I like how this book provides a plethora of templates for most any situation you come across when writing. These templates I feel are extremely beneficial for me as it at times can be difficult to introduce and summarize quotes which is something that can be challenging when writing multi-page papers. Furthermore, on page 12, the authors provide a “master” template on page 12 which provides the readers with the outline of a body paragraph. This template sparked a conversation regarding plagiarism, resulting in the author’s drawing the conclusion that it is plagiarism if you fill in the blanks with stolen words rather than your own. On page 8, I found it interesting how the authors drew emphasis to identifying the “they say”. The authors stress that you need to explain a quote instead of just dropping it in your body paragraph. I find that in past writing, I would occasionally place a quote in my body paragraphs simply because I thought it would make my paragraph sound sophisticated or honestly would try to take up as much of the word count as possible, without explaining the quote and how it relates to my topic. Being provided with the tools necessary to properly and thoroughly explain a quote will not only ensure that my writing only includes the necessary information but will increase my credibility as a writer. On page 9 the authors point out the commonality of challenging standard ways of thinking. I was curious about their position on this idea as they provided two different perspectives. On one hand the authors mention that avoiding controversy in your writing leads to flat pieces but in the following paragraph the authors urge the readers to avoid the “attack dog” approach. I think that in this section of the chapter you had to read between the lines and infer what the authors are trying to convey as I truly do not think what they were trying to say was explicit.
One thing that I found interesting is the great emphasis on the importance of context in the beginning of this reading. I have never truly thought about the reason for putting the context of the outside text or the ‘“they say” that I use in my essays. It was just always something that was required of me. But when on page 2 it says, “If you don’t identify the “ they say” you’re responding to, your own argument probably won’t have a point.” It made me start to think about evidence and quotes in a different way, and about how they enhance the analysis and explanation of the thesis. I also appreciate, and agree with the idea that when disagreeing with an outside perspective, you should not be completely negative and harsh, as it causes the reader to not have as high of an opinion about your writing, and in a way, discredits your writing as manipulative and not a source of genuine and nuanced discussion. I agree with this sentiment, and have seen it a lot in my personal life. It is hard to find objective news sources nowadays in such a polarized world. The bias and manipulation of facts on both sides of an argument makes them borderline unreadable. I wish more sources would take the idea of a “they say/ I say” approach. I also really like the quote by Kenneth Burke used on page 13, specifically the part where he says “You come late. When you arrive, others have long preceded you.” I resonate with this part of the quote because I feel like these heavy and critical conversations are so hard to weigh in on when you’re a kid/teenager, especially when you have adults telling you that you’re “too young” to know what you’re talking about. Then, once you’re successfully scared off of having these conversations you reach the age where you’re now pressured and obligated to participate, but you’re so far behind on the facts and nuances of these conversations, that it all feels overwhelming. However, that overwhelming feeling is part of learning and growing, and becoming a better critical thinker, and a more intelligent and valuable member of society.
found it interesting how important the “they say” part is to everything, be it reading, writing, or just communicating with people. It never occurred to me to take the point of view that if there is no “they say” to your “I say” then your argument has pretty much lost its meaning. On page 4 paragraph 3 “without a “they say,” what you are saying may be clear to your audience, but why you are saying it won’t be.” This line gave me a realization that your reader doesn’t always know right off the bat what argument you are trying to make even though they understand what you are trying to say they have no clue what side you are on which can help me for the future because looking back I feel like I always expected the reader to understand the argument and what side I was on so I never really gave much of a “they say”. I also found it useful to know that sometimes the best way to show the reader your stance on an argument is to show them the “they say” so they have an idea of what your “I say” is ultimately about. Continuing on the topic of putting a “they say” with your “I say”, the various templates could prove to be very useful to beginning writers as not only figure out a good way to start and present your argument but also in a way provide ammunition to use in future writing projects for. The templates can also come in handy, after giving you a strong and stable place to start you can then build a strong supporting structure for your original claim.
