what they’re saying about “they say / i say”

“The best book that’s happened to teaching composition— ever!” —Karen Gaffney, Raritan Valley Community College

“This book demystifies rhetorical moves, tricks of the trade that many students are unsure about. It’s reasonable, helpful, nicely written . . . and hey, it’s true. I would have found it immensely helpful myself in high school and college.”

—Mike Rose, University of California, Los Angeles

“The argument of this book is important—that there are ‘moves’ to academic writing . . . and that knowledge of them can be generative. The template format is a good way to teach and demystify the moves that matter. I like this book a lot.”

—David Bartholomae, University of Pittsburgh

“My students are from diverse backgrounds and the topics in this book help them to empathize with others who are differ- ent from them.”

—Steven Bailey, Central Michigan University

“A beautifully lucid way to approach argument—different from any rhetoric I’ve ever seen.”

—Anne-Marie Thomas, Austin Community College, Riverside

“Students need to walk a fine line between their work and that of others, and this book helps them walk that line, providing specific methods and techniques for introducing, explaining, and integrating other voices with their own ideas.”

—Libby Miles, University of Vermont

“‘They Say’ with Readings is different from other rhetorics and readers in that it really engages students in the act of writing throughout the book. It’s less a ‘here’s how’ book and more of a ‘do this with me’ kind of book.”

—Kelly Ritter, University of Illinois, Urbana-Champaign

“It offers students the formulas we, as academic writers, all carry in our heads.” —Karen Gardiner, University of Alabama

“Many students say that it is the first book they’ve found that actually helps them with writing in all disciplines.”

—Laura Sonderman, Marshall University

“As a WPA, I’m constantly thinking about how I can help instructors teach their students to make specific rhetorical moves on the page. This book offers a powerful way of teach- ing students to do just that.” —Joseph Bizup, Boston University

“The best tribute to ‘They Say / I Say’ I’ve heard is this, from a student: ‘This is one book I’m not selling back to the bookstore.’ Nods all around the room. The students love this book.”

—Christine Ross, Quinnipiac University

“My students love this book. They tell me that the idea of ‘entering a conversation’ really makes sense to them in a way that academic writing hasn’t before.”

—Karen Henderson, Helena College University of Montana

“A concise and practical text at a great price; students love it.” —Jeff Pruchnic, Wayne State University

“ ‘They Say’ contains the best collection of articles I have found. Students respond very well to the readings.”

—Julia Ruengert, Pensacola State College

“It’s the anti-composition text: Fun, creative, humorous, bril- liant, effective.”

—Perry Cumbie, Durham Technical Community College

“A brilliant book. . . . It’s like a membership card in the aca- demic club.” —Eileen Seifert, DePaul University

“The ability to engage with the thoughts of others is one of the most important skills taught in any college-level writing course, and this book does as good a job teaching that skill as any text I have ever encountered.” —William Smith, Weatherford College

F O U R T H E D I T I O N

“THEY SAY !I SAY” The Move s Tha t Ma t t e r

i n Academ i c Wr i t i n g

WITH READINGS

H GERALD GRAFF

CATHY BIRKENSTEIN both of the University of Illinois at Chicago

RUSSEL DURST University of Cincinnati

B w . w . n o r t o n & c o m p a n y

n e w y o r k | l o n d o n

To the great rhetorician Wayne Booth, who cared deeply

about the democratic art of listening closely to what others say.

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contents

preface to the fourth edition xi

preface: Demystifying Academic Conversation xvii

introduction: Entering the Conversation 1

PART 1 . “THEY SAY” 1 “they say”: Starting with What Others Are Saying 19 2 “her point is”: The Art of Summarizing 30 3 “as he himself puts it”: The Art of Quoting 43

PART 2. “ I SAY”

4 “yes / no / okay, but”: Three Ways to Respond 53 5 “and yet”: Distinguishing What You Say

from What They Say 67 6 “skeptics may object”:

Planting a Naysayer in Your Text 77 7 “so what? who cares?”: Saying Why It Matters 91

PART 3. TYING IT ALL TOGETHER

8 “as a result”: Connecting the Parts 101 9 “you mean i can just say it that way?”:

Academic Writing Doesn’t Mean Setting Aside Your Own Voice 117

10 “but don’t get me wrong”: The Art of Metacommentary 131

11 “he says contends”: Using the Templates to Revise 141

PART 4 . IN SPECIFIC ACADEMIC CONTEXTS

12 “i take your point”: Entering Class Discussions 162 13 don’t make them scroll up:

Entering Online Conversations 166

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14 what’s motivating this writer?: Reading for the Conversation 176

15 “analyze this”: Writing in the Social Sciences 187

readings

16 HOW CAN WE BRIDGE THE DIFFERENCES THAT DIVIDE US? 209

sean blanda, The “Other Side” Is Not Dumb 212

danah boyd, Why America Is Self-Segregating 219

michelle alexander, The New Jim Crow 230

j. d. vance, Hillbilly Elegy 251

gabriela moro, Minority Student Clubs: Segregation or Integration? 269

robert leonard, Why Rural America Voted for Trump 279

joseph e. stiglitz, A Tax System Stacked against the 99 Percent 286

barack obama, Howard University Commencement Speech 296

17 IS COLLEGE THE BEST OPTION? 315

stephanie owen and isabel sawhill, Should Everyone Go to College? 318

sanford j. ungar, The New Liberal Arts 336

charles murray, Are Too Many People Going to College? 344

liz addison, Two Years Are Better Than Four 365

gerald graff, Hidden Intellectualism 369

mike rose, Blue-Collar Brilliance 377

ben casselman, Shut Up about Harvard 390

steve kolowich, On the Front Lines of a New Culture War 398

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18 ARE WE IN A RACE AGAINST THE MACHINE? 421

nicholas carr, Is Google Making Us Stupid? 424

clive thompson, Smarter Than You Think: How Technology Is Changing Our Minds for the Better 441

michaela cullington, Does Texting Affect Writing? 462

jenna wortham, How I Learned to Love Snapchat 474

carole cadwalladr, Google, Democracy, and the Truth about Internet Search 480

kenneth goldsmith, Go Ahead: Waste Time on the Internet 500

sherry turkle, No Need to Call 505

zeynep tufekci, Does a Protest’s Size Matter? 525

19 WHAT’S GENDER GOT TO DO WITH IT? 531

anne-marie slaughter, Why Women Still Can’t Have It All 534

richard dorment, Why Men Still Can’t Have It All 555

raynard kington, I’m Gay and African American. As a Dad, I Still Have It Easier Than Working Moms. 576

laurie frankel, From He to She in First Grade 583

andrew reiner, Teaching Men to Be Emotionally Honest 589

stephen mays, What about Gender Roles in Same-Sex Relationships? 596

kate crawford, Artificial Intelligence’s White Guy Problem 599

nicholas eberstadt, Men without Work 605

20 WHAT’S THERE TO EAT? 621

michael pollan, Escape from the Western Diet 624

olga khazan, Why Don’t Convenience Stores Sell Better Food? 632

Contents

x

mary maxfield, Food as Thought: Resisting the Moralization of Eating 641

david zinczenko, Don’t Blame the Eater 647

radley balko, What You Eat Is Your Business 651

michael moss, The Extraordinary Science of Addictive Junk Food 656

david h. freedman, How Junk Food Can End Obesity 681

sara goldrick-rab, katharine broton, emily brunjes colo, Expanding the National School Lunch Program to Higher Education 713

credits 731

acknowledgments 737

index of templates 751

index of authors and titles 767

C O N T E N T S

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preface to the fourth edition

H

When we first set out to write this book, our goal was simple: to offer a version of “They Say / I Say”: The Moves That Matter in Academic Writing with an anthology of readings that would demonstrate the rhetorical moves “that matter.” And because “They Say” teaches students that academic writ- ing is a means of entering a conversation, we looked for read- ings on topics that would engage students and inspire them to respond—and to enter the conversations. Our purpose in writing “They Say” has always been to offer students a user-friendly model of writing that will help them put into practice the important principle that writing is a social activity. Proceeding from the premise that effec- tive writers enter conversations of other writers and speakers, this book encourages students to engage with those around them—including those who disagree with them—instead of just expressing their ideas “logically.” We believe it’s a model more necessary than ever in today’s increasingly diverse—and some might say divided—society. In this spirit, we have added a new chapter, “How Can We Bridge the Differences That Divide Us?,” with readings that represent different perspectives on those divides—and what we might do to overcome them. Our own experience teaching first-year writing students has led us to believe that to be persuasive, arguments need not only supporting evidence but also motivation and exigency,

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and that the surest way to achieve this motivation and exigency is to generate one’s own arguments as a response to those of others—to something “they say.” To help students write their way into the often daunting conversations of academia and the wider public sphere, the book provides templates to help them make sophisticated rhetorical moves that they might otherwise not think of attempting. And of course learning to make these rhetorical moves in writing also helps students become better readers of argument. The two versions of “They Say / I Say” are now being taught at more than 1,500 schools, which suggests that there is a wide- spread desire for explicit instruction that is understandable but not oversimplified, to help writers negotiate the basic moves necessary to “enter the conversation.” Instructors have told us how much this book helps their students learn how to write academic discourse, and some students have written to us saying that it’s helped them to “crack the code,” as one student put it. This fourth edition of “They Say / I Say” with Readings includes forty readings—half of them new—on five compel- ling and controversial issues. The selections provide a glimpse into some important conversations taking place today—and will, we hope, provoke students to respond and thus to join in those conversations.

highlights

Forty readings that will prompt students to think—and write. Taken from a wide variety of sources, including the Chronicle of Higher Education, the Washington Post, the New York Times, the Wall Street Journal, medium.com, best-selling books, policy reports, student-run journals, celebrated speeches, and more,

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the readings represent a range of perspectives on five important issues:

How Can We Bridge the Differences That Divide Us? Is College the Best Option? Are We in a Race against the Machine? What’s Gender Got to Do with It? What’s There to Eat?

The readings can function as sources for students’ own writing, and the study questions that follow each reading focus students’ attention on how each author uses the key rhetorical moves taught in the book. Additionally, one question invites students to write, and often to respond with their own views.

Two books in one, with a rhetoric up front and readings in the back. The two parts are linked by cross-references in the margins, leading from the rhetoric to specific examples in the readings and from the readings to the corresponding writ- ing instruction. Teachers can therefore begin with either the rhetoric or the readings, and the links will facilitate movement between one section and the other.

A chapter on reading (Chapter 14) encourages students to think of reading as an act of entering conversations. Instead of teaching students merely to identify the author’s argument, this chapter shows them how to read with an eye for what arguments the author is responding to—in other words, to think carefully about why the writer is making the argument in the first place, and thus to recognize (and ultimately become a part of) the larger conversation that gives meaning to read- ing the text.

