They Say/I Say – The Moves that Matter in Academic Writing 2e

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don’t assume the reader knows everything. Explain quotes, add metacommentaries (reformulate your explanation with more clarity, demystify, reinforce the point you were making) Wow, I was super impressed at how useful and informative this was without the pretense of “you don’t know how to write so we’ll try to teach you but from our pedestal on high”.

They Say I Say 3rd edition | Rauf Asadov - Academia.edu (PDF) They Say I Say 3rd edition | Rauf Asadov - Academia.edu

These concerns of English language learners aren’t always that different from advanced language learners…These are basic questions, really not just of how to write…but they’re really how to think academically, and how to structure an argument, and how to really be interesting.” I think I would have hated this book if I were assigned it as a freshman in college. But I was kind of an asshole then, as are most college freshman. A summary also must be accurate to what the original author says while highlighting aspects that caught your eye as if you are the writer. By putting yourself in their shoes, you will voice out your own beliefs in this way. Eventually being more experience, you will create summaries that are so clearly similar with what the original writer wrote but in your own words. In chapter three “As He Himself Put It” The Art of Quoting, I learned how and when to quote.

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Pharapreising and interpretation due to major educational standards released by a particular educational institution as well as tailored to your educational institution – if different; I'm of two minds..." Just... no. Orwell would shit his pants reading that (read "Politics and the English Language" if you want realistic and credible writing advice). The writer did absolutely no thinking in composing that phrase.

They Say/I Say – The Moves that Matter in Academic Writing 2e

The “I say…” method is where you often see arguments happen, it gives a responds to “they say…” You don’t have to be intelligent to start an argument, but this method should apply to your everyday life. In this chapter it focuses on three familiar ways to respond, “…agreeing, disagreeing, or some combination of both.” (Graff 56). When the reader takes a while to make their judgment on the writer view, then the writer did something wrong. Finding something you disagree with is the easy way out, find something you don’t feel certain about or don’t agree with and go from there. If agreeing with the writer you can’t really talk much about without copying what the writer already spoke about. If you do agree add a new idea in the story.Start with what others are saying and play off that. Resist the temptation to give your own opinion until you’ve sketched out the conversation, the dialog that’s going on.” This is one of the most useful books I've ever encountered if you teach academic writing, reading, or critical thinking.