They say/i say” The Moves That Matter in Persuasive Writing gerald graff cathy birkenstein



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THEY SAY/I SAY

The Moves That Matter in Persuasive Writing

GERALD GRAFF CATHY BIRKENSTEIN

both of the University of Illinois at Chicago

W. W. NORTON & COMPANY NEW YORK LONDON

For Aaron David

Copyright © 2007 by W. W. Norton & Company, Inc. All rights reserved

The Library of Congress has cataloged another edition as follows: Graff, Gerald

“They say/I say”: the moves that matter in academic writing / Gerald Graff, Cathy Birkenstein.

p. cm.

Includes bibliographical references. ISBN: 978-0-393-07347-8



1. English language—Rhetoric—Handbooks, manuals, etc. 2. Persuasion (Rhetoric)—Handbooks, manuals, etc. 3. Report writing—Handbooks, manuals, etc. I. Birkenstein, Cathy, II. Title.

PE1431.G73 2006 808'.042—dc22

2006040818

W. W. Norton & Company, Inc. 500 Fifth Avenue, New York, N.Y. 10110

www.wwnorton.com

W. W. Norton & Company Ltd. Castle House, 75/76 Wells Street, London W1T 3QT



CONTENTS

PREFACE

Demystifying Academic Conversation

INTRODUCTION

Entering the Conversation

PART 1. “THEY SAYONE “THEY SAY

Starting with What Others Are Saying

TWO “HER POINT IS

The Art of Summarizing

THREE “AS HE HIMSELF PUTS IT

The Art of Quoting

PART 2. “I SAY

FOUR “YES / NO / OKAY, BUT

Three Ways to Respond

FIVE “AND YET

Distinguishing What You Say from What They Say

SIX “SKEPTICS MAY OBJECT

Planting a Naysayer in Your Text

SEVEN “SO WHAT? WHO CARES?

Saying Why It Matters

PART 3. TYING IT ALL TOGETHER

EIGHT “AS A RESULT

Connecting the Parts

NINE “AIN’T SO / IS NOT

Academic Writing Doesn’t Mean Setting Aside Your Own Voice

TEN “IN OTHER WORDS

The Art of Metacommentary

ENTERING CLASS DISCUSSIONS

A Brief Appendix

READINGS

Don’t Blame the Eater

DAVID ZINCZENKO



Hidden Intellectualism

GERALD GRAFF



The Empire of Images in Our World of Bodies

SUSAN BORDO



INDEX OF TEMPLATES ACKNOWLEDGMENTS
PREFACE

Demystifying Academic Conversation

EXPERIENCED WRITING INSTRUCTORS have long recognized that writing well means entering into conversation with others. Academic writing in particular calls upon writers not simply to express their own ideas, but to do so as a response to what others have said. The mission statement for the first-year writing program at our own university, for example, describes its goal as helping students “enter a conversation about ideas.” A similar statement by another program holds that “intellectual writing is almost always composed in response to others’ texts.” These statements echo the ideas of rhetorical theorists like Kenneth Burke, Mikhail Bakhtin, and Wayne Booth as well as recent composition scholars like David Bartholomae, Patricia Bizzell, Peter Elbow, Joseph Harris, Andrea Lunsford, Elaine Maimon, Gary Olson, Tilly Warnock, Mike Rose, and others who argue that writing well means engaging the voices of others and letting them in turn engage us.
Yet despite this growing consensus that writing is a social, conversational act, helping student writers actually “enter a conversation about ideas” remains a formidable challenge. This book aims to meet that challenge. Its goal is to demystify academic writing by isolating its basic moves, explaining them clearly, and representing them in the form of templates. In this way, we hope to help students become active participants in the important conversations of the academic world and the wider public sphere.
HIGHLIGHTS

Shows that writing well means entering a conversation, summarizing others (“they say”) to set up one’s own argument (“I say”).

Demystifies academic writing, showing students “the moves that matter” in language they can readily apply.

