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.” 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. To see some examples of academic writing forms from these experts, visit our blog, Confessions of an English Learner.

They Say I Say Full Text.pdf | DocDroid They Say I Say Full Text.pdf | DocDroid

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. 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.

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. 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. 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. 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

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

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.”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. This is one of the most useful books I've ever encountered if you teach academic writing, reading, or critical thinking. Good academic writing starts with reading. Gerald Graff and Cathy Birkenstein have some suggestions for getting started.

They Say I Say 5th Edition : Gerald Graff, Cathy Birkenstein

to help you write a unique paper. Just talk to our smart assistant Amy and she'll connect you with the best other opinions aside your own should be conveyed correctly and in good faith - this means the onnus is on the writer to listen 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 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 _____."The templates, when strung together into a disjointed paragraph of concessions and cliches, make for an amazingly boring and unoriginal essay. Even when incorporated into an otherwise mediocre paper, they stand out as obvious regurgitations of what the writer feels an academic paper "should" say. 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.

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

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.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. 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”.