They Say I Say With Readings Red Cover

Download

Skip this Video

Loading SlideShow in 5 Seconds..

They Say, I Say : PowerPoint Presentation

They Say, I Say :

Download Presentation

They Say, I Say :

- - - - - - - - - - - - - - - - - - - - - - - - - - - Eastward N D - - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript

---

1. They Say, I Say: The Moves That Affair in Academic Writing By Gerald Graff and Cathy Birkenstein

2. Introduction • Academic writing requires to express themselves and respond to others • Effective writers do more make claims ("I say"); they as well map those claims relative to the claims of others ("They say") • Writing as series of moves • Seasoned writers practise these naturally… templates assistance the residuum of u.s. larn them explicitly!

3. Goal • To assist you lot become a critical, intellectual thinker who tin can participate in conversations in a meaningful fashion. "You come late. When you arrive, others have long preceded you lot, and they are engaged in a heated word, every bit discussion too heated for them to interruption and tell you exactly what it is about… You lot mind for a while, until you make up one's mind you have defenseless the tenor of the argument; then yous put in your oar. Someone answers; you answer him; another comes to your defence force; another aligns himself confronting y'all… The 60 minutes grows belatedly, you must depart. And you do depart, with the discussion still vigorously in progress" -Kenneth Shush, The Philosophy of Literary Form

4. 1: Starting with What Others are Proverb • Nigh importantly: writing needs a point • Non simply your bespeak, but what larger conversation your thesis is responding to • Must come first • Best to state your position and the one you're responding to ASAP. Elaborate afterwards! • Always keep what "they say" connected in your essay… gives you a sense of mission and urgency

5. i: Starting with What Others are Proverb • Introduce standard views • Conventional wisdom has it that… • Introduce something implied or assumed • Although 10 doesn't say and so directly, she plain assumes that…. • Innovate ongoing debate • On the one mitt…. On the other hand…. Others even maintain… My own view is…

6. 1: Starting with What Others are SayingExercise i The following claims all provide an "I Say." See if y'all tin supply a plausible "They Say." What might these be responding to? • Our experiments suggest that there are dangerous levels of Chemical X in the Ohio groundwater. • My own view is that this novel has certain flaws. • Football is then ho-hum. • I'm afraid that templates like the ones in this book will stifle my inventiveness.

7. 2: The Art of Summarizing • Central tool • Balance between the original writer and your thoughts • Theory: "The Believing Game" (Peter Elbow) • Attempt to inhabit their worldview– readers shouldn't be able to tell whether yous hold or disagree

8. ii: The Art of Summarizing • Read what Zinczenko says • In his article, "Don't Blame the Eater," David Zinczenko accuses the fast food companies of an evil conspiracy to make people fat. I disagree considering these companies have to brand coin. • Natural to summarize others apace, but be fair • Avoid "closest cliché syndrome" • Entering conversation: study very closely and not collapse it into something you accept already heard or know

9. 2: The Art of Summarizing • But remember, your goal is your own response • Summary has to fit your agenda, while even so existence true to the text In his article "Don't Blame the Eater," David Zinczenko argues that today's fast food chains fill the nutritional void in children'southward lives left past their overtaxed working parents. With many parents working long hours and unable to supervise what their children consume, Zinczenko claims, children today regularly turn to low-toll, calorie-laden foods that the fast food chains are all besides eager to supply. When he himself was a young male child, for example, and his unmarried mother was away at work, he ate at Taco Bell, McDonald's, and other chains on a regular footing and concluded upward overweight. Zinczenko's promise is that with the new spate of lawsuits against the food industry, other children with working parents will have healthier choices available to them, and they will not, like him, become obese. In my view, however, information technology is the parents, and not the food chains who are responsible for their children's obesity. While it is true that many of today'due south parents work long hours, there are all the same several things that parents can do to guarantee that their children consume healthy foods.

10. two: The Fine art of Summarizing • Off-white summary, but also points toward the second paragraph: the writer's thesis • Make certain your "they say" and "I say" are well matched • Avoid List summaries Bottom line: Summarize the author'southward views accurately, in a mode that fits your ain agenda. DO NOT, still, ignore or misrepresent the source.

11. ii: The Fine art of Summarizing • Signal verbs that fit • Authors don't "say" or "talk over" • They "urge" "emphasize" and "insist on" • Bright and precise • She demonstrates that… • In fact, they celebrate the fact that… • _______, he admits.