Provides user-friendly templates to help writers make those moves in their own writing.
HOW THIS BOOK CAME TO BE

The original idea for this book grew out of our shared interest in democratizing academic culture. First, it grew out of arguments that Gerald Graff has been making throughout his career that schools and colleges need to invite students into the conversations and debates that surround them. More specifically, it is a practical, hands-on companion to his recent book, Clueless in Academe: How Schooling Obscures the Life of the Mind, in which he looks at such conversations from the perspective of those who find them mysterious and proposes ways in which such mystification can be overcome. Second, this book grew out of writing templates that Cathy Birkenstein developed in the 1990s, for use in writing and literature courses she was teaching. Many students, she found, could readily grasp what it meant to summarize an author, to support a thesis with evidence, to entertain a counterargument, or to identify a textual contradiction, but they often had trouble putting these concepts into practice in their own writing. When Cathy sketched out templates on the board, however, giving her students some of the language and patterns that these sophisticated moves require, their writing—and even their quality of thought—significantly improved.

This book began, then, when we put our ideas together and realized that these templates might have the potential to open up and clarify academic conversation. We proceeded from the premise that all writers rely on certain stock formulas that they themselves didn’t invent—and that many of these formulas are so commonly used that they can be represented in model templates that students can use to structure and even generate what they want to say.
As we developed a working draft of this book, we began using it in first-year writing courses that we teach at UIC. In classroom exercises and writing assignments, we found that students who otherwise struggled to organize their thoughts, or even to think of something to say, did much better when we provided them with templates like the following.
In discussions of _______, a controversial issue is whether ________. While some argue that ________, others contend that _________.

This is not to say that ________.


One virtue of such templates, we found, is that they focus writers’ attention not just on what is being said, but on the forms that structure what is being said. In other words, they help students focus on the rhetorical patterns that are key to academic success but often pass under the classroom radar.
THE CENTRALITY OF “THEY SAY / I SAY”

The central rhetorical move that we focus on in this book is the “they say / I say” template that gives our book its title. In our view, this template represents the deep, underlying structure, the internal DNA as it were, of all effective argument. Effective persuasive writers do more than make well-supported claims (“I say”); they also map those claims relative to the claims of others (“they say”).


Here, for example, the “they say / I say” pattern structures a passage from a recent essay by the media and technology critic Steven Johnson.
For decades, we’ve worked under the assumption that mass culture follows a path declining steadily toward lowest-common-denominator standards, presumably because the “masses” want dumb, simple pleasures and big media companies try to give the masses what they want. But...the exact opposite is happening: the culture is getting more cognitively demanding, not less.
STEVEN JOHNSON, “Watching TV Makes You Smarter”

In generating his own argument from something “they say,” Johnson suggests why he needs to say what he is saying: to correct a popular misconception.

Even when writers do not explicitly identify the views they are responding to, as Johnson does, an implicit “they say” can often be discerned, as in the following passage by Zora Neale Hurston.
I remember the day I became colored.

ZORA NEALE HURSTON, “How It Feels to Be Colored Me”


In order to grasp Hurston’s point here, we need to be able to reconstruct the implicit view she is responding to: that racial identity is an innate quality we are simply born with. On the contrary, Hurston suggests, our race is imposed on us by society —something we “become” by virtue of how we are treated.

As these examples suggest, the “they say / I say” model can improve not just student writing, but student reading comprehension as well. Since reading and writing are deeply reciprocal activities, students who learn to make the rhetorical moves represented by the templates in this book figure to become more adept at identifying these same moves in the texts they read. And if we are right that effective arguments are always in dialogue with other arguments, then it follows that in order to understand the types of challenging texts assigned in college, students need to identify the views to which those texts are responding.


