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They say i say chapter 5 pdf

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what they’re saying about “they say / i say”


“The best book that’s happened to teaching composition— ever!” —Karen Gaffney, Raritan Valley Community College


“A brilliant book. . . . It’s like a membership card in the aca- demic club.” —Eileen Seifert, DePaul University


“This book demystifies rhetorical moves, tricks of the trade that many students are unsure about. It’s reasonable, helpful, nicely written . . . and hey, it’s true. I would have found it immensely helpful myself in high school and college.”


—Mike Rose, University of California, Los Angeles


“The argument of this book is important—that there are ‘moves’ to academic writing . . . and that knowledge of them can be generative. The template format is a good way to teach and demystify the moves that matter. I like this book a lot.”


—David Bartholomae, University of Pittsburgh


“A beautifully lucid way to approach argument—different from any rhetoric I’ve ever seen.”


—Anne-Marie Thomas, Austin Community College, Riverside


“Students need to walk a fine line between their work and that of others, and this book helps them walk that line, providing specific methods and techniques for introducing, explaining, and integrating other voices with their own ideas.”


—Libby Miles, University of Rhode Island


“‘They Say’ with Readings is different from other rhetorics and readers in that it really engages students in the act of writing throughout the book. It’s less a ‘here’s how’ book and more of a ‘do this with me’ kind of book.”


—Kelly Ritter, University of Illinois, Urbana-Champaign


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“It offers students the formulas we, as academic writers, all carry in our heads.” —Karen Gardiner, University of Alabama


“Many students say that it is the first book they’ve found that actually helps them with writing in all disciplines.”


—Laura Sonderman, Marshall University


“As a WPA, I’m constantly thinking about how I can help instructors teach their students to make specific rhetorical moves on the page. This book offers a powerful way of teach- ing students to do just that.” —Joseph Bizup, Boston University


“The best tribute to ‘They Say / I Say’ I’ve heard is this, from a student: ‘This is one book I’m not selling back to the bookstore.’ Nods all around the room. The students love this book.”


—Christine Ross, Quinnipiac University


“What effect has ‘They Say’ had on my students’ writing? They are finally entering the Burkian Parlor of the university. This book uncovers the rhetorical conventions that transcend dis- ciplinary boundaries, so that even freshmen, newcomers to the academy, are immediately able to join in the conversation.”


—Margaret Weaver, Missouri State University


“It’s the anti-composition text: Fun, creative, humorous, bril- liant, effective.”


—Perry Cumbie, Durham Technical Community College


“Loved by students, reasonable priced, manageable size, readable.” —Roxanne Munch, Joliet Junior College


“This book explains in clear detail what skilled writers take for granted.” —John Hyman, American University


“The ability to engage with the thoughts of others is one of the most important skills taught in any college-level writing course, and this book does as good a job teaching that skill as any text I have ever encountered.” —William Smith, Weatherford College


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T H I R D E D I T I O N


“THEY SAY I SAY” The Move s Tha t Ma t t e r


i n Academ i c Wr i t i n g


WITH READINGS


H


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T H I R D E D I T I O N


“THEY SAY !I SAY” The Move s Tha t Ma t t e r


i n Academ i c Wr i t i n g


WITH READINGS


H GERALD GRAFF


CATHY BIRKENSTEIN both of the University of Illinois at Chicago


RUSSEL DURST University of Cincinnatti


B w . w . n o r t o n & c o m p a n y


n e w y o r k | l o n d o n


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W. W. Norton & Company has been independent since its founding in 1923, when William Warder Norton and Mary D. Herter Norton first published lectures delivered at the People’s Institute, the adult education division of New York City’s Cooper Union. The firm soon expanded its program beyond the Institute, publishing books by celebrated academics from America and abroad. By mid-century, the two major pillars of Norton’s publishing program—trade books and college texts—were firmly established. In the 1950s, the Norton family transferred control of the company to its employees, and today—with a staff of four hundred and a comparable number of trade, college, and professional titles published each year—W. W. Norton & Company stands as the largest and oldest publishing house owned wholly by its employees.


Copyright © 2017, 2015, 2014, 2012, 2010, 2009, 2006 by W. W. Norton & Company, Inc.


All rights reserved Printed in the United States of America


Permission to use copyrighted material is included in the credits section of this book, which begins on page 747.


