They say i say gerald graff and cathy birkenstein pdf

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

“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

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

—Anne-Marie Thomas, Austin Community College, Riverside

“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

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“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

“A fabulous resource for my students (and for me). I like that it’s small, and not overwhelming. It’s very practical, and really demystifies the new kind of writing students have to figure out as they transition to college.” —Sara Glennon, Landmark 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

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

H

GERALD GRAFF

CATHY BIRKENSTEIN both of the University of Illinois at Chicago

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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For Aaron David

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 © 2014, 2010, 2009, 2006, by W. W. Norton & Company, Inc.

All rights reserved Printed in the United States of America

Third Edition

Composition: Cenveo® Publisher Services Book design: Jo Anne Metsch

Production manager: Andrew Ensor

Library of Congress Cataloging-in-Publication Data

Graff, Gerald. “They say / I say” : the Moves that Matter in Academic Writing / Gerald Graff, Cathy Birkenstein, Both of the University of Illinois at Chicago.—Third Edition. pages cm Includes bibliographical references and index. ISBN 978-0-393-93584-4 (paperback) 1. English language—Rhetoric—Handbooks, manuals, etc. 2. Persuasion (Rhetoric)—Handbooks, manuals, etc. 3. Report writing—Handbooks, manuals, etc. I. Birkenstein, Cathy. II. Title. PE1431.G73 2013 808'.042—dc23

2013039137

W. W. Norton & Company, Inc., 500 Fifth Avenue, New York, N.Y. 10110 www.wwnorton.com

W. W. Norton & Company Ltd., Castle House, 75/76 Wells Street, London W1T 3QT

1 2 3 4 5 6 7 8 9 0

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brief contents

preface to the third edition xi i i

preface: Demystifying Academic Conversation xvi

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 “on closer examination”: Entering Conversations

about Literature 184 16 “the data suggest”: Writing in the Sciences 202 17 “analyze this”: Writing in the Social Sciences 221

readings 239

index of templates 293

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contents

preface to the third edition xiii

preface xvi Demystifying Academic Conversation

introduction 1 Entering the Conversation

PART 1 . “THEY SAY” 17

one “they say” 19 Starting with What Others Are Saying

two “her point is” 30 The Art of Summarizing

three “as he himself puts it” 42 The Art of Quoting

PART 2 . “ I SAY” 53

four “yes / no / okay, but” 55 Three Ways to Respond

five “and yet” 68 Distinguishing What You Say from What They Say

six “skeptics may object” 78 Planting a Naysayer in Your Text

seven “so what? who cares?” 92 Saying Why It Matters

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x

PART 3. T YING IT ALL TOGETHER 103

eight “as a result” 105 Connecting the Parts

nine “ain’t so / is not” 121 Academic Writing Doesn’t Always Mean Setting Aside Your Own Voice

ten “but don’t get me wrong” 129 The Art of Metacommentary

eleven “he says contends” 139 Using the Templates to Revise

PART 4. IN SPECIFIC ACADEMIC CONTEXTS 161

twelve “i take your point” 163 Entering Class Discussions

thirteen “imho” 167 Is Digital Communication Good or Bad—or Both?

fourteen “what’s motivating this writer?” 173 Reading for the Conversation

fifteen “on closer examination” 184 Entering Conversations about Literature

sixteen “the data suggest” 202 Writing in the Sciences

seventeen “analyze this” 221 Writing in the Social Sciences

Contents

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Contents

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r e a d i n g s 239

Don’t Blame the Eater 241 David Zinczenko

Hidden Intellectualism 244 Gerald Graff

Nuclear Waste 252 Richard A. Muller

The (Futile) Pursuit of the American Dream 260 Barbara Ehrenreich

Everything That Rises Must Converge 272 Flannery O’Connor

index of templates 293

credits 311

acknowledgments 313

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preface to the third edition

