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

Product Information

Start with what others are saying and play off that. Resist the temptation to give your own opinion until you’ve sketched out the conversation, the dialog that’s going on.”

They say i say | Caihua Dorji - Academia.edu (PDF) They say i say | Caihua Dorji - Academia.edu

This is one of the most useful books I've ever encountered if you teach academic writing, reading, or critical thinking. 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. The preface to the fourth edition signals what guided the authors in making the few changes they made to their profound and durable textbook for academic argument. 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…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.) When speaking you want the readers to be engaged and make them choose your side of why you argue, you want their voices think “This is a writer I can trust.” (Graff 86). Gerald Graff and Cathy Birkenstein, the writers of “They Say/I Say” specifically designed this book to make it easier for new writers on how to write a professional and well written paper.

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

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”.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. 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 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. 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.

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

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.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. The “I say…” method is where you often see arguments happen, it gives a responds to “they say…” You don’t have to be intelligent to start an argument, but this method should apply to your everyday life. In this chapter it focuses on three familiar ways to respond, “…agreeing, disagreeing, or some combination of both.” (Graff 56). When the reader takes a while to make their judgment on the writer view, then the writer did something wrong. Finding something you disagree with is the easy way out, find something you don’t feel certain about or don’t agree with and go from there. If agreeing with the writer you can’t really talk much about without copying what the writer already spoke about. If you do agree add a new idea in the story. 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.

they_say_i_say_3rd_edition : Free Download, Borrow, and they_say_i_say_3rd_edition : Free Download, Borrow, and

Each chapter ends with a few exercises which lead the reader through understanding the technique and how to implement it. The best-selling book on academic writing—in use at more than 1,500 schools. “They Say / I Say” identifies the key rhetorical moves in academic writing, showing students how to frame their arguments in the larger context of what others have said and providing templates to help them make those moves. And, because these moves are central across all disciplines, the book includes chapters on writing in the sciences, writing in the social sciences, and—new to this edition—writing about literature. Good academic writing starts with reading. Gerald Graff and Cathy Birkenstein have some suggestions for getting started. Pharapreising and interpretation due to major educational standards released by a particular educational institution as well as tailored to your educational institution – if different; journalism – n. the activity or job of collecting, writing, and editing news stories for newspapers, magazines, television, or radio

Cite this page

My two stars are generous. If you need this book's atrocious templates to write a paper, you have some serious literary remediation to do. 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. 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. 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.