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In the preface and introduction of "They Say, I Say," Graff and Birkenstein put forth a compelling argument emphasizing the paramount importance of listening and responding in effective argumentative writing. They assert that a well-crafted academic piece should be more about engaging in a conversation with existing ideas than merely making claims. This foundational idea shapes the core philosophy of the book, urging students to actively participate in the academic discourse prevalent in their respective fields and broader society. The authors, prompted by student feedback, have revamped the book for its revised 2nd edition, incorporating additional chapters and features to offer students a more comprehensive understanding of the nuances of academic writing.
The book unfolds its guidance by delving into the basic moves essential for proficient academic writing.
Part 1 of "They Say, I Say" navigates the terrain of the art of listening, emphasizing the significance of understanding and acknowledging the arguments put forth by others.
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In Part 2, the focus shifts towards equipping students with the skills needed to articulate and substantiate their own claims effectively. However, it's important to note that the book does not provide a set of logical principles of argumentation. Graff and Birkenstein acknowledge that adept writers often depend on existing writing patterns learned from others, setting the stage for the introduction of the book's central pedagogical tool – templates.
While "They Say, I Say" serves as a valuable guide, it is not without its limitations. The absence of explicit logical principles of argumentation may be perceived as a drawback.
The book contends that skilled writers often rely on established writing patterns, leaving room for the reader to ponder the underlying logic that supports these patterns. This acknowledgment becomes pivotal in understanding the role templates play in bridging the gap between foundational writing skills and the nuanced artistry of persuasive academic prose.
Graff and Birkenstein introduce templates as a cornerstone in the scaffolding of academic writing. These templates, embedded with conventional writing patterns, serve as a pedagogical tool to familiarize students with the essential procedures of academic discourse. The authors contend that templates are instrumental in cultivating a solid foundation, providing students with a framework to construct well-reasoned and articulate arguments. At the forefront of these templates is the pivotal "they say, I say" template, which emerges as the linchpin in the authors' argumentative approach.
The eponymous template encapsulates the essence of the authors' philosophy. According to Graff and Birkenstein, a well-argued academic piece should not exist in isolation but should actively engage with the opinions of others. The "they say, I say" template instructs students on the art of responding to existing arguments, fostering a deeper understanding of why a particular argument is made. It goes beyond a mere binary of agreement or disagreement, encouraging students to navigate the nuanced terrain where simultaneous agreement and disagreement can coexist. This template, therefore, serves as a compass guiding students through the intricacies of academic discourse.
Contrary to the misconception that templates stifle creativity, Graff and Birkenstein posit that templates are, in fact, the building blocks for unleashing creativity. These templates, while providing a structured framework, empower students to make more sophisticated moves in their writing without sacrificing originality. The conventional writing patterns embedded in the templates act as a springboard, propelling students toward a more profound engagement with their ideas. Thus, the book dispels the notion that adherence to templates constrains creativity, positioning them as indispensable tools for nurturing a holistic and articulate writer.
An essential facet illuminated by Graff and Birkenstein pertains to the role of templates in safeguarding against plagiarism. The authors emphasize that when employed judiciously, templates do not lead to the ethical quagmire of academic dishonesty. Instead, they serve as ethical guideposts, steering students away from the pitfalls of plagiarism while providing a structured yet flexible framework for articulating their ideas. This nuanced perspective underscores the authors' commitment to nurturing not just proficient writers but conscientious contributors to the diverse tapestry of the academic world.
In conclusion, "They Say, I Say" emerges as more than a mere guide to academic writing; it is a manifesto urging students to actively participate in the ongoing conversation within their academic fields and society at large. Graff and Birkenstein, through the strategic use of templates, instill in students the art of effective argumentation by encouraging thoughtful responses to existing ideas. The limitations of the book, notably the absence of explicit logical principles, serve as a springboard for understanding the symbiotic relationship between foundational writing skills and the creative artistry of persuasive academic prose. By embracing templates, students are not shackled but, instead, empowered to navigate the intricate dance between convention and creativity, ultimately contributing meaningfully to the diverse world of ideas.
The Power of Templates in Academic Writing. (2016, Nov 24). Retrieved from https://studymoose.com/introduction-of-they-say-i-say-essay
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