Working with the “they say / I say” model can also help with invention, finding something to say. In our experience, students best discover what they want to say not by thinking about a subject in an isolation booth, but by reading texts, listening closely to what other writers say, and looking for an opening in which they can enter the conversation. In other words, listening closely to others and summarizing what they have to say can help writers generate their own ideas.
THE USEFULNESS OF TEMPLATES

Our templates themselves have a generative quality, prompting students to make moves in their writing that they might not otherwise make or even know they should make. The templates in this book can be particularly helpful for students who are unsure about what to say, or who have trouble finding enough to say, often because they see their own beliefs as so self-evident that they need not be argued for. Students like this are often helped, we’ve found, when we give them a simple template like the following one for entertaining a counterargument (or planting a naysayer, as we call it in Chapter 6).


Of course some object that ______. Although I concede that _________, I still maintain that.
What this particular template helps students do is make the seemingly counterintuitive move of questioning their own beliefs, of looking at them from the perspective of those who disagree. In so doing, templates can bring out aspects of students’ thoughts that, as they themselves sometimes remark, they didn’t even realize were there.
Other templates in this book will help writers make a whole host of sophisticated moves that they might not otherwise make: summarizing what someone else says, framing a quotation in their own words, indicating the view that the writer is responding to, marking the shift from a source’s view to the writer’s own view, offering evidence for that view, entertaining and answering counterarguments and explaining what is at stake in the first place. In showing students how to make such moves, templates do more than organize students’ ideas; they help bring those ideas into existence.
OKAY, BUT TEMPLATES?

We are aware, of course, that some instructors may have reservations about templates. Some, for instance, may object that such formulaic devices represent a return to prescriptive forms of instruction that encourage passive learning or lead students to put their writing on automatic pilot.


This is an understandable reaction, we think, to kinds of rote instruction that have indeed encouraged passivity and drained writing of its creativity and dynamic relation to the social world. The trouble is that many students will never learn on their own to make the key intellectual moves that our templates represent. While seasoned writers pick up these moves unconsciously through their reading, many students do not. Consequently, we believe, students need to see these moves represented in the explicit ways that templates provide.
The aim of the templates, then, is not to stifle critical thinking but to be direct with students about the key rhetorical moves that comprise it. Admittedly, no teaching tool can guarantee that students will engage in hard, rigorous thought. Our templates do, however, provide concrete prompts that can stimulate and shape such thought: What do “they say” about my topic? What would a naysayer say about my argument? What is my evidence? Do I need to qualify my point? Who cares?
In fact, templates have a long and rich history. Public orators from ancient Greece and Rome through the European Renaissance studied rhetorical topoi or “commonplaces,” model passages and formulas that represented the different strategies available to public speakers. In many respects, our templates echo this classical rhetorical tradition of imitating established models.
In our own day, the journal Nature offers aspiring contributors a template-like guideline for the opening page of their manuscripts: “Two or three sentences explaining what the main result [of their study] reveals in direct comparison with what was thought to be the case previously, or how the main result adds to previous knowledge.”
In the field of education, a form designed by the education theorist Howard Gardner asks postdoctoral fellowship applicants to complete the following template: “Most scholars in the field believe ___________. As a result of my study, _________.” That these two examples are geared toward postdoctoral fellows and advanced researchers shows that it is not only struggling undergraduates who can use help making these key rhetorical moves, but experienced academics as well.
Templates have even been used in the teaching of personal narrative. The literary scholar Jane Tompkins devised the following template to help student writers make the often difficult move from telling a story to explaining what it means: “X tells a story about _________to make the point that ________. My own experience with ______yields a point that is similar/different/both similar and different. What I take away from my own experience with _________is ________. As a result, I conclude _________.” We especially like this template because it suggests that “they say / I say” argument need not be mechanical, impersonal, or dry, and that telling a story and making an argument are more compatible activities than many think.
WHY THE “I” TABOO IS MISTAKEN