H

We continue to be thrilled by the reception of our book, which has now sold over a million copies and is assigned in more than 1,500 (over half) the colleges and universities in the United States. We are also delighted that while the audi- ence for our book in composition courses continues to grow, the book is increasingly being adopted in disciplines across the curriculum, confirming our view that the moves taught in the book are central to every academic discipline. At the same time, we continue to adapt our approach to the specific ways the “they say / I say” moves are deployed in different disciplines. To that end, this edition adds a new chapter on writing about literature to the chapters already in the Second Edition on writing in the sciences and social sciences. In this new chapter, “Entering Conversations about Literature,” we suggest ways in which students and teachers can move beyond the type of essay that analyzes literary works in isolation from the conversations and debates about those works. One of our premises here is that writing about literature, as about any subject, gains in urgency, motivation, and engage- ment when the writer responds to the work not in a vacuum, but in conversation with other readers and critics. We believe that engaging with other readers, far from distracting attention from the literary text itself, should help bring that text into sharper

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focus. Another premise is that the class discussions that are a daily feature of literature courses can be a rich and provocative source of “they says” that student writers can respond to in generating their own interpretations. Throughout the chapter are numerous templates that provide writers with language for entering into conversations and debates with these “they says”: published critics, classmates and teachers, their own previous interpretations, and the authors of literary works themselves. This new edition also includes a 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 helping students when they revise. We found that when students read over their drafts with an eye for the rhetorical moves represented by the templates they were able to spot gaps in their argument, concessions they needed to make, disconnections among ideas, inadequate summaries, poorly integrated quotations, and other questions they needed to address when revising. Have they incorporated the views of naysayers with their own? If not, our brief revision guidelines can help them do so. The new chapter includes a full essay written by a student, annotated to show how the student used all the rhetorical moves taught in this book. Finally, this edition adds 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 meeting of minds. And given the importance of online communication, we’re pleased that our book now has its own blog, theysayiblog. Updated monthly with current articles from across media, this blog provides a space where students and teachers can literally join the conversation.

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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Even as we have revised and added to “They Say / I Say,” our basic goals remain unchanged: to demystify academic writing and reading by identifying the key moves of persuasive argu- ment and representing those moves in forms that students can put into practice. We hope this Third Edition will get us even closer to these goals, equipping students with the writing skills they need to enter the academic world and beyond.

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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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.

• Shows that reading is a way of entering a conversation—not just 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 inter- est 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 conversations and debates that surround them. More spe- cifically, 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 such mystification can be overcome. Second,

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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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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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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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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).

j Of course some might object that . Although I concede

that , I still maintain that .

What this particular template helps students do is make the seemingly counterintuitive move of questioning their own beliefs, of looking at them from the perspective of those who disagree. In so doing, templates can bring out aspects of stu- dents’ thoughts that, as they themselves sometimes remark, they didn’t even realize were there. Other templates in this book help students make a host of sophisticated moves that they might not otherwise make: sum- marizing what someone else says, framing a quotation in one’s own words, indicating the view that the writer is responding to, marking the shift from a source’s view to the writer’s own view, offering evidence for that view, entertaining and answering counterarguments, and explaining what is at stake in the first place. In showing students how to make such moves, templates do more than organize students’ ideas; they help bring those ideas into existence.

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okay, but templates?

We are aware, of course, that some instructors may have res- ervations about templates. Some, for instance, may object that such formulaic devices represent a return to prescriptive forms of instruction that encourage passive learning or lead students to put their writing on automatic pilot. This is an understandable reaction, we think, to kinds of rote instruction that have indeed encouraged passivity and drained writing of its creativity and dynamic relation to the social world. The trouble is that many students will never learn on their own to make the key intellectual moves that our templates repre- sent. While seasoned writers pick up these moves unconsciously through their reading, many students do not. Consequently, we believe, students need to see these moves represented in the explicit ways that the templates provide. The aim of the templates, then, is not to stifle critical thinking but to be direct with students about the key rhetori- cal moves that it comprises. Since we encourage students to modify and adapt the templates to the particularities of the arguments they are making, using such prefabricated formulas as learning tools need not result in writing and thinking that are themselves formulaic. Admittedly, no teaching tool can guarantee that students will engage in hard, rigorous thought. Our templates do, however, provide concrete prompts that can stimulate and shape such thought: What do “they say” about my topic? What would a naysayer say about my argument? What is my evidence? Do I need to qualify my point? Who cares? In fact, templates have a long and rich history. Public orators from ancient Greece and Rome through the European Renais- sance studied rhetorical topoi or “commonplaces,” model passages and formulas that represented the different strategies available