Preface to the Fourth Edition

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P R E FA C E T O T H E F O U R T H E D I T I O N

what’s new

A new chapter, “How Can We Bridge the Differences That Divide Us?,” brings together diverse perspectives on some of the issues that have been a source of division in our country, with readings that offer possible ways to overcome those divi- sions—from Sean Blanda’s “The Other Side Is Not Dumb” to J. D. Vance’s Hillbilly Elegy and Michelle Alexander’s The New Jim Crow.

Half of the readings are new, with at least one documented piece and one student essay in each chapter, added in response to requests from many teachers who wanted more complex and documented writing. In the technology and gender chapters, half of the readings are new, with essays on fake news, wasting time online (and why that’s a good thing), and men without work, among others. The education chapter now includes an essay on problematic elitism in some circles of higher education and another on one college’s quest to foster tolerance among its diverse student body. Finally, the food chapter now asks a slightly different question: what (if anything) is there to eat?

An updated chapter on academic language (now called “You Mean I Can Just Say It That Way?”) underscores the need to bridge spheres that are too often kept separate: everyday lan- guage and academic writing.

A new chapter on entering online conversations further underscores the importance of including a “they say” when responding to others on blogs, class discussion boards, and the like, showing how the rhetorical moves taught in this book can help students contribute clearly and respectfully to conversa- tions in digital spaces.

x v

New examples—15 in total—appear throughout the rhetoric, from Deborah Tannen and Charles Murray to Nicholas Carr and Michelle Alexander.

An updated chapter on writing in the social sciences reflects a broader range of writing assignments with examples from aca- demic publications in sociology, psychology, and political science.

what’s online

Online tutorials give students hands-on practice recognizing and using the rhetorical moves taught in this book both as readers and writers. Each tutorial helps students read a full essay with an eye on these moves and then respond to a writing prompt using templates from the book.

They Say / I Blog. Updated monthly, this blog provides up-to- the-minute readings on the issues covered in the book, along with questions that prompt students to literally join the con- versation. Check it out at theysayiblog.com.

Instructor’s Guide. Now available in print, the guide includes expanded in-class activities, sample syllabi, summaries of each chapter and reading, and a chapter on using the online resources, including They Say / I Blog.

Ebook. Searchable, portable, and interactive. The complete textbook for a fraction of the price. Students can interact with the text—take notes, bookmark, search, and highlight. The ebook can be viewed on—and synced between—all computers and mobile devices.

Preface to the Fourth Edition

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InQuizitive for Writers. Adaptive, game-like exercises help students practice editing, focusing especially on the errors that matter.

Coursepack. Norton resources you can add to your online, hybrid, or lecture course—all at no cost. Norton Coursepacks work within your existing learning management system; there’s no new system to learn, and access is free and easy. Customizable resources include assignable writing prompts from theysayiblog .com, quizzes on grammar and documentation, documentation guides, model student essays, and more.

Find it all at digital.wwnorton.com/theysayreadings4 or contact your Norton representative for more information.

We hope that this new edition of “They Say / I Say” with Read- ings will spark students’ interest in some of the most pressing conversations of our day and provide them with some of the tools they need to engage in those conversations with dexterity and confidence. Gerald Graff Cathy Birkenstein Russel Durst

P R E FA C E T O T H E F O U R T H E D I T I O N

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preface

Demystifying Academic Conversation

H

Experienced writing instructors have long recognized that writing well means entering into conversation with others. Academic writing in particular calls upon writers not simply to express their own ideas, but to do so as a response to what others have said. The first-year writing program at our own university, according to its mission statement, asks “students to partici- pate in ongoing conversations about vitally important academic and public issues.” A similar statement by another program holds that “intellectual writing is almost always composed in response to others’ texts.” These statements echo the ideas of rhetorical theorists like Kenneth Burke, Mikhail Bakhtin, and Wayne Booth as well as recent composition scholars like David Bartholomae, John Bean, Patricia Bizzell, Irene Clark, Greg Colomb, Lisa Ede, Peter Elbow, Joseph Harris, Andrea Lunsford, Elaine Maimon, Gary Olson, Mike Rose, John Swales and Christine Feak, Tilly Warnock, and others who argue that writing well means engaging the voices of others and letting them in turn engage us. Yet despite this growing consensus that writing is a social, conversational act, helping student writers actually partici- pate in these conversations remains a formidable challenge. This book aims to meet that challenge. Its goal is to demys- tify academic writing by isolating its basic moves, explaining

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them clearly, and representing them in the form of templates. In this way, we hope to help students become active partici- pants in the important conversations of the academic world and the wider public sphere.

highlights

Shows that writing well means entering a conversation, sum- marizing others (“they say”) to set up one’s own argument (“I say”).

Demystifies academic writing, showing students “the moves that matter” in language they can readily apply.

Provides user-friendly templates to help writers make those moves in their own writing.

Includes a chapter on reading, showing students how the authors they read are part of a conversation that they them- selves can enter—and thus to see reading as a matter not of passively absorbing information but of understanding and actively entering dialogues and debates.

how this book came to be

The original idea for this book grew out of our shared interest in democratizing academic culture. First, it grew out of arguments that Gerald Graff has been making throughout his career that schools and colleges need to invite students into the conversa- tions and debates that surround them. More specifically, it is a practical, hands-on companion to his recent book, Clueless in Academe: How Schooling Obscures the Life of the Mind, in which he looks at academic conversations from the perspective of those who find them mysterious and proposes ways in which

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such mystification can be overcome. Second, this book grew out of writing templates that Cathy Birkenstein developed in the 1990s, for use in writing and literature courses she was teaching. Many students, she found, could readily grasp what it meant to support a thesis with evidence, to entertain a counter- argument, to identify a textual contradiction, and ultimately to summarize and respond to challenging arguments, but they often had trouble putting these concepts into practice in their own writing. When Cathy sketched out templates on the board, however, giving her students some of the language and patterns that these sophisticated moves require, their writing—and even their quality of thought—significantly improved. This book began, then, when we put our ideas together and realized that these templates might have the potential to open up and clarify academic conversation. We proceeded from the premise that all writers rely on certain stock formulas that they themselves didn’t invent—and that many of these formulas are so commonly used that they can be represented in model templates that students can use to structure and even generate what they want to say. As we developed a working draft of this book, we began using it in first-year writing courses that we teach at UIC. In class- room exercises and writing assignments, we found that students who otherwise struggled to organize their thoughts, or even to think of something to say, did much better when we provided them with templates like the following.

j In discussions of , a controversial issue is whether

. While some argue that , others contend

that .

j This is not to say that .

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One virtue of such templates, we found, is that they focus writers’ attention not just on what is being said, but on the forms that structure what is being said. In other words, they make students more conscious of the rhetorical patterns that are key to academic success but often pass under the classroom radar.

the centrality of “they say / i say”

The central rhetorical move that we focus on in this book is the “they say / I say” template that gives our book its title. In our view, this template represents the deep, underlying structure, the internal DNA as it were, of all effective argument. Effective persuasive writers do more than make well-supported claims (“I say”); they also map those claims relative to the claims of others (“they say”). Here, for example, the “they say / I say” pattern structures a passage from an essay by the media and technology critic Steven Johnson.

For decades, we’ve worked under the assumption that mass cul- ture follows a path declining steadily toward lowest-common- denominator standards, presumably because the “masses” want dumb, simple pleasures and big media companies try to give the masses what they want. But . . . the exact opposite is happening: the culture is getting more cognitively demanding, not less.

Steven Johnson, “Watching TV Makes You Smarter”

In generating his own argument from something “they say,” Johnson suggests why he needs to say what he is saying: to correct a popular misconception.

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Even when writers do not explicitly identify the views they are responding to, as Johnson does, an implicit “they say” can often be discerned, as in the following passage by Zora Neale Hurston.

I remember the day I became colored. Zora Neale Hurston, “How It Feels to Be Colored Me”

In order to grasp Hurston’s point here, we need to be able to reconstruct the implicit view she is responding to and question- ing: that racial identity is an innate quality we are simply born with. On the contrary, Hurston suggests, our race is imposed on us by society—something we “become” by virtue of how we are treated. As these examples suggest, the “they say / I say” model can improve not just student writing, but student reading compre- hension as well. Since reading and writing are deeply recipro- cal activities, students who learn to make the rhetorical moves represented by the templates in this book figure to become more adept at identifying these same moves in the texts they read. And if we are right that effective arguments are always in dialogue with other arguments, then it follows that in order to understand the types of challenging texts assigned in college, students need to identify the views to which those texts are responding. Working with the “they say / I say” model can also help with invention, finding something to say. In our experience, students best discover what they want to say not by thinking about a subject in an isolation booth, but by reading texts, listening closely to what other writers say, and looking for an opening through which they can enter the conversation. In other words, listening closely to others and summarizing what they have to say can help writers generate their own ideas.

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the usefulness of templates

Our templates also have a generative quality, prompting stu- dents to make moves in their writing that they might not oth- erwise make or even know they should make. The templates in this book can be particularly helpful for students who are unsure about what to say, or who have trouble finding enough to say, often because they consider their own beliefs so self-evident that they need not be argued for. Students like this are often helped, we’ve found, when we give them a simple tem- plate like the following one for entertaining a counterargument (or planting a naysayer, as we call it in Chapter 6).

j Of course some might object that . Although I concede

that , I still maintain that .

What this particular template helps students do is make the seemingly counterintuitive move of questioning their own beliefs, of looking at them from the perspective of those who disagree. In so doing, templates can bring out aspects of stu- dents’ thoughts that, as they themselves sometimes remark, they didn’t even realize were there. Other templates in this book help students make a host of sophisticated moves that they might not otherwise make: sum- marizing what someone else says, framing a quotation in one’s own words, indicating the view that the writer is responding to, marking the shift from a source’s view to the writer’s own view, offering evidence for that view, entertaining and answering counterarguments, and explaining what is at stake in the first place. In showing students how to make such moves, templates do more than organize students’ ideas; they help bring those ideas into existence.

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“ok—but templates?”