But wait—“as a result, I conclude”? “They say/I say”? How can we so flagrantly encourage the use of the first-person pronoun? Aren’t we aware that many English teachers prohibit their students from using “I” or “we,” on the grounds that these pronouns encourage ill-considered, subjective opinions rather than objective and reasoned arguments? Yes, we are aware of this line of reasoning, but we think it

has serious flaws. First, expressing ill-considered, subjective opinions is not necessarily the worst sin beginning writers can commit; it might be a starting point from which they can move to more reasoned, less self-indulgent perspectives. Second, prohibiting students from using “I” is simply not an effective way of curbing student subjectivity, since one can offer poorly argued, ill-supported opinions just as easily without it. Third and most important, prohibiting the first person tends to hamper students’ ability not only to take strong positions, but to differentiate their own positions from those of others, as we point out in Chapter 5. To be sure, writers can resort to various circumlocutions—“it will here be argued,” “the evidence suggests,” “the truth is”—and these may be useful for avoiding a monotonous series of “I believe” sentences. But except for avoiding such monotony, we see no good reason why “I” should be set aside in persuasive writing.
HOW THIS BOOK IS ORGANIZED

Because of its centrality, we have allowed the “they say / I say” format to dictate the structure of this book. So while Part 1 addresses the art of listening to others, Part 2 addresses how to offer one’s own response. Part 1 opens with a chapter on “Starting with What Others Are Saying” that explains why it is generally advisable to begin a text by citing others rather than plunging directly into one’s own views. Subsequent chapters take up the arts of summarizing and quoting what these others have to say. Part 2 begins with a chapter on different ways of responding, followed by chapters on marking the shift between what “they say” and what “I say,” on introducing and answering objections, and on answering the all-important questions “so what?” and “who cares?” Part 3 offers strategies for “Tying It All Together,” beginning with a chapter on connection and coherence; followed by a chapter on style, arguing that academic discourse is often perfectly compatible with the informal language that students use outside of school; and concluding with a chapter on the art of metacommentary, showing students how to guide the way readers understand their text. At the end of the book we include an appendix suggesting how the “they say / I say” model can improve classroom discussions, three model essays that we refer to in various chapters, and finally an Index of Templates.


WHAT THIS BOOK DOESN’T DO

There are some things that this book does not try to do. We do not, for instance, cover logical principles of argument such as syllogisms, warrants, logical fallacies, or the differences between inductive and deductive reasoning. Although such concepts can be useful, we believe most of us learn the ins and outs of argumentative writing not by studying logical principles in the abstract, but by argumentative writing not by studying logical principles in the abstract, but by plunging into actual discussions and debates, trying out different modes of response, and in this way getting a sense of what works to persuade different audiences and what doesn’t. In our view, people learn more about arguing from hearing someone say, “You miss my point. What I’m saying is not _________, but _____________,” or, “I agree with you that _________, and would even add that ________,” than they do from studying the differences between inductive and deductive reasoning. Such formulas give students an immediate sense of what it feels like to enter a public conversation in a way that studying abstract warrants and logical fallacies does not.


We also do not cover the various modes of writing like description, definition, narrative, and comparison/contrast. Nor do we cover the different conventions of writing in the disciplines. It is our belief, that the “they say / I say” pattern cuts across different disciplines and genres of writing, including creative writing. Although students must eventually master the specific writing conventions of their majors, we believe that there is no major or discipline that does not require writers to frame their own claims as a response to what others before them have said. Indeed, students who master the elemental moves prompted by the templates in this book should actually become better able to appreciate the differences between disciplines and genres.
ENGAGING THE VOICE OF THE OTHER

A major virtue of the “‘they say / I say’” model is that it returns writing to its social, conversational base. Although writing does require some degree of solitude, the “they say / I say” model shows students that they can best develop their arguments not just by looking inward, but also by looking outward, listening carefully to other views, and engaging the voice of the other. As a result, this approach to writing has an ethical dimension: it asks students not simply to keep proving and reasserting what they already believe, but to stretch what they believe by putting it up against the beliefs of our increasingly diverse, global society, to engage in the reciprocal exchange that characterizes true democracy.