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to public speakers. In many respects, our templates echo this classical rhetorical tradition of imitating established models. The journal Nature requires aspiring contributors to follow a guideline that is like a template on the opening page of their manuscript: “Two or three sentences explaining what the main result [of their study] reveals in direct comparison with what was thought to be the case previously, or how the main result adds to previous knowledge.” In the field of education, a form designed by the education theorist Howard Gardner asks postdoctoral fellowship applicants to complete the following template: “Most scholars in the field believe . As a result of my study,

.” That these two examples are geared toward post- doctoral fellows and veteran researchers shows that it is not only struggling undergraduates who can use help making these key rhetorical moves, but experienced academics as well. Templates have even been used in the teaching of personal narrative. The literary and educational theorist Jane Tompkins devised the following template to help student writers make the often difficult move from telling a story to explaining what it means: “X tells a story about to make the point that

. My own experience with yields a point that is similar/different/both similar and different. What I take away from my own experience with is . As a result, I conclude .” We especially like this template because it suggests that “they say / I say” argument need not be mechanical, impersonal, or dry, and that telling a story and mak- ing an argument are more compatible activities than many think.

why it’s okay to use “i”

But wait—doesn’t the “I” part of “they say / I say” flagrantly encourage the use of the first-person pronoun? Aren’t we aware

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that some teachers prohibit students from using “I” or “we,” on the grounds that these pronouns encourage ill-considered, subjective opinions rather than objective and reasoned argu- ments? Yes, we are aware of this first-person prohibition, but we think it has serious flaws. First, expressing ill-considered, subjective opinions is not necessarily the worst sin beginning writers can commit; it might be a starting point from which they can move on to more reasoned, less self-indulgent perspectives. Second, prohibiting students from using “I” is simply not an effective way of curbing students’ subjectivity, since one can offer poorly argued, ill-supported opinions just as easily without it. Third and most important, prohibiting the first person tends to hamper students’ ability not only to take strong positions but to differentiate their own positions from those of others, as we point out in Chapter 5. To be sure, writers can resort to vari- ous circumlocutions—“it will here be argued,” “the evidence suggests,” “the truth is”—and these may be useful for avoid- ing a monotonous series of “I believe” sentences. But except for avoiding such monotony, we see no good reason why “I” should be set aside in persuasive writing. Rather than prohibit “I,” then, we think a better tactic is to give students practice at using it well and learning its use, both by supporting their claims with evidence and by attending closely to alternative perspectives—to what “they” are saying.

how this book is organized

Because of its centrality, we have allowed the “they say / I say” format to dictate the structure of this book. So while Part 1 addresses the art of listening to others, Part 2 addresses how to offer one’s own response. Part 1 opens with a chapter on

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“Starting with What Others Are Saying” that explains why it is generally advisable to begin a text by citing others rather than plunging directly into one’s own views. Subsequent chapters take up the arts of summarizing and quoting what these others have to say. Part 2 begins with a chapter on different ways of responding, followed by chapters on marking the shift between what “they say” and what “I say,” on introducing and answering objections, and on answering the all-important questions: “so what?” and “who cares?” Part 3 offers strategies for “Tying It All Together,” beginning with a chapter on connection and coher- ence; followed by a chapter on formal and informal language, arguing that academic discourse is often perfectly compatible with the informal language that students use outside school; and concluding with a chapter on the art of metacommentary, showing students how to guide the way readers understand a text. Part 4 offers guidance for entering conversations in specific academic contexts, with chapters on entering class discussions, writing online, reading, and writing in literature courses, the sciences, and social sciences. Finally, we provide five readings and an index of templates.

what this book doesn’t do

There are some things that this book does not try to do. We do not, for instance, cover logical principles of argument such as syllogisms, warrants, logical fallacies, or the differences between inductive and deductive reasoning. Although such concepts can be useful, we believe most of us learn the ins and outs of argumentative writing not by studying logical principles in the abstract, but by plunging into actual discussions and debates, trying out different patterns of response, and in this way getting

