Two ways to belong in america springboard

Thesis For Higher Education

Take the thesis you created from the assignment in a previous module titled: “Write a thesis for your essay on higher education”(If people believe that college is not the best option for people, why still so many people go to college?) and submit it in this assignment for feedback.

Book"They say I say"

Reference and evidence from:

Are too many people going to college (author Charles Murray, article from book)

Blue-Collar Brilliance(author Mike Rose, article from book)

Should Everyone Go to College? (author Stephanie Owen and Isabel Sawhill, article from book)

Colleges Prepare People for Life by Freeman Hrabowski (google search)

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

“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

“My students are from diverse backgrounds and the topics in this book help them to empathize with others who are differ- ent from them.”

—Steven Bailey, Central Michigan University

“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 Vermont

“‘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

“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

“My students love this book. They tell me that the idea of ‘entering a conversation’ really makes sense to them in a way that academic writing hasn’t before.”

—Karen Henderson, Helena College University of Montana

“A concise and practical text at a great price; students love it.” —Jeff Pruchnic, Wayne State University

“ ‘They Say’ contains the best collection of articles I have found. Students respond very well to the readings.”

—Julia Ruengert, Pensacola State College

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

—Perry Cumbie, Durham Technical Community College

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

F O U R T H 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 Cincinnati

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

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 fourth edition xi

preface: Demystifying Academic Conversation xvii

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 43

PART 2. “ I SAY”

4 “yes / no / okay, but”: Three Ways to Respond 53 5 “and yet”: Distinguishing What You Say

from What They Say 67 6 “skeptics may object”:

Planting a Naysayer in Your Text 77 7 “so what? who cares?”: Saying Why It Matters 91

PART 3. TYING IT ALL TOGETHER

8 “as a result”: Connecting the Parts 101 9 “you mean i can just say it that way?”:

Academic Writing Doesn’t Mean Setting Aside Your Own Voice 117

10 “but don’t get me wrong”: The Art of Metacommentary 131

11 “he says contends”: Using the Templates to Revise 141

PART 4 . IN SPECIFIC ACADEMIC CONTEXTS

12 “i take your point”: Entering Class Discussions 162 13 don’t make them scroll up:

Entering Online Conversations 166

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14 what’s motivating this writer?: Reading for the Conversation 176

15 “analyze this”: Writing in the Social Sciences 187

readings

16 HOW CAN WE BRIDGE THE DIFFERENCES THAT DIVIDE US? 209

sean blanda, The “Other Side” Is Not Dumb 212

danah boyd, Why America Is Self-Segregating 219

michelle alexander, The New Jim Crow 230

j. d. vance, Hillbilly Elegy 251

gabriela moro, Minority Student Clubs: Segregation or Integration? 269

robert leonard, Why Rural America Voted for Trump 279

joseph e. stiglitz, A Tax System Stacked against the 99 Percent 286

barack obama, Howard University Commencement Speech 296

17 IS COLLEGE THE BEST OPTION? 315

stephanie owen and isabel sawhill, Should Everyone Go to College? 318

sanford j. ungar, The New Liberal Arts 336

charles murray, Are Too Many People Going to College? 344

liz addison, Two Years Are Better Than Four 365

gerald graff, Hidden Intellectualism 369

mike rose, Blue-Collar Brilliance 377

ben casselman, Shut Up about Harvard 390

steve kolowich, On the Front Lines of a New Culture War 398

C O N T E N T S

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18 ARE WE IN A RACE AGAINST THE MACHINE? 421

nicholas carr, Is Google Making Us Stupid? 424

clive thompson, Smarter Than You Think: How Technology Is Changing Our Minds for the Better 441

michaela cullington, Does Texting Affect Writing? 462

jenna wortham, How I Learned to Love Snapchat 474

carole cadwalladr, Google, Democracy, and the Truth about Internet Search 480

kenneth goldsmith, Go Ahead: Waste Time on the Internet 500

sherry turkle, No Need to Call 505

zeynep tufekci, Does a Protest’s Size Matter? 525

19 WHAT’S GENDER GOT TO DO WITH IT? 531

anne-marie slaughter, Why Women Still Can’t Have It All 534

richard dorment, Why Men Still Can’t Have It All 555

raynard kington, I’m Gay and African American. As a Dad, I Still Have It Easier Than Working Moms. 576

laurie frankel, From He to She in First Grade 583

andrew reiner, Teaching Men to Be Emotionally Honest 589

stephen mays, What about Gender Roles in Same-Sex Relationships? 596

kate crawford, Artificial Intelligence’s White Guy Problem 599

nicholas eberstadt, Men without Work 605

20 WHAT’S THERE TO EAT? 621

michael pollan, Escape from the Western Diet 624

olga khazan, Why Don’t Convenience Stores Sell Better Food? 632

Contents

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mary maxfield, Food as Thought: Resisting the Moralization of Eating 641