Throughout reading this book, I have found that this book provides so much for the reader and really helps and inform them on what to do when you come across a certain situation. The book explains the “They Say I Say” part of the title within pages 1-18. Inside the book, it explains the importance of explaining what someone is saying. They provide an example and describes how “if you don’t identify the “they say” you’re responding to, your own argument probably won’t have a point” (page 4). I thought that this was very interesting because they really emphasize the importance of explaining your thoughts. I never thought about how important is really to explain/identify the “they say” you’re responding to. It made me evaluate some past work I have done and made me really look back upon how important they really are to an essay. The book also provides many helpful templates no matter what part of an essay you’re working on. For example, there is a template on page 11 called “The Template of all Templates” that helps you map out the whole point you’re trying to make within an article/essay. The template is like “the internal DNA of countless articles and even entire books” (page 11) and many writers use it or another version of it to help their “they say” and “I say” at the beginning of their stories. On page 12, they explain what each part of the template is for, like how the first line is to help open the text by identifying what topic is going to be talked about. I thought that that template could end up being really helpful in future writing responses we do in class because sometimes I struggle with opening my writing.
“Entering the Conversation” was an interesting chapter of They Say I Say that taught me the importance of using the work of others to effectively enter a conversation. When explaining why it is necessary to use other’s thoughts to properly develop your own argument, Graff and Birkenstein write, “…in the real world we don’t make arguments without being provoked. Instead, we make arguments because someone has said or done something (or perhaps not said or done something) and we need to respond…” (4). In other words, the authors state that the exigence of your argument should be from another’s thoughts and ideas in order to give it a purpose. Another aspect of the reading I found insightful was the template the authors provided for entering a conversation. Before this reading, I felt as though the use of templates hindered a writing piece’s creativity and originality because you are practically just filling in blanks. However, Graff and Birkenstein contradict this idea by explaining that the use of template can actually enhance these factors and gives you the proper skills to eventually do the process on your own. The authors state, “…creativity and originality lie not in the avoidance of established forms but in the imaginative use of them” (14). Templates are to be employed as useful tools to organize your thoughts and the manipulation of them keeps your writing unique and original.
I really enjoyed reading the introduction. I like the comparison with sports/driving in that muscle memory takes over after practicing for so long and being very familiar with the activity. Writing/reading will become muscle memory to those who practice, be creative, and get the moves down. The use of templates in this book is also very helpful, showing the different “moves” one can master and use in daily writing to get thoughts across clearly. The whole point of the book really, the “they say ____, I say ____,” is a formula I will be sure to use. Getting across not only “their” opinions, but to mix in your own will create a thoughtful piece of writing. I thought the little comic characters showing an example of explaining “why is this important/matter to me” was interesting! I find myself sharing reasons/topics without backstory or evidence just to get the point across quickly, but forget that readers/a professor might not understand fully without those key features. Bringing in points from others to either help your cause, show a new point of view, or to dispute; are all very important. The book describes that bringing in a point that is undeniably true to support your cause is just used space, making the writing “flat and lifeless.” (p. 9) Another very important topic brought up by the book is polarization. “Even the most sympathetic audiences, after all, tend to feel manipulated by arguments that scapegoat and caricature the other side.” (p.10) This situation is extremely common in today’s society, and can be used to manipulate “followers” of a party/person/group to completely agree with what they say. However, polarization isn’t inherently negative. In some cases it can help inspire others if used correctly and to put out positive messages . The exercises at the end are also helpful to focus our attention on phrases used to help structure the paragraph and make it run smoothly.
Throughout reading the chapter on “Entering the Conversation” I found the part on “Why are you telling me this” really interesting. I like that it highlights writing isn’t just about presenting your own ideas but connecting them to the “They Say” moments. It helps us give our writing or argent more purpose. Readers might understand and be more engaged in why your perspective matters since it is not just your opinion. I also found the introduction interesting because it shows us that writing is like any skill like sports that requires practice. Using the templates the book provides us writers can structure their writing and engage in the conversation. It helps make complex ideas easier to understand. Relating writing to sports helped me understand the importance of practice and templates.
In “They Say I Say” the majority of the text was about how to utilize they say, and I say parts of your work. I did not get a lot from this again because it was mostly referencing how to construct different quotes and how to incorporate another writer’s work into your text which I feel comfortable with other people’s work into mine. I like describing the use of “they say” when the author says, “If you don’t identify the “they say” you’re responding to, your own argument probably won’t have a point” (4). This quote is talking about how you need to show who “they say” you are responding to, otherwise you have lost all credible nature, and your argument is not valid after that. As we had said in class the other day with the other parts of this book, sometimes deepening your understanding of the material you are reading will lead you into arguments you did not even think that you could make. When you listen before leaping you can understand and take full appreciation of the work you are reading, you can get all the text out of it that you need.