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a sense of what works to persuade different audiences and what doesn’t. In our view, people learn more about arguing from hearing someone say, “You miss my point. What I’m saying is not , but ,” or “I agree with you that

, and would even add that ,” than they do from studying the differences between inductive and deductive reasoning. Such formulas give students an immediate sense of what it feels like to enter a public conversation in a way that studying abstract warrants and logical fallacies does not.

engaging with the ideas of others

One central goal of this book is to demystify academic writing by returning it to its social and conversational roots. Although writing may require some degree of quiet and solitude, the “they say / I say” model shows students that they can best develop their arguments not just by looking inward but by doing what they often do in a good conversation with friends and family— by listening carefully to what others are saying and engaging with other views. This approach to writing therefore has an ethical dimension, since it asks writers not simply to keep proving and reasserting what they already believe but to stretch what they believe by putting it up against beliefs that differ, sometimes radically, from their own. In an increasingly diverse, global society, this ability to engage with the ideas of others is especially crucial to democratic citizenship. Gerald Graff Cathy Birkenstein

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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

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introduction

Entering the Conversation

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Think about an activity that you do particularly well: cooking, playing the piano, shooting a basketball, even some- thing as basic as driving a car. If you reflect on this activity, you’ll realize that once you mastered it you no longer had to give much conscious thought to the various moves that go into doing it. Performing this activity, in other words, depends on your having learned a series of complicated moves—moves that may seem mysterious or difficult to those who haven’t yet learned them. The same applies to writing. Often without consciously real- izing it, accomplished writers routinely rely on a stock of estab- lished moves that are crucial for communicating sophisticated ideas. What makes writers masters of their trade is not only their ability to express interesting thoughts but their mastery of an inventory of basic moves that they probably picked up by reading a wide range of other accomplished writers. Less experienced writers, by contrast, are often unfamiliar with these basic moves and unsure how to make them in their own writ- ing. This book is intended as a short, user-friendly guide to the basic moves of academic writing. One of our key premises is that these basic moves are so common that they can be represented in templates that you can use right away to structure and even generate your own

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writing. Perhaps the most distinctive feature of this book is its pre sentation of many such templates, designed to help you successfully enter not only the world of academic thinking and writing, but also the wider worlds of civic discourse and work. Instead of focusing solely on abstract principles of writing, then, this book offers model templates that help you put those principles directly into practice. Working with these templates can give you an immediate sense of how to engage in the kinds of critical thinking you are required to do at the college level and in the vocational and public spheres beyond. Some of these templates represent simple but crucial moves like those used to summarize some widely held belief.

j Many Americans assume that .

Others are more complicated.

j On the one hand, . On the other hand, .

j Author X contradicts herself. At the same time that she argues

, she also implies .

j I agree that .

j This is not to say that .

It is true, of course, that critical thinking and writing go deeper than any set of linguistic formulas, requiring that you question assumptions, develop strong claims, offer supporting reasons and evidence, consider opposing arguments, and so on. But these deeper habits of thought cannot be put into practice unless you have a language for expressing them in clear, orga- nized ways.

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state your own ideas as a response to others

The single most important template that we focus on in this book is the “they say ; I say ” formula that gives our book its title. If there is any one point that we hope you will take away from this book, it is the importance not only of expressing your ideas (“I say”) but of presenting those ideas as a response to some other person or group (“they say”). For us, the underlying structure of effective academic writing—and of responsible public discourse—resides not just in stating our own ideas but in listening closely to others around us, summarizing their views in a way that they will recognize, and responding with our own ideas in kind. Broadly speaking, academic writ- ing is argumentative writing, and we believe that to argue well you need to do more than assert your own position. You need to enter a conversation, using what others say (or might say) as a launching pad or sounding board for your own views. For this reason, one of the main pieces of advice in this book is to write the voices of others into your text. In our view, then, the best academic writing has one under- lying feature: it is deeply engaged in some way with other peo- ple’s views. Too often, however, academic writing is taught as a process of saying “true” or “smart” things in a vacuum, as if it were possible to argue effectively without being in conver- sation with someone else. If you have been taught to write a traditional five-paragraph essay, for example, you have learned how to develop a thesis and support it with evidence. This is good advice as far as it goes, but it leaves out the important fact that in the real world we don’t make arguments without being provoked. Instead, we make arguments because some- one has said or done something (or perhaps not said or done