The Library of Congress has cataloged an earlier edition as follows: Library of Congress Cataloging-in-Publication Data


Graff, Gerald, author. “They say/I say”: the moves that matter in academic writing, with readings / Gerald Graff, University of Illinois at Chicago ; Cathy Birkenstein, University of Illinois at Chicago ; Russel Durst, University of Cincinnati.—Third Edition. p. cm Previous edition: 3rd. ed. 2014. Includes bibliographical references and index. ISBN 978-0-393-93751-0 (pbk.) 1. English language—Rhetoric—Handbooks, manuals, etc. 2. Persuasion (Rhetoric)—Handbooks, manuals, etc. 3. Report writing—Handbooks, manuals, etc. 4. Academic writing—Handbooks, manuals, etc. 5. College readers. I. Birkenstein, Cathy, editor. II. Durst, Russel K., 1954- editor. III. Title. PE1431.G73 2014 808'.042—dc23 2014033777


This edition: ISBN 978-0-393-61744-3


W. W. Norton & Company, Inc., 500 Fifth Avenue, New York, NY 10110 wwnorton.com


W. W. Norton & Company Ltd., 15 Carlisle Street, London W1D 3BS 1 2 3 4 5 6 7 8 9 0


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To the great rhetorician Wayne Booth, who cared deeply


about the democratic art of listening closely to what others say.


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i x


contents


preface to the third edition xi i i


preface: Demystifying Academic Conversation xviii


introduction: Entering the Conversation 1


PART 1. “THEY SAY” 1 “they say”: Starting with What Others Are Saying 19 2 “her point is”: The Art of Summarizing 30 3 “as he himself puts it”: The Art of Quoting 42


PART 2. “ I SAY”


4 “yes / no / okay, but”: Three Ways to Respond 55 5 “and yet”: Distinguishing What You Say


from What They Say 68 6 “skeptics may object”:


Planting a Naysayer in Your Text 78 7 “so what? who cares?”: Saying Why It Matters 92


PART 3. TYING IT ALL TOGETHER


8 “as a result”: Connecting the Parts 105 9 “a in’t so / is not”: Academic Writing Doesn’t Always


Mean Setting Aside Your Own Voice 121 10 “but don’t get me wrong”:


The Art of Metacommentary 129 11 “he says contends”: Using the Templates to Revise 139


PART 4 . IN SPECIFIC ACADEMIC CONTEXTS


12 “i take your point”: Entering Class Discussions 163 13 “imho”: Is Digital Communication Good or Bad—or Both? 167 14 “what’s motivating this writer?”:


Reading for the Conversation 173 15 “analyze this”: Writing in the Social Sciences 184


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x


readings


16 IS COLLEGE THE BEST OPTION? 205


stephanie owen and isabel sawhill, Should Everyone Go to College? 208


sanford j. ungar, The New Liberal Arts 226


charles murray, Are Too Many People Going to College? 234


liz addison, Two Years Are Better than Four 255


freeman hrabowski, Colleges Prepare People for Life 259


gerald graff, Hidden Intellectualism 264


mike rose, Blue-Collar Brilliance 272


michelle obama, Bowie State University Commencement Speech 285


17 ARE WE IN A RACE AGAINST THE MACHINE? 297


Kevin kelly, Better than Human: Why Robots Will—and Must—Take Our Jobs 299


nicholas carr, Is Google Making Us Stupid? 313


brooke gladstone and josh neufeld, The Influencing Machines 330


clive thompson, Smarter than You Think: How Technology Is Changing Our Minds for the Better 340


michaela cullington, Does Texting Affect Writing? 361


sherry turkle, No Need to Call 373


jenna wortham, I Had a Nice Time with You Tonight. On the App. 393


malcolm gladwell, Small Change: Why the Revolution Will Not Be Tweeted 399


C O N T E N T S


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18 WHAT SHOULD WE EAT? 417


michael pollan, Escape from the Western Diet 420


steven shapin, What Are You Buying When You Buy Organic? 428


mary maxfield, Food as Thought: Resisting the Moralization of Eating 442


jonathan safran Foer, Against Meat 448


david zinczenko, Don’t Blame the Eater 462


radley balko, What You Eat Is Your Business 466


michael moss, The Extraordinary Science of Addictive Junk Food 471


marion nestle, The Supermarket: Prime Real Estate 496


david h. freedman, How Junk Food Can End Obesity 506


19 WHAT’S UP WITH THE AMERICAN DREAM? 539


david leonhardt, Inequality Has Been Going on Forever . . . but That Doesn’t Mean It’s Inevitable 542


