Abstract

This article argues that writing teachers can encourage students to adopt a rhetorical perspective toward research-based writing by characterizing products of research in terms of how writers use them in their texts. It maintains that the standard nomenclature for treating sources (primary, secondary, tertiary) is antirhetorical and proposes an alternative: Background for materials a writer relies on for general information or for factual evidence; Exhibit for materials a writer analyzes or interprets; Argument for materials whose claims a writer engages; and Method for materials from which a writer takes a governing concept or derives a manner of working.