SUMMARY Ø They SayI Say The Moves That Matter in Academic Writing

They SayI Say The Moves That Matter in Academic Writing

SUMMARY They SayI Say The Moves That Matter in Academic Writing

Moves this book provides writing templates that show students explicitly how to make these moves in their own writin This is one of the most useful books I've ever encountered if you teach academic writing reading or critical thinkingSome 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 rulesThe articles at the end of the book are all good reads in addition to being great examples of academic written discourse I also respect the authors' position on the use of first person They say it's acceptable I or less disagree but that is probably because my students have problems with it which may be particular to their cultural and linguistic background Finally and most important the author's main point that writing is a kind of conversation makes a lot of sense and they really develop this point clearly and effectively Because of the focus on writing as a dialogue this book is helpful for discussion and presentation skills as well as writing The Information Technology Revolution: The Complete Guide provides writing templates that show students explicitly how to make these moves in their own writin This is one of the most useful books I've ever encountered if you teach academic writing reading or critical thinkingSome instructors might disagree but I find the use of templates very helpful for my students In my opinion it is not encouraging The State of Water plagiarism to give the students a template to make it easier for them For example Author X makes an excellent Solutions Manual for Insulation Coordination for Power Systems 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 rulesThe articles at the end of the book are all good reads in addition to being great examples of academic written discourse I also respect the authors' Garfield Swallows His Pride position on the use of first Titanshade person They say it's acceptable I or less disagree but that is AI Weiwei's Blog: Writings, Interviews, and Digital Rants, 2006-2009 probably because my students have Minds of the West: Ethnocultural Evolution in the Rural Middle West, 1830-1917 problems with it which may be Surf Craft particular to their cultural and linguistic background Finally and most important the author's main Semblance and Event: Activist Philosophy and the Occurrent Arts point that writing is a kind of conversation makes a lot of sense and they really develop this Telling Teddy (Dear Teddy: A Journal Of A Boy point clearly and effectively Because of the focus on writing as a dialogue this book is helpful for discussion and Cool Optical Illusions: Creative Activities That Make Math & Science Fun for Kids! presentation skills as well as writing

FREE READ ✓ E-book, or Kindle E-pub ï Gerald Graff

They Say I Say shows that writing well means mastering some key rhetorical moves the most important of which involve Very interesting premise namely looking at academic writing as participating in a dialogue It's a fascinating idea that goes back to at least Greek roots in the Socratic dialogue Come to think of it some Eastern teachers use that techniue as well; I'm just not well versed in non Western history I think it's a techniue that helps a student place their work in a larger conversation and elevate an academic essay above the explanatory work into a work that defends or promotes a viewpoint The writers' mission can be summed up 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 Its goal is to demystify academic writing by isolating its basic moves explaining them clearly and representing them in the form of templatesBroken into four parts the first part is called They Say and gives students examples of how to take a position then summarize and uote others in their works The second section I Say leads the writer how to respond to the they say arguments and how to distinguish one's own position from differing ones Incidentally my professor had us read Martin Luther King's Letters from a Birmingham Jail which uses nearly every instance of these techniues and is a truly impressive essay For that alone I'm grateful to her The third section addresses analysis and conclusions and shows how to connect the parts using one's own voice and metacommentaryThe last section addresses writing within specific settings namely writing for science in the social sciences entering class conversations and deciphering author viewpointsEach chapter ends with a few exercises which lead the reader through understanding the techniue and how to implement itContains templates to help beginning academic writers formulate ideas and has a number of specific suggestions throughout to help writers integrate these techniuesOverall an interesting read for an academic book It was reuired reading for an English Composition class I wouldn't have mind having run into this in high school or college when I first started academic writing Four stars for uality of ideas approachability and useful techniues if not actual enjoyment

Gerald Graff ï 9 SUMMARY

S summarizing what others have said they say to set up one's own argument I say In addition to explaining the basic When students on my campus are flagged for citation troubles and tried for plagiarism one thing they have to do is come to me for a plagiarism tutorial Because students accidentally plagiarize and sometimes not accidentally for a lot of different reasons I don't just have a pre packaged tutorial I send them off to do I'm finding that most often students simply are not euipped to write about ideas they have found 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 terrifyingThe book is most useful in the first half with lists of ideas examples of uotations handled properly demonstrates effective paraphrasing etc The second half contains full essays for students to reference but I feel like unless they are reuired to interact with them in a class setting they are unlikely to read those I'm not sure they need to be in the book


10 thoughts on “They SayI Say The Moves That Matter in Academic Writing

  1. says:

