They Say/I Say “Template” They Say/I Say: The Moves That Matter in Academic Writing, presents the reader with a multitude of writing “templates” that are designed to help foster, not only one’s basic writing ability, but also their creativity. Authors Gerald Graff and Cathy Birkenstein even go as far as to argue that writing in this format, and later conversing in this manner, can “get us thinking critically about our own beliefs.” Specifically the template “They Say/I Say” is the most important for a young writer to master, since they believe that strong, academic writing involves, not only the writer’s opinions, but also the stances of others. In their view, “the best academic writing has one underlying feature: it is deeply engaged in some way with other people’s views.”
When reading through a multitude of articles, a skill that needed to be honed was annotating. Asking questions and underlining important parts were things I already knew how to do. However, a tool of annotation that I did not utilize was identifying the structure of a paper. Learning how an article organized its paragraphs and highlighting the thesis was a tool that I learned to incorporate later on while researching articles and noticing which ones correlated with my paper. Identifying the thesis within an article helped me understand the meaning of a thesis in context to the whole paper.
In the Rhetorical Analysis Essay Draft I stated, “Having two sides of an argument might make the reader unsure what the claim is in Jaffe and Mufson’s article,” my professor guided me to consider the level of language and the academic tone of the sentence. Using an academic tone for sentences or words will help make the essay sound more formal. In the Rhetorical Analysis Essay Draft I had written many sentences with “there is” and “there was” and my professor said to avoid the use of expletives, when possible. Expletive constructions create unnecessary wording and they create a “dummy” subject. I have learned through English 102 that a strong academic sentence needs to flow well and include a large vocabulary.
I would like to take this opportunity to express my thoughts, observations, and reflections on the academic writing that was presented within the Capella University writing course. The enclosed portfolio will provide additional detail to what I have learned throughout this course, and showcase my strengths and weaknesses. During the course, I have evolved within my writing due to the specific way this course compartmentalized each step of the writing process. For example, the first three units provided a way to analyze research on a specific topic and critique the data presented in the scholarly article. I have always felt that my research skills were good, however, the feedback received made me realize that I need to critique the studies more to be able to apply the results to my topic of interest.
Capstone Reflection bit.ly/capstonereflection Student Name: Subject / Class: Describe the attached evidence: My attached piece of evidence is everything I’ve done to get to the point of presenting my booktrack to the class. Many artifacts will represent several Student Learning Capacities. Explain how the attached evidence proves your achievement of the capacities that follow. Write about ALL that apply. Capstone SLC Descriptors The best reflections will show the thinking and actions that went into finishing this assignment as well as the process.
Firstly, the first paragraph of your argumentative essay would be context. This is where you should explain the background information surrounding the argument. For example, talk about why the argument began, or the subject behind the argument. It is important to avoid skipping this step, as there will be confusing for your audience to understand what is going on. Then, you can move onto beginning your discussion paragraphs.
Have you ever noticed that the voices of others build up your own response? Gaining a perspective on this question is not an easy task to reflect on especially when people’s arguments determines your own. Gerald Graff’s and Cathy Birkenstein’s book, “THEY SAY, I SAY”, abridges their perspective on difficulties students face with persuasive writing. By deliberately including academic templates, the book assists students to overcome their inability of constructing their own arguments, based on what others have said. Covering the first four chapters; “they say”, “I say”, “trying is all together”, and “In specific academic context” I will showcase how Graff and Birkenstein’s book aid students to better express their personal thoughts.
However, I was also able to identify my weaknesses in reflection-on-action. Currently, I will write notes down directly on my lesson plans. I may write that a certain strategy worked well in helping students understand a concept, or I may write down what I added into my lesson last minute to make it more engaging. What is missing from my reflections though is a systematic approach and questioning why I did something, or how something came to be. In order for my reflections to be more meaningful, I need to find a formal systematic way to keep my notes on lessons.
Academic English is important to college and university in academic writing course (Jet Writers Essay Writing Contest 2015). It is required students to reading, speaking and listening, while employing evaluating and sharpen their research and writing skills for college and university environment. At the college and university level is the ever-increasing need for students to focus on language and more specifically, the specialized language found both in substance areas and the Academic Language used in teaching that content. Academic Language as the name implies is importance the kind of writing that we are required to do in college and university. It differs from other kinds of writing such as annotated bibliographies, literature reviews,
Researching was drastically important, making every paper I made heavily based on research. Research is in fact the scientific method of writing and the way to make a certain topic clear with the support of citation. I started this class with the goal to further develop abilities in the essentials of university-level academic writing.
In They Say/ I say, Gerald Graff and Cathy Birkenstein informs the audience of the basic moves in academic writing through text, illustrations, and templates. Their main model in this book is they say/I say template, in which it helps writers to develop their arguments by paying attention to what others are saying, and engaging with a response. The authors goal is to demystify academic writing, and return it to its social and conversational roots. The authors want the writers to engage in the ideas of others. These concepts from this book, will help make a stronger, supportive argument.
She claims that the title and the introduction needs to tell the reader clearly what they are going to read. This opens the reader to the essay and the information in order to process the essay completely (Lunsford). She conveys that in the conclusion the writer needs to reevaluate the reader of the claim/ thesis. After that evaluate your sources in the paper, Lunsford suggests to organize all the sources In addition to drafting, the writer must proofread the essay to see if it needs improvement (Lunsford). She gives tips on proofreading the final draft before finalizing and
Project One For this assignment, I had to choose a scholarly or academic text from my own discipline and write an essay in which I analyze how well such text meets the needs of the rhetorical situation. I have picked a text written by Janet Brennan Croft, which is about characters and how they both evade and embrace faith. The scholarly article is called, Turin and Aragorn: Evading, and embracing fate, and I believe it does a great job at meeting the needs of the rhetorical situation. The audience of this Article is that of students and that of those who wish to understand Tolkien’s characters in more depth. This can be seen because Janet does not focus on the whole story revolving both characters, only their background.
While this question does deal more with vocabulary, making it more understandable that so few students answered it correctly; I decided to work in activities that would continue building our source analysis skills nevertheless. One way I did this was during our lesson covering the Plessy v. Ferguson court case. I had students read both a primary and a secondary source and then answer questions that tested not only their knowledge and comprehension skills with respect to the sources, but also their evaluation and application skills as well. In general, this pre-assessment allowed me to better understand where my classes stood with regards to the subject matter at hand. The knowledge I gleaned from this activity resulted in a more tailored and focused learning experience for my students which met them where they were instead of assuming what they did or didn’t know.
Students were able to successfully describe to why characters in a story each character is acts or thinks different. The next step was going over how to describe students viewpoints by focusing on the characters actions, how they feel, and what they see through the story. When reading the book, I insured to make pauses