INTRODUCTION

Entering the Conversation

THINK ABOUT AN activity that you do particularly well: cooking, playing the piano, shooting a basketball, even something as basic as driving a car. If you reflect on this activity, you’ll realize that once you mastered it you no longer had to give much conscious thought to the various moves that go into doing it. Performing this activity, in other words, depends on your having learned a series of complicated moves —moves that may seem mysterious or difficult to those who haven’t yet learned them.
The same applies to writing. Often without consciously realizing it, accomplished writers routinely rely on a stock of established moves that are crucial for communicating sophisticated ideas. What makes writers masters of their trade is not only their ability to express interesting thoughts, but their mastery of an inventory of basic moves that they probably picked up by reading a wide range of other accomplished writers. Less experienced writers, by contrast, are often unfamiliar with these basic moves, and unsure how to make them in their own writing. This book is intended as a short, user-friendly guide to the basic moves of persuasive writing.
One of our key premises is that these basic moves are so common that they can be represented in templates that you can use right away to structure and even generate your own writing. Perhaps the most distinctive feature of this book is its presentation of many such templates, designed to help you successfully enter not only the world of academic thinking and writing, but also the wider worlds of civic discourse and work.
Rather than focus solely on abstract principles of writing, then, this book offers model templates that help you to put those principles directly into practice. Working with these templates can give you an immediate sense of how to engage in the kinds of critical thinking you are required to do at the college level and in the vocational and public spheres beyond.
Some of these templates represent simple but crucial moves like those used to summarize some widely held belief.
Many Americans assume that __________.
Others are more complicated.

On the one hand, ________. On the other hand, ________.

Author X contradicts herself. At the same time that she argues ________, she also implies ______.

I agree that ________.

This is not to say that ________.
It is true, of course, that critical thinking and writing go deeper than any set of linguistic formulas, requiring that you question assumptions, develop strong claims, offer supporting reasons and evidence, consider opposing arguments, and so on. But these deeper habits of thought cannot be put into practice unless you have a language for expressing them in clear, organized ways.
STATE YOUR OWN IDEAS AS A RESPONSE TO OTHERS

The single most important template that we focus on in this book is the “they say ____, I say _____” formula that gives our book its title. If there is any one point that we hope you will take away from this book, it is the importance not only of expressing your ideas (“I say”), but of presenting those ideas as a response to some other person or group (“they say”). For us, the underlying structure of effective academic writing—and of responsible public discourse—resides not just in stating our own ideas, but in listening closely to others around us, summarizing their views in a way that they will recognize, and responding with our own ideas in kind. Broadly speaking, academic writing is argumentative writing, and we believe that to argue well you need to do more than assert your own ideas. You need to enter a conversation, using what others say (or might say) as a launching pad or sounding board for your own ideas. For this reason, one of the main pieces of advice in this book is to write the voices of others into your text.


In our view, then, the best academic writing has one underlying feature: it is deeply engaged in some way with other people’s views. Too often, however, academic writing is taught as a process of saying “true” or “smart” things in a vacuum, as if it were possible to argue effectively without being in conversation with someone else. If you have been taught to write a traditional five-paragraph essay, for example, you have learned how to develop a thesis and support it with evidence. This is good advice as far as it goes, but it leaves out the important fact that in the real world we don’t make arguments without being provoked. We make arguments because someone has said or done something (or perhaps not said or done something) and we need to respond: “I can’t see why you like the Lakers so much” “I agree: it was a great film” “That argument is contradictory.” If it weren’t for other people and our need to challenge, agree with, or otherwise respond to them, there would be no reason to argue at all.
To make an impact as a writer, you need to do more than make statements that are logical, well supported, and consistent. You must also find a way of entering a conversation with others’ views—with something “they say.” In fact, if your own argument doesn’t identify the “they say” that you’re responding to, then it probably won’t make sense. As Figure 1 suggests, what you are saying may be clear to your audience, but why you are saying it won’t be. For it is what others are saying and thinking that motivates our writing and gives it a reason for being. It follows, then, as Figure 2 suggests, that your own argument—the “I say” moment of your text—should always be a response to the arguments of others.
Many writers make explicit “they say/I say” moves in their writing. One famous example is Martin Luther King Jr.’s “Letter from Birmingham Jail,” which consists almost entirely of King’s eloquent responses to a public statement by eight clergymen deploring the civil rights protests he was leading. The letter—which was written in 1963, while King was in prison for leading a demonstration in Birmingham —is structured almost entirely around a framework of summary and response, in which King summarizes and then answers their criticisms. In one typical passage, King writes as follows.
You deplore the demonstrations taking place in Birmingham. But your statement, I am sorry to say, fails to express a similar concern for the conditions that brought about the demonstrations.