    Very interesting premise namely looking at academic writing as participating in a dialogue It's a fascinating idea that goes back to at least Greek roots in the Socratic dialogue Come to think of it some Eastern teachers use that techniue as well; I'm just not well versed in non Western history I think it's a techniue that helps a student place their work in a larger conversation and elevate an academic essay above the explanatory work into a work that defends or promotes a viewpoint The writers' mission can be summed up 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 Its goal is to demystify academic writing by isolating its basic moves explaining them clearly and representing them in the form of templatesBroken into four parts the first part is called They Say and gives students examples of how to take a position then summarize and uote others in their works The second section I Say leads the writer how to respond to the they say arguments and how to distinguish one's own position from differing ones Incidentally my professor had us read Martin Luther King's Letters from a Birmingham Jail which uses nearly every instance of these techniues and is a truly impressive essay For that alone I'm grateful to her The third section addresses analysis and conclusions and shows how to connect the parts using one's own voice and metacommentaryThe last section addresses writing within specific settings namely writing for science in the social sciences entering class conversations and deciphering author viewpointsEach chapter ends with a few exercises which lead the reader through understanding the techniue and how to implement itContains templates to help beginning academic writers formulate ideas and has a number of specific suggestions throughout to help writers integrate these techniuesOverall an interesting read for an academic book It was reuired reading for an English Composition class I wouldn't have mind having run into this in high school or college when I first started academic writing Four stars for uality of ideas approachability and useful techniues if not actual enjoyment


  2. says:

    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 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 Any scholar who pridefully publishes the words I'm of two minds about X's claim that On the one hand I agree that On the other hand I'm not sure if in that order will drastically degrade his paper's uality and damage his credibility in the reader's mind Forgiving the contractions and weak verbs because frankly I don't plan on writing an article on this template this template lacks anything resembling style or interest to the reader I'm of two minds Just no Orwell would shit his pants reading that read Politics and the English Language if you want realistic and credible writing advice The writer did absolutely no thinking in composing that phraseOne 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'm not sure if No fuck off You're not sure? That's what you say when the waiter mentions the restaurant's special on fried suid testicles Give me a clear position and argue it And stop with the damn contractions


  3. says:

    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 usefulFor your amusement I came across it in Stanley Fish's provocative column on spending an entire semester trying to teach college students how a sentence works


  4. says:

    When students on my campus are flagged for citation troubles and tried for plagiarism one thing they have to do is come to me for a plagiarism tutorial Because students accidentally plagiarize and sometimes not accidentally for a lot of different reasons I don't just have a pre packaged tutorial I send them off to do I'm finding that most often students simply are not euipped to write about ideas they have found 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 terrifyingThe book is most useful in the first half with lists of ideas examples of uotations handled properly demonstrates effective paraphrasing etc The second half contains full essays for students to reference but I feel like unless they are reuired to interact with them in a class setting they are unlikely to read those I'm not sure they need to be in the book


  5. says:

    I was skeptical of the templates and worried that they would limit my students and lead to formulaic writing but instead they helped students organize their thoughts express complex ideas and frame their arguments as part of a larger conversation After only a few exercise with the templates I noticed students incorporating them into their writing on their own and doing so effectively Although I’m happy with the results the reason I’m not giving They Say I Say stars is firstly that it would have been better as an article rather than a book and secondly the authors suggest a much extensive use of templates than I think is helpful for students I would recommend using this book judiciously as a tool to help students organize their writing but be careful not to overdo it I would rather have slightly disorganized writing expressing authentic ideas in students’ individual voices than homogeneous formulaic essays


  6. says:

    For a book on academic writing this was excellent I wish this kind of thing however would be promoted at a much broader level The principles of this book are not just for writing dissertations but for having courteous conversations Your response is only as good as your ability to listen You can't even disagree or know to agree until you understand Restate what you're hearing until the speaker is satisfied with your level of comprehension Then and only then do you have the credibility to offer a response The intelligent a conversation the civil it will be As one of my professors once said Charity precedes critiue This book is a terrific exposition of that idea


  7. says:

    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 It's not after all necessarily an intuitive skill—one of the things that left me confused and anxious as an undergrad was getting back papers with comments that read in their entirety More analysis Now when I look back at my earliest work I can see clearly what my professors meant; then I thought that that was what I was doing and couldn't figure out how to do better Graff and Birkenstein's templates are like training wheels for student writers helping them to formulate ideas in ways that are new to them and hopefully to be discarded as composition and analytical skills improve They SayI Say is also a useful book for instructors to read as it provides several reminders of the kinds of things that may now be second nature to us but which are likely to be stumbling blocks for students


  8. says:

    The authors' aim is to help student writers take part in an academic conversation Their definition of writing well consists of summarising current debate they say and setting up one's own arguments I say Each chapter provides simple templates to help students make these move in their own writing For example 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 Part One consists of three chaptres which cover how to describe a viewpoint how to summarise a discussion and how to correctly uote 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 discussionsThis 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 homeworkThe paperback edition loses one star for thin paper and for faint ink which make the book flimsy and unreadable Another star was dropped for the patronising writing style A book that I will probably return to but not with relish


  9. says:

    This is one of the most useful books I've ever encountered if you teach academic writing reading or critical thinkingSome 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 rulesThe articles at the end of the book are all good reads in addition to being great examples of academic written discourse I also respect the authors' position on the use of first person They say it's acceptable I or less disagree but that is probably because my students have problems with it which may be particular to their cultural and linguistic background Finally and most important the author's main point that writing is a kind of conversation makes a lot of sense and they really develop this point clearly and effectively Because of the focus on writing as a dialogue this book is helpful for discussion and presentation skills as well as writing


  10. says:

    I could appreciate this book as a great read for beginning writers but I firmly believe that writing is learned by practice of creativity not template I personally feel that this book was too template focused and did not emphasize the writers natural flow of words enough


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