We are aware, of course, that some instructors may have res- ervations about templates. Some, for instance, may object that such formulaic devices represent a return to prescriptive forms of instruction that encourage passive learning or lead students to put their writing on automatic pilot. This is an understandable reaction, we think, to kinds of rote instruction that have indeed encouraged passivity and drained writing of its creativity and dynamic relation to the social world. The trouble is that many students will never learn on their own to make the key intellectual moves that our templates repre- sent. While seasoned writers pick up these moves unconsciously through their reading, many students do not. Consequently, we believe, students need to see these moves represented in the explicit ways that the templates provide. The aim of the templates, then, is not to stifle critical thinking but to be direct with students about the key rhetori- cal moves that it comprises. Since we encourage students to modify and adapt the templates to the particularities of the arguments they are making, using such prefabricated formulas as learning tools need not result in writing and thinking that are themselves formulaic. Admittedly, no teaching tool can guarantee that students will engage in hard, rigorous thought. Our templates do, however, provide concrete prompts that can stimulate and shape such thought: What do “they say” about my topic? What would a naysayer say about my argument? What is my evidence? Do I need to qualify my point? Who cares? In fact, templates have a long and rich history. Public orators from ancient Greece and Rome through the European Renais- sance studied rhetorical topoi or “commonplaces,” model passages and formulas that represented the different strategies available

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to public speakers. In many respects, our templates echo this classical rhetorical tradition of imitating established models. The journal Nature requires aspiring contributors to follow a guideline that is like a template on the opening page of their manuscript: “Two or three sentences explaining what the main result [of their study] reveals in direct comparison with what was thought to be the case previously, or how the main result adds to previous knowledge.” In the field of education, a form designed by the education theorist Howard Gardner asks postdoctoral fellowship applicants to complete the following template: “Most scholars in the field believe . As a result of my study,

.” That these two examples are geared toward post- doctoral fellows and veteran researchers shows that it is not only struggling undergraduates who can use help making these key rhetorical moves, but experienced academics as well. Templates have even been used in the teaching of personal narrative. The literary and educational theorist Jane Tompkins devised the following template to help student writers make the often difficult move from telling a story to explaining what it means: “X tells a story about to make the point that

. My own experience with yields a point that is similar/different/both similar and different. What I take away from my own experience with is . As a result, I conclude .” We especially like this template because it suggests that “they say / I say” argument need not be mechanical, impersonal, or dry, and that telling a story and mak- ing an argument are more compatible activities than many think.

why it’s okay to use “i”

But wait—doesn’t the “I” part of “they say/ I say” flagrantly encourage the use of the first-person pronoun? Aren’t we aware

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that some teachers prohibit students from using “I” or “we,” on the grounds that these pronouns encourage ill-considered, subjective opinions rather than objective and reasoned argu- ments? Yes, we are aware of this first-person prohibition, but we think it has serious flaws. First, expressing ill-considered, subjective opinions is not necessarily the worst sin beginning writers can commit; it might be a starting point from which they can move on to more reasoned, less self-indulgent perspectives. Second, prohibiting students from using “I” is simply not an effective way of curbing students’ subjectivity, since one can offer poorly argued, ill-supported opinions just as easily without it. Third and most important, prohibiting the first person tends to hamper students’ ability not only to take strong positions but to differentiate their own positions from those of others, as we point out in Chapter 5. To be sure, writers can resort to vari- ous circumlocutions—“it will here be argued,” “the evidence suggests,” “the truth is”—and these may be useful for avoid- ing a monotonous series of “I believe” sentences. But except for avoiding such monotony, we see no good reason why “I” should be set aside in persuasive writing. Rather than prohibit “I,” then, we think a better tactic is to give students practice at using it well and learning its use, both by supporting their claims with evidence and by attending closely to alternative perspectives—to what “they” are saying.

how this book is organized

Because of its centrality, we have allowed the “they say / I say” format to dictate the structure of this book. So while Part 1 addresses the art of listening to others, Part 2 addresses how to offer one’s own response. Part 1 opens with a chapter on

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“Starting with What Others Are Saying” that explains why it is generally advisable to begin a text by citing others rather than plunging directly into one’s own views. Subsequent chapters take up the arts of summarizing and quoting what these others have to say. Part 2 begins with a chapter on different ways of responding, followed by chapters on marking the shift between what “they say” and what “I say,” on introducing and answering objections, and on answering the all-important questions: “so what?” and “who cares?” Part 3 offers strategies for “Tying It All Together,” beginning with a chapter on connection and coher- ence; followed by a chapter on academic language, encouraging students to draw on their everyday voice as a tool for writing; and including chapters on the art of metacommentary and using the templates to revise a text. Part 4 offers guidance for enter- ing conversations in specific academic contexts, with chapters on entering class discussions, writing online, and reading and writing in the social sciences. Finally, we provide forty readings and an index of templates.

what this book doesn’t do

There are some things that this book does not try to do. We do not, for instance, cover logical principles of argument such as syllogisms, warrants, logical fallacies, or the differences between inductive and deductive reasoning. Although such concepts can be useful, we believe most of us learn the ins and outs of argumentative writing not by studying logical principles in the abstract, but by plunging into actual discussions and debates, trying out different patterns of response, and in this way getting a sense of what works to persuade different audiences and what doesn’t. In our view, people learn more about arguing from

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hearing someone say, “You miss my point. What I’m saying is not , but ,” or “I agree with you that

, and would even add that ,” than they do from studying the differences between inductive and deductive reasoning. Such formulas give students an immediate sense of what it feels like to enter a public conversation in a way that studying abstract warrants and logical fallacies does not.

engaging with the ideas of others

One central goal of this book is to demystify academic writing by returning it to its social and conversational roots. Although writing may require some degree of quiet and solitude, the “they say/ I say” model shows students that they can best develop their arguments not just by looking inward but by doing what they often do in a good conversation with friends and family—by listening carefully to what others are saying and engaging with other views. This approach to writing therefore has an ethical dimension, since it asks writers not simply to keep proving and reasserting what they already believe, but to stretch what they believe by putting it up against beliefs that differ, sometimes radically, from their own. In an increasingly diverse, global society, this ability to engage with the ideas of others is especially crucial to democratic citizenship. Gerald Graff Cathy Birkenstein

1

introduction

Entering the Conversation

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Think about an activity that you do particularly well: cooking, playing the piano, shooting a basketball, even some- thing as basic as driving a car. If you reflect on this activity, you’ll realize that once you mastered it you no longer had to give much conscious thought to the various moves that go into doing it. Performing this activity, in other words, depends on your having learned a series of complicated moves—moves that may seem mysterious or difficult to those who haven’t yet learned them. The same applies to writing. Often without consciously real- izing it, accomplished writers routinely rely on a stock of estab- lished moves that are crucial for communicating sophisticated ideas. What makes writers masters of their trade is not only their ability to express interesting thoughts but their mastery of an inventory of basic moves that they probably picked up by reading a wide range of other accomplished writers. Less experienced writers, by contrast, are often unfamiliar with these basic moves and unsure how to make them in their own writing. Hence this book, which is intended as a short, user-friendly guide to the basic moves of academic writing. One of our key premises is that these basic moves are so common that they can be represented in templates that you can use right away to structure and even generate your own

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writing. Perhaps the most distinctive feature of this book is its pre sentation of many such templates, designed to help you successfully enter not only the world of academic thinking and writing, but also the wider worlds of civic discourse and work. Instead of focusing solely on abstract principles of writing, then, this book offers model templates that help you put those principles directly into practice. Working with these templates will give you an immediate sense of how to engage in the kinds of critical thinking you are required to do at the college level and in the vocational and public spheres beyond. Some of these templates represent simple but crucial moves like those used to summarize some widely held belief.

j Many Americans assume that .

Others are more complicated.

j On the one hand, . On the other hand, .

j Author X contradicts herself. At the same time that she argues

, she also implies .

j I agree that .

j This is not to say that .

It is true, of course, that critical thinking and writing go deeper than any set of linguistic formulas, requiring that you question assumptions, develop strong claims, offer supporting reasons and evidence, consider opposing arguments, and so on. But these deeper habits of thought cannot be put into practice unless you have a language for expressing them in clear, orga- nized ways.

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state your own ideas as a response to others

The single most important template that we focus on in this book is the “they say ; I say ” formula that gives our book its title. If there is any one point that we hope you will take away from this book, it is the importance not only of expressing your ideas (“I say”) but of presenting those ideas as a response to some other person or group (“they say”). For us, the underlying structure of effective academic writing—and of responsible public discourse—resides not just in stating our own ideas but in listening closely to others around us, summarizing their views in a way that they will recognize, and responding with our own ideas in kind. Broadly speaking, academic writ- ing is argumentative writing, and we believe that to argue well you need to do more than assert your own position. You need to enter a conversation, using what others say (or might say) as a launching pad or sounding board for your own views. For this reason, one of the main pieces of advice in this book is to write the voices of others into your text. In our view, then, the best academic writing has one under- lying feature: it is deeply engaged in some way with other peo- ple’s views. Too often, however, academic writing is taught as a process of saying “true” or “smart” things in a vacuum, as if it were possible to argue effectively without being in conver- sation with someone else. If you have been taught to write a traditional five-paragraph essay, for example, you have learned how to develop a thesis and support it with evidence. This is good advice as far as it goes, but it leaves out the important fact that in the real world we don’t make arguments without being provoked. Instead, we make arguments because some- one has said or done something (or perhaps not said or done

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something) and we need to respond: “I can’t see why you like the Lakers so much”; “I agree: it was a great film”; “That argu- ment is contradictory.” If it weren’t for other people and our need to challenge, agree with, or otherwise respond to them, there would be no reason to argue at all.

“why are you telling me this?”

To make an impact as a writer, then, you need to do more than make statements that are logical, well supported, and consis- tent. You must also find a way of entering into conversation with the views of others, with something “they say.” The easiest and most common way writers do this is by summarizing what others say and then using it to set up what they want to say. “But why,” as a student of ours once asked, “do I always need to summarize the views of others to set up my own view? Why can’t I just state my own view and be done with it?” Why indeed? After all, “they,” whoever they may be, will have already had their say, so why do you have to repeat it? Further- more, if they had their say in print, can’t readers just go and read what was said themselves? The answer is that if you don’t identify the “they say” you’re responding to, your own argument probably won’t have a point. Readers will wonder what prompted you to say what you’re say- ing and therefore motivated you to write. As the figure on the following page suggests, without a “they say,” what you are saying may be clear to your audience, but why you are saying it won’t be. Even if we don’t know what film he’s referring to, it’s easy to grasp what the speaker means here when he says that its characters are very complex. But it’s hard to see why the speaker feels the need to say what he is saying. “Why,” as one member

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of his imagined audience wonders, “is he telling us this?” So the characters are complex—so what? Now look at what happens to the same proposition when it is presented as a response to something “they say”:

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We hope you agree that the same claim—“the characters in the film are very complex”—becomes much stronger when presented as a response to a contrary view: that the film’s char- acters “are sexist stereotypes.” Unlike the speaker in the first cartoon, the speaker in the second has a clear goal or mission: to correct what he sees as a mistaken characterization.

the as-opposed-to-what factor

To put our point another way, framing your “I say” as a response to something “they say” gives your writing an element of con- trast without which it won’t make sense. It may be helpful to think of this crucial element as an “as-opposed-to-what factor” and, as you write, to continually ask yourself, “Who says oth- erwise?” and “Does anyone dispute it?” Behind the audience’s “Yeah, so?” and “Why is he telling us this?” in the first cartoon above lie precisely these types of “As opposed to what?” ques- tions. The speaker in the second cartoon, we think, is more satisfying because he answers these questions, helping us see his point that the film presents complex characters rather than simple sexist stereotypes.

how it’s done

Many accomplished writers make explicit “they say” moves to set up and motivate their own arguments. One famous example is Martin Luther King Jr.’s “Letter from Birmingham Jail,” which consists almost entirely of King’s eloquent responses to a public statement by eight clergymen deploring the civil rights protests

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he was leading. The letter—which was written in 1963, while King was in prison for leading a demonstration against racial injustice in Birmingham—is structured almost entirely around a framework of summary and response, in which King summarizes and then answers their criticisms. In one typical passage, King writes as follows.