MARTIN LUTHER KING JR., “Letter from Birmingham Jail”


King goes on to agree with his critics that “It is unfortunate that demonstrations are taking place in Birmingham,” yet he hastens to add that “it is even more unfortunate that the city’s white power structure left the Negro community with no alternative.” King’s letter is so thoroughly conversational, in fact, that it could be rewritten in the form of a dialogue or play.
King’s critics: King’s response: Critics: Response:
Clearly, King would not have written his famous letter were it not for his critics, whose views he treats not as objections to his already-formed arguments, but as the motivating source of those arguments, their central reason for being. He quotes not only what his critics have said (“Some have asked: ‘Why didn’t you give the new city administration time to act?’”), but also things they might have said (“One may well ask: ‘How can you advocate breaking some laws and obeying others?’”)—all to set the stage for what he himself wants to say.
A similar “they say/I say” exchange opens an essay about American patriotism by the social critic Katha Pollitt, who uses her own daughter’s comment to represent the national fervor of post-9/11 patriotism that Pollitt goes on to oppose.

My daughter, who goes to Stuyvesant High School only blocks from the former World Trade Center, thinks we should fly the American flag out our window. Definitely not, I say: The flag stands for jingoism and vengeance and war.

KATHA POLLITT, “Put Out No Flags”
As Pollitt’s example shows, the “they” you respond to in crafting an argument need not be a famous author, or even someone known to your audience. It can be a family member like Pollitt’s daughter, or a friend or classmate who has made a provocative claim. It can even be something an individual or a group might say—or a side of yourself, something you once believed but no longer do, or something you partly believe but also doubt. The important thing is that the “they” (or “you” or “she”) represent some wider group—in Pollitt’s case, those who patriotically believe in flying the flag.
While King and Pollitt both identify the views they are responding to, in some cases those views, rather than being explicitly named, are left to the reader to infer. See, for instance, if you can identify the implied or unnamed “they say” that the following claim is responding to.
I like to think I have a certain advantage as a teacher of literature because when I was growing up I disliked and feared books.

GERALD GRAFF, “Disliking Books at an Early Age”


In case you haven’t figured it out already, the phantom “they say” here is anyone who thinks that in order to be a good teacher of literature, one must have grown up liking and enjoying books.
As you can see from these examples, many writers use the “they say/I say” format to disagree with others, to challenge standard ways of thinking, and thus to stir up controversy. This point may come as a shock to you if you have always had the impression that in order to succeed academically you need to play it safe and avoid controversy in your writing, making statements that nobody can possibly disagree with. Though this view of writing may appear logical, it is actually a recipe for flat, lifeless writing, and for writing that fails to answer what we call the “so what?” and “who cares?” questions. “William Shakespeare wrote many famous plays and sonnets” may be a perfectly true statement, but precisely because nobody is likely to disagree with it, it goes without saying and thus would seem pointless if said.
WAYS OF RESPONDING

Just because much argumentative writing is driven by disagreement, it does not follow that agreement is ruled out. Although argumentation is often associated with conflict and opposition, the type of conversational “they say/I say” argument that we focus on in this book can be just as useful when you agree as when you disagree. She argues ________, and I agree because _____.


Her argument that _________is supported by new research showing that ________.
Nor do you always have to choose between either simply agreeing or disagreeing, since the “they say/I say” format also works to both agree and disagree at the same time.
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 _____.

This last option—agreeing and disagreeing simultaneously—is one we especially recommend, since it allows you to avoid a simple yes or no response and present a more complicated argument, while containing that complication within a clear “on the one hand/on the other hand” framework.


