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They say/I say

The aim of the book They say/I say as stated in the its preface, is to demystify academic writing and to assist students become lively contributors in the significant discussions of the academic writing and the wider public field (Graff, Durst and Birkenstein ix). Outstandingly, in less than two hundred pages, the authors Graff and Birkenstein achieve that goal. The book is written directly to learners, and its useful templates and familiar language make it the ideal text for beginning college writers since it assists them in two significant ways. Foremost, the book reframes students’ prospect for a freshman composition class. Secondly, it steers students bit by bit all the way through closing the gap between their narrow experience with academic conversation and the skill expected of them in college-level classes.

The anticipation gap is one of the major impediments to success in a preliminary writing course. When students who look forward to grammar lessons or, for that matter, look forward to a literature course are assigned essays and journals that necessitates thorough critical thinking and accountable research, they time and again become uneasy about the class. To ease this anxiety, a lot of time is spent introducing the general idea of academic discussion prior to delving into key essay assignments. They Say/I Say, helps to make more efficient that procedure. More significant,  students gain a vivid understanding of the work of the academic writer and greater self-confidence that they can finish the course fruitfully.

They Say/I Say’s opening in a few words make clear the initiative of entering into a discussion through writing (Graff, Durst and Birkenstein x). In addition,  it reveals how effortlessly this can be achieved with templates that represents a few widespread symbolic moves. At the end of the day, students break away understanding that they will gain knowledge of  expressing their own thoughts in a rejoinder to what others have supposed. They also receive a number of cases in point of how this appears in an essay. When students begin the courses with a better understanding of their writing task, they are in a position to have a clear understanding of precise assignments. More so, they have a superior outlook and their grades reveal this discrepancy.

Closing the know-how gap is the additional key trouble writers require to prevail over.  This book is as significant for this as it is for assisting students fine-tune their outlook. It is evident that a lot of young individuals do not read frequently. For this reason, it should not be a bolt from the blue when students are not prepared with the tools of rhetorical approaches that they have engrossed involuntarily through their reading habits. In addition, the vast majority of  students have little, if any tools of rhetorical approaches. Therefore, this book offers skills that are helpful to students in the field of writing.

In conclusion, They Say/I Say demystifies academic writing by making out its chief rhetorical efforts, the most significant of which is to sum up what others have said to come up one's own argument. The book also makes available templates to assist an individual make these major moves in his or her own writing. This book includes readings that reveals those moves and make available thought-provoking conversations for one to enter. Summing up other people’s idea into one’s own argument is a difficult task that requires a lot of practice. This book simplifies this task therefore saving the students and instructors a great deal of time when pursuing academic writing. Therefore, I find this book relevant to students who pursue courses that involve writing such as English 101. In my opinion, this book is significant to both the students and instructors.

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