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They Say/I Say: The Moves That Matter in Academic Writing | 
| Authors: Gerald Graff, Cathy Birkenstein
Publisher: W. W. Norton
Category: Book
List Price: $18.75
Buy Used: $11.58
You Save: $7.17 (38%)
New (63) Used (84) from $11.58
Rating:  21 reviews
Sales Rank: 16059
Media: Paperback
Pages: 181
Number Of Items: 1
Shipping Weight (lbs): 0.4
Dimensions (in): 7.2 x 4.7 x 0.5
ISBN: 0393924092
Dewey Decimal Number: 808.042
EAN: 9780393924091
ASIN: 0393924092
Publication Date: September 1, 2005
Availability: Usually ships in 1-2 business days
Shipping: Expedited shipping available
Condition: This book has typical wear and tear from daily usage. It may contain highlighting and/or underlining. Online access codes (i.e. Infotrac) and other media may or may not be valid or included.
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Product Description
At a time when so many lament the decline of writing skills among Americans, They Say/I Say teaches the core moves of effective argumentative writing. Suggesting that there are certain moves that experienced writers use instinctively, and that the moves can be learned, this book offers a number of imaginative templates for doing so. Praised for "demystifying the tricks of the writer's trade," They Say/I Say grows from Gerald Graff's award-winning Clueless in Academe.
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| Customer Reviews: Read 16 more reviews...
 And I say... October 24, 2008
Maritsa Darmandzhyan (Tujunga, CA)
This book is full of templates and models of writing arguments. It's very helpful for anyone to learn these skills even though it was meant for college students; in fact, I really see it as being more helpful to teach high school (upper school) students these styles.
 The Contemplative Mind October 4, 2008
Doug Anderson (Miami Beach, Florida United States)
5 out of 7 found this review helpful
Well, ok, here's my argument.
I say what is lacking in Gerald Graff's teaching philosophy is vision.
As president of the MLA Graff is a widely respected and influential figure, but what is lacking in his many books and articles is a vision of the intellectual life that transcends the kind of partisan bickering that marks so much of public life in American politics and education and media and champions the kind of broad-mindedness that sees beyond divisions and polarities (which are sometimes deep but often superficial) and works toward a higher synthesis, a larger vision, a longer view.
For example: A superficial gloss of the the culture wars would see two sides arguing from incommensurable positions, but if one steps back and surveys the field the two positions can be seen to be arguing toward the same end. Both sides believe in democratic principles of fair play and equal opportunity and academic freedom and the pursuit of the individual as well as the common good. Often the discussion gets bogged down because each side misunderstands the other side's position and therefore is suspicious of the other side's intentions so the dialogue never progresses past the level of mutual misrepresentation and mutual distrust.
I'll try to clarify by accurately representing each side's position and intentions. Each side has their ideal of what a university's mission should be and they are not mutually exclusive ideals. The social and cultural progressives believe that the liberal project has either been unsuccesful or is incomplete and that it is the American intellectual's duty to make America live up to its initial promise. Thus many progressive intellectuals do what amounts to social work by securing the rights of special interest groups (gender, racial, ethnic, queer). They do this not just by changing laws but also by changing the way we practice culture. The progressive does not necessarily see this as the only end of education but as an essential part of the work that they do. The social and cultural conservative believes essentially the same thing. They talk of preserving a tradition by teaching a core curricula and core values but egalitarianism and freedom are our core values and preserving these shared values means securing them for everyone, otherwise they are no longer shared values. As for cultural literacy there has never been one cultural literacy in American life, but multiple literacies. Multiculturalism is simply a new name for what has always been this nations reality; we are and having always been a collection of diverse peoples with diverse backgrounds, levels of education, and interests. But the common interests of our national public life have been consistent.
Since Alexis de Tocqueville we have heard voiced accusations that America is anti-intellectual. I think there is a mistrust of intellectuals in this country largely because there is a misunderstanding as to what they do. Graff speaks to us about how to teach persuasive writing but he rarely says anything about the higher aims of education. I think the higher aim of education is a broadness of mind that encourages students not to enter the fray and the partisan bickering that so often passes for discourse but to rise above the fray.
Teaching the controversies means that we no longer read the best essays only current ones. The best essays present us with minds that are not contestatory but contemplative. These essays present us with the best models of the intellectual life and the best way to live, and this should be the aim of education.
Food for illiterate people's thoughts September 24, 2008
Cartoonist Kid (Salt Lake City, UT USA)
The book was in excellent condition and arrived very quickly and I am extrememly pleased with the services provided.
The best endorsement is that my students loved it. May 13, 2008
Kathleen M. Kemmerer (Wilkes-Barre, PA USA)
I used "They Say/I Say" with my composition students in the Spring semester of 2008. Frankly, I had some reservations because the department required a fairly expensive handbook, and this would be an add-on. On the plus side, it was brief enough to go over thoroughly and was not too expensive. I thought it would be useful if students read it.
As usual, I made assignments in the book, and we discussed each chapter. I was surprised by student reactions when I surveyed students informally at the end of the semester. My students were very enthusiastic. Most said that they read it and referred back to it while they were writing. There were no negative comments, and most students felt that it was worth reading and had made their writing better. A few said that it made them more confident academic writers because it helped them to express their opinions beyond just agreeing or disagreeing with an author. Most astonishing, most said that they weren't planning to sell it at buy back because they found it so helpful.
It's unusual to find students enthusiastic about a composition text book. I plan to use it again next semester.
Extremely Helpful For Academic Writing February 8, 2008
C. Schopen (Southern California)
This book was required for one of my college courses, so I didn't expect much from it. But, I was surprised by how much I have learned from it. I have learned how to use quotes in my papers appropriately and how to introduce those quotes. I have also learned how to clearly state both sides of an argument and how to put in my opinion. There are also useful templates throughout the whole book. I definitely recommend this book to anyone writing any kind of paper for school. I usually sell my books back to the school, but I will definitely be keeping this one!
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