1. The Moves That Matter in Academic Writing “They Say / I Say” The Moves That Matter in Academic Writing Insights and Templates from a book by Gerald Graff and Cathy Birkenstein

2. Entering the Conversation Best Academic Writing Deeply engages in some way with other people’s viewsDeeply engages in some way with other people’s views “write the voices of others into your text” “write the voices of others into your text” You enter a conversation, using what others say (or might say) as a launching pad or sounding board for your own ideas.You enter a conversation, using what others say (or might say) as a launching pad or sounding board for your own ideas.

3. Entering the Conversation In the real world we make arguments because someone has said or done something (or perhaps not said or done something) and we need to respondIn the real world we make arguments because someone has said or done something (or perhaps not said or done something) and we need to respond Ex.Ex. –“I can’t see why you like the Lakers so much.” –“I agree: it was a great film.” –“That argument is contradictory.”

4. Entering the Conversation Without other people’s opinions there would be no reason to challenge, agree with, or otherwise respond–there would be no reason to argue at all.Without other people’s opinions there would be no reason to challenge, agree with, or otherwise respond–there would be no reason to argue at all.

5. Entering the Conversation To make an impact as a writer you make statements that are:To make an impact as a writer you make statements that are: –Logical –Well-supported –Consistent –*ALSO, you must find a way to enter a conversation with others’ views–with something “they say”

6. Entering the Conversation If your argument doesn’t identify the “they say” you are responding to, then it probably won’t make sense:If your argument doesn’t identify the “they say” you are responding to, then it probably won’t make sense: What you are saying may be clear to the audience, but why you are saying it won’t beWhat you are saying may be clear to the audience, but why you are saying it won’t be –Example: “The characters in The Sopranos are very complex.”

7. Entering the Conversation Your own argument–the “I say” moment of your text– should always be a response to the arguments of others.Your own argument–the “I say” moment of your text– should always be a response to the arguments of others. Ex.Ex. –“Some say that The Sopranos presents caricatures of Italian Americans. In fact, however, the characters in the series are very complex.”

8. Entering the Conversation Templates for agreement:Templates for agreement: –She argues______, and I agree because_____. –Her argument that ______ is supported by new research showing that _______.

9. Entering the Conversation Template for disagreeing:Template for disagreeing: –While she argues ______, I disagree because_______. –The argument he proposes, while persuasive, is inaccurate because______.

10. Entering the Conversation Template for conceding and rebutting:Template for conceding and rebutting: –He claims that _______, and I have mixed feelings about it. On the one hand, I agree that ______. On the other hand, I still insist that_______. –Although I grant that ____, I still maintain that _____.

11. To Paraphrase Or To Quote, That Is The Question Paraphrase: “translates a short passage from a source into the writer’s own words” (372 Writing Arguments).Paraphrase: “translates a short passage from a source into the writer’s own words” (372 Writing Arguments).

12. To Paraphrase Or To Quote, That Is The Question When to paraphrase:When to paraphrase: –When wanting to use specific information from a brief passage in the source –When you do not want to interfere with the flow of your own writing by inserting a quote –*Be sure to avoid original writer’s grammatical structure and syntax.

13. To Paraphrase Or To Quote, That Is The Question What to remember when paraphrasing:What to remember when paraphrasing: –Suspend your own beliefs for a time by putting yourself in the position of the author whose passage your are paraphrasing, so as not to misrepresent their message –Keep in mind your own argument so it fits into your own agenda –Use signal verbs that fit the action: “urge,” “emphasize,” “insist”“urge,” “emphasize,” “insist”

14. To Paraphrase Or To Quote, That Is The Question When to Quote:When to Quote: –When quoting will strengthen your own argument –Comes from a respected authority –When summarizing an opposing/alternative view and want to use brief quotations to illustrate accuracy –To give readers a sense of the source’s voice –To analyze the writer’s choice of words or metaphors

15. To Paraphrase Or To Quote, That Is The Question What to remember when quoting:What to remember when quoting: –Quote relevant passages –Frame every quotation (insert it into a “quotation sandwich”) Statement introducing it as top slice of breadStatement introducing it as top slice of bread Explanation following it as the bottom slice of breadExplanation following it as the bottom slice of bread

16. To Paraphrase Or To Quote, That Is The Question Templates for Introducing Quotations (top slice of bread):Templates for Introducing Quotations (top slice of bread): –X states, “______.” –In X’s view, “_______.” –According to X, _____.”