You deplore the demonstrations taking place in Birmingham. But your statement, I am sorry to say, fails to express a similar concern for the conditions that brought about the demonstrations.

Martin Luther King Jr., “Letter from Birmingham Jail”

King goes on to agree with his critics that “It is unfortunate that demonstrations are taking place in Birmingham,” yet he hastens to add that “it is even more unfortunate that the city’s white power structure left the Negro community with no alternative.” King’s letter is so thoroughly conversational, in fact, that it could be rewritten in the form of a dialogue or play.

King’s critics: King’s response: Critics: Response:

Clearly, King would not have written his famous letter were it not for his critics, whose views he treats not as objections to his already-formed arguments but as the motivating source of those arguments, their central reason for being. He quotes not only what his critics have said (“Some have asked: ‘Why didn’t you give the new city administration time to act?’ ”), but also things they might have said (“One may well ask: ‘How can

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you advocate breaking some laws and obeying others?’ ”)—all to set the stage for what he himself wants to say. A similar “they say / I say” exchange opens an essay about American patriotism by the social critic Katha Pollitt, who uses her own daughter’s comment to represent the patriotic national fervor after the terrorist attacks of September 11, 2001.

My daughter, who goes to Stuyvesant High School only blocks from the former World Trade Center, thinks we should fly the American flag out our window. Definitely not, I say: the flag stands for jingoism and vengeance and war. She tells me I’m wrong—the flag means standing together and honoring the dead and saying no to terrorism. In a way we’re both right. . . .

Katha Pollitt, “Put Out No Flags”

As Pollitt’s example shows, the “they” you respond to in crafting an argument need not be a famous author or someone known to your audience. It can be a family member like Pollitt’s daughter, or a friend or classmate who has made a provocative claim. It can even be something an individual or a group might say—or a side of yourself, something you once believed but no longer do, or something you partly believe but also doubt. The important thing is that the “they” (or “you” or “she”) represent some wider group with which readers might identify—in Pollitt’s case, those who patriotically believe in flying the flag. Pollitt’s example also shows that responding to

the views of others need not always involve unquali- fied opposition. By agreeing and disagreeing with her daughter, Pollitt enacts what we call the “yes and no” response, reconciling apparently incompatible views.

While King and Pollitt both identify the views they are responding to, some authors do not explicitly state their views

See Chapter 4 for more

on agreeing, but with a

difference.

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but instead allow the reader to infer them. See, for instance, if you can identify the implied or unnamed “they say” that the following claim is responding to.

I like to think I have a certain advantage as a teacher of literature because when I was growing up I disliked and feared books.

Gerald Graff, “Disliking Books at an Early Age”

In case you haven’t figured it out already, the phantom “they say” here is the common belief that in order to be a good teacher of literature, one must have grown up liking and enjoy- ing books.

court controversy, but . . .

As you can see from these examples, many writers use the “they say / I say” format to challenge standard ways of thinking and thus to stir up controversy. This point may come as a shock to you if you have always had the impression that in order to suc- ceed academically you need to play it safe and avoid controversy in your writing, making statements that nobody can possibly disagree with. Though this view of writing may appear logical, it is actually a recipe for flat, lifeless writing and for writing that fails to answer what we call the “so what?” and “who cares?” questions. “William Shakespeare wrote many famous plays and sonnets” may be a perfectly true statement, but precisely because nobody is likely to disagree with it, it goes without saying and thus would seem pointless if said. But just because controversy is important doesn’t mean you have to become an attack dog who automatically disagrees with

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everything others say. We think this is an important point to underscore because some who are not familiar with this book have gotten the impression from the title that our goal is to train writers simply to disparage whatever “they say.”

disagreeing without being disagreeable

There certainly are occasions when strong critique is needed. It’s hard to live in a deeply polarized society like our current one and not feel the need at times to criticize what others think. But even the most justified critiques fall flat, we submit, unless we really listen to and understand the views we are criticizing:

j While I understand the impulse to , my own view

is .

Even the most sympathetic audiences, after all, tend to feel manipulated by arguments that scapegoat and caricature the other side. Furthermore, 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. Thus the type of “they say / I say” argument that we promote in this book can take the form of agreeing up to a point or, as the Pollitt example above illustrates, of both agreeing and disagreeing simultaneously, as in:

j While I agree with X that , I cannot accept her over-

all conclusion that .

j While X argues , and I argue , in a way

we’re both right.

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Agreement cannot be ruled out, however:

j I agree with that .

the template of templates

There are many ways, then, to enter a conversation and respond to what “they say.” But our discussion of ways to do so would be incomplete were we not to mention the most comprehensive way that writers enter conversations, which incorporates all the major moves discussed in this book:

j In recent discussions of , a controversial issue has

been whether . On the one hand, some argue

that . From this perspective, . On the other

hand, however, others argue that . In the words of

, one of this view’s main proponents, “ .”

According to this view, . In sum, then, the issue is

whether or .

My own view is that . Though I concede that

, I still maintain that . For example,

. Although some might object that , I would

reply that . The issue is important because .

This “template of templates,” as we like to call it, represents the internal DNA of countless articles and even entire books. Writers commonly use a version of it not only to stake out their “they say” and “I say” at the start of their manuscript, but—just as important—to form the overarching blueprint that structures what they write over the entire length of their text.

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Taking it line by line, this master template first helps you open your text by identifying an issue in some ongoing conversation or debate (“In recent discussions of , a controversial issue has been ”), and then to map some of the voices in this controversy (by using the “on the one hand / on the other hand” structure). The template then helps you introduce a quotation (“In the words of ”), to explain the quotation in your own words (“According to this view”), and—in a new paragraph—to state your own argument (“My own view is that”), to qualify your argu- ment (“Though I concede that”), and then to support your argument with evidence (“For example”). In addition, the template helps you make one of the most crucial moves in argumentative writing, what we call “planting a naysayer in your text,” in which you summarize and then answer a likely objection to your own central claim (“Although it might be objected that , I reply ”). Finally, this template helps you shift between general, over-arching claims (“In sum, then”) and smaller-scale, supporting claims (“For example”). Again, none of us is born knowing these moves, especially when it comes to academic writing. Hence the need for this book.

but isn’t this plagiarism?

“But isn’t this plagiarism?” at least one student each year will usually ask. “Well, is it?” we respond, turning the question around into one the entire class can profit from. “We are, after all, asking you to use language in your writing that isn’t your

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own—language that you ‘borrow’ or, to put it less delicately, steal from other writers.” Often, a lively discussion ensues that raises important questions about authorial ownership and helps everyone better understand the frequently confusing line between pla- giarism and the legitimate use of what others say and how they say it. Students are quick to see that no one person owns a conventional formula like “on the one hand . . . on the other hand. . . .” Phrases like “a controversial issue” are so commonly used and recycled that they are generic— community property that can be freely used without fear of committing plagiarism. It is plagiarism, however, if the words used to fill in the blanks of such formulas are borrowed from others without proper acknowledgment. In sum, then, while it is not plagiarism to recycle conventionally used formulas, it is a serious academic offense to take the substantive content from others’ texts without citing the author and giving him or her proper credit.

“ok—but templates?”

Nevertheless, if you are like some of our students, your ini- tial response to templates may be skepticism. At first, many of our students complain that using templates will take away their originality and creativity and make them all sound the same. “They’ll turn us into writing robots,” one of our students insisted. “I’m in college now,” another student asserted; “this is third-grade-level stuff.” In our view, however, the templates in this book, far from being “third-grade-level stuff,” represent the stock-in-trade of

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sophisticated thinking and writing, and they often require a great deal of practice and instruction to use successfully. As for the belief that pre-established forms undermine creativity, we think it rests on a very limited vision of what creativity is all about. In our view, the templates in this book will actually help your writing become more original and creative, not less. After all, even the most creative forms of expression depend on established patterns and structures. Most songwriters, for instance, rely on a time-honored verse-chorus-verse pattern, and few people would call Shakespeare uncreative because he didn’t invent the sonnet or the dramatic forms that he used to such dazzling effect. Even the most avant-garde, cutting-edge artists like improvisational jazz musicians need to master the basic forms that their work improvises on, departs from, and goes beyond, or else their work will come across as uneducated child’s play. Ultimately, then, creativity and originality lie not in the avoidance of established forms but in the imaginative use of them. Furthermore, these templates do not dictate the content of what you say, which can be as original as you can make it, but only suggest a way of formatting how you say it. In addition, once you begin to feel comfortable with the templates in this book, you will be able to improvise creatively on them to fit new situations and purposes and find others in your reading. In other words, the templates offered here are learning tools to get you started, not structures set in stone. Once you get used to using them, you can even dispense with them altogether, for the rhetorical moves they model will be at your fingertips in an unconscious, instinctive way. But if you still need proof that writing templates need not make you sound stiff and artificial, consider the following open- ing to an essay on the fast-food industry that we’ve included at the back of this book.

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If ever there were a newspaper headline custom-made for Jay Leno’s monologue, this was it. Kids taking on McDonald’s this week, suing the company for making them fat. Isn’t that like middle-aged men suing Porsche for making them get speeding tickets? Whatever happened to personal responsibility? I tend to sympathize with these portly fast-food patrons, though. Maybe that’s because I used to be one of them.

David Zinczenko, “Don’t Blame the Eater”

Although Zinczenko relies on a version of the “they say / I say” formula, his writing is anything but dry, robotic, or uncre- ative. While Zinczenko does not explicitly use the words “they say” and “I say,” the template still gives the passage its underlying structure: “They say that kids suing fast-food com- panies for making them fat is a joke; but I say such lawsuits are justified.”

putting in your oar

Though the immediate goal of this book is to help you become a better writer, at a deeper level it invites you to become a certain type of person: a critical, intellectual thinker who, instead of sit- ting passively on the sidelines, can participate in the debates and conversations of your world in an active and empowered way. Ultimately, this book invites you to become a critical thinker who can enter the types of conversations described eloquently by the philosopher Kenneth Burke in the following widely cited passage. Likening the world of intellectual exchange to a never- ending conversation at a party, Burke writes:

You come late. When you arrive, others have long preceded you, and they are engaged in a heated discussion, a discussion too heated

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for them to pause and tell you exactly what it is about. . . . You listen for a while, until you decide that you have caught the tenor of the argument; then you put in your oar. Someone answers; you answer him; another comes to your defense; another aligns himself against you. . . . The hour grows late, you must depart. And you do depart, with the discussion still vigorously in progress.

