The writer did absolutely no thinking in composing that phrase. The strategy for fighting standardization that Graff and Birkenstein thus object to is that of privileging unique voices and writing styles for one semester, only to send inexperienced writers back into a university system that does not recognize diverse variance as a sign of a successful student.
In this sense, Graff and Birkenstein replace one brand of cluelessness with another. While templates allow a student to enter into an academic conversation with an identifiable form, its reductive approach to complex issues leads to a discussion whose discussants are obliged to represent only the most dominant and sound-bitable voices of past discussions.
Consequently, Graff and Birkenstein insist that fighting standardization might not yield the kind of writing that is likely to be much help to students, especially those struggling to get a clue about what teachers really want.
Orwell would shit his pants reading that read "Politics and the English Language" if you want realistic and credible writing advice. This template might fail more than it succeeds since its rhetorical shorthand seems not to allow the necessary room for development. In other words, student writing improves when students learn how to identify and explain an argument in the context of its counterarguments.
This Marxist economic language is stretched throughout the textbook.
At first this hundred-word container might seem enticing to students, a foolproof path into a well-reasoned and relevant argument that matters to someone other than the writer. Accordingly, when introducing students to the models and methods of the kind of writing and thinking that will make or break their college careers, teachers should not pretend that fostering the unique complexities of student thought is an adequate substitute for teaching the rules of rhetoric imposed by their institutions.
And stop with the damn contractions. Entering the scholarly conversation can be terrifying! The book is most useful in the first half, with lists of ideas, examples of quotations handled properly, demonstrates effective paraphrasing, etc.
Jason Arthur and Anne Case-Halferty In Beyond the Culture Wars and, a decade later, in Clueless in AcademeGerald Graff offered arguments that spurred much debate about the content, nature, and efficacy of academic intervention into the arguments of public life.
By teaching students to vulgarize an argument, to reduce it down to a single clash, the authors encourage oversimplification and deliberate ignorance of the complexity of a given conversation.
This book attempts to guide students through strategies for handling the id 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. Their templates seek to give inexperienced writers the empowered sense of steering complex debates, of not only having a right but also a means to claim their academic rights.
The Moves that Matter in Academic Writing. For instance, consider the following arrangement: In the absence of such lessons, the first sentence of the second above paragraph above can produce many species of incoherent claims whose flaws are difficult to isolate; blanks can easily be filled with flawed syntax and illogic that a student would not otherwise have produced without the authoritative guidance of the template.
Of course, many arguments eventually boil down to two sides. Composition Forum 18, Summer http: The Moves that Matter in Academic Writing These arts are taught through templates for introducing ongoing debates. Give me a clear position and argue it.
Even when incorporated into an otherwise mediocre paper, they stand out as obvious regurgitations of what the writer feels an academic paper "should" say. The templates, when strung together into a disjointed paragraph of concessions and cliches, make for an amazingly boring and unoriginal essay.
It envisions the roll of first-year writing as an introduction to the requirements of critical citizenship. Yet, in order to be accepted into the on-going intellectual conversation, one must not just know famous taglines, but also be able to detect less dominant perspectives surrounding the issue.
Graff believes that, when equipped with such preliminary knowledge, students not only get a clue but also help renew the vitality of academia.
This language, reminiscent of civic education, pervades the prefatory and introductory material.''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. They Say / I Say identifies the key rhetorical moves in academic writing, showing students how to frame their arguments in the larger context of /5(36).
The best-selling book that demystifies academic writing. This book identifies the key rhetorical moves in academic writing.
It shows students how to frame their arguments as a response to what others have said and provides templates to /5(10). "They Say / I Say" shows that writing well means mastering some key rhetorical moves, the most important of which involves summarizing what others have said ("they say") to set up one's own argument ("I say").
In addition to explaining the basic moves, this book provides writing templates that show /5. The best-selling book on academic writing-in use at more than 1, 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/5(K).
They Say/I Say Templates Why Templates? Academic writing requires presenting your sources and your ideas effectively to readers. According to Graff and.Download