1. THE MOVES THAT MATTER IN ACADEMIC WRITING CH. 1 THEY SAY, I SAY

2. CH. 1: “THEY SAY” STARTING WITH WHAT OTHERS ARE SAYING Why have a strong thesis? “…a writer needs to indicate clearly not only what his or her thesis is, but also what larger conversation that thesis is responding to” (20). It is important to remember that you are entering a larger conversation, to let us know about it, tell us about it, then begin to make your arguments This is why its important that your introduction help set this up for your reader

3. WHAT OTHERS SAY… The text mentions that “George Orwell starts his famous essay ‘Politics and the English Language’ with what others are saying” (21). Most people who bother with the matter at all would admit that the English language is in a bad way, but it is generally assumed that we cannot by conscious action do anything about it. Our civilization is decadent and our language – so the argument runs – must inevitably share in the general collapse… [But] the process is reversible. Modern English…is full of bad habits…which can be avoided if one is willing to take the necessary trouble. - George Orwell, “Politics and the English Language

4. WHAT HE SAID… Basically Orwell is saying this: “Most people assume that we cannot do anything about the bad state of the English language. But I say we can” (22) This is is Orwell’s way of introducing the issue at state, his “issue” and then using it to set up his “claim”

5. TEMPLATES FOR INTRODUCING WHAT “THEY SAY” Here are some examples found in the text that demonstrate this principle of introduction or “setting up”: A number of sociologists have recently suggested that X’s work has several fundamental problems. It has become common today to dismiss. In their recent work, Y and Z have offered harsh critiques of and.

6. TEMPLATES FOR INTRODUCING “STANDARD VIEWS” These templates are designed for those views on issues that are “widely accepted” or are the “conventional way of thinking about a topic”: Americans have always believed that individual effort can triumph over circumstances. Conventional wisdom has it that. Common sense seems to dictate that. It is often said that. Many people assume that.

7. TEMPLATES FOR MAKING WHAT “THEY SAY” SOMETHING YOU SAY One way to introduce a view by sharing how it is part of how you view things too: I’ve always believed that museums are boring. When I was a child, I used to think that. Although I should know better by now, I cannot help thinking that. At the same time that I believe, I also believe. This is a way for you to turn what “they say” into something that “I say” also

8. TEMPLATES FOR INTRODUCING SOMETHING IMPLIED OR ASSUMED Sometimes it works to “summarize” what is implied in what “they say’s” argument – stating what is obvious but unsaid. Although none of them have ever said so directly, teachers have often given me the impression that education will open doors. One implication of X’s treatment of is that. X apparently assumes that. While they rarely admit as much, often take for granted that.

9. TEMPLATES FOR INTRODUCING AN ONGOING DEBATE Maybe there is already a debate with more than one view, this approach allows you to demonstrate awareness of the ongoing debate: In discussions of X, one controversial issue has been. One the one hand, argues. On the other hand, contends. Others even maintain. My own view is. Notice here that you start by demonstrating an awareness of the arguments, then insert your point.

10. REMEMBER This is research and academic writing. There are other conversations and discourses going on, so, its important to be aware of what “they say.” Doing this demonstrates your own awareness and builds your ethos for your own readers.

11. CH. 1 - EXERCISES Present a counter view or counter argument to the following phrases using the templates from the text: 1.Our experiments suggest that there are dangerous levels of chemical X in the Ohio groundwater. 2.Material forces drive history. 3.Male students often dominate class discussions 4.The film is about the problems of romantic relationships