Kenneth Burke, The Philosophy of Literary Form

What we like about this passage is its suggestion that stating an argument (putting in your oar) can only be done in conversa- tion with others; that entering the dynamic world of ideas must be done not as isolated individuals but as social beings deeply connected to others. This ability to enter complex, many-sided conversations has taken on a special urgency in today’s polarized, Red State / Blue State America, where the future for all of us may depend on our ability to put ourselves in the shoes of those who think very differently from us. The central piece of advice in this book—that we listen carefully to others, including those who disagree with us, and then engage with them thoughtfully and respectfully—can help us see beyond our own pet beliefs, which may not be shared by everyone. The mere act of craft- ing a sentence that begins “Of course, someone might object that ” may not seem like a way to change the world; but it does have the potential to jog us out of our comfort zones, to get us thinking critically about our own beliefs, and even to change minds, our own included.

Exercises

1. Write a short essay in which you first summarize our rationale for the templates in this book and then articulate your own

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position in response. If you want, you can use the template below to organize your paragraphs, expanding and modifying it as necessary to fit what you want to say.

In the Introduction to “They Say / I Say”: The Moves That Matter in

Academic Writing, Gerald Graff and Cathy Birkenstein provide tem-

plates designed to . Specifically, Graff and Birkenstein

argue that the types of writing templates they offer . As

the authors themselves put it, “ .” Although some people

believe , Graff and Birkenstein insist that .

In sum, then, their view is that .

I [agree/disagree/have mixed feelings]. In my view, the types

of templates that the authors recommend . For

instance, . In addition, . Some might object,

of course, on the grounds that . Yet I would argue

that . Overall, then, I believe —an important

point to make given .

2. Read the following paragraph from an essay by Emily Poe, a student at Furman University. Disregarding for the moment what Poe says, focus your attention on the phrases she uses to structure what she says (italicized here). Then write a new paragraph using Poe’s as a model but replacing her topic, vegetarianism, with one of your own.

The term “vegetarian” tends to be synonymous with “tree-hugger” in many people’s minds. They see vegetarianism as a cult that brainwashes its followers into eliminating an essential part of their daily diets for an abstract goal of “animal welfare.” However, few vegetarians choose their lifestyle just to follow the crowd. On the contrary, many of these supposedly brainwashed people are actu- ally independent thinkers, concerned citizens, and compassionate human beings. For the truth is that there are many very good reasons

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for giving up meat. Perhaps the best reasons are to improve the environment, to encourage humane treatment of livestock, or to enhance one’s own health. In this essay, then, closely examining a vegetarian diet as compared to a meat-eater’s diet will show that vegetarianism is clearly the better option for sustaining the Earth and all its inhabitants.

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ONE

“they say”

Starting with What Others Are Saying

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Not long ago we attended a talk at an academic conference where the speaker’s central claim seemed to be that a certain sociologist—call him Dr. X—had done very good work in a number of areas of the discipline. The speaker proceeded to illustrate his thesis by referring extensively and in great detail to various books and articles by Dr. X and by quoting long pas- sages from them. The speaker was obviously both learned and impassioned, but as we listened to his talk we found ourselves somewhat puzzled: the argument—that Dr. X’s work was very important—was clear enough, but why did the speaker need to make it in the first place? Did anyone dispute it? Were there commentators in the field who had argued against X’s work or challenged its value? Was the speaker’s interpretation of what X had done somehow novel or revolutionary? Since the speaker gave no hint of an answer to any of these questions, we could only wonder why he was going on and on about X. It was only after the speaker finished and took questions from the audience that we got a clue: in response to one questioner, he referred to several critics who had

The hypo- thetical audience in the figure on p. 5 reacts similarly.

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vigorously questioned Dr. X’s ideas and convinced many soci- ologists that Dr. X’s work was unsound. This story illustrates an important lesson: that to give writ- ing the most important thing of all—namely, a point—a writer needs to indicate clearly not only what his or her thesis is, but also what larger conversation that thesis is responding to. Because our speaker failed to mention what others had said about Dr. X’s work, he left his audience unsure about why he felt the need to say what he was saying. Perhaps the point was clear to other sociologists in the audience who were more familiar with the debates over Dr. X’s work than we were. But even they, we bet, would have understood the speaker’s point better if he’d sketched in some of the larger conversation his own claims were a part of and reminded the audience about what “they say.” This story also illustrates an important lesson about the order in which things are said: to keep an audience engaged, a writer needs to explain what he or she is responding to—either before offering that response or, at least, very early in the discussion. Delaying this explanation for more than one or two paragraphs in a very short essay or blog entry, three or four pages in a lon- ger work, or more than ten or so pages in a book reverses the

natural order in which readers process material—and in which writers think and develop ideas. After all, it seems very unlikely that our conference speaker first developed his defense of Dr. X and only later came across Dr. X’s

critics. As someone knowledgeable in his field, the speaker surely encountered the criticisms first and only then was compelled to respond and, as he saw it, set the record straight. Therefore, when it comes to constructing an argument (whether orally or in writing), we offer you the following advice: remember that you are entering a conversation and therefore need to start with “what others are saying,” as the

See how an essay about community

college opens by quoting its critics, p. 365.

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title of this chapter recommends, and then introduce your own ideas as a response. Specifically, we suggest that you summarize what “they say” as soon as you can in your text, and remind readers of it at strategic points as your text unfolds. Though it’s true that not all texts follow this practice, we think it’s important for all writers to master it before they depart from it. This is not to say that you must start with a detailed list of everyone who has written on your subject before you offer your own ideas. Had our conference speaker gone to the opposite extreme and spent most of his talk summarizing Dr. X’s critics with no hint of what he himself had to say, the audience probably would have had the same frustrated “why-is-he-going-on-like- this?” reaction. What we suggest, then, is that as soon as possible you state your own position and the one it’s responding to together, and that you think of the two as a unit. It is generally best to summarize the ideas you’re responding to briefly, at the start of your text, and to delay detailed elaboration until later. The point is to give your readers a quick preview of what is motivating your argument, not to drown them in details right away. Starting with a summary of others’ views may seem to con- tradict the common advice that writers should lead with their own thesis or claim. Although we agree that you shouldn’t keep readers in suspense too long about your central argument, we also believe that you need to present that argument as part of some larger conversation, indicating something about the arguments of others that you are supporting, opposing, amending, compli- cating, or qualifying. One added benefit of summarizing others’ views as soon as you can: you let those others do some of the work of framing and clarifying the issue you’re writing about. Consider, for example, how George Orwell starts his famous essay “Politics and the English Language” with what others are saying.

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Most people who bother with the matter at all would admit that the English language is in a bad way, but it is generally assumed that we cannot by conscious action do anything about it. Our civiliza- tion is decadent and our language—so the argument runs—must inevitably share in the general collapse. . . . [But] the process is reversible. Modern English . . . is full of bad habits . . . which can be avoided if one is willing to take the necessary trouble.

George Orwell, “Politics and the English Language”

Orwell is basically saying, “Most people assume that we cannot do anything about the bad state of the English language. But I say we can.” Of course, there are many other powerful ways to begin. Instead of opening with someone else’s views, you could start with an illustrative quotation, a revealing fact or statistic, or— as we do in this chapter—a relevant anecdote. If you choose one of these formats, however, be sure that it in some way illustrates the view you’re addressing or leads you to that view directly, with a minimum of steps. In opening this chapter, for example, we devote the first para- graph to an anecdote about the conference speaker and then move quickly at the start of the second paragraph to the miscon- ception about writing exemplified by the speaker. In the follow- ing opening, from an opinion piece in the New York Times Book Review, Christina Nehring also moves quickly from an anecdote illustrating something she dislikes to her own claim—that book lovers think too highly of themselves.

“I’m a reader!” announced the yellow button. “How about you?” I looked at its bearer, a strapping young guy stalking my town’s Festival of Books. “I’ll bet you’re a reader,” he volunteered, as though we were

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two geniuses well met. “No,” I replied. “Absolutely not,” I wanted to yell, and fling my Barnes & Noble bag at his feet. Instead, I mumbled something apologetic and melted into the crowd. There’s a new piety in the air: the self-congratulation of book lovers.

Christina Nehring, “Books Make You a Boring Person”

Nehring’s anecdote is really a kind of “they say”: book lovers keep telling themselves how great they are.

templates for introducing what “they say”

There are lots of conventional ways to introduce what others are saying. Here are some standard templates that we would have recommended to our conference speaker.

j A number of sociologists have recently suggested that X’s work

has several fundamental problems.

j It has become common today to dismiss .

j In their recent work, Y and Z have offered harsh critiques of

for .

templates for introducing “standard views”

The following templates can help you make what we call the “standard view” move, in which you introduce a view that has become so widely accepted that by now it is essentially the conventional way of thinking about a topic.

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j Americans have always believed that individual effort can

triumph over circumstances.

j Conventional wisdom has it that .

j Common sense seems to dictate that .

j The standard way of thinking about topic X has it that .

j It is often said that .

j My whole life I have heard it said that .

j You would think that .

j Many people assume that .

These templates are popular because they provide a quick and efficient way to perform one of the most common moves that writers make: challenging widely accepted beliefs, placing them on the examining table, and analyzing their strengths and weaknesses.

templates for making what “they say” something you say

Another way to introduce the views you’re responding to is to present them as your own. That is, the “they say” that you respond to need not be a view held by others; it can be one that you yourself once held or one that you are ambivalent about.

j I’ve always believed that museums are boring.

j When I was a child, I used to think that .

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j Although I should know better by now, I cannot help thinking

that .

j At the same time that I believe , I also believe

.

templates for introducing something implied or assumed

Another sophisticated move a writer can make is to summarize a point that is not directly stated in what “they say” but is implied or assumed.

j Although none of them have ever said so directly, my teachers

have often given me the impression that education will open doors.

j One implication of X’s treatment of is that .

j Although X does not say so directly, she apparently assumes

that .

j While they rarely admit as much, often take for

granted that .

These are templates that can help you think analytically—to look beyond what others say explicitly and to consider their unstated assumptions, as well as the implications of their views.

templates for introducing an ongoing debate

Sometimes you’ll want to open by summarizing a debate that presents two or more views. This kind of opening

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demonstrates your awareness that there are conflicting ways to look at your subject, the clear mark of someone who knows the subject and therefore is likely to be a reliable, trustworthy guide. Furthermore, opening with a summary of a debate can help you explore the issue you are writing about before declar- ing your own view. In this way, you can use the writing process itself to help you discover where you stand instead of having to commit to a position before you are ready to do so. Here is a basic template for opening with a debate.

j In discussions of X, one controversial issue has been .

