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They Say/I Say: A Brief Guide to Argumentative Writing
Synopses & Reviews
The best-selling new composition book published in this century, in use at more than 1,000 schools, They Say / I Sayhas essentially defined academic writing, identifying its key rhetorical moves, the most important of which is to summarize what others have said ('they say') to set up one"s own argument ('I say'). The book also provides templates to help students make these key moves in their own writing.
The Second Edition includes a new chapter on reading that shows students how to read for the larger conversation, and three new chapters on the moves that matter in literature, the social sciences, and the sciences.
Identifying the moves that matter in academic writing in ways that students can readily understand and apply.
In addition to explaining the basic moves, this book provides writing templates that show students explicitly how to make these moves in their own writing. Now available in two versions, with and without an anthology of 32 readings.
"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 students explicitly how to make these moves in their own writing.
About the Author
Gerald Graff, a Professor of English and Education at the University of Illinois at Chicago and 2008 President of the Modern Language Association of America, has had a major impact on teachers through such books as Professing Literature: An Institutional History, Beyond the Culture Wars: How Teaching the Conflicts Can Revitalize American Education, and, most recently, Clueless in Academe: How Schooling Obscures the Life of the Mind.Cathy Birkenstein is a lecturer in English at the University of Illinois at Chicago and co-director of the Writing in the Disciplines program. She has published essays on writing, most recently in College English, and, with Gerald Graff, in The Chronicle of Higher Education, Academe, and College Composition and Communication. She has also given talks and workshops with Gerald at numerous colleges and is currently working on a study of common misunderstandings surrounding academic discourse.
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