They Say/I Say – The Moves that Matter in Academic Writing 2e

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Each chapter ends with a few exercises which lead the reader through understanding the technique and how to implement it. The two experts say that good academic writing follows a simple design called “They Say, I Say.” A paper should begin with what others have already said about the subject, or “they say.” Then, student writers present their own opinions, or “I say.” A college paper should show the writer entering a debate among experts. They Say, I Say is probably best known for its offering of templates to help students meet the challenge of writing and speaking argumentatively in dialogue with other arguers. These templates are thoroughly set up and contextualized within the full work, though they are also readily accessed on the internet as a stand-alone resource, and Argument-Centered Education has produced its own adapted version of argument writing constructs and templates, too. It's very liberal/lefty, but that's exposed only in the pieces the authors selected for critique. The writing advice itself is very good.

They Say, I Say: The Moves That Matter in Academic Writing

English learners often think that academic writing is all about spelling, grammar, and organization. Author Cathy Birkenstein says almost anyone can put a sentence together. The difficult part is learning to read and think critically. So, Graff and Birkenstein indicate that they have adapted the text some to underscore its relevance and importance in an era in which argument is at once ubiquitous and high-pitched and at the same time often sloppy and uncivil, carried out on a framework that seems at risk of disintegrating — inside and outside of academia. Its timeliness is peak. Still, the core of the book remains helping students identify and assimilate the basic moves that are inherent to academic writing, and therefore academic argument. In this way, the book gives students the constructs to build and express their own thinking; it demystifies the fundamental work that students are rewarded for being able to do well in school, much of which is comparable to the work that professionals are rewarded for being able to do well in an information economy. John Stuart Mill pointed up the connection when he observed that we do not understand our own ideas until we know what can be said against them.”(Clueless in Academe) Do we use writing as a mean to engage in dialogue with others or as another tool for nurturing uncritical thinking? Scott Adams, the creator of Dilbert points out about group writing (but applies to other ‘-ings’): The main goal of group writing is to ensure that every sentence satisfies all the objectives of every person in the room. This can be problematic if all the participants have different objectives. You can minimize the impact of different objectives by focusing on the goals that all parties can agree on:

I read the third edition, from 2016, which contains extra chapters on literature and modern Internet technology. This audiobook version also contained some excerpts at the end from essays and short stories to use for practical exercises. journalism – n. the activity or job of collecting, writing, and editing news stories for newspapers, magazines, television, or radio To conclude, this book is the book equivalent of a toolbox. As with toolboxes, one never quite finished with it. contributions to trade publication Radio & Records. And, Radio Ink magazine named her one of its “Most Influential Women

They Say / I Say – The Moves That Matter in Academic Writing They Say / I Say – The Moves That Matter in Academic Writing

Replaced, that is, with the holiness of They Say/ I Say. If I were to start a religion, this book would be the holy text and Gerald Graff and Cathy Birkenstein would be the prophets. The concepts of They say/ I say would be the gods; both two and one at the same time- a bit similar to Yin/Yang, God/Jesus, or taco and mango.This book attempts to guide students through strategies for handling the ideas of others (even in the research and notetaking stages) and then how to signal they are using another's ideas in a paper. The authors then move into helping students understand how to write about their own ideas, which is another type of struggle. Entering the scholarly conversation can be terrifying! I am so grateful for Gerald’s Graff and Cathy’s Birkenstein effort to lay down the rhetorical steps for dialogical writing. This book has opened my eyes to the countless mistakes I was and still am making. An excellent book! Contains templates to help beginning academic writers formulate ideas, and has a number of specific suggestions throughout to help writers integrate these techniques.

They Say I Say 3rd edition | Rauf Asadov - Academia.edu (PDF) They Say I Say 3rd edition | Rauf Asadov - Academia.edu

to help you write a unique paper. Just talk to our smart assistant Amy and she'll connect you with the best As the twenty-first century unfolds, the increasingly polarized state of our society is making it harder to listen to those who see things differently than we do. The wider our divisions become, the harder it is to find anyone who is willing to seriously consider viewpoints that oppose their own. Too often we either avoid difficult discussions altogether, or we talk only with like-minded people, who often reinforce our pre-existing assumptions and insulate us from serious challenge. In this fourth edition of our book, therefore, we double down in a variety of ways on the importance of getting outside our isolated spheres and listening to others, even when we may not like what we hear. Is there an intellectual need that is more acute than the need to be heard? Even solitude yearns to be understood, and this is why Gerald’s Graff and Cathy’s Birkenstein effort to lay down the rhetorical steps for dialogical writing matters. After all, it’s better to avoid Echo’s faith, who was punished to repeat the last words of others. https://www.dailymotion.com/video/x2o... In the introduction to “They say/I say”: The Moves That Matter in Academic Writing, Gerald Graff and Cathy Birkenstein provide templates designed to engage students to critically and academically think at the college level and in life. Specifically, Graff and Birkenstein argue that the types of writing templates they offer students the necessary means to formulate and structure their writing in an effective manner. As the authors themselves put it, "the underlying structure of effective academic writing--and of responsible public discourse--resides not just in stating our own ideas, but in listening closely to others around us, summarizing their views in a way that they will recognize, and responding with our own ideas in kind." Although some …show more content…

There can be no “overture”. Skip that. Mention this in a letter to an alien and he’d be perhaps inclined to think we’ve reached some sort of enlightenment while we got rid of the agenda of pesky initiations and Minerva won. We’ve even abbreviated abbreviations (ONS). Thus, the future looks bright for any type of orgasms we look forward to. We’ve finally done it. We’re not conflictual anymore. We’re anesthetized.

They Say, I Say: The Moves That Matter in Academic Writing They Say, I Say: The Moves That Matter in Academic Writing

Instead, this one literally said, we know writing is hard but we also know writing can be revised to be better too. Don’t you want to be understood? Here are templates, yes, templates, you’re welcome. This book, given to me by my dear friend Scott who studied under Gerald Graff, singlehandedly improved my essays. It seems weird to have templates for writing essays, but they gave me better ideas about how to enter conversations in my essays and how to move from one paragraph to the next. I had my students read the whole book and then asked them to have 7 out of the 10 elements in their essays. The only things that I've noticed to be confusing for people is their absolute negativity towards using "I" in essays (so I've figured out ways to be personal without using "I" or "me" or whatever else is taboo in a lot of academic writing), and the fact that people don't know how to fit the ten elements neatly into the five-paragraph essay because the book doesn't really go over essay organization.Supplemental understanding of the topic including revealing main issues described in the particular theme; Wow, I was super impressed at how useful and informative this was without the pretense of “you don’t know how to write so we’ll try to teach you but from our pedestal on high”. The first portion of the book was really interesting! It gave me some good ideas for how to make my writing more interesting and understandable to all readers.