On the one hand, argues . On the other

hand, contends . Others even maintain

. My own view is .

The cognitive scientist Mark Aronoff uses this kind of template in an essay on the workings of the human brain.

Theories of how the mind/brain works have been dominated for centuries by two opposing views. One, rationalism, sees the human mind as coming into this world more or less fully formed— preprogrammed, in modern terms. The other, empiricism, sees the mind of the newborn as largely unstructured, a blank slate.

Mark Aronoff, “Washington Sleeped Here”

A student writer, Michaela Cullington, uses a version of this template near the beginning of an essay to frame a debate over online writing abbreviations like “LOL” (“laughing out loud”) and to indicate her own position in this debate.

Some people believe that using these abbreviations is hindering the writing abilities of students, and others argue that texting is

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actually having a positive effect on writing. In fact, it seems likely that texting has no significant effect on student writing.

Michaela Cullington, “Does Texting Affect Writing?”

Another way to open with a debate involves starting with a proposition many people agree with in order to highlight the point(s) on which they ultimately disagree.

j When it comes to the topic of , most of us will read-

ily agree that . Where this agreement usually ends,

however, is on the question of . Whereas some are

convinced that , others maintain that .

The political writer Thomas Frank uses a variation on this move.

That we are a nation divided is an almost universal lament of this bitter election year. However, the exact property that divides us—elemental though it is said to be—remains a matter of some controversy.

Thomas Frank, “American Psyche”

keep what “they say” in view

We can’t urge you too strongly to keep in mind what “they say” as you move through the rest of your text. After summarizing the ideas you are responding to at the outset, it’s very impor- tant to continue to keep those ideas in view. Readers won’t be able to follow your unfolding response, much less any compli- cations you may offer, unless you keep reminding them what claims you are responding to.

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In other words, even when presenting your own claims, you should keep returning to the motivating “they say.” The longer and more complicated your text, the greater the chance that readers will forget what ideas originally motivated it—no matter how clearly you lay them out at the beginning. At strategic moments throughout your text, we recommend that you include what we call “return sentences.” Here is an example.

j In conclusion, then, as I suggested earlier, defenders of

can’t have it both ways. Their assertion that

is contradicted by their claim that .

We ourselves use such return sentences at every opportunity in this book to remind you of the view of writing that our book questions—that good writing means making true or smart or logical statements about a given subject with little or no refer- ence to what others say about it. By reminding readers of the ideas you’re responding to, return sentences ensure that your text maintains a sense of mission and urgency from start to finish. In short, they help ensure that your argument is a genuine response to others’ views rather than just a set of observations about a given subject. The difference is huge. To be responsive to others and the conver- sation you’re entering, you need to start with what others are saying and continue keeping it in the reader’s view.

Exercises

1. The following is a list of arguments that lack a “they say.” Like the speaker in the cartoon on page 5 who declares that the film presents complex characters, these one-sided

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arguments fail to explain what view they are responding to—what view, in effect, they are trying to correct, add to, qualify, complicate, and so forth. Your job in this exercise is to provide each argument with such a counterview. Feel free to use any of the templates in this chapter that you find helpful.

a. Our experiments suggest that there are dangerous levels of chemical X in the Ohio groundwater.

b. Material forces drive history. c. Proponents of Freudian psychology question standard

notions of “rationality.” d. Male students often dominate class discussions. e. The film is about the problems of romantic relationships. f. I’m afraid that templates like the ones in this book will

stifle my creativity.

2. Below is a template that we derived from the opening of David Zinczenko’s “Don’t Blame the Eater” (p. 647). Use the tem- plate to structure a passage on a topic of your own choosing. Your first step here should be to find an idea that you support that others not only disagree with but actually find laughable (or, as Zinczenko puts it, worthy of a Jay Leno monologue). You might write about one of the topics listed in the previous exercise (the environment, gender relations, the meaning of a book or movie) or any other topic that interests you.

If ever there was an idea custom-made for a Jay Leno monologue,

this was it: . Isn’t that like ? Whatever hap-

pened to ?

I happen to sympathize with , though, perhaps

because .

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TWO

“her point is”

The Art of Summarizing

H

If it is true, as we claim in this book, that to argue persuasively you need to be in dialogue with others, then sum- marizing others’ arguments is central to your arsenal of basic moves. Because writers who make strong claims need to map their claims relative to those of other people, it is important to know how to summarize effectively what those other people say. (We’re using the word “summarizing” here to refer to any information from others that you present in your own words, including that which you paraphrase.) Many writers shy away from summarizing—perhaps because they don’t want to take the trouble to go back to the text in question and wrestle with what it says, or because they fear that devoting too much time to other people’s ideas will take away from their own. When assigned to write a response to an article, such writers might offer their own views on the article’s topic while hardly mentioning what the article itself argues or says. At the opposite extreme are those who do nothing but summarize. Lacking confidence, perhaps, in their own ideas, these writers so overload their texts with summaries of others’ ideas that their own voice gets lost. And since these summaries are not animated

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by the writers’ own interests, they often read like mere lists of things that X thinks or Y says—with no clear focus. As a general rule, a good summary requires balancing what the original author is saying with the writer’s own focus. Generally speaking, a summary must at once be true to what the original author says while also emphasizing those aspects of what the author says that interest you, the writer. Strik- ing this delicate balance can be tricky, since it means facing two ways at once: both outward (toward the author being summarized) and inward (toward yourself). Ultimately, it means being respectful of others but simultaneously structuring how you summarize them in light of your own text’s central argument.

on the one hand, put yourself in their shoes

To write a really good summary, you must be able to suspend your own beliefs for a time and put yourself in the shoes of someone else. This means playing what the writing theorist Peter Elbow calls the “believing game,” in which you try to inhabit the world- view of those whose conversation you are joining—and whom you are perhaps even disagreeing with—and try to see their argument from their perspective. This ability to temporarily suspend one’s own convictions is a hallmark of good actors, who must convinc- ingly “become” characters whom in real life they may detest. As a writer, when you play the believing game well, readers should not be able to tell whether you agree or disagree with the ideas you are summarizing. If, as a writer, you cannot or will not suspend your own beliefs in this way, you are likely to produce summaries that are

See how Nicholas Carr Summarizes the mission of Google on p. 434, ¶ 24.

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so obviously biased that they undermine your credibility with readers. Consider the following summary.

David Zinczenko’s article “Don’t Blame the Eater” is nothing more than an angry rant in which he accuses the fast-food companies of an evil conspiracy to make people fat. I disagree because these companies have to make money. . . .

If you review what Zinczenko actually says (pp. 647–50), you should immediately see that this summary amounts to an unfair distortion. While Zinczenko does argue that the practices of the fast-food industry have the effect of making people fat, his tone is never “angry,” and he never goes so far as to suggest that the fast-food industry conspires to make people fat with deliberately evil intent. Another telltale sign of this writer’s failure to give Zinczenko a fair hearing is the hasty way he abandons the sum- mary after only one sentence and rushes on to his own response. So eager is this writer to disagree that he not only caricatures what Zinczenko says but also gives the article a hasty, super- ficial reading. Granted, there are many writing situations in which, because of matters of proportion, a one- or two-sentence summary is precisely what you want. Indeed, as writing profes- sor Karen Lunsford (whose own research focuses on argument theory) points out, it is standard in the natural and social sci- ences to summarize the work of others quickly, in one pithy sentence or phrase, as in the following example.

Several studies (Crackle, 2012; Pop, 2007; Snap, 2006) suggest that these policies are harmless; moreover, other studies (Dick, 2011; Harry, 2007; Tom, 2005) argue that they even have benefits.

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But if your assignment is to respond in writing to a single author, like Zinczenko, you will need to tell your readers enough about his or her argument so they can assess its merits on their own, independent of you. When a writer fails to provide enough summary or to engage in a rigorous or serious enough summary, he or she often falls prey to what we call “the closest cliché syndrome,” in which what gets summarized is not the view the author in question has actually expressed but a familiar cliché that the writer mistakes for the author’s view (sometimes because the writer believes it and mistakenly assumes the author must too). So, for example, Martin Luther King Jr.’s passionate defense of civil disobedi- ence in “Letter from Birmingham Jail” might be summarized not as the defense of political protest that it actually is but as a plea for everyone to “just get along.” Similarly, Zinczenko’s critique of the fast-food industry might be summarized as a call for overweight people to take responsibility for their weight. Whenever you enter into a conversation with others in your writing, then, it is extremely important that you go back to what those others have said, that you study it very closely, and that you not confuse it with something you already believe. A writer who fails to do this ends up essentially conversing with imaginary others who are really only the products of his or her own biases and preconceptions.

on the other hand, know where you are going

Even as writing an effective summary requires you to temporar- ily adopt the worldview of another person, it does not mean

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ignoring your own view altogether. Paradoxically, at the same time that summarizing another text requires you to represent fairly what it says, it also requires that your own response exert a quiet influence. A good summary, in other words, has a focus or spin that allows the summary to fit with your own agenda while still being true to the text you are summarizing. Thus if you are writing in response to the essay by Zinczenko, you should be able to see that an essay on the fast-food industry in general will call for a very different summary than will an essay on parenting, corporate regulation, or warning labels. If you want your essay to encompass all three topics, you’ll need to subordinate these three issues to one of Zinczenko’s general claims and then make sure this general claim directly sets up your own argument. For example, suppose you want to argue that it is parents, not fast-food companies, who are to blame for children’s obesity. To set up this argument, you will probably want to compose a summary that highlights what Zinczenko says about the fast- food industry and parents. Consider this sample.

In his article “Don’t Blame the Eater,” David Zinczenko blames the fast-food industry for fueling today’s so-called obesity epidemic, not only by failing to provide adequate warning labels on its high-calorie foods but also by filling the nutritional void in chil- dren’s lives left by their overtaxed working parents. With many parents working long hours and unable to supervise what their children eat, Zinczenko claims, children today are easily victimized by the low-cost, calorie-laden foods that the fast-food chains are all too eager to supply. When he was a young boy, for instance, and his single mother was away at work, he ate at Taco Bell, McDonald’s, and other chains on a regular basis, and ended up overweight. Zinczenko’s hope is that with the new spate of lawsuits against

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the food industry, other children with working parents will have healthier choices available to them, and that they will not, like him, become obese. In my view, however, it is the parents, and not the food chains, who are responsible for their children’s obesity. While it is true that many of today’s parents work long hours, there are still several things that parents can do to guarantee that their children eat healthy foods. . . .

