Student\u2019s Name<\/p>\n
Professor\u2019s Name<\/p>\n
Course<\/p>\n
Date of Submission<\/p>\n
They Say I Say<\/p>\n
Cathy Birkenstein and Gerald Graff\u2019s \u201cThey Say I Say\u201d is among the best books that demystify the art of creative and persuasive writing in any academic field and discipline. Acquiring academic writing skills and knowledge is one of the most significant steps to the students as it will be broadly applied not only in writing school work but also essential in presenting the research work in future careers. The authors of the book \u201cThey Say I Say\u201d have profoundly provided relevant features that depicts the importance of being engaged with other people\u2019 view, providing templates that enables one make the rhetorical move as well as getting online and print support. The evaluation perspective in this paper regards the Birkenstein and Graff\u2019s information in their text regarding the rhetorical moves evident in persuasive writing in all subjects.<\/p>\n
To start with a summary of the book \u201cThey Say I Say,\u201d the authors began by elaborating the importance of putting into consideration of the other party the \u2018They say\u2019 who gives the writer a direction on what to respond to in a rhetorical matter (Graff, et al. page 6). It is interesting that the title itself carriers the significance guideline when it comes to persuasive writing. The field of academic writing involves interaction where one has to associate with relevant people to learn the issues they are talking about. It instigates the point of clarity and helps one frame what others are saying making and this makes one an effective writer. After exhausting the bit of \u2018they say\u2019 now one turns to the other end of \u2018I say.\u2019 It is the sta, go where the writer has to carry the analysis of the issue identified during the investigating process. It involves creativity to an extent, but it is the necessary step that determines the background of the writer’s work.<\/p>\n
The book also contains information about summary writing where the author’s emphasis on coming up with original work to avoid plagiarism. The art of quoting is another fundamental thing that is elaborated in \u201cThey Say I Say.\u201d To enhance clarity, citations are emphasized where one has borrowed information from another source either by direct quoting or paraphrasing the work. Here the writer has to explain the cited work in a way that supports the entire writing work. Considering the reaction, \u2018I say\u2019 there are three possible responses towards the information which include disagreeing, agreeing or be on the side of both agreeing and disagreeing depending on the individual’s perception of that particular situation (Lancaster, page 43).<\/p>\n
The authors also emphasis on the proper use of dialogue as well as the advantage of the work being criticized by others as it is a way of provoking the writer’s mind. The fact that the put in writing work will be read makes it essential for the sentences to connect well, have a flow and be readable. The writer should have adequate knowledge regarding the target audience as they determine the formality of the work as well as the ideas to be presented.<\/p>\n
The text has encouraged the use of print and online sources of information for the writer during academic writing. It is right that through the internet one will be able to access any information easily and cheaper, the authors do not put into consideration the adverse effects. It dramatically encourages copy-pasting as people especially the students love shortcuts and want to spend the minimum time possible in researching and writing the work. Therefore, it is important to provide clear guidelines on how to use online sources by identifying the strong ones as well as the others who are believed to lack some vital information.<\/p>\n
The authors of \u201cThey Say I Say\u2019\u2019 have enhanced clear and easy understanding of the academic writing process creating a positive perception to the reader handling persuasive and creative writing. They have also improved students\u2019 performance in school and profoundly impacted the society as through the acquired knowledge which is significantly applied in research and employment fields.<\/p>\n
Work Cited<\/p>\n
Graff, Gerald, Cathy Birkenstein, and Russel Durst. “They say, I say.” The Moves That Matters in Academic Writing (2006).<\/p>\n
Lancaster, Zak. “Do Academics Really Write This Way? A Corpus Investigation of Moves and Templates in” They Say\/I Say”.” College Composition and Communication 67.3 (2016): 437.<\/p>\n","protected":false},"excerpt":{"rendered":"
Student\u2019s Name Professor\u2019s Name Course Date of Submission They Say I Say Cathy Birkenstein and Gerald Graff\u2019s \u201cThey Say I<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[],"tags":[],"class_list":["post-40292","post","type-post","status-publish","format-standard","hentry"],"yoast_head":"\n