12. Expressing Understanding • Acknowledge • Admire • Agree • Gloat the fact that • Corroborate • Do not deny • Endorse • Extol • Praise • Reaffirm • Support • Verify • Making a claim • Contend • Insist • Assert • Believe • Merits • Emphasize • Observe • Remind us • Written report • Suggest

13. Making Recommendations • Advocate • Call for • Demand • Encourage • Exhort • Implore • Plead • Recommend • Urge • Warn • Questioning or Disagreeing • Complain • Complicate • Argue • Contradict • Deny • Deplore • Disavow • Question • Refute • Reject • Renounce • Repudiate

14. 2: The Art of SummarizingExercise 2 • To get a feel for Peter Elbow's "believing game," write a summary of some belief that y'all strongly disagree with. And so write a summary of the position that y'all really hold on the topic. Give both summaries to a classmate and see if they tin tell which position you endorse. If you've succeeded, they won't be able to tell!

15. 2: The Art of SummarizingExercise 3 • Write ii dissimilar one paragraph summaries of David Zinczenko's "Don't Blame the Eater." • Write the starting time one for an essay arguing that, contrary to what Zinczenko claims, there are inexpensive and convenient alternatives to fast nutrient restaurants. • Write the second for an essay that agrees with Zinczenko in blaming fast food companies for youthful obesity, but questions his view tht bringing lawsuits confronting those companies is a legitimate response to the trouble. • Compare the two; though they are of the same article, they should look very different!

16. 3: The Art of Quoting • Quoting gives credibility to your summary • Helps ensure that it is fair and accurate • Don't quote too little/Don't quote too much • Major problem: assuming the quotations speak for themselves • Orphan Quotations: they've been taken away from their contexts, and need to exist integrated into their new environs

17. 3: The Art of Quoting • 2 means to accomplish this integration: • Choose quotations wisely • Environment every major quotation with a frame explaining whose words they are, what the quotation means and how the quotation relates to your text. Quoting what THEY SAY must e'er be connected to what YOU SAY!!

18. 3: The Art of Quoting Choose Meaningful Passages • Have a sense of what you lot want to practice with them • Make sure they are relevant to your work • Have a reason for saying it as a quote instead of a paraphrase. • If your text develops and they no longer fit, change the quotes

19. iii: The Fine art of Quoting • Frame Every Quotation • Avoid "Striking and Run" quotes Susan Bordo writes nearly women and dieting. "Fiji is just one example. Until television set was introduced in 1995, the islands had no reported cases of eating disorders. In 1998, three years after programs from the u.s.a. and Great britain began dissemination there, 62% of the girls surveyed reported dieting." I think Bordo is right. Some other bespeak Bordo makes, is…

20. 3: The Fine art of Quoting • Brand a "quotation sandwich" • Atomic number 82-in claim: explain who is speaking and sets up the quote • Follow upwardly explicate why it'southward important and what you take information technology to say, or have to say nearly information technology. • Accurately reflect the spirit of the passage • Not "Bordo states…" just "Bordo is alarmed that.." • See templates for Introducing Quotations • Meet templates for Explaining Quotations

21. 3: The Fine art of Quoting The feminist philosopher Susan Bordo deplores the concord that the Western obsession with dieting has on women. Her basic argument is that increasing numbers of women across the globe are existence led to run into themselves as fat and in demand of a diet. Citing the island of Fiji every bit a case in point, Bordo notes that "Until television was introduced in 1995, the islands had no reported cases of eating disorders. In 1998, three years later on programs from the u.s.a. and U.k. began broadcasting there, 62% of the girls surveyed reported dieting." Bordo'south point is that the W's obsession with dieting is spreading even to remote places across the earth. Ultimately, Bordo complains, the civilization of dieting will find you, regardless of where you live. Bordo's observations band truthful to me because a friend of mine from a remote are in China speaks of the cult of dieting amongst immature women there…

22. 3: The Art of Quoting • Integrates, but also serves to demonstrate writer's estimation of Bordo • Show's that the quote has been used meaningfully to set writer'due south argument. • Follow up sentences don't repeat word-for-give-and-take: they echo while yet moving in writer's direction • Hybrid text • Call back: audition needs to see how YOU interpret the text (quotes can be interpreted differently to support different agendas)

23. three: The Art of QuotingExercise 4 Find a text that quotes someone's exact words as evidence of something "they say." How has the writer integrated the quotation into his or her own text? How has he or she introduced it and what, if annihilation, has the writer said to explain it and tie it to his or her own text? Based on what you've read in this chapter, are in that location any changes you would suggest?