The summary in the first paragraph succeeds because it points in two directions at once—both toward Zinczenko’s own text and toward the second paragraph, where the writer begins to establish her own argument. The opening sentence gives a sense of Zinczenko’s general argument (that the fast-food chains are to blame for obesity), including his two main supporting claims (about warning labels and parents), but it ends with an empha- sis on the writer’s main concern: parental responsibility. In this way, the summary does justice to Zinczenko’s arguments while also setting up the ensuing critique. This advice—to summarize authors in light of your own agenda—may seem painfully obvious. But writers often summa- rize a given author on one issue even though their text actually focuses on another. To avoid this problem, you need to make sure that your “they say” and “I say” are well matched. In fact, aligning what they say with what you say is a good thing to work on when revising what you’ve written. Often writers who summarize without regard to their own agenda fall prey to what might be called “list summaries,” sum- maries that simply inventory the original author’s various points but fail to focus those points around any larger overall claim. If you’ve ever heard a talk in which the points were connected only by words like “and then,” “also,” and “in addition,” you

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know how such lists can put listeners to sleep—as shown in the figure above. A typical list summary sounds like this.

The author says many different things about his subject. First he says. . . . Then he makes the point that. . . . In addition he says. . . . And then he writes. . . . Also he shows that. . . . And then he says. . . .

It may be boring list summaries like this that give summaries in general a bad name and even prompt some instructors to discourage their students from summarizing at all. Not all lists are bad, however. A list can be an excellent way to organize material—but only if, instead of being a mis- cellaneous grab bag, it is organized around a larger argument that informs each item listed. Many well-written summaries, for instance, list various points made by an author, sometimes itemizing those points (“First, she argues . . . ,” “Second, she

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argues . . . ,” “Third . . .”), and sometimes even itemizing those points in bullet form. Many well-written arguments are organized in a list format as well. In “The New Liberal Arts,” Sanford J. Ungar lists what he sees as seven common misperceptions that discourage college students from majoring in the liberal arts, the first of which begin:

Misperception No. 1: A liberal-arts degree is a luxury that most families can no longer afford. . . . Misperception No. 2: College graduates are finding it harder to get good jobs with liberal-arts degrees. . . . Misperception No. 3: The liberal arts are particularly irrelevant for low-income and first-generation college students. They, more than their more-affluent peers, must focus on something more practical and marketable.

Sanford J. Ungar, “The New Liberal Arts”

What makes Ungar’s list so effective, and makes it stand out in contrast to the type of disorganized lists our cartoon parodies, is that it has a clear, overarching goal: to defend the liberal arts. Had Ungar’s article lacked such a unifying agenda and instead been a miscellaneous grab bag, it almost assuredly would have lost its readers, who wouldn’t have known what to focus on or what the final “message” or “takeaway” should be. In conclusion, writing a good summary means not just representing an author’s view accurately, but doing so in a way that fits what you want to say, the larger point you want to make. On the one hand, it means playing Peter Elbow’s believing game and doing justice to the source; if the summary ignores or misrepresents the source, its bias and unfairness will show. On the other hand, even as it does justice to the source,

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a summary has to have a slant or spin that prepares the way for your own claims. Once a summary enters your text, you should think of it as joint property—reflecting not just the source you are summarizing, but your own perspective or take on it.

summarizing satirically

Thus far in this chapter we have argued that, as a general rule, good summaries require a balance between what someone else has said and your own interests as a writer. Now, however, we want to address one exception to this rule: the satiric summary, in which a writer deliberately gives his or her own spin to some- one else’s argument in order to reveal a glaring shortcoming in it. Despite our previous comments that well-crafted summaries generally strike a balance between heeding what someone else has said and your own independent interests, the satiric mode can at times be a very effective form of critique because it lets the summarized argument condemn itself without overt edito- rializing by you, the writer. One such satiric summary can be found in Sanford J. Ungar’s essay “The New Liberal Arts,” which we just mentioned. In his discussion of the “misperception,” as he sees it, that a liberal arts education is “particularly irrelevant for low-income and first-generation college students,” who “must focus on some- thing more practical and marketable,” Ungar restates this view as “another way of saying, really, that the rich folks will do the important thinking, and the lower classes will simply carry out their ideas.” Few who would dissuade disadvantaged stu- dents from the liberal arts would actually state their position

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in this insulting way. But in taking their position to its logical conclusion, Ungar’s satire suggests that this is precisely what their position amounts to.

use signal verbs that fit the action

In introducing summaries, try to avoid bland formulas like “she says” or “they believe.” Though language like this is sometimes serviceable enough, it often fails to reflect accurately what’s been said. In some cases, “he says” may even drain the passion out of the ideas you’re summarizing. We suspect that the habit of ignoring the action when sum- marizing stems from the mistaken belief we mentioned earlier that writing is about playing it safe and not making waves, a matter of piling up truths and bits of knowledge rather than a dynamic process of doing things to and with other people. People who wouldn’t hesitate to say “X totally misrepresented,” “attacked,” or “loved” something when chatting with friends will in their writing often opt for far tamer and even less accu- rate phrases like “X said.” But the authors you summarize at the college level seldom simply “say” or “discuss” things; they “urge,” “emphasize,” and “complain about” them. David Zinczenko, for example, doesn’t just say that fast-food companies contribute to obe- sity; he complains or protests that they do; he challenges, chastises, and indicts those companies. The Declaration of Independence doesn’t just talk about the treatment of the colonies by the British; it protests against it. To do justice to the authors you cite, we recommend that when summarizing— or when introducing a quotation—you use vivid and precise

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signal verbs as often as possible. Though “he says” or “she believes” will sometimes be the most appropriate language for the occasion, your text will often be more accurate and lively if you tailor your verbs to suit the precise actions you’re describing.

templates for introducing summaries and quotations

j She advocates a radical revision of the juvenile justice system.

j They celebrate the fact that .

j , he admits.

verbs for introducing summaries and quotations

verbs for making a claim

argue insist assert observe believe remind us claim report emphasize suggest

verbs for expressing agreement

acknowledge endorse admire extol agree praise

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verbs for expressing agreement

celebrate the fact that reaffirm corroborate support do not deny verify

verbs for questioning or disagreeing

complain qualify complicate question contend refute contradict reject deny renounce deplore the tendency to repudiate

verbs for making recommendations

advocate implore call for plead demand recommend encourage urge exhort warn

Exercises

1. To get a feel for Peter Elbow’s “believing game,” write a sum- mary of some belief that you strongly disagree with. Then write a summary of the position that you actually hold on this topic. Give both summaries to a classmate or two, and see if they can tell which position you endorse. If you’ve succeeded, they won’t be able to tell.

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2. Write two different summaries of David Zinczenko’s “Don’t Blame the Eater” (pp. 647–50). Write the first one for an essay arguing that, contrary to what Zinczenko claims, there are inexpensive and convenient alternatives to fast-food restaurants. Write the second for an essay that questions whether being overweight is a genuine medical problem rather than a problem of cultural stereotypes. Compare your two summaries: though they are about the same article, they should look very different.

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THREE

“as he himself puts it”

The Art of Quoting

H

A key premise of this book is that to launch an effective argument you need to write the arguments of others into your text. One of the best ways to do so is by not only summarizing what “they say,” as suggested in Chapter 2, but by quoting their exact words. Quoting someone else’s words gives a tremendous amount of credibility to your summary and helps ensure that it is fair and accurate. In a sense, then, quotations function as a kind of proof of evidence, saying to readers: “Look, I’m not just making this up. She makes this claim, and here it is in her exact words.” Yet many writers make a host of mistakes when it comes to quoting, not the least of which is the failure to quote enough in the first place, if at all. Some writers quote too little— perhaps because they don’t want to bother going back to the original text and looking up the author’s exact words, or because they think they can reconstruct the author’s ideas from memory. At the opposite extreme are writers who so overquote that they end up with texts that are short on commentary of their own—maybe because they lack confidence in their abil- ity to comment on the quotations, or because they don’t fully

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understand what they’ve quoted and therefore have trouble explaining what the quotations mean. But the main problem with quoting arises when writers assume that quotations speak for themselves. Because the meaning of a quotation is obvious to them, many writers assume that this mean- ing will also be obvious to their readers, when often it is not. Writers who make this mistake think that their job is done when they’ve chosen a quotation and inserted it into their text. They draft an essay, slap in a few quotations, and whammo, they’re done.

Such writers fail to see that quoting means more than simply enclosing what “they say” in quotation marks. In a way, quotations are orphans: words that have been taken from their original contexts and that need to be integrated into their new textual surroundings. This chapter offers two key ways to produce this sort

of integration: (1) by choosing quotations wisely, with an eye to how well they support a particular part of your text, and (2) by surrounding every major quotation with a frame explaining whose words they are, what the quotation means, and how the quotation relates to your own text. The point we want to emphasize is that quoting what “they say” must always be con- nected with what you say.

quote relevant passages

Before you can select appropriate quotations, you need to have a sense of what you want to do with them—that is, how they will support your text at the particular point where you insert them. Be careful not to select quotations just for the sake of demonstrating that you’ve read the author’s work; you need to make sure they support your own argument.

See how one author

connects what “they say”

to what she wants to say, pp. 272–73,

¶ 6–8.

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However, finding relevant quotations is not always easy. In fact, sometimes quotations that were initially relevant to your argument, or to a key point in it, become less so as your text changes during the process of writing and revising. Given the evolving and messy nature of writing, you may sometimes think that you’ve found the perfect quotation to support your argument, only to discover later on, as your text develops, that your focus has changed and the quotation no longer works. It can be somewhat misleading, then, to speak of finding your thesis and finding relevant quotations as two separate steps, one coming after the other. When you’re deeply engaged in the writing and revising process, there is usually a great deal of back-and-forth between your argument and any quotations you select.

frame every quotation

Finding relevant quotations is only part of your job; you also need to present them in a way that makes their relevance and meaning clear to your readers. Since quotations do not speak for themselves, you need to build a frame around them in which you do that speaking for them. Quotations that are inserted into a text without such a frame are sometimes called “dangling” quotations for the way they’re left dangling without any explanation. One teacher we’ve worked with, Steve Benton, calls these “hit-and-run” quotations, likening them to car accidents in which the driver speeds away and avoids taking responsibility for the dent in your fender or the smashed taillights, as in the figure that follows.

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What follows is a typical hit-and-run quotation by a stu- dent responding to an essay by Deborah Tannen, a linguistics professor and prominent author, who complains that academ- ics value opposition over agreement.

Deborah Tannen writes about academia. Academics believe “that intellectual inquiry is a metaphorical battle. Following from that is a second assumption that the best way to demonstrate intellectual prowess is to criticize, find fault, and attack.” I agree with Tannen. Another point Tannen makes is that . . .

Since this student fails to introduce the quotation ade- quately or explain why he finds it worth quoting, read- ers will have a hard time reconstructing what Tannen argued. First, the student simply gives us the quotation from Tannen without telling us who Tannen is or even

indicating that the quoted words are hers. In addition, the stu- dent does not explain what he takes Tannen to be saying or how her claims connect with his own. Instead, he simply abandons the quotation in his haste to zoom on to another point.

