They say i say escape from the western diet summary

Writing Project

Major Writing Project
Major Writing Project : Joining a Conversation You’ve Researched (5–6 pages)

Write a researched argument about an issue affecting your future career field, your major field, or your community, or focus on an issue described in the readings you’ve done from the book. This paper is your own argument, but you should take into account what you’ve learned during this course: begin by showing the conversation your paper is responding to (“they say”), have a clear statement of your own argument about the issue (“I say"), include quotes and incorporate them smoothly (both in the “they say” and “I say” paragraphs), point out possible objections to your argument, use appropriate transitions, and explain why the issue matters (so what? who cares?). You must use at least 5 sources and at least 2 must be from academic peer reviewed journals.
No plagiarism: Review the definitions of plagiarism, and remember that plagiarism also includes submitting a paper from another class for this class
Recommended structure: For this paper you have 5-6 pages to work with and you need to include, in effect, five major parts:

Introduction: includes an overview of the conversation (names of key authors and the issues you’re bringing up), a brief statement of your argument (or thesis statement), and a brief explanation of why your argument matters
summary of 2 or 3 authors or arguments, with quotes as evidence
summary of how they agree/disagree; provide quotes if necessary
your own opinion and your reasons for your opinion (which includes at least one naysayer); provide quotes as evidence
Conclusion: includes a return sentence, a restatement of your argument, and a developed explanation of why your argument matters
Note that these are five parts, not paragraphs (exceptions: the introduction and the conclusion are usually one paragraph each). What could this look like? Here's an example: After the brief introductory paragraph (where you introduce your topic, an overview of the conversation you're entering, a sense of your argument and briefly why your argument matters), you might have a summary of one author (1 paragraph), then a summary of the second author (1 paragraph), and a summary of another author or position (1 paragraph). Then you might have one paragraph that explains how they agree or disagree (though you can already allude to that in the summary paragraphs through phrases like "Unlike X, Y asserts that..."). Note that the paragraph that explains how the authors or arguments agree or disagree is still "they say," since you're not yet putting forward your own opinion on the issues. At that point you'll have written about 3 pages. Then you write your own argument ("I say") in relation to the conversation you've set up (about two pages). At that point you've written about 5 pages. Then you end with a concluding paragraph, where you wrap it up with a return sentence and again explain why it matters.

Keep in mind that this way of structuring your argument is only a suggestion; it doesn't have to be exactly like that. But hopefully this gives you an idea of what this kind of paper could look like.

Grading Guide: I will grade your MWP3 according to the following grading guide. Use this guide when writing your paper.

Introduction (10 points)

Includes an overview of the conversation (names of key authors and the issues you’re bringing up), clear "I say" statement (thesis) placed in relation to authors, and a brief explanation of why your argument matters

"They say” (20 points): Shows conversation paper is responding to

Summary includes basic information about authors as well as the full title of essays; summaries do not agree or disagree with authors (summaries inhabit worldview); summaries use sophisticated signal verbs to summarize authors' points; no listing or “closest cliché” (pp. 31, 35, 33)

Quoting (20 points): Uses quotes correctly and appropriately

Quotes used to present "proof of evidence" (p. 42) in summary of authors' arguments -- Quotes should not be “orphans” (p. 43) -- Quotes should be framed appropriately (“quotation sandwich”) (p. 46) -- Quotes should be Introduced with appropriate verb (p. 47) -- Quotes should present “proof of evidence” (p. 42) -- Indicates page number of quote (p. 48)

"I Say" (20 points): Clear statement of your own argument

Clearly distinguishes "they say" from "I say" – Clearly signals who is saying what: Uses at least one template from pp. 72-75 -- "I say" includes clear reasons for argument that are not simply summaries of authors' arguments – Clearly plants naysayer to support “I say” argument (use at least one template from pp. 82, 83,84-85, 89).

Conclusion (10 points)

Includes at least one “return sentence” in the conclusion to remind reader of what “they say” (p. 27); includes a restatement of thesis or “I say”; includes a developed explanation of why your argument matters (uses templates from pp. 95-96, 98-99).

Bibliography or Works Cited (10 points)

Includes proper bibliographic form -- no annotations included here -- includes 5 sources; 2 must be peer-reviewed

Editing and tone (10 points)

No editing errors (spelling, grammar, punctuation, and formatting); Uses proper tone (formal where appropriate, informal where appropriate)

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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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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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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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

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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

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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

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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

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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

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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

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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

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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.