Swales and Kantz Response.

In the article by Kantz the relationship between reading and writing and the similarities of the two activities are discussed.

My favorite section in the reading that I found is one plainly bullet pointed and easily spelling out the play by play of what to do when getting ready to read.

The article clearly spells out what to do both before you read and as your read:

The before you read steps, featured on page 168, include activities which will aid in understanding the argument the writer presents.

One bullet point Kantz writes says, "Watch three TV commercials (you might want to record them) and count the number of facts and the number of claims in each. Then think about what's most persuasive in the ads: the facts, the claims or the combination of the two?" (Kantz, p168.)

This helps in thinking of the separation between how effectual facts v. claims are -- which backs up earlier in the writing where Kantz explains the difference between a fact and a claim or theory. By acknowledging the effectiveness or lack of power behind a claim or a fact, or being able to skillfully combine the usage of both, as a reader you will not only understand the passages and be able to come to your own conclusions, but also as a writer you will have the skill in understanding which form of research or oppinions to use when and where in your own writing.

This interconnection between writer and reader is furthered in the writing  about of John Swales entitled "Create a Research Space" (CARS) Model of Research Introductions.

The writing focuses on how to swiftly allow reader and writing to travel through the research introductions section of rhetorical and analytical writing.

His three given steps include:

Move 1: Establishing a Territory
 This step emphasizes explaining both background as well as stressing the importance of the writing to the reader in order to give a reasoning which attracts readers to the writing.

Move 2:Establishing a Niche
 Find the remaining missing link and putting your foot in the door for an area where more research is needed is what occurs within this step of writing.

Move 3: Occupying a Niche
 Show the readers what exactly you're working for, this is where the writer makes his or her closing in move on writing about the subject of his or her choice.

Out of the entire short reading on Swales's idea, my favorite excerpt is this one which says, "The author demonstrates that earlier research does not sufficiently address all existing questions or problems." (Swales, p2.)

The latter passsage is shared under "Move 2" of the writing. It shows that simply because research has been done in an area doesn't mean that's all there is to know. I've learned this in my Classics and World Religions course this quarter, which specifically focuses on the history of American Religions as taught by Dr. Lybarger.

In the class, we're required to keep a running glossary of terms -- much alike a wikipedia. Classmates and I choose our own terms to define and most add information to the terms cards. However, just because one classmate has gotten to a term, for exampke like Martin Luther King Jr., doesn't mean the card is done and complete. Students are encourged to either edit the card itself or to create their own version too, maybe focusing on a different area such as his early life or career, etc.

In fact the website Wikipedia, commonly used among web browsers for quick research, is founded on this same concept of community learning and researching.

A topic is never dead, and a research is never finished.