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something) and we need to respond: “I can’t see why you like the Lakers so much”; “I agree: it was a great film”; “That argu- ment is contradictory.” If it weren’t for other people and our need to challenge, agree with, or otherwise respond to them, there would be no reason to argue at all. To make an impact as a writer, you need to do more than make statements that are logical, well supported, and consis- tent. You must also find a way of entering a conversation with others’ views—with something “they say.” If your own argu- ment doesn’t identify the “they say” that you’re responding to, it probably won’t make sense. As the figure above suggests, what you are saying may be clear to your audience, but why you are saying it won’t be. For it is what others are saying and thinking that motivates our writing and gives it a reason for being. It follows, then, as the figure on the next page suggests, that your own argument—the thesis or “I say” moment of your text—should always be a response to the arguments of others. Many writers make explicit “they say / I say” moves in their writing. One famous example is Martin Luther King Jr.’s “Letter

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from Birmingham Jail,” which consists almost entirely of King’s eloquent responses to a public statement by eight clergy-men deploring the civil rights protests he was leading. The letter— which was written in 1963, while King was in prison for leading a demonstration against racial injustice in Birmingham—is structured almost entirely around a framework of summary and response, in which King summarizes and then answers their criticisms. In one typical passage, King writes as follows.

You deplore the demonstrations taking place in Birmingham. But your statement, I am sorry to say, fails to express a similar concern for the conditions that brought about the demonstrations.

Martin Luther King Jr., “Letter from Birmingham Jail”

King goes on to agree with his critics that “It is unfortunate that demonstrations are taking place in Birmingham,” yet he hastens

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to add that “it is even more unfortunate that the city’s white power structure left the Negro community with no alternative.” King’s letter is so thoroughly conversational, in fact, that it could be rewritten in the form of a dialogue or play.

King’s critics: King’s response: Critics: Response:

Clearly, King would not have written his famous letter were it not for his critics, whose views he treats not as objections to his already-formed arguments but as the motivating source of those arguments, their central reason for being. He quotes not only what his critics have said (“Some have asked: ‘Why didn’t you give the new city administration time to act?’ ”), but also things they might have said (“One may well ask: ‘How can you advocate breaking some laws and obeying others?’ ”)—all to set the stage for what he himself wants to say. A similar “they say / I say” exchange opens an essay about American patriotism by the social critic Katha Pollitt, who uses her own daughter’s comment to represent the national fervor of post-9/11 patriotism.

My daughter, who goes to Stuyvesant High School only blocks from the former World Trade Center, thinks we should fly the American flag out our window. Definitely not, I say: The flag stands for jingoism and vengeance and war. She tells me I’m wrong—the flag means standing together and honoring the dead and saying no to terrorism. In a way we’re both right. . . .

Katha Pollitt, “Put Out No Flags”

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As Pollitt’s example shows, the “they” you respond to in crafting an argument need not be a famous author or someone known to your audience. It can be a family member like Pollitt’s daughter, or a friend or classmate who has made a provocative claim. It can even be something an individual or a group might say—or a side of yourself, something you once believed but no longer do, or something you partly believe but also doubt. The important thing is that the “they” (or “you” or “she”) represent some wider group with which read- ers might identify—in Pollitt’s case, those who patriotically believe in flying the flag. Pollitt’s example also shows that responding to the views of others need not always involve unqualified opposition. By agreeing and disagreeing with her daughter, Pollitt enacts what we call the “yes and no” response, reconciling apparently incompatible views. While King and Pollitt both identify the views they are responding to, some authors do not explicitly state their views but instead allow the reader to infer them. See, for instance, if you can identify the implied or unnamed “they say” that the following claim is responding to.

I like to think I have a certain advantage as a teacher of literature because when I was growing up I disliked and feared books.

Gerald Graff, “Disliking Books at an Early Age”