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

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Good academic writing starts with reading. Gerald Graff and Cathy Birkenstein have some suggestions for getting started. 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. 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.

They Say / I Say Sentence Templates - Google Docs They Say / I Say Sentence Templates - Google Docs

Pharapreising and interpretation due to major educational standards released by a particular educational institution as well as tailored to your educational institution – if different;

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”. 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 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. 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!

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

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. In discussions of X, one controversial issue has been _____ . One the one hand, ____ aruges ____. On the other hand, ____ contends ____. Others even maintain _____ . My own view is _____." Each chapter ends with a few exercises which lead the reader through understanding the technique and how to implement it. 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... 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.

Part One consists of three chaptres which cover how to describe a viewpoint, how to summarise a discussion, and how to correctly quote others. Part Two contains four chapters, which cover ways to respond to others' work, idetnifying one's own argument, introducing objections, and explaing the importance of a discussion. Part Three covers how to connect arguments seamlessly, writing in an individual voice and a revision chapter. Part Four has specific advice for writers in the arts, sciences, and social scients. There are some weaker chapters on digital communications and verbal discussions. Contains templates to help beginning academic writers formulate ideas, and has a number of specific suggestions throughout to help writers integrate these techniques. don’t assume the reader knows everything. Explain quotes, add metacommentaries (reformulate your explanation with more clarity, demystify, reinforce the point you were making) 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.

They Say, I Say: Chapter 1 | PPT - SlideShare They Say, I Say: Chapter 1 | PPT - SlideShare

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. 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! 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. These concerns of English language learners aren’t always that different from advanced language learners…These are basic questions, really not just of how to write…but they’re really how to think academically, and how to structure an argument, and how to really be interesting.”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)

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

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. include as many points of view as it is sensible and and allow them to interact with your original thesis Supplemental understanding of the topic including revealing main issues described in the particular theme; 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.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! 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.” To see some examples of academic writing forms from these experts, visit our blog, Confessions of an English Learner. 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.