I like the part where they said that you need to have a balanced viewpoint when distributing the information that you read. When you say things in a balanced way, you are able to come off as more unbiased about what you are arguing and do not come off as if you are trying to put the other work down and now, rather than that, you are showing the points of that work you disagree with and how you can build off it in a positive way. I like the connection back to King’s work “Letter from Birmingham Jail” where they talk about how King laid out his arguments about his critics and said it in a well-constructed manner without taking down his critics in a personal way. It is truly amazing how he does not let his emotions get the better of him.
In “They Say I Say” by Gerald Graff and Cathy Birkenstein, the author points out that, “The best academic writing has one underlying feature: it is deeply engaged in some way with other people’s views.” (pg 3 paragraph 2). Here the author is telling us that in your academic writings you should try to integrate other points of view similar or different from your own on which you can then comment on. I find this interesting because usually you think that your writing an works should be your own and original. However, this contradicts that idea saying that good writing comes from relying on other’s ideas and work.
The author then goes on to tell the reader that, “genuinely listening to views we disagree with can have the salutary effect of helping us see that beliefs we’d initially disdained may not be as thoroughly reprehensible as we’d imagined.” (pg 10 paragraph 4). In other words as a writer, you should dig deeper to understand other differing points of views to understand them better so that you are more informed and be able to see where they are coming from. I like this because ideas at the surface can be very different from when you dig deeper and understand what the author is trying to tell you. When you do this you may discover that their ideas aren’t as different from your own.
This chapter immediately starts off with the title of the book, “They Say, I Say.” Starting out with the name of the book allows readers to gather an understanding about the significance of the title. Many templates are offered in this chapter on how to establish an argument and Graff and Birkenstein say “It is true, of course, that critical thinking and writing go deeper than any set of linguistic formulas, requiring that you question assumptions, develop stronger claims, offer supporting reasons and evidence, consider opposing arguments, and so on” (2). Writing a paper includes more than just pouring your heart out in hopes that it sounds good, it requires strong ideas that are supported by evidence while also having an argument. As a reader and writer, I tend to forget that it is up to me to form a paper that includes hard evidence, but this chapter allows me to remember this important fact. An argument is essential when writing any paper, as it offers insight about both sides of a story. When there is no argument, the writing can be deemed as dull or meaningless. Establishing an argument can be made simple and the authors state that, “You need to enter a conversation, using what others say (or might say) as a launching pad or sounding board for your own views” (3). An argument can stem from what somebody else says and it is up to you and your ideas to take it away from there to establish a strong paper. “They Say, I Say” serves as a reminder that there is no one way to start a paper or develop an argument, rather it is up to the author to use their knowledge and other authors’ work to start a conversation.
I enjoyed the introduction it made a lot of sense, especially with the comparison to sports or driving. After practicing something enough, it just becomes second nature, and that’s exactly how writing and reading can feel with time. The book’s templates are a great way to break down how to structure your thoughts clearly, and the “they say, I say ” formula really stood out to me. It’s a simple way to balance other people’s perspectives with your own, making writing more thoughtful. The little comic characters explaining why it’s important to show “why this matters” was another nice touch. It made me realize that I sometimes rush through my points without giving enough context, and that’s something I’ve done multiple times. Without that explanation, readers, especially professors, might not get the full picture. I liked how the book also stressed the importance of bringing in other’s perspectives to either strengthen your argument or offer a challenge, which keeps your writing more dynamic. And the advice about not relying on obvious, “everyone knows this” points can tend to make the writing feel boring.
While reading “They Say, I Say”, by Gerald Graff and Cathy Birkenstein, something that really grabbed my attention was this idea of stating your own ideas in response to other’s ideas. It is more about the connection of what you think about the already stated idea and not so much about only what you believe. What does your idea mean in context? Do you agree or disagree with others or the author you may be reading from? You need to be able to listen closely to others to understand an idea fully, and to be able to form your own opinion on it. As Graff and Birkenstein put it, “You need to enter a conversation, using what others say (or might say) as a launching pad or sounding board for your own views” (3, paragraph 1). To sum it up, what they are saying here is in order to give your own piece of mind to the essay you might be writing, you need to actually “talk” to the piece you’re writing about. The more connected to the piece you become, the more you can structure your own opinion while still respecting the original ideas of the piece. Then, you can accurately describe quotes as to what they actually mean out of context for those reading your essay. You can see this in effect with what I have just done with the previous quote, as I explained it right after, and then got into my own opinion on the matter.
