“They Say / I Say”The Moves That Matter in Academic WritingThe Moves That Matter in Academic Writing

Insights and Templates from a book by Gerald Insights and Templates from a book by Gerald Graff and Cathy BirkensteinGraff and Cathy Birkenstein

Entering the ConversationEntering the Conversation

Best Academic WritingBest Academic Writing• Deeply engages in some way with other people’s viewsDeeply engages in some way with other people’s views

• ““write the voices of others into your text” write the voices of others into your text”

• You enter a conversation, using what others say (or might You enter a conversation, using what others say (or might say) as a launching pad or sounding board for your own say) as a launching pad or sounding board for your own ideas. ideas.

Entering the ConversationEntering the Conversation

• In the real world we make arguments In the real world we make arguments because someone has said or done because someone has said or done something (or perhaps something (or perhaps notnot said or done said or done something) and we need to respondsomething) and we need to respond

• Ex.Ex.– ““I can’t see why you like the Lakers so much.” I can’t see why you like the Lakers so much.” – ““I agree: it was a great film.”I agree: it was a great film.”– ““That argument is contradictory.”That argument is contradictory.”

Entering the ConversationEntering the Conversation

• Without other people’s opinions there would be no Without other people’s opinions there would be no reason to reason to challengechallenge, , agree withagree with, or otherwise , or otherwise respondrespond–there would be no reason to argue at all. –there would be no reason to argue at all.

Entering the ConversationEntering the Conversation

• To make an impact as a writer you To make an impact as a writer you make statements that are:make statements that are:– LogicalLogical– Well-supportedWell-supported– ConsistentConsistent– *ALSO, you must find a way to enter a *ALSO, you must find a way to enter a

conversation with others’ views–with conversation with others’ views–with something “they say”something “they say”

Entering the ConversationEntering the Conversation

• If your argument doesn’t identify the “they say” you are responding to, If your argument doesn’t identify the “they say” you are responding to, then it probably won’t make sense: then it probably won’t make sense:

• WhatWhat you are saying may be clear to the audience, but you are saying may be clear to the audience, but whywhy you are you are saying it won’t besaying it won’t be

– Example: “The characters in Example: “The characters in The SopranosThe Sopranos are very complex.” are very complex.”

Entering the ConversationEntering the Conversation

• Your own argument–the “I say” moment of your text–Your own argument–the “I say” moment of your text–should always be a response to the arguments of others.should always be a response to the arguments of others.

• Ex.Ex.– ““Some say that Some say that The SopranosThe Sopranos presents caricatures of Italian presents caricatures of Italian

Americans. In fact, however, the characters in the series are Americans. In fact, however, the characters in the series are very complex.” very complex.”

Entering the ConversationEntering the Conversation

• Templates for agreement:Templates for agreement:

– She argues______, and I agree She argues______, and I agree because_____.because_____.

– Her argument that ______ is supported by Her argument that ______ is supported by new research showing that _______.new research showing that _______.

Entering the ConversationEntering the Conversation

• Template for disagreeing:Template for disagreeing:

– While she argues ______, I disagree While she argues ______, I disagree because_______.because_______.

– The argument he proposes, while The argument he proposes, while persuasive, is inaccurate because______. persuasive, is inaccurate because______.

Entering the ConversationEntering the Conversation

• Template for conceding and rebutting:Template for conceding and rebutting:

– He claims that _______, and I have mixed He claims that _______, and I have mixed feelings about it. On the one hand, I agree feelings about it. On the one hand, I agree that ______. On the other hand, I still insist that ______. On the other hand, I still insist that_______. that_______.

– Although I grant that ____, I still maintain Although I grant that ____, I still maintain that _____. that _____.

To Paraphrase Or To Quote, To Paraphrase Or To Quote, That Is The QuestionThat Is The Question

• Paraphrase: “translates a short passage Paraphrase: “translates a short passage from a source into the writer’s own from a source into the writer’s own words” (372 Writing Arguments).words” (372 Writing Arguments).

To Paraphrase Or To Quote, To Paraphrase Or To Quote, That Is The QuestionThat Is The Question

• When to paraphrase: When to paraphrase: – When wanting to use specific information When wanting to use specific information

from a brief passage in the sourcefrom a brief passage in the source– When you do not want to interfere with the When you do not want to interfere with the

flow of your own writing by inserting a flow of your own writing by inserting a quotequote

– *Be sure to avoid original writer’s *Be sure to avoid original writer’s grammatical structure and syntax. grammatical structure and syntax.

To Paraphrase Or To Quote, To Paraphrase Or To Quote, That Is The QuestionThat Is The Question

• What to remember when paraphrasing:What to remember when paraphrasing:– Suspend your own beliefs for a time by putting Suspend your own beliefs for a time by putting

yourself in the position of the author whose yourself in the position of the author whose passage your are paraphrasing, so as not to passage your are paraphrasing, so as not to misrepresent their messagemisrepresent their message

– Keep in mind your own argument so it fits into your Keep in mind your own argument so it fits into your own agendaown agenda

– Use signal verbs that fit the action:Use signal verbs that fit the action:• ““urge,” “emphasize,” “insist”urge,” “emphasize,” “insist”

To Paraphrase Or To Quote, To Paraphrase Or To Quote, That Is The QuestionThat Is The Question

• When to Quote:When to Quote:– When quoting will strengthen your own argumentWhen quoting will strengthen your own argument– Comes from a respected authorityComes from a respected authority– When summarizing an opposing/alternative view When summarizing an opposing/alternative view

and want to use brief quotations to illustrate and want to use brief quotations to illustrate accuracyaccuracy