edward mcclelland, RIP, the Middle Class: 1946–2013 549


paul krugman, Confronting Inequality 561


gary becker and kevin murphy, The Upside of Income Inequality 581


monica potts, What’s Killing Poor White Women? 591


brandon king, The American Dream: Dead, Alive, or on Hold? 610


tim roemer, America Remains the World’s Beacon of Success 618


shayan zadeh, Bring on More Immigrant Entrepreneurs 623


pew research team, King’s Dream Remains an Elusive Goal 627


Contents


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x i i


20 WHAT’S GENDER GOT TO DO WITH IT? 639


sheryl sandberg, Lean In: What Would You Do If You Weren’t Afraid? 642


bell hooks, Dig Deep: Beyond Lean In 659


anne-marie slaughter, Why Women Still Can’t Have It All 676


richard dorment, Why Men Still Can’t Have It All 697


stephen mays, What about Gender Roles in Same-Sex Relationships? 718


dennis baron, Facebook Multiplies Genders but Offers Users the Same Three Tired Pronouns 721


ellen ullman, How to Be a “Woman Programmer” 726


saul kaplan, The Plight of Young Males 732


penelope eckert and sally mcconnell-ginet, Learning to Be Gendered 736


credits 747


acknowledgments 753


index of templates 765


index of authors and titles 781


C O N T E N T S


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preface to the third edition


H


When we first set out to write this book, our goal was simple: to offer a version of “They Say / I Say”: The Moves That Matter in Academic Writing with an anthology of readings that would demonstrate the rhetorical moves “that matter.” And because “They Say” teaches students that academic writ- ing is a means of entering a conversation, we looked for read- ings on topics that would engage students and inspire them to respond—and to enter the conversations. The book has been more successful than we ever imagined possible, which we believe reflects the growing importance of academic writing as a focus of first-year writing courses, and the fact that students find practical strategies like the ones offered in this book to be particularly helpful. In addition, some teach- ers have told us that this book works well in courses that focus on argument and research because students find these strategies easier to grasp than those in the books that teach various kinds of formal argumentation. Our purpose in writing “They Say” has always been to offer students a user-friendly model of writing that will help them put into practice the important principle that writing is a social activity. Proceeding from the premise that effective writers enter conversations of other writers and speakers, this book encour- ages students to engage with those around them—including those who disagree with them—instead of just expressing their


x i i i


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ideas “logically.” Our own experience teaching first-year writing students has led us to believe that to be persuasive, arguments need not only supporting evidence but also motivation and exigency, and that the surest way to achieve this motivation and exigency is to generate one’s own arguments as a response to those of others—to something “they say.” To help students write their way into the often daunting conversations of aca- demia and the wider public sphere, the book provides tem- plates to help them make sophisticated rhetorical moves that they might otherwise not think of attempting. And of course learning to make these rhetorical moves in writing also helps students become better readers of argument. That the two versions of “They Say / I Say” are now being taught at more than 1,500 schools suggests that there is a wide- spread desire for explicit instruction that is understandable but not oversimplified, to help writers negotiate the basic moves necessary to “enter the conversation.” Instructors have told us how much this book helps their students learn how to write academic discourse, and some students have written to us saying that it’s helped them to “crack the code,” as one student put it. This third edition of “They Say / I Say” with Readings includes forty-three readings on five compelling and controversial issues. The readings provide a glimpse into some important conver- sations of our day—and will, we hope, provoke students to respond and thus to join in those conversations.


HIGHLIGHTS


Forty-three readings that will prompt students to think— and write. Taken from a wide variety of sources, including the New York Times, the Wall Street Journal, Salon, the Atlantic, the


P R E FA C E T O T H E T H I R D E D I T I O N


x i v


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Pew Research Center, the New Yorker, Wired magazine, best- selling trade books, celebrated speeches, and more, the readings represent a range of perspectives on five important issues:


• Is College the Best Option? • Are We in a Race against the Machine? • What Should We Eat? • What’s Up with the American Dream? • What’s Gender Got to Do with It?