The opening to “They say, I say” by Graff and Birkenstein is really interesting. As someone who has written quite a few research papers, albeit some may have been sort of last second or just put to the backburner and we’ll figure out as we go, it’s probably safe to say now that I don’t think I ever really understood the physical structure that goes into a paper. Yes, I know we need an introduction, main topic paragraphs, then a summary at the end, but to actually break it down into smaller chunks and look at the anatomy of forming sentences then into paragraphs then into a full paper, that actually makes sense and is applicable to other things and not just the paper in front of me. For example, certain circumstances led me to taking this English course during my last year of college but looking back now, I’m sort kicking myself by doing it so late. I probably could have got a better grade on a couple here and there, but instead more on the lines of physically learning how to write an educational paper.
The TSIS book starts off with a ton of information on just the basic formatting of sentence patterns to make them both stronger and more efficient in the build up to a paragraph. I specifically relate to the ‘State your own ideas as a response to others’ (3) and ‘But isn’t this plagiarism?’ (12) sections from all of the research papers I have completed in the past couple of years. UNE’s STEM program has been very heavy handed on self-research driven formatted literature, in which you are given a topic to learn, performing research either yourself or with a group, gathering data, reporting back with that data, and them making the argument whether you experiment complies with the norms of pervious experiments or if you’ve found new data, in which you would then need to defend in the future against other researchers. It is a vicious and never-ending cycle of trying to outperform others while still holding onto what you have written, and in many cases, cited work to compare to from previously completed work. But quite honestly, this is what drives our field in STEM. The constant barrage of challenges and refinement to ensure stable but evolving literature is what moves our fields in a good direction.
13 thoughts on “JORUNAL # 7”
I like how this book provides a plethora of templates for most any situation you come across when writing. These templates I feel are extremely beneficial for me as it at times can be difficult to introduce and summarize quotes which is something that can be challenging when writing multi-page papers. Furthermore, on page 12, the authors provide a “master” template on page 12 which provides the readers with the outline of a body paragraph. This template sparked a conversation regarding plagiarism, resulting in the author’s drawing the conclusion that it is plagiarism if you fill in the blanks with stolen words rather than your own. On page 8, I found it interesting how the authors drew emphasis to identifying the “they say”. The authors stress that you need to explain a quote instead of just dropping it in your body paragraph. I find that in past writing, I would occasionally place a quote in my body paragraphs simply because I thought it would make my paragraph sound sophisticated or honestly would try to take up as much of the word count as possible, without explaining the quote and how it relates to my topic. Being provided with the tools necessary to properly and thoroughly explain a quote will not only ensure that my writing only includes the necessary information but will increase my credibility as a writer. On page 9 the authors point out the commonality of challenging standard ways of thinking. I was curious about their position on this idea as they provided two different perspectives. On one hand the authors mention that avoiding controversy in your writing leads to flat pieces but in the following paragraph the authors urge the readers to avoid the “attack dog” approach. I think that in this section of the chapter you had to read between the lines and infer what the authors are trying to convey as I truly do not think what they were trying to say was explicit.