david zinczenko, Don’t Blame the Eater 647

radley balko, What You Eat Is Your Business 651

michael moss, The Extraordinary Science of Addictive Junk Food 656

david h. freedman, How Junk Food Can End Obesity 681

sara goldrick-rab, katharine broton, emily brunjes colo, Expanding the National School Lunch Program to Higher Education 713

credits 731

acknowledgments 737

index of templates 751

index of authors and titles 767

C O N T E N T S

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preface to the fourth 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. 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 effec- tive writers enter conversations of other writers and speakers, this book encourages students to engage with those around them—including those who disagree with them—instead of just expressing their ideas “logically.” We believe it’s a model more necessary than ever in today’s increasingly diverse—and some might say divided—society. In this spirit, we have added a new chapter, “How Can We Bridge the Differences That Divide Us?,” with readings that represent different perspectives on those divides—and what we might do to overcome them. 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,

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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 academia and the wider public sphere, the book provides templates 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. The two versions of “They Say / I Say” are now being taught at more than 1,500 schools, which 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 fourth edition of “They Say / I Say” with Readings includes forty readings—half of them new—on five compel- ling and controversial issues. The selections provide a glimpse into some important conversations taking place today—and will, we hope, provoke students to respond and thus to join in those conversations.

highlights

Forty readings that will prompt students to think—and write. Taken from a wide variety of sources, including the Chronicle of Higher Education, the Washington Post, the New York Times, the Wall Street Journal, medium.com, best-selling books, policy reports, student-run journals, celebrated speeches, and more,

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http://medium.com
the readings represent a range of perspectives on five important issues:

How Can We Bridge the Differences That Divide Us? Is College the Best Option? Are We in a Race against the Machine? What’s Gender Got to Do with It? What’s There to Eat?

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 taught in the book. Additionally, one question invites students to write, and often to respond with their own views.

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.

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 read- ing the text.

Preface to the Fourth Edition

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

what’s new

A new chapter, “How Can We Bridge the Differences That Divide Us?,” brings together diverse perspectives on some of the issues that have been a source of division in our country, with readings that offer possible ways to overcome those divi- sions—from Sean Blanda’s “The Other Side Is Not Dumb” to J. D. Vance’s Hillbilly Elegy and Michelle Alexander’s The New Jim Crow.

Half of the readings are new, with at least one documented piece and one student essay in each chapter, added in response to requests from many teachers who wanted more complex and documented writing. In the technology and gender chapters, half of the readings are new, with essays on fake news, wasting time online (and why that’s a good thing), and men without work, among others. The education chapter now includes an essay on problematic elitism in some circles of higher education and another on one college’s quest to foster tolerance among its diverse student body. Finally, the food chapter now asks a slightly different question: what (if anything) is there to eat?

An updated chapter on academic language (now called “You Mean I Can Just Say It That Way?”) underscores the need to bridge spheres that are too often kept separate: everyday lan- guage and academic writing.

A new chapter on entering online conversations further underscores the importance of including a “they say” when responding to others on blogs, class discussion boards, and the like, showing how the rhetorical moves taught in this book can help students contribute clearly and respectfully to conversa- tions in digital spaces.

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New examples—15 in total—appear throughout the rhetoric, from Deborah Tannen and Charles Murray to Nicholas Carr and Michelle Alexander.

An updated chapter on writing in the social sciences reflects a broader range of writing assignments with examples from aca- demic publications in sociology, psychology, and political science.

what’s online

Online tutorials give students hands-on practice recognizing and using the rhetorical moves taught in this book both as readers and writers. Each tutorial helps students read a full essay with an eye on these moves and then respond to a writing prompt using templates from the book.

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.

Instructor’s Guide. Now available in print, the guide includes expanded in-class activities, sample syllabi, summaries of each chapter and reading, and a chapter on using the online resources, including They Say / I Blog.

Ebook. Searchable, portable, and interactive. The complete textbook for a fraction of the price. Students can interact with the text—take notes, bookmark, search, and highlight. The ebook can be viewed on—and synced between—all computers and mobile devices.

Preface to the Fourth Edition

http://theysayiblog.com
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InQuizitive for Writers. Adaptive, game-like exercises help students practice editing, focusing especially on the errors that matter.

Coursepack. Norton resources you can add to your online, hybrid, or lecture course—all at no cost. Norton Coursepacks work within your existing learning management system; there’s no new system to learn, and access is free and easy. Customizable resources include assignable writing prompts from theysayiblog .com, quizzes on grammar and documentation, documentation guides, model student essays, and more.

Find it all at digital.wwnorton.com/theysayreadings4 or contact your Norton representative for more information.

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

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

http://theysayiblog.com
http://theysayiblog.com
http://digital.wwnorton.com/theysayreadings4
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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

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them clearly, and representing them in the form of templates. 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

Demystifying Academic Conversation

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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.

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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“ok—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.