Ann M. Penrose and Cheryl Geisler’s article, “Reading and Writing without Authority” serves to demonstrate to the reader the various ways in which people approach writing on a researched topic. Through analysis of two individual writers, a college freshmen and a man completing his doctoral work in philosophy, it was studied how various backgrounds of knowledge and education influence the way people think they should read and ultimately write. The two subjects were given the task of reading various sources from different authors and then writing a response paper on what they read. It was evident that the doctoral student had more experience. They learned from him that there are four approaches that should be followed when writing a research argument. It must be acknowledged that texts are authored, authors present knowledge in the form of claims, claims can conflict, and claims can be tested. It was clear that the doctoral student understood these concepts while the freshmen avoided them. She especially avoided expressing her own ideas in her writing.
I can agree with the ideas presented here, because I tend to be like the college freshmen. I follow a strict pattern sometimes when I write, not allowing myself to fully understand and dwell on what the authors of the sources I read are saying. This article relates to past readings in that it talks about approaches to reading and writing as well as research arguments, which is the focus of our current assignment.
I can agree with the ideas presented here, because I tend to be like the college freshmen. I follow a strict pattern sometimes when I write, not allowing myself to fully understand and dwell on what the authors of the sources I read are saying. This article relates to past readings in that it talks about approaches to reading and writing as well as research arguments, which is the focus of our current assignment.