One thing that I found interesting is the great emphasis on the importance of context in the beginning of this reading. I have never truly thought about the reason for putting the context of the outside text or the ‘“they say” that I use in my essays. It was just always something that was required of me. But when on page 2 it says, “If you don’t identify the “ they say” you’re responding to, your own argument probably won’t have a point.” It made me start to think about evidence and quotes in a different way, and about how they enhance the analysis and explanation of the thesis. I also appreciate, and agree with the idea that when disagreeing with an outside perspective, you should not be completely negative and harsh, as it causes the reader to not have as high of an opinion about your writing, and in a way, discredits your writing as manipulative and not a source of genuine and nuanced discussion. I agree with this sentiment, and have seen it a lot in my personal life. It is hard to find objective news sources nowadays in such a polarized world. The bias and manipulation of facts on both sides of an argument makes them borderline unreadable. I wish more sources would take the idea of a “they say/ I say” approach. I also really like the quote by Kenneth Burke used on page 13, specifically the part where he says “You come late. When you arrive, others have long preceded you.” I resonate with this part of the quote because I feel like these heavy and critical conversations are so hard to weigh in on when you’re a kid/teenager, especially when you have adults telling you that you’re “too young” to know what you’re talking about. Then, once you’re successfully scared off of having these conversations you reach the age where you’re now pressured and obligated to participate, but you’re so far behind on the facts and nuances of these conversations, that it all feels overwhelming. However, that overwhelming feeling is part of learning and growing, and becoming a better critical thinker, and a more intelligent and valuable member of society.
found it interesting how important the “they say” part is to everything, be it reading, writing, or just communicating with people. It never occurred to me to take the point of view that if there is no “they say” to your “I say” then your argument has pretty much lost its meaning. On page 4 paragraph 3 “without a “they say,” what you are saying may be clear to your audience, but why you are saying it won’t be.” This line gave me a realization that your reader doesn’t always know right off the bat what argument you are trying to make even though they understand what you are trying to say they have no clue what side you are on which can help me for the future because looking back I feel like I always expected the reader to understand the argument and what side I was on so I never really gave much of a “they say”. I also found it useful to know that sometimes the best way to show the reader your stance on an argument is to show them the “they say” so they have an idea of what your “I say” is ultimately about. Continuing on the topic of putting a “they say” with your “I say”, the various templates could prove to be very useful to beginning writers as not only figure out a good way to start and present your argument but also in a way provide ammunition to use in future writing projects for. The templates can also come in handy, after giving you a strong and stable place to start you can then build a strong supporting structure for your original claim.
Throughout reading this book, I have found that this book provides so much for the reader and really helps and inform them on what to do when you come across a certain situation. The book explains the “They Say I Say” part of the title within pages 1-18. Inside the book, it explains the importance of explaining what someone is saying. They provide an example and describes how “if you don’t identify the “they say” you’re responding to, your own argument probably won’t have a point” (page 4). I thought that this was very interesting because they really emphasize the importance of explaining your thoughts. I never thought about how important is really to explain/identify the “they say” you’re responding to. It made me evaluate some past work I have done and made me really look back upon how important they really are to an essay. The book also provides many helpful templates no matter what part of an essay you’re working on. For example, there is a template on page 11 called “The Template of all Templates” that helps you map out the whole point you’re trying to make within an article/essay. The template is like “the internal DNA of countless articles and even entire books” (page 11) and many writers use it or another version of it to help their “they say” and “I say” at the beginning of their stories. On page 12, they explain what each part of the template is for, like how the first line is to help open the text by identifying what topic is going to be talked about. I thought that that template could end up being really helpful in future writing responses we do in class because sometimes I struggle with opening my writing.
“Entering the Conversation” was an interesting chapter of They Say I Say that taught me the importance of using the work of others to effectively enter a conversation. When explaining why it is necessary to use other’s thoughts to properly develop your own argument, Graff and Birkenstein write, “…in the real world we don’t make arguments without being provoked. Instead, we make arguments because someone has said or done something (or perhaps not said or done something) and we need to respond…” (4). In other words, the authors state that the exigence of your argument should be from another’s thoughts and ideas in order to give it a purpose. Another aspect of the reading I found insightful was the template the authors provided for entering a conversation. Before this reading, I felt as though the use of templates hindered a writing piece’s creativity and originality because you are practically just filling in blanks. However, Graff and Birkenstein contradict this idea by explaining that the use of template can actually enhance these factors and gives you the proper skills to eventually do the process on your own. The authors state, “…creativity and originality lie not in the avoidance of established forms but in the imaginative use of them” (14). Templates are to be employed as useful tools to organize your thoughts and the manipulation of them keeps your writing unique and original.
