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.

Journal
Rhetoric Review
Published
2008-01-04
DOI
10.1080/07350190701738858
Open Access
Closed

Citation Context

Cited by in this index (8)

  1. College Composition and Communication
  2. Pedagogy
  3. Pedagogy
  4. Teaching English in the Two-Year College
  5. College English
Show all 8 →
  1. Written Communication
  2. Pedagogy
  3. Rhetoric Review

Cites in this index (3)

  1. College Composition and Communication
  2. College Composition and Communication
  3. College English
Also cites 3 works outside this index ↓
  1. A Grammar of Motives
  2. 10.1038/20338
  3. Introducing English: Essays in the Intellectual Work of Composition
CrossRef global citation count: 29 View in citation network →