24. iii: The Art of QuotingExercise 5 Look at an essay or report that y'all accept written for i of your classes (Summer Synthesis Essay and/or Arduousness Argument Essay!) Highlight your quotes/summaries in 1 colour, your explanation/ connectedness in a second, and introductory information in a 3rd. How take yous integrated the quotation into your ain text? How take you introduced it? Explained what information technology means? Indicated how it relates to your text? Write a paragraph of analysis about your quote integration.

25. 4: Three Ways to Respond • Trouble: when writers take too long to declare their position relative to the views they've summarized/quoted • Frustrates readers • Complexity/Originality of y'all response more likely to be noticed • Direct, no-nonsense motion to state your position clearly

26. 4: Three Ways to Reply • I concur… • I disagree… • I am of two minds. I concord that… only I cannot concur that…

27. 4: Three Ways to Reply Disagree- and explain why • Poses subconscious challenges • You have to offer persuasive reasons WHY • Because the argument fails to take relevant factors into account • Because it'south based on faulty or incomplete evidence • Considering information technology rests on questionable assumptions • Because it uses flawed logic, is contradictory • Because information technology overlooks what yous perceive to exist the existent result

28. 4: Three Ways to Reply • To movement the conversation forward, you need to demonstrate that you lot yourself have something to contribute • "Duh move" - Information technology is truthful that…; but we already knew that. (disagree with the assumption that information technology is new or stunning info) • "Twist-it move" – you hold with the evidence, only show a twist of logic that this evidence actually supports your own position

29. iv: Three Ways to Respond Ten argues for stricter gun control legislation, saying that the crime rate is on the ascension and that we need to restrict the circulation of guns. I agree that the law-breaking rate is on the rise, but that'southward precisely why I oppose stricter gun control legislation. We need to own guns to protect ourselves against criminals. • It is amend to state our disagreements in frank (yet considerate) ways than to deny them • There is normally no reason to take event with every aspect of someone else'due south views

30. four: Three Ways to Respond Hold- but with a difference • You demand to practice more than than merely echo views you agree with • Bring something new and fresh to the table • Be a valuable participant in the conversation • Point out some unnoticed testify • Cite some corroborating personal feel • An accessible translation

31. 4: 3 Ways to Respond • Encounter templates for agreeing • Sometimes don't like to admit that someone else has already said something • As long as you tin can support a view without merely restating what he/she said • When agreeing with someone, you lot're almost likely disagreeing with someone else!!

32. iv: Three Ways to Reply Concur and Disagree Simultaneously • Helps us get across the "is not/is besides" exchanges of immature statement • Enables your readers to place your argument on a "map" of the broader chat • Keeps information technology sufficiently circuitous • Tin be tipped subtly toward one side or the other • Templates for agreeing and disagreeing

33. 4: 3 Ways to Answer • Can exist useful if unsure of your position • Yous need to exist as clear as possible. Making a frank argument that y'all are ambivalent is one way to practice that • If done correctly, admitting ambivalence does not make y'all wishy-washy. • Tin can show complex thinking

34. 4: Three Ways to RespondExercise half dozen Read the following passage past Jean Anyon, an instruction professor at Rutgers University, Newark. As you'll see, she summarizes the arguments of several other authors earlier moving on to tell united states what she thinks. Does she hold with those she summarizes, disagree, or some combination of both? How do you know?

35. 4: Three Ways to RespondExercise 7 Read one of the essays at the back of this book (packet), underlining places where the author agrees with others, disagrees, or both.

36. 5: Distinguishing What You Say from What They Say • Readers take to be able to tell at every point • Recognize such signals in reading • Vocalism-markers We are all center form. As a result, our grade differences are muted and our collective character is homogenized. Class divisions are real and arguably the most significant cistron in determining both our very beingness in the world and the nature of the society we live in. - Gregory Mantsios, "Rewards and Opportunities: The Politics and Economics of Grade in the U.s.a."