I really enjoyed reading the introduction. I like the comparison with sports/driving in that muscle memory takes over after practicing for so long and being very familiar with the activity. Writing/reading will become muscle memory to those who practice, be creative, and get the moves down. The use of templates in this book is also very helpful, showing the different “moves” one can master and use in daily writing to get thoughts across clearly. The whole point of the book really, the “they say ____, I say ____,” is a formula I will be sure to use. Getting across not only “their” opinions, but to mix in your own will create a thoughtful piece of writing. I thought the little comic characters showing an example of explaining “why is this important/matter to me” was interesting! I find myself sharing reasons/topics without backstory or evidence just to get the point across quickly, but forget that readers/a professor might not understand fully without those key features. Bringing in points from others to either help your cause, show a new point of view, or to dispute; are all very important. The book describes that bringing in a point that is undeniably true to support your cause is just used space, making the writing “flat and lifeless.” (p. 9) Another very important topic brought up by the book is polarization. “Even the most sympathetic audiences, after all, tend to feel manipulated by arguments that scapegoat and caricature the other side.” (p.10) This situation is extremely common in today’s society, and can be used to manipulate “followers” of a party/person/group to completely agree with what they say. However, polarization isn’t inherently negative. In some cases it can help inspire others if used correctly and to put out positive messages . The exercises at the end are also helpful to focus our attention on phrases used to help structure the paragraph and make it run smoothly.
Throughout reading the chapter on “Entering the Conversation” I found the part on “Why are you telling me this” really interesting. I like that it highlights writing isn’t just about presenting your own ideas but connecting them to the “They Say” moments. It helps us give our writing or argent more purpose. Readers might understand and be more engaged in why your perspective matters since it is not just your opinion. I also found the introduction interesting because it shows us that writing is like any skill like sports that requires practice. Using the templates the book provides us writers can structure their writing and engage in the conversation. It helps make complex ideas easier to understand. Relating writing to sports helped me understand the importance of practice and templates.
In “They Say I Say” the majority of the text was about how to utilize they say, and I say parts of your work. I did not get a lot from this again because it was mostly referencing how to construct different quotes and how to incorporate another writer’s work into your text which I feel comfortable with other people’s work into mine. I like describing the use of “they say” when the author says, “If you don’t identify the “they say” you’re responding to, your own argument probably won’t have a point” (4). This quote is talking about how you need to show who “they say” you are responding to, otherwise you have lost all credible nature, and your argument is not valid after that. As we had said in class the other day with the other parts of this book, sometimes deepening your understanding of the material you are reading will lead you into arguments you did not even think that you could make. When you listen before leaping you can understand and take full appreciation of the work you are reading, you can get all the text out of it that you need.
I like the part where they said that you need to have a balanced viewpoint when distributing the information that you read. When you say things in a balanced way, you are able to come off as more unbiased about what you are arguing and do not come off as if you are trying to put the other work down and now, rather than that, you are showing the points of that work you disagree with and how you can build off it in a positive way. I like the connection back to King’s work “Letter from Birmingham Jail” where they talk about how King laid out his arguments about his critics and said it in a well-constructed manner without taking down his critics in a personal way. It is truly amazing how he does not let his emotions get the better of him.
In “They Say I Say” by Gerald Graff and Cathy Birkenstein, the author points out that, “The best academic writing has one underlying feature: it is deeply engaged in some way with other people’s views.” (pg 3 paragraph 2). Here the author is telling us that in your academic writings you should try to integrate other points of view similar or different from your own on which you can then comment on. I find this interesting because usually you think that your writing an works should be your own and original. However, this contradicts that idea saying that good writing comes from relying on other’s ideas and work.
The author then goes on to tell the reader that, “genuinely listening to views we disagree with can have the salutary effect of helping us see that beliefs we’d initially disdained may not be as thoroughly reprehensible as we’d imagined.” (pg 10 paragraph 4). In other words as a writer, you should dig deeper to understand other differing points of views to understand them better so that you are more informed and be able to see where they are coming from. I like this because ideas at the surface can be very different from when you dig deeper and understand what the author is trying to tell you. When you do this you may discover that their ideas aren’t as different from your own.
