Summary
They Say / I Say: The Moves that Matter in Academic Writing by Gerald Graff and Cathy Birkenstein serves as a guide for students in academic writing. The authors emphasize writing as a dialogue. Students are encouraged to engage with others' perspectives before presenting their own. The book offers templates and strategies to ease the writing process and aid in constructing arguments.
The book’s central premise involves balancing "they say" (existing viewpoints) and "I say" (the writer's perspective). This enables students to participate actively in academic discussions. This method fosters critical thinking by prompting students to understand and address various viewpoints. In educational settings, it provides a foundational guide that makes complex ideas approachable. This improves students' argumentative and writing skills across diverse academic areas.
Summary
They Say / I Say: The Moves That Matter in Academic Writing by Gerald Graff and Cathy Birkenstein outlines a guide to academic argument construction. The book is divided into four parts, each addressing a key element of argumentative writing.
Part One: “They say”
Chapters 1 to 3 introduce the idea of starting with existing viewpoints. This section emphasizes the need for accurate summarization to establish a basis for one's argument. Chapter 1 explains how "they say" situates a response within a broader dialogue. Chapter 2 addresses creating summaries that align with personal arguments. Chapter 3 advises on selecting and integrating quotations into writing.
Part Two: “I say”
Chapters 4 through 7 focus on developing personal arguments. Chapter 4 discusses engaging with others' arguments through agreement, disagreement, or both. Chapter 5 offers strategies to distinguish various voices within an argument. Chapter 6 advises including hypothetical counterarguments to address potential criticisms, which strengthens the writer’s position. Chapter 7 guides writers to address the relevance of their arguments.
Part Three: Tying it all together
Chapters 8 to 11 integrate skills from earlier sections into a cohesive argument. Chapter 8 discusses transitional phrases for connecting argument parts. Chapter 9 suggests using a personal voice in academic writing, balancing formal and informal language. Chapter 10 presents "The Art of Metacommentary," a method for clarifying arguments to ensure readers understand the writer’s perspective.
Part Four: In specific academic contexts
Chapters 12 to 17 apply the rhetorical strategies to various academic disciplines. This section shows how the "They Say / I Say" framework adapts to the writing challenges in fields such as the natural and social sciences.
Core concepts
They Say / I Say presents a rhetorical framework centered on "they say / I say," which is crucial for engaging in academic dialogue. This method guides writers to join discussions by first outlining existing arguments or viewpoints, termed "they say," before presenting their own stance, or "I say." This process involves more than expressing personal views. It underscores the necessity of placing arguments within broader contexts.
The book offers practical templates as rhetorical tools, aiding writers in structuring their work. These templates help students distinguish their arguments from those they respond to. A typical template begins with, "In recent discussions of [topic], a controversial issue has been whether [X or Y]." By using these structures, students can clarify their input in ongoing debates. These methods improve writing skills and encourage engagement with diverse perspectives.
Practical applications
1. Templates as scaffolding
They Say / I Say by Gerald Graff and Cathy Birkenstein offers a collection of writing templates designed to improve students' ability to construct clear arguments. These structures, including the fundamental "They say... I say..." format, help in building coherent arguments and addressing opposing views. For instance, a template may begin with: "In discussions of X, one controversial issue has been whether B. On the one hand, some argue that C..." These templates assist students in creating balanced arguments.
2. Exercises in engagement
The book provides exercises that shift students from passive learning to active participation in academic discourse. These activities guide students to identify debates, summarize arguments, and offer their insights. Engaging with existing literature broadens their understanding and involvement in academic dialogues.
3. Building critical skills
Using templates and exercises helps students develop skills in summarizing, analyzing, and synthesizing information. For example, templates like "While I understand the impulse to A, my own view is B" enable students to acknowledge differing opinions and express their perspectives. This skill set enhances reasoning abilities crucial in academic and broader contexts.
4. Adaptive use across disciplines
The techniques in They Say / I Say extend beyond essay writing and adapt to various disciplines. Students from sciences to humanities can customize these strategies to fit academic requirements, making the book valuable across fields. Scientific writers, for example, may use these methods for reporting findings or proposing research while engaging with existing studies.
Impact on student confidence
They Say / I Say by Gerald Graff and Cathy Birkenstein uses a template methodology to support students' confidence in academic writing. The book offers clear structures for argument development, providing clarity for students, particularly those facing challenges with writing. This method eases the transition into academic dialogues, making it less intimidating for new participants. These templates enable students to see themselves as active contributors to scholarly discourse and promote a sense of belonging in academic environments. Teachers report improvements in student writing, noting that those who struggled can now organize their thoughts more effectively. This framework enhances writing skills and empowers students to express their views with confidence.
Criticism on template approach
They Say / I Say by Gerald Graff and Cathy Birkenstein provides guidance for novice writers but has faced criticism for its template-dependent approach. Critics argue that emphasizing templates may reduce academic writing to "intellectual sound bites." This might limit insight in complex discussions. Relying on predetermined structures may oversimplify subjects and weaken arguments.
Some have suggested that rigidity in templates could hinder students' engagement with material. The approach could lead to formulaic writing and restrict students' exploration and expression of unique viewpoints. Despite these concerns, templates are recognized as a useful starting point for students learning academic argumentation fundamentals.
Quick facts
They Say / I Say by Gerald Graff was first published in 2006 and has since been updated multiple times.
The book has sold over a million copies and is used in over 1,500 colleges and universities in the U.S.
Known as the best-selling new composition book published in this century, highlighting its significant academic impact.
It emphasizes demystifying academic conversations through practical templates and exercises.
A distinctive feature of the book is the 'They Say/I Say' structure, representing a foundational format for academic arguments.
It provides templates that help students make rhetorical moves clearly and logically in response to other viewpoints.
The latest edition includes new sections addressing conversations with artificial intelligence and global issues like climate change.
The book incorporates examples from various academic disciplines, including literature, science, and social sciences.
Templates are praised for increasing students' confidence and effectiveness in argumentative and academic writing.
The authors emphasize engaging with others' views before presenting one's own argument to promote balanced discourse.
They Say / I Say is called a 'Swiss Army knife' for academic writing because of its versatile approach to framing arguments.
The authors believe structured writing enhances rather than limits creativity, promoting clear and critical thinking.
About the author
Gerald Graff has influenced education by connecting academic and public dialogues. Graff has held roles at various institutions and became a professor in English and Education at the University of Illinois at Chicago. His career reflects a dedication to improving educational systems. His works, such as Beyond the Culture Wars and Clueless in Academe, advocate for transparency in education.
Graff believes academic writing should be accessible and relevant to public discussions. This principle informed his co-authorship of They Say / I Say with Cathy Birkenstein. The textbook provides templates to help students engage in scholarly discourse. Graff's educational vision includes promoting critical citizenship. This approach enables students to frame their arguments in broader societal contexts and shapes how educators engage students in academic discussions.