37. v: Distinguishing What Y'all Say from What They Say • "or so it would seem" – shows that he doesn't necessarily agree • Placed opening view in quotation marks • Distances himself – "our national consciousness" • "Yet" • Direct, authoritative, declarative tone (second par) • Need to be able to distinguish. • Wait at previous paragraph without vocalism markers

38. five: Distinguishing What You Say from What They Say • Kickoff person okay… as long as supported • Avoid "I call back" "I believe" "I argue" repetitively • You can embed information technology into your own writing • Ex. Liberals believe that cultural differences need to be respected. I have a problem with this view, however. • Better Ex. I have a trouble with what liberals call cultural differences. • Better Ex. There is a major problem with the liberal doctrine about so-called cultural differences

39. 5: Distinguishing What You Say from What They Say • Embedding references allow you to economize your train of thought and refer to other perspectives without any major pause

40. five: Distinguishing What Y'all Say from What They SayExercise 8 • To see how one writer signals when she is asserting her own views and when she is summarizing those of someone else, read the following passage by the social historian Julie Charlip. Every bit you practise and then, identify the spots where Charlip refers to the views of others and the signal phrases she uses to distinguish her view from theirs.

41. 6: Putting a Naysayer in Your Text • Writing actually improves when nosotros requite critics explicit hearing in our writing • Enhances your credibility • Engages others in a dialogue or contend • Pre-emptive strike • Shows respect for your readers • Come across as broad-minded and secure in your beliefs

42. 6: Putting a Naysayer in Your Text • Templates for Entertaining Objections • Nameless vs. named • Yous can informally present skeptic as questions • You tin can informally present skeptic as direct speaking

43. 6: Putting a Naysayer in Your Text I like a couple of cigarettes or a cigar with a drink, and similar many other people, I only smoke in bars or nightclubs. Now I can't go to whatever of my old haunts. Bartenders who were friends have turned into cops, forcing me outside to shiver in the cold and expletive nether my breath… It'southward no fun. Smokers are being demonized and victimized all out of proportion. "Go over it," say the anti-smokers. "Y'all're the minority." I thought a great urban center was a place where all kinds of minorities could thrive… "Smoking kills," they say. Every bit an occasional smoker with otherwise good for you habits, I'll accept my chances. Health consciousness is important, simply so are pleasure and freedom of choice.

44. 6: Putting a Naysayer in Your Text • Exist fair: Stay with your objections for several sentences • Answer objections: make sure counter-arg is not more convincing than your own • Brand sure yous can overcome them • Opportunity to revise and refine your own position • Don't dismiss them out of paw • Concur with sure parts, while challenging merely those you dispute

45. 6: Putting a Naysayer in Your Text "Admit it. You similar yourself better when yous've lost weight." Tin can I deny these things? No adult female who has managed to lose weight would wish to argue with this. Near people experience meliorate about themselves when they become slender. And nonetheless, upon reflection, it seems to me that at that place is something precarious about this well-existence. Subsequently all, 98 percent of people who lose weight gain information technology back. Indeed, xc percent of those who have dieted "successfully" gain back more than they e'er lost. Then, of course, we can no longer bear to look at ourselves in the mirror.

46. 6: Putting a Naysayer in Your Text • Fifty-fifty equally she concedes, she argues that in the long run the weight returns, making you more miserable • Combined version that incorporates elements of each • See templates for making concessions while still standing your ground • Combined versions are often the most productive and engaging

47. half-dozen: Putting a Naysayer in Your TextExercise nine • Read the post-obit passage from the cultural critic Eric Schlosser. Every bit yous'll run across, he'southward not planted any naysayers in this text. Exercise it for him. Insert a brief paragraph stating an objection to his argument and then responding to the objection as he might

48. SKIP CHAPTER vii

49. 8: Connecting the Parts • Problem: when your sentences follow each other making no connection to what has just been said, or what is coming • Ex. Spot is a expert domestic dog. He has fleas. • Solution: antipodal non but with others, simply with yourself • Conversations establish momentum and management by making explicit connections • Metaphor: arms that reach backward and forward

50. eight: Connecting the Parts • Transitions • Usually about get-go of sentences • Signal where text is going: same direction or new? • Echo previous sentiment (In other words…) • Adding something to it (In addition…) • Offering an case of it (For example…) • Generalizing from information technology (Equally a result…) • Modifying it (And even so…)

shapirosanclaus1973.blogspot.com

Source: https://www.slideserve.com/bruis/they-say-i-say

Share this post