The readings can function as sources for students’ own writing, and the study questions that follow each reading focus students’ attention on how each author uses the key rhetorical moves— and include one question that invites them to write, and often to respond with their own views.


A chapter on reading (Chapter 14) encourages students to think of reading as an act of entering conversations. Instead of teaching students merely to identify the author’s argument, this chapter shows them how to read with an eye for what arguments the author is responding to—in other words, to think carefully about why the writer is making the argument in the first place, and thus to recognize (and ultimately become a part of) the larger conversation that gives meaning to reading the text.


Two books in one, with a rhetoric up front and readings in the back. The two parts are linked by cross-references in the margins, leading from the rhetoric to specific examples in the readings and from the readings to the corresponding writ- ing instruction. Teachers can therefore begin with either the rhetoric or the readings, and the links will facilitate movement between one section and the other.


Preface to the Third Edition


x v


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P R E FA C E T O T H E T H I R D E D I T I O N


what’s new


Two topics are new, two are updated—all addressing impor- tant conversations taking place today. The chapters on gender and technology are new. The food chapter now reaches beyond fast food to address a broader question: what should we eat? And the education chapter asks not just is college worth the price but whether it is even the best option.


Thirty-one new readings, including at least one documented piece and one essay written by a student in each chapter, added in response to requests from many teachers who wanted more complex and documented writing.


They Say / I Blog. Updated monthly, this blog provides up-to- the-minute readings on the issues covered in the book, along with questions that prompt students to literally join the con- versation. Check it out at theysayiblog.com.


A new chapter on “Using the Templates to Revise,” which grew out of our own teaching experience, where we found that the templates in this book had the unexpected benefit of help- ing students when they revise.


A new chapter on writing online, exploring the debate about whether digital technologies improve or degrade the way we think and write, and whether they foster or impede the meet- ing of minds.


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A complete instructor’s guide, with teaching tips for all the chapters, syllabi, summaries of the readings, and suggested answers to the study questions. Go to wwnorton.com/instructors to access these materials.


We hope that this new edition of “They Say / I Say” with Read- ings will spark students’ interest in some of the most pressing conversations of our day and provide them with some of the tools they need to engage in those conversations with dexterity and confidence. Gerald Graff Cathy Birkenstein Russel Durst


Preface to the Third Edition


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preface


Demystifying Academic Conversation


H


Experienced writing instructors have long recognized that writing well means entering into conversation with others. Academic writing in particular calls upon writers not simply to express their own ideas, but to do so as a response to what others have said. The first-year writing program at our own university, according to its mission statement, asks “students to partici- pate in ongoing conversations about vitally important academic and public issues.” A similar statement by another program holds that “intellectual writing is almost always composed in response to others’ texts.” These statements echo the ideas of rhetorical theorists like Kenneth Burke, Mikhail Bakhtin, and Wayne Booth as well as recent composition scholars like David Bartholomae, John Bean, Patricia Bizzell, Irene Clark, Greg Colomb, Lisa Ede, Peter Elbow, Joseph Harris, Andrea Lunsford, Elaine Maimon, Gary Olson, Mike Rose, John Swales and Christine Feak, Tilly Warnock, and others who argue that writing well means engaging the voices of others and letting them in turn engage us. Yet despite this growing consensus that writing is a social, conversational act, helping student writers actually partici- pate in these conversations remains a formidable challenge. This book aims to meet that challenge. Its goal is to demys- tify academic writing by isolating its basic moves, explaining them clearly, and representing them in the form of templates.


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Demystifying Academic Conversation


x i x


In this way, we hope to help students become active partici- pants in the important conversations of the academic world and the wider public sphere.


highlights


• Shows that writing well means entering a conversation, sum- marizing others (“they say”) to set up one’s own argument (“I say”).


• Demystifies academic writing, showing students “the moves that matter” in language they can readily apply.


• Provides user-friendly templates to help writers make those moves in their own writing.