While the templates we offer in this book can be used to structure your writing at the sentence level, they can also be expanded as needed to almost any length, as the following elaborated “they say/I say” template demonstrates.
In recent discussions of ________, a controversial issue has been whether _______. On the one hand, some argue that _________. From this perspective, _________. On the other hand, however, others argue that ______. In the words of one of this view’s main proponents, “________.” According to this view, ________. In sum, then, the issue is whether ________or _____.
My own view is that _________. Though I concede that ________, I still maintain that ________. For example, _________. Although some might object that ______, I reply that _______. The issue is important because ______.
If you go back over this template, you will see that it helps you make a host of challenging moves (each of which is taken up in forthcoming chapters in this book). First, the template helps you open your text by identifying an issue in some ongoing conversation or debate (“In recent discussions of __________, a controversial issue has been”), then to map some of the voices in this controversy (by using the “on the one hand/on the other hand” structure). The template also helps you to introduce a quotation (“In the words of”), to explain the quotation in your own words (“According to this view”), and—in a new paragraph—to state your own argument (“My own view is that”), to qualify your argument (“Though I concede that”), and then to support your argument with evidence (“For example”). In addition, the template helps you make one of the most crucial moves in argumentative writing, what we call “planting a naysayer in your text,” in which you summarize and then answer a likely objection to your own central claim (“Although it might be objected that ___________, I reply _________”). Finally, this template helps you shift between general, over-arching claims (“In sum, then”) and smaller-scale, supporting claims (“For example”).
Again, none of us is born knowing these moves, especially when it comes to academic writing. Hence the need for this book.
DO TEMPLATES STIFLE CREATIVITY?

If you are like some of our students, your initial response to templates may be skepticism. At first, many of our students complain that using templates will take away their originality and creativity and make them all sound the same. “They’ll turn us into writing robots,” one of our students insisted. Another agreed, adding, “Hey, I’m a jazz musician. And we don’t play by set forms. We create our own.” “I’m in college now,” another student asserted; “this is third-grade level stuff.”


In our view, however, the templates in this book, far from being “third-grade level stuff,” represent the stock in trade of sophisticated thinking and writing, and they often require a great deal of practice and instruction to use successfully. As for the belief that pre-established forms undermine creativity, we think it rests on a very limited vision of what creativity is all about. In our view, the above template and the others in this book will actually help your writing become more original and creative, not less. After all, even the most creative forms of expression depend on established patterns and structures. Most songwriters, for instance, rely on a time- honored verse-chorus-verse pattern, and few people would call Shakespeare uncreative because he didn’t invent the sonnet or dramatic forms that he used to such dazzling effect. Even the most avant-garde, cutting-edge artists (like improvisational jazz musicians) need to master the basic forms that their work improvises on, departs from, and goes beyond, or else their work will come across as uneducated child’s play. Ultimately, then, creativity and originality lie not in the avoidance of established forms, but in the imaginative use of them.
Furthermore, these templates do not dictate the content of what you say, which can be as original as you can make it, but only suggest a way of formatting how you say it. In addition, once you begin to feel comfortable with the templates in this book, you will be able to improvise creatively on them and invent new ones to fit new situations and purposes. In other words, the templates offered here are learning tools to get you started, not structures set in stone. Once you get used to using them, you can even dispense with them altogether, for the rhetorical moves they model will be at your fingertips in an unconscious, instinctive way.
But if you still need proof that writing templates do not stifle creativity, consider the following opening to an essay on the fast-food industry that we’ve included at the back of this book.
If ever there were a newspaper headline custom-made for Jay Leno’s monologue, this was it. Kids taking on McDonald’s this week, suing the company for making them fat. Isn’t that like middle-aged men suing Porsche for making them get speeding tickets? Whatever happened to personal responsibility?
I tend to sympathize with these portly fast-food patrons, though. Maybe that’s because I used to be one of them.

