing.

This course has taught me that an argument will be most effective when both sides are presented to the reader. It is not enough to persuade the reader to agree with the opinion of the writer by only presenting evidence that proves his/her view point. Every person will have their own personal opinions on a topic. Most of the time there is no definite answer as to whether or not they are right or wrong.

I see factual numbers and expert opinions as evidence that really convey the issue at hand.

As a “Advanced Placement” student during high school much of my time was spent writing essays on various topics and challenging prompts. Many of my essays centered around structuring supportive arguments to push or pull the audience in my direction of belief. Writing a persuasive essay often included looking for multiple supportive cases, choosing two or three that best “pushed” my view, and including these real world cases and examples throughout my essay to help “build” my case.

One of the key factors in crafting a persuasive piece of rhetoric is tailoring your message to the specific audience. This information will help you decide what sorts of facts to incorporate into your rhetoric as well as help you determine which means of persuasion would be the most effective to employ. Your evidence. When planning your speech or writing, collect any and every type of evidence you can find. Evidence could be facts, statistics, laws, and individual testimonies. It’s always good to have a nice blend, but remember different audiences are persuaded by different types of evidence. Some people need cold, hard facts and statistics in order to be persuaded. Others find the testimony of peers or a reputable authority to be more convincing. Part of getting to know your audience is figuring out what kinds of evidence they will find most credible and compelling

My academic writing has greatly improved. I now make an active effort to use a thesaurus to vary my language. I also incorporate more transitional phrases to create a better flow in my essays. I organize my paragraphs to make sure the information and supporting evidences flows well. Even though I understood my claims and thesis needed to be supported by credible sources I analyze who and where the source was published. Specifically, the class discussion in the response to videos we watched two videos about high fructose corn syrup. I stated,” The first video, High Fructose Corn Syrup (HFCS) – ‘Party’ TV original commercial, is an advertisement made by The Corn Refiners Association”. I acknowledged that the first video was made by an association that could have biased opinions about high fructose corn syrup. By acknowledging where the source came from I demonstrate that if this video was used for evidence for safe fructose consumption it would not be a credible source because of its ties to the corn association.

The evidence you gather should be fact supported by evidence and not just your opinion.

When you cite a source, you are using an expert’s ideas as proof or evidence of a new idea that you are trying to communicate to the reader.