• Includes a chapter on reading, showing students how the authors they read are part of a conversation that they them- selves can enter—and thus to see reading as a matter not of passively absorbing information but of understanding and actively entering dialogues and debates.


how this book came to be


The original idea for this book grew out of our shared interest in democratizing academic culture. First, it grew out of arguments that Gerald Graff has been making throughout his career that schools and colleges need to invite students into the conversa- tions and debates that surround them. More specifically, it is a practical, hands-on companion to his recent book, Clueless in Academe: How Schooling Obscures the Life of the Mind, in which he looks at academic conversations from the perspective of those who find them mysterious and proposes ways in which


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P R E FA C E


x x


such mystification can be overcome. Second, this book grew out of writing templates that Cathy Birkenstein developed in the 1990s, for use in writing and literature courses she was teaching. Many students, she found, could readily grasp what it meant to support a thesis with evidence, to entertain a counter- argument, to identify a textual contradiction, and ultimately to summarize and respond to challenging arguments, but they often had trouble putting these concepts into practice in their own writing. When Cathy sketched out templates on the board, however, giving her students some of the language and patterns that these sophisticated moves require, their writing—and even their quality of thought—significantly improved. This book began, then, when we put our ideas together and realized that these templates might have the potential to open up and clarify academic conversation. We proceeded from the premise that all writers rely on certain stock formulas that they themselves didn’t invent—and that many of these formulas are so commonly used that they can be represented in model templates that students can use to structure and even generate what they want to say. As we developed a working draft of this book, we began using it in first-year writing courses that we teach at UIC. In class- room exercises and writing assignments, we found that students who otherwise struggled to organize their thoughts, or even to think of something to say, did much better when we provided them with templates like the following.


j In discussions of , a controversial issue is whether


. While some argue that , others contend


that .


j This is not to say that .


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Demystifying Academic Conversation


x x i


One virtue of such templates, we found, is that they focus writers’ attention not just on what is being said, but on the forms that structure what is being said. In other words, they make students more conscious of the rhetorical patterns that are key to academic success but often pass under the classroom radar.


the centrality of “they say / i say”


The central rhetorical move that we focus on in this book is the “they say / I say” template that gives our book its title. In our view, this template represents the deep, underlying structure, the internal DNA as it were, of all effective argument. Effective persuasive writers do more than make well-supported claims (“I say”); they also map those claims relative to the claims of others (“they say”). Here, for example, the “they say / I say” pattern structures a passage from an essay by the media and technology critic Steven Johnson.


For decades, we’ve worked under the assumption that mass cul- ture follows a path declining steadily toward lowest-common- denominator standards, presumably because the “masses” want dumb, simple pleasures and big media companies try to give the masses what they want. But . . . the exact opposite is happening: the culture is getting more cognitively demanding, not less.


Steven Johnson, “Watching TV Makes You Smarter”


In generating his own argument from something “they say,” Johnson suggests why he needs to say what he is saying: to correct a popular misconception.


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P R E FA C E


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Even when writers do not explicitly identify the views they are responding to, as Johnson does, an implicit “they say” can often be discerned, as in the following passage by Zora Neale Hurston.


I remember the day I became colored. Zora Neale Hurston, “How It Feels to Be Colored Me”


In order to grasp Hurston’s point here, we need to be able to reconstruct the implicit view she is responding to and question- ing: that racial identity is an innate quality we are simply born with. On the contrary, Hurston suggests, our race is imposed on us by society—something we “become” by virtue of how we are treated. As these examples suggest, the “they say / I say” model can improve not just student writing, but student reading compre- hension as well. Since reading and writing are deeply recipro- cal activities, students who learn to make the rhetorical moves represented by the templates in this book figure to become more adept at identifying these same moves in the texts they read. And if we are right that effective arguments are always in dialogue with other arguments, then it follows that in order to understand the types of challenging texts assigned in college, students need to identify the views to which those texts are responding. Working with the “they say / I say” model can also help with invention, finding something to say. In our experience, students best discover what they want to say not by thinking about a subject in an isolation booth, but by reading texts, listening closely to what other writers say, and looking for an opening through which they can enter the conversation. In other words, listening closely to others and summarizing what they have to say can help writers generate their own ideas.


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Demystifying Academic Conversation


x x i i i


the usefulness of templates


Our templates also have a generative quality, prompting stu- dents to make moves in their writing that they might not oth- erwise make or even know they should make. The templates in this book can be particularly helpful for students who are unsure about what to say, or who have trouble finding enough to say, often because they consider their own beliefs so self-evident that they need not be argued for. Students like this are often helped, we’ve found, when we give them a simple tem- plate like the following one for entertaining a counterargument (or planting a naysayer, as we call it in Chapter 6).

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