This chapter immediately starts off with the title of the book, “They Say, I Say.” Starting out with the name of the book allows readers to gather an understanding about the significance of the title. Many templates are offered in this chapter on how to establish an argument and Graff and Birkenstein say “It is true, of course, that critical thinking and writing go deeper than any set of linguistic formulas, requiring that you question assumptions, develop stronger claims, offer supporting reasons and evidence, consider opposing arguments, and so on” (2). Writing a paper includes more than just pouring your heart out in hopes that it sounds good, it requires strong ideas that are supported by evidence while also having an argument. As a reader and writer, I tend to forget that it is up to me to form a paper that includes hard evidence, but this chapter allows me to remember this important fact. An argument is essential when writing any paper, as it offers insight about both sides of a story. When there is no argument, the writing can be deemed as dull or meaningless. Establishing an argument can be made simple and the authors state that, “You need to enter a conversation, using what others say (or might say) as a launching pad or sounding board for your own views” (3). An argument can stem from what somebody else says and it is up to you and your ideas to take it away from there to establish a strong paper. “They Say, I Say” serves as a reminder that there is no one way to start a paper or develop an argument, rather it is up to the author to use their knowledge and other authors’ work to start a conversation.
I enjoyed the introduction it made a lot of sense, especially with the comparison to sports or driving. After practicing something enough, it just becomes second nature, and that’s exactly how writing and reading can feel with time. The book’s templates are a great way to break down how to structure your thoughts clearly, and the “they say, I say ” formula really stood out to me. It’s a simple way to balance other people’s perspectives with your own, making writing more thoughtful. The little comic characters explaining why it’s important to show “why this matters” was another nice touch. It made me realize that I sometimes rush through my points without giving enough context, and that’s something I’ve done multiple times. Without that explanation, readers, especially professors, might not get the full picture. I liked how the book also stressed the importance of bringing in other’s perspectives to either strengthen your argument or offer a challenge, which keeps your writing more dynamic. And the advice about not relying on obvious, “everyone knows this” points can tend to make the writing feel boring.
While reading “They Say, I Say”, by Gerald Graff and Cathy Birkenstein, something that really grabbed my attention was this idea of stating your own ideas in response to other’s ideas. It is more about the connection of what you think about the already stated idea and not so much about only what you believe. What does your idea mean in context? Do you agree or disagree with others or the author you may be reading from? You need to be able to listen closely to others to understand an idea fully, and to be able to form your own opinion on it. As Graff and Birkenstein put it, “You need to enter a conversation, using what others say (or might say) as a launching pad or sounding board for your own views” (3, paragraph 1). To sum it up, what they are saying here is in order to give your own piece of mind to the essay you might be writing, you need to actually “talk” to the piece you’re writing about. The more connected to the piece you become, the more you can structure your own opinion while still respecting the original ideas of the piece. Then, you can accurately describe quotes as to what they actually mean out of context for those reading your essay. You can see this in effect with what I have just done with the previous quote, as I explained it right after, and then got into my own opinion on the matter.
The opening to “They say, I say” by Graff and Birkenstein is really interesting. As someone who has written quite a few research papers, albeit some may have been sort of last second or just put to the backburner and we’ll figure out as we go, it’s probably safe to say now that I don’t think I ever really understood the physical structure that goes into a paper. Yes, I know we need an introduction, main topic paragraphs, then a summary at the end, but to actually break it down into smaller chunks and look at the anatomy of forming sentences then into paragraphs then into a full paper, that actually makes sense and is applicable to other things and not just the paper in front of me. For example, certain circumstances led me to taking this English course during my last year of college but looking back now, I’m sort kicking myself by doing it so late. I probably could have got a better grade on a couple here and there, but instead more on the lines of physically learning how to write an educational paper.
The TSIS book starts off with a ton of information on just the basic formatting of sentence patterns to make them both stronger and more efficient in the build up to a paragraph. I specifically relate to the ‘State your own ideas as a response to others’ (3) and ‘But isn’t this plagiarism?’ (12) sections from all of the research papers I have completed in the past couple of years. UNE’s STEM program has been very heavy handed on self-research driven formatted literature, in which you are given a topic to learn, performing research either yourself or with a group, gathering data, reporting back with that data, and them making the argument whether you experiment complies with the norms of pervious experiments or if you’ve found new data, in which you would then need to defend in the future against other researchers. It is a vicious and never-ending cycle of trying to outperform others while still holding onto what you have written, and in many cases, cited work to compare to from previously completed work. But quite honestly, this is what drives our field in STEM. The constant barrage of challenges and refinement to ensure stable but evolving literature is what moves our fields in a good direction.