DAVID ZINCZENKO, “Don’t Blame the Eater”


Although Zinczenko relies on a version of the “they say/I say” formula, his writing is anything but dry, robotic, or uncreative. While Zinczenko does not explicitly use the words “they say” and “I say,” the template still gives the passage its underlying structure: “They say that kids suing fast-food companies for making them fat is a joke; but I say such lawsuits are justified.”
PUTTING IN YOUR OAR

Though the immediate goal of this book is to help you become a better writer, at a deeper level it invites you to become a certain type of person: a critical, intellectual thinker who, instead of sitting passively on the sidelines, can participate in the debates and conversations of your world in an active and empowered way. Ultimately, this book invites you to become a critical thinker who can enter the types of conversations described eloquently by the philosopher Kenneth Burke in the following widely cited passage. Likening the world of intellectual exchange to a never-ending conversation at a party, Burke writes:

You come late. When you arrive, others have long preceded you, and they are engaged in a heated discussion, a discussion too heated for them to pause and tell you exactly what it is about.... You listen for a while, until you decide that you have caught the tenor of the argument; then you put in your oar. Someone answers; you answer him; another comes to your defense; another aligns himself against you.... The hour grows late, you must depart. And you do depart, with the discussion still vigorously in progress.

KENNETH BURKE, The Philosophy of Literary Form


What we like about this passage is its suggestion that stating an argument and “putting in your oar” can only be done in conversation with others; that we all enter the dynamic world of ideas not as isolated individuals, but as social beings deeply connected to others who have a stake in what we say.
This ability to enter complex, many-sided conversations has taken on a special urgency in today’s diverse, post-9/11 world, where the future for all of us may depend on our ability to put ourselves in the shoes of those who think very differently from us. The central piece of advice in this book—that we listen carefully to others, including those who disagree with us, and then engage with them thoughtfully and respectfully—can help us see beyond our own pet beliefs, which may not be shared by everyone. The mere act of crafting a sentence that begins “Of course, someone might object that” may not seem like a way to change the world; but it does have the potential to jog us out of our comfort zones, to get us thinking critically about our own beliefs, and perhaps even to change our minds.
Exercises

1. Read the following paragraph from an essay by Emily Poe, a student at Furman University. Disregarding for the moment what Poe says, focus your attention on the phrases Poe uses to structure what she says (italicized here). Find a paragraph or two in some other text that makes similar moves, and underline the words the writer uses to structure what he or she says. Essays, newspaper editorials, and textbooks might be good places to look.


The term “vegetarian” tends to be synonymous with “tree-hugger” in many people’s minds. They see vegetarianism as a cult that brainwashes its followers into eliminating an essential part of their daily diets for an abstract goal of “animal welfare.” However, few vegetarians choose their lifestyle just to follow the crowd. On the contrary, many of these supposedly brainwashed people are actually independent thinkers, concerned citizens, and compassionate human beings. For the truth is that there are many very good reasons for giving up meat. Perhaps the best reasons are to improve the environment, to encourage humane treatment of livestock, or to enhance one’s own health. In this essay, then, closely examining a vegetarian diet as compared to a meat-eater’s diet will show that vegetarianism is clearly the better option for sustaining the Earth and all its inhabitants.
2. Write a short essay in which you first summarize our rationale for the templates in this book and then articulate your own position in response. If you want, you can use the template below to organize your paragraphs, expanding and modifying it as necessary to fit what you want to say. If you choose not to use the template, explain why you believe your own writing method is preferable.

In the Introduction to “They Say/I Say”: The Moves That Matter in Academic Writing, Gerald Graff and Cathy Birkenstein provide templates designed to ________. Specifically, Graff and Birkenstein argue that the types of writing templates they offer _________. As the authors themselves put it, “________.”

templates they offer _________. As the authors themselves put it, “________.”
Although some people believe _________, Graff and Birkenstein insist that ________. In sum, then, their view is that________.
I agree/disagree/have mixed feelings. In my view, the types of templates that the authors recommend ________. For instance,______. In addition,_____. Some might object, of course, on the grounds that _________. Yet I would argue that ________. Overall, then, I believe_____—an important point to make given___________.

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