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

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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. The following is a list of useful templates from the book, They Say I Say by Gerald Graff, Cathy Birkenstein and Russell Durst They Say, I Say - Index of Templates

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

to help you write a unique paper. Just talk to our smart assistant Amy and she'll connect you with the best 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. Assigned textbook for class. This book is made up of about 1/3 teaching material and 2/3 essays, articles, speeches, etc. intended for reading/discussions/class assignments. Overall, I thought it did a pretty good job. The "They Say/I Say" part was clear and easily understood. Good examples were provided. The readings were divided into five main themes, and were pretty interesting. Some were new to me, and some familiar. (Some of the readings seemed a teensy bit dated now, but not too bad.) In the introduction to “They Say/ I Say”: The Moves That Matter in Academic Writing, Gerald Graff and Cathy Birkenstein provide templates throughout the first six chapters in the book. The writers specifically designed these templates to make it easier on the write on how to write a professional and well written paper. It structures and expresses your own writing in words you couldn’t think to express. A unique feature is the way they present the templates, it help you enter a world of successful thinking and organization in your piece. The most important formula that was given to use is “they say…; I say…” which gives the book its title. This formula simply means that don’t only express your ideas with “I say…” but also responding to other people’s ideas with “they say…” Modern society is founded on the premise that divergence of opinions implies more dialogue than conflict, isn’t it. If that’s the case, why is the simple act of refusing to be like everyone else, oftentimes, a punishable offense? Or is my following perspective simply too pessimistic?

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... Pharapreising and interpretation due to major educational standards released by a particular educational institution as well as tailored to your educational institution – if different; contributions to trade publication Radio & Records. And, Radio Ink magazine named her one of its “Most Influential Women

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

A lot of people think writing can’t be reduced to a formula. Well in fact it can…All effective academic writing at least comes down to the basic formula of “they say, I say”…Although most people argue [blank], I argue [blank].” This is one of the most useful books I've ever encountered if you teach academic writing, reading, or critical thinking. This is a very useful guide that introduces students to the basic concepts of argumentative writing at the college level. Graff and Birkenstein stress that students remember they are not writing in a vacuum but rather to a particular audience as part of a larger ongoing conversation. Some of the templates they provide for students to incorporate into their writing are a little clichéd, sure ("On the one hand... On the other hand"), but they will help students who are only beginning to learn how to write critically. My writing is often competent, but not as effective as I'd like. I bought this expecting to screen it for use as a corrective to my students. I found it surprisingly useful for myself, although at a fairly detailed level. The most useful thing they say, which I should have known already, but didn't, is that it is critically important to remember that one's academic writing is a contribution to an ongoing discussion that one's reader likely has not been paying close attention to. As such, one needs to bring the reader up to speed on where the discussion was ("They Say"), to make it clear why one's own contribution makes any sense. Useful. Not genius, but useful

other opinions aside your own should be conveyed correctly and in good faith - this means the onnus is on the writer to listen Each chapter ends with a few exercises which lead the reader through understanding the technique and how to implement it. This is an essential book for 16-18 year olds, and useful for first year undergraduates. Non-native English speakers at postgraduate level will also find this book useful. Teachers can use the exercises at the end of each chapter for class discussions or homework. journalism – n. the activity or job of collecting, writing, and editing news stories for newspapers, magazines, television, or radio Don't get me wrong, the five-paragraph essay form has been great in getting a lot of people to learn how to write essays. But somewhere after the first year of writing them, it's time to move on and you just have to see how to really organize essays, five paragraphs or 2,000 paragraphs. So I would at least add to this book my advice that you should write your introduction and your conclusion last. Because you never really know what's going to happen in your writing until you're done. And even when you are writing the introduction and conclusion, sometimes you'll discover something new that needs to be incorporated into the body. So I guess there's one more thing--do NOT ever come up with some new ideas in your conclusion. A conclusion should really be called a "summary" in my opinion.

ISay”Templates - Pitzer College “TheySay,ISay”Templates - Pitzer College

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. A summary also must be accurate to what the original author says while highlighting aspects that caught your eye as if you are the writer. By putting yourself in their shoes, you will voice out your own beliefs in this way. Eventually being more experience, you will create summaries that are so clearly similar with what the original writer wrote but in your own words. In chapter three “As He Himself Put It” The Art of Quoting, I learned how and when to quote.Gerald Graff and Cathy Birkenstein are the writers of a best-selling book about college writing. The book is called They Say, I Say: The Moves That Matter in Academic Writing. The book has had a major effect on the way writing is taught in the United States. It is a required book at more than 1,000 universities. The goal of this short book is to take the mystery out of academic writing. Gerald Graff says students sometimes make writing harder than it needs to be. I think if you’re not sure what to write about, summarize a good author, find out who that author is responding to, and figure out the debate or conflict there and figure out where you stand too.” Dialogue? Entire discourses about learning to interact with others have been perorated by expert soliloquists. Length is now frowned upon no matter what. We speak in: One the one hand... on the other hand..." I could accept that in a middle schooler's persuasive paper, though I'd cringe a bit. I think I would have hated this book if I were assigned it as a freshman in college. But I was kind of an asshole then, as are most college freshman.

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

For partner school teachers using They Say, I Say in their instruction — and this is by no means restricted to teachers of AP Composition, but is rather a high percentage of English and language arts teachers in high school and middle school, a fair number of history and social studies teachers, and a sprinkling of science teachers — I have created a set of chapter questions. I pulled out what I take to be the six core, cross-disciplinary chapters of the book, and formulated questions that direct student attention to the key ideas in each of these chapters. The questions ask students to summarize crucial passages and to re-formulate argumentation concepts in their own idiom. 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. 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. Experienced writing instructors have long recognized that writing well means entering into conversation with others. Academic writing in particular calls upon writers not simply to express their own idea, but to do so as a response to what others have said. . . . Yet despite this growing consensus that writing is a social, conversational act, helping student writers actually participate in these conversations remains a formidable challenge. This book aims to meet that challenge.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! Some instructors might disagree, but I find the use of templates very helpful for my students. In my opinion, it is not encouraging plagiarism to give the students a template to make it easier for them. (For example, "Author X makes an excellent point that_____, but I would also add_____." They are not native English speakers and it is crucial for them to be given a clear idea of what is expected. Once they get used to it, they can bend the rules! 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.