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THIS TITLE HAS BEEN UPDATED TO REFLECT THE 2016 MLA UPDATE.
The New York Times best-selling book on academic writing―in use at more than 1,500 schools.
“They Say / I Say” identifies the key rhetorical moves in academic writing, showing students how to frame their arguments in the larger context of what others have said and providing templates to help them make those moves. And, because these moves are central across all disciplines, the book includes chapters on writing in the sciences, writing in the social sciences, and―new to this edition―writing about literature.- Sales Rank: #5179 in Books
- Published on: 2016-10-27
- Original language: English
- Number of items: 1
- Dimensions: 7.40" h x .50" w x 5.30" l,
- Binding: Paperback
- 352 pages
Review
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
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 brilliant book. . . . It's like a membership card in the academic club. --Eileen Seifert, DePaul University
Demystifies academic argumentation. --Patricia Bizzell, College of the Holy Cross"
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 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"
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 brilliant book. . . . It s like a membership card in the academic club. --Eileen Seifert, DePaul University"
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"
This book uncovers the rhetorical conventions that transcend disciplinary boundaries, so that even freshmen, newcomers to the academy, are immediately able to join in the conversation. --Margaret Weaver, Missouri State University"
About the Author
Gerald Graff, a professor of English and education at the University of Illinois at Chicago and 2008 president of the Modern Language Association of America, has had a major impact on teachers through such books as Professing Literature: An Institutional History, Beyond the Culture Wars: How Teaching the Conflicts Can Revitalize American Education, and Clueless in Academe: How Schooling Obscures the Life of the Mind.
Cathy Birkenstein is a lecturer in English at the University of Illinois at Chicago. She has published essays on writing in College English, and, with Gerald Graff in The Chronicle of Higher Education, Academe, and College Composition and Communication.
Most helpful customer reviews
121 of 127 people found the following review helpful.
My Ivy League mentor impressed by improvements I made using tips from this book
By Sarah R.
I am in a Ph.D. program at Cornell University, but having already completed an undergrad and a Master's degree, I thought my writing was pretty good. However, after using the tips from this book, my Ivy League professor told me my work had substantially improved. I absolutely recommend this book to anyone looking to improve their writing. I also recommend "Making Sense in the Life Sciences: A Student's Guide to Writing and Research" for anyone looking to help organize lots of information into a logical flow/argument.
11 of 11 people found the following review helpful.
I say...worth every penny.
By K. N. Culberson
I was given this book as a gift from my mentor during my first year of teaching high school, and haven't stopped using it since. I teach 8th grade at the moment, and this can easily be modified and used in middle and high school as well as college. It is the definitive text for argumentative writing. It has a collection of sentence stems/starters'templates for every circumstance (e.g. agreeing with a rebuttal) as well as a section devoted to transitions, verbs for making a claim, etc. It takes much of the guesswork out of writing an argumentative essay. We know that writing at the college level is expository or argumentative. This is the one book you need to get in order to write well. That's what I SAY. And that's what THEY SAY.
31 of 33 people found the following review helpful.
A Major Resource for Incorporating Others' Ideas into a College-Level Argument
By Dbrady3702
This book could be used for advanced HS students in its entirety. With scaffolding, the book is a fruitful resource for explaining and supporting the writing of the college level argument. The templates, though they may seem simplistic or mechanical, provide helpful models and scaffolds for the many "moves" in the written argument. The book doesn't cover rhetorical devices, but I have found that teaching each separately helps students.
The explicit professional examples and the templates address one of the greatest difficulties in the writing of so many students, incorporating quotations smoothly, what "They Say," and helping students maintain their voice in what "I say."
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