– To give readers a sense of the source’s voiceTo give readers a sense of the source’s voice– To analyze the writer’s choice of words or To analyze the writer’s choice of words or

metaphorsmetaphors

To Paraphrase Or To Quote, To Paraphrase Or To Quote, That Is The QuestionThat Is The Question

• What to remember when quoting:What to remember when quoting:– Quote relevant passagesQuote relevant passages– Frame every quotation (insert it into a “quotation sandwich”)Frame every quotation (insert it into a “quotation sandwich”)

• Statement introducing it as top slice of breadStatement introducing it as top slice of bread

• Explanation following it as the bottom slice of breadExplanation following it as the bottom slice of bread

To Paraphrase Or To Quote, To Paraphrase Or To Quote, That Is The QuestionThat Is The Question

• Templates for Introducing Quotations (top Templates for Introducing Quotations (top slice of bread):slice of bread):

– X states, “______.” X states, “______.”

– In X’s view, “_______.”In X’s view, “_______.”

– According to X, _____.”According to X, _____.”

To Paraphrase Or To Quote, To Paraphrase Or To Quote, That Is The QuestionThat Is The Question

• Templates for Explaining Templates for Explaining Quotations(bottom slice of bread):Quotations(bottom slice of bread):– Basically, X is saying ______.Basically, X is saying ______.

– In other words, X believes _______.In other words, X believes _______.

– In making this comment, X argues that In making this comment, X argues that ______.______.

AP Language and AP Language and Composition ExamComposition Exam

Question 3 – The Argumentative EssayQuestion 3 – The Argumentative Essay

Sample PromptSample Prompt• "Carefully read the following passage by "Carefully read the following passage by

Susan Sontag. Then write an essay in Susan Sontag. Then write an essay in which you support, refute, or qualify which you support, refute, or qualify Sontag's claim that photography limits our Sontag's claim that photography limits our understanding of the world. Use understanding of the world. Use appropriate evidence to develop your appropriate evidence to develop your argument." There followed a provocative argument." There followed a provocative and somewhat cryptic three-paragraph and somewhat cryptic three-paragraph excerpt from excerpt from On PhotographyOn Photography. .

Key to Success Key to Success

• Perhaps the single most important key Perhaps the single most important key to success on an AP Exam is the to success on an AP Exam is the student's ability to see that the prompt student's ability to see that the prompt identifies a task to be performed. identifies a task to be performed. Students who were successful on Students who were successful on Question Three recognized key words in Question Three recognized key words in the prompt and were able to determine the prompt and were able to determine the task they were being asked to do. the task they were being asked to do.

Claim and Argument Claim and Argument • This question was not merely an invitation to This question was not merely an invitation to

write discursively on the subject of write discursively on the subject of photography. The word "claim" in the prompt photography. The word "claim" in the prompt should have alerted students to the need for should have alerted students to the need for writing in argumentative form. This point was writing in argumentative form. This point was reinforced by the explicit mention of reinforced by the explicit mention of "argument" in the last sentence. The question "argument" in the last sentence. The question requires that students understand what an requires that students understand what an argument is and know how to construct one. argument is and know how to construct one.

Support, Refute, or Qualify Support, Refute, or Qualify • The words "support, refute, or qualify" are The words "support, refute, or qualify" are

technical terms that were not decoded in the technical terms that were not decoded in the question. Students need to know and need to question. Students need to know and need to have practiced these forms of argument during have practiced these forms of argument during the term. (Some students misunderstood the term. (Some students misunderstood "qualify"; for example, "Sontag is not qualified to "qualify"; for example, "Sontag is not qualified to talk about photography.") In addition, these talk about photography.") In addition, these three words should signal to students that three words should signal to students that taking a position, even if a qualified one, is taking a position, even if a qualified one, is essential. essential.

Evidence and Develop Evidence and Develop

• The word "evidence" is also important. The word "evidence" is also important. Students need to know not only what Students need to know not only what constitutes evidence, but the difference constitutes evidence, but the difference between evidence and example. Even between evidence and example. Even "develop" conveyed important signals -- "develop" conveyed important signals -- their argument needed to move forward; their argument needed to move forward; they couldn't just make one little point and they couldn't just make one little point and assume they were developing it by adding assume they were developing it by adding six redundant illustrations. six redundant illustrations.

Common ProblemsCommon Problems• Problems that prevented students from earning a high score on Question Problems that prevented students from earning a high score on Question

Three included: Three included: • Not taking a clear position or wavering between positions Not taking a clear position or wavering between positions • Substituting a thesis-oriented expository essay for an argumentative essay Substituting a thesis-oriented expository essay for an argumentative essay • Being reluctant to engage in verbal combat because "everyone's entitled Being reluctant to engage in verbal combat because "everyone's entitled

to his or her own opinion," so there's nothing to argue about to his or her own opinion," so there's nothing to argue about • Slipping out of focus by discussing imagery in general Slipping out of focus by discussing imagery in general • Trying to argue about photography by using evidence drawn from a literary Trying to argue about photography by using evidence drawn from a literary

reading list (for example, reading list (for example, OthelloOthello, , The Scarlet LetterThe Scarlet Letter) and sliding off topic ) and sliding off topic into the theme of appearance and reality into the theme of appearance and reality

• Lacking clear connections between claims and the data, and the warrants Lacking clear connections between claims and the data, and the warrants needed to support them needed to support them

• Trying to analyze Sontag's rhetorical strategies or her style instead of Trying to analyze Sontag's rhetorical strategies or her style instead of arguing a point.arguing a point.