- Unknown Binding
- Publisher: W. W. Norton & Company (2011)
- ASIN: 0910301778
- Average Customer Review: 4.4 out of 5 stars See all reviews (628 customer reviews)
- Amazon Best Sellers Rank: #2,315,982 in Books (See Top 100 in Books)
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"They Say / I Say": The Moves That Matter in Academic Writing with Readings 2nd (second) edition Unknown Binding – 2011
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Top Customer Reviews
They Say/I Say is a short book with a simple premise -- it correctly states that no argument occurs in a vacuum, but must depend upon what others have to say about it. Moreover, the authors believe one of the principle difficulties which students have with persuasive writing is an inability to correctly utilize these necessary ingredients (introduce what others have to say on the subject, and then present their own voice on the matter). Though I am not a writing teacher, I have found this to be the case in my classes.
TSIS summarizes the important aspects of this conversation in persuasive writing and provides templates for students to summarize what others say, introduce their own points, and perform various other techniques. While one may think the use of such templates leads to formulaic writing, the authors suggest the opposite is the case. By understanding how to shape their ideas, students can learn to better express their orginal thoughts, thus making their writing more individual.
While I am inclined to agree, TSIS is not perfect. It certainly cannot be used as a thorough textbook on all persuasive writing, nor am I completely convinced that the exercises provided in the book are the most effective at using the templates in student writing. If teachers can get students to incorporate the ideas of TSIS into student's writing, however, they will accomplish much. Check it out for yourself.
The authors' thesis is that writing is an uncomplicated process which can be reduced to a handful of rhetorical components. If students see writing as a social act, joining a larger conversation already in process, they will produce engaging writing which both they and their teachers will enjoy. Since the book is laced with examples of effective and ineffective writing, there is no doubt as to which the authors aim for, making evaluation a simple, somewhat objective process.
This book seeks to be accessible to a mass audience. It's written in vernacular English, using examples from current culture and respected print sources. It is so straightforward that teachers can use it at multiple levels, from advanced middle school up through college composition. It's so explicit that it could even be used without a teacher, with only a writing group or college writing center to fill in the role of hands-on assistance with individual problems.
This "With Readings" edition contains the full text of Graff and Birkenstein's original short primer of the same title. The original is less than 150 pages and can be digested in small segments by teachers and students alike.Read more ›
The academy has for 50 years become more and more bound by a publish or perish model. New Ph.D.s are expected to make contributions very quickly to advanced fields. The disproportion between the youth and inexperience of new authors and the requirement of professional work for advancement has lead to predictable outcomes. First, young writers must quickly hyper-specialize to be able to master a sub-field. Often then scholars are fairly blind to areas that are adjacent as they cannot afford "horizontal" growth. Second, they must tailor their work to what is fashionable and currently being published: this means that the typical article spends a large chunk of time in the "literature review" of what has come before: then the author "turns the screw" a little and goes on to the next half turn paper. This pattern has now come to the undergraduates, and this book is its result.
The problem is that the book skips over all the basic skills of composition as if they were already mastered. Most students do not know how to read critically the primary materials that should form the basis for original thought. Therefore, when they enter the critical literature before reading primary texts as this book suggests, they have no idea themselves where they fall in regard to the material at issue. This means they are too easily swayed by the first "plausible" argument they find. Therefore, their relation to the material in question is often tertiary.
There is a "benefit" here. They may have by this technique quickly developed a skill at passing off the thought of others as their own, but they may have not engaged the material critically.Read more ›
Most Recent Customer Reviews
I see improvements in my writing and speaking abilities about reading this book for a whole semester. It is fill with useful information and guides for the readers. Read morePublished 21 days ago by Pao vang
Book was in great shape upon arrival. Great price. Much better than buying from the book store at school.Published 23 days ago by Slim Bacino
Came in excellent condition. Needed for school.
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