17. To Paraphrase Or To Quote, That Is The Question Templates for Explaining Quotations(bottom slice of bread):Templates for Explaining Quotations(bottom slice of bread): –Basically, X is saying ______. –In other words, X believes _______. –In making this comment, X argues that ______.

18. AP Language and Composition Exam Question 3 – The Argumentative Essay

19. Sample Prompt "Carefully read the following passage by Susan Sontag. Then write an essay in which you support, refute, or qualify Sontag's claim that photography limits our understanding of the world. Use appropriate evidence to develop your argument." There followed a provocative and somewhat cryptic three-paragraph excerpt from On Photography."Carefully read the following passage by Susan Sontag. Then write an essay in which you support, refute, or qualify Sontag's claim that photography limits our understanding of the world. Use appropriate evidence to develop your argument." There followed a provocative and somewhat cryptic three-paragraph excerpt from On Photography.

20. Key to Success Perhaps the single most important key to success on an AP Exam is the student's ability to see that the prompt identifies a task to be performed. Students who were successful on Question Three recognized key words in the prompt and were able to determine the task they were being asked to do.Perhaps the single most important key to success on an AP Exam is the student's ability to see that the prompt identifies a task to be performed. Students who were successful on Question Three recognized key words in the prompt and were able to determine the task they were being asked to do.

21. Claim and Argument This question was not merely an invitation to write discursively on the subject of photography. The word "claim" in the prompt should have alerted students to the need for writing in argumentative form. This point was reinforced by the explicit mention of "argument" in the last sentence. The question requires that students understand what an argument is and know how to construct one.This question was not merely an invitation to write discursively on the subject of photography. The word "claim" in the prompt should have alerted students to the need for writing in argumentative form. This point was reinforced by the explicit mention of "argument" in the last sentence. The question requires that students understand what an argument is and know how to construct one.

22. Support, Refute, or Qualify The words "support, refute, or qualify" are technical terms that were not decoded in the question. Students need to know and need to have practiced these forms of argument during the term. (Some students misunderstood "qualify"; for example, "Sontag is not qualified to talk about photography.") In addition, these three words should signal to students that taking a position, even if a qualified one, is essential.The words "support, refute, or qualify" are technical terms that were not decoded in the question. Students need to know and need to have practiced these forms of argument during the term. (Some students misunderstood "qualify"; for example, "Sontag is not qualified to talk about photography.") In addition, these three words should signal to students that taking a position, even if a qualified one, is essential.

23. Evidence and Develop The word "evidence" is also important. Students need to know not only what constitutes evidence, but the difference between evidence and example. Even "develop" conveyed important signals -- their argument needed to move forward; they couldn't just make one little point and assume they were developing it by adding six redundant illustrations.The word "evidence" is also important. Students need to know not only what constitutes evidence, but the difference between evidence and example. Even "develop" conveyed important signals -- their argument needed to move forward; they couldn't just make one little point and assume they were developing it by adding six redundant illustrations.

24. Common Problems Problems that prevented students from earning a high score on Question Three included:Problems that prevented students from earning a high score on Question Three included: Not taking a clear position or wavering between positionsNot taking a clear position or wavering between positions Substituting a thesis-oriented expository essay for an argumentative essaySubstituting a thesis-oriented expository essay for an argumentative essay Being reluctant to engage in verbal combat because "everyone's entitled to his or her own opinion," so there's nothing to argue aboutBeing reluctant to engage in verbal combat because "everyone's entitled to his or her own opinion," so there's nothing to argue about Slipping out of focus by discussing imagery in generalSlipping out of focus by discussing imagery in general Trying to argue about photography by using evidence drawn from a literary reading list (for example, Othello, The Scarlet Letter) and sliding off topic into the theme of appearance and realityTrying to argue about photography by using evidence drawn from a literary reading list (for example, Othello, The Scarlet Letter) and sliding off topic into the theme of appearance and reality Lacking clear connections between claims and the data, and the warrants needed to support themLacking clear connections between claims and the data, and the warrants needed to support them Trying to analyze Sontag's rhetorical strategies or her style instead of arguing a point.Trying to analyze Sontag's rhetorical strategies or her style instead of arguing a point.