See how Anne-Marie

Slaughter introduces a

long quotation on pp. 539–40,

¶ 13.

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To adequately frame a quotation, you need to insert it into what we like to call a “quotation sandwich,” with the statement introducing it serving as the top slice of bread and the explana- tion following it serving as the bottom slice. The introductory or lead-in claims should explain who is speaking and set up what the quotation says; the follow-up statements should explain why you consider the quotation to be important and what you take it to say.

templates for introducing quotations

j X states, “Not all steroids should be banned from sports.”

j As the prominent philosopher X puts it, “ .”

j According to X, “ .”

j X himself writes, “ .”

j In her book, , X maintains that “ .”

j Writing in the journal Commentary, X complains that “ .”

j In X’s view, “ .”

j X agrees when she writes, “ .”

j X disagrees when he writes, “ .”

j X complicates matters further when she writes, “ .”

templates for explaining quotations

The one piece of advice about quoting that our students say they find most helpful is to get in the habit of following every

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major quotation by explaining what it means, using a template like one of the ones below.

j Basically, X is warning that the proposed solution will only make

the problem worse.

j In other words, X believes .

j In making this comment, X urges us to .

j X is corroborating the age-old adage that .

j X’s point is that .

j The essence of X’s argument is that .

When offering such explanations, it is important to use lan- guage that accurately reflects the spirit of the quoted passage. It is often serviceable enough in introducing a quotation to write “X states” or “X asserts,” but in most cases you can add preci- sion to your writing by introducing the quotation in more vivid

terms. Since, in the example above, Tannen is clearly alarmed by the culture of “attack” that she describes, it would be more accurate to use language that reflects that alarm: “Tannen is alarmed that,” “Tannen is dis-

turbed by,” “Tannen deplores,” or (in our own formulation here) “Tannen complains.” Consider, for example, how the earlier passage on Tannen might be revised using some of these moves.

Deborah Tannen, a prominent linguistics professor, complains that academia is too combative. Rather than really listening to others, Tannen insists, academics habitually try to prove one another wrong. As Tannen herself puts it, “We are all driven by our ideological

See pp. 40–41 for a list of

action verbs for summarizing

what other say.

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assumption that intellectual inquiry is a metaphorical battle,” that “the best way to demonstrate intellectual prowess is to criticize, find fault, and attack.” In short, Tannen objects that academic commu- nication tends to be a competition for supremacy in which loftier values like truth and consensus get lost. Tannen’s observations ring true to me because I have often felt that the academic pieces I read for class are negative and focus on proving another theorist wrong rather than stating a truth . . .

This revision works, we think, because it frames or nests Tannen’s words, integrating them and offering guidance about how they should be read. Instead of launching directly into the quoted words, as the previous draft had done, this revised version iden- tifies Tannen (“a prominent linguistics professor”) and clearly indicates that the quoted words are hers (“as Tannen herself puts it”). And instead of being presented without explanation as it was before, the quotation is now presented as an illustration of Tannen’s point that, as the student helpfully puts it, “academics habitually try to prove one another wrong” and compete “for supremacy.” In this way, the student explains the quotation while restating it in his own words, thereby making it clear that the quotation is being used purposefully instead of having been stuck in simply to pad the essay or the works-cited list.

blend the author’s words with your own

This new framing material also works well because it accurately represents Tannen’s words while giving those words the stu- dent’s own spin. Instead of simply repeating Tannen word for word, the follow-up sentences echo just enough of her language

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while still moving the discussion in the student’s own direc- tion. Tannen’s “battle,” “criticize,” “find fault,” and “attack,” for instance, get translated by the student into claims about how “combative” Tannen thinks academics are and how she thinks they “habitually try to prove one another wrong.” In this way, the framing creates a kind of hybrid mix of Tannen’s words and those of the writer.

can you overanalyze a quotation?

But is it possible to overexplain a quotation? And how do you know when you’ve explained a quotation thoroughly enough? After all, not all quotations require the same amount of explan- atory framing, and there are no hard-and-fast rules for knowing how much explanation any quotation needs. As a general rule, the most explanatory framing is needed for quotations that may be hard for readers to process: quotations that are long and complex, that are filled with details or jargon, or that contain hidden complexities. And yet, though the particular situation usually dictates when and how much to explain a quotation, we will still offer one piece of advice: when in doubt, go for it. It is better to risk being overly explicit about what you take a quotation to mean than to leave the quotation dangling and your readers in doubt. Indeed, we encourage you to provide such explanatory framing even when writing to an audience that you know to be familiar with the author being quoted and able to interpret your quotations on their own. Even in such cases, readers need to see how you interpret the quotation, since words—especially those of controversial figures—can be interpreted in various ways and used to support different, sometimes opposing, agendas.

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Your readers need to see what you make of the material you’ve quoted, if only to be sure that your reading of the material and theirs are on the same page.

how not to introduce quotations

We want to conclude this chapter by surveying some ways not to introduce quotations. Although some writers do so, you should not introduce quotations by saying something like “Orwell asserts an idea that” or “A quote by Shakespeare says.” Introductory phrases like these are both redundant and mislead- ing. In the first example, you could write either “Orwell asserts that” or “Orwell’s assertion is that,” rather than redundantly combining the two. The second example misleads readers, since it is the writer who is doing the quoting, not Shakespeare (as “a quote by Shakespeare” implies). The templates in this book will help you avoid such mis- takes. Once you have mastered templates like “as X puts it” or “in X’s own words,” you probably won’t even have to think about them—and will be free to focus on the challenging ideas that templates help you frame.

Exercises

1. Find a published piece of writing that quotes something that “they say.” How has the writer integrated the quotation into his or her own text? How has he or she introduced the quota- tion, and what, if anything, has the writer said to explain it and tie it to his or her own text? Based on what you’ve read in this chapter, are there any changes you would suggest?

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2. Look at something you have written for one of your classes. Have you quoted any sources? If so, how have you integrated the quotation into your own text? How have you intro- duced it? explained what it means? indicated how it relates to your text? If you haven’t done all these things, revise your text to do so, perhaps using the Templates for Introducing Quotations (p. 47) and Explaining Quotations (pp. 47–48). If you’ve not written anything with quotations, try revising some academic text you’ve written to do so.

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FOUR

“yes / no / okay, but”

Three Ways to Respond

H

The first three chapters of this book discuss the “they say” stage of writing, in which you devote your attention to the views of some other person or group. In this chapter we move to the “I say” stage, in which you offer your own argument as a response to what “they” have said. Moving to the “I say” stage can be daunting in academia, where it often may seem that you need to be an expert in a field to have an argument at all. Many students have told us that they have trouble entering some of the high-powered conversations that take place in college or graduate school because they do not know enough about the topic at hand or because, they say, they simply are not “smart enough.” Yet often these same students, when given a chance to study in depth the contribution that some scholar has made in a given field, will turn around and say things like “I can see where she is coming from, how she makes her case by building on what other scholars have said. Perhaps had I studied the situation longer I could have come up with a similar argument.” What these students come to realize is that good arguments are based not on knowledge that only a special class of experts has access to, but on everyday habits

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of mind that can be isolated, identified, and used by almost anyone. Though there’s certainly no substitute for expertise and for knowing as much as possible about one’s topic, the arguments that finally win the day are built, as the title of this chapter suggests, on some very basic rhetorical patterns that most of us use on a daily basis. There are a great many ways to respond to others’ ideas, but this chapter concentrates on the three most common and recognizable ways: agreeing, disagreeing, or some combination of both. Although each way of responding is open to endless variation, we focus on these three because readers come to any text needing to learn fairly quickly where the writer stands, and they do this by placing the writer on a mental map consisting of a few familiar options: the writer agrees with those he or she is responding to, disagrees with them, or presents some combination of both agreeing and disagreeing. When writers take too long to declare their position relative to views they’ve summarized or quoted, readers get frustrated, wondering, “Is this guy agreeing or disagreeing? Is he for what this other person has said, against it, or what?” For this reason, this chapter’s advice applies to reading as well as to writing. Especially with difficult texts, you need not only to find the position the writer is responding to—the “they say”—but also to determine whether the writer is agreeing with it, challenging it, or some mixture of the two.

only three ways to respond?

Perhaps you’ll worry that fitting your own response into one of these three categories will force you to oversimplify your argu- ment or lessen its complexity, subtlety, or originality. This is

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certainly a serious concern for academics who are rightly skepti- cal of writing that is simplistic and reductive. We would argue, however, that the more complex and subtle your argument is, and the more it departs from the conventional ways people think, the more your readers will need to be able to place it on their mental map in order to process the complex details you present. That is, the complexity, subtlety, and originality of your response are more likely to stand out and be noticed if readers have a baseline sense of where you stand relative to any ideas you’ve cited. As you move through this chapter, we hope you’ll agree that the forms of agreeing, disagreeing, and both agreeing and disagreeing that we discuss, far from being simplistic or one-dimensional, are able to accommodate a high degree of creative, complex thought. It is always a good tactic to begin your response not by launching directly into a mass of details but by stating clearly whether you agree, disagree, or both, using a direct, no-nonsense formula such as: “I agree,” “I disagree,” or “I am of two minds. I agree that , but I cannot agree that .” Once you have offered one of these straight- forward statements (or one of the many variations dis- cussed below), readers will have a strong grasp of your position and then be able to appreciate the complica- tions you go on to offer as your response unfolds. Still, you may object that these three basic ways of respond- ing don’t cover all the options—that they ignore interpretive or analytical responses, for example. In other words, you might think that when you interpret a literary work you don’t necessarily agree or disagree with anything but simply explain the work’s meaning, style, or structure. Many essays about literature and the arts, it might be said, take this form—they interpret a work’s meaning, thus rendering matters of agreeing or disagreeing irrelevant.

See p. 21 for suggestions on previewing where you stand.

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We would argue, however, that the most interesting inter- pretations in fact tend to be those that agree, disagree, or both—that instead of being offered solo, the best interpreta- tions take strong stands relative to other interpretations. In fact, there would be no reason to offer an interpretation of a work of literature or art unless you were responding to the interpre- tations or possible interpretations of others. Even when you point out features or qualities of an artistic work that others have not noticed, you are implicitly disagreeing with what those interpreters have said by pointing out that they missed or overlooked something that, in your view, is important. In any effective interpretation, then, you need not only to state what you yourself take the work of art to mean but to do so relative to the interpretations of other readers—be they pro- fessional scholars, teachers, classmates, or even hypothetical readers (as in, “Although some readers might think that this poem is about , it is in fact about ”).

disagree—and explain why

Disagreeing may seem like one of the simpler moves a writer can make, and it is often the first thing people associate with critical thinking. Disagreeing can also be the easiest way to generate an essay: find something you can disagree with in what has been said or might be said about your topic, summarize it, and argue with it. But disagreement in fact poses hidden challenges. You need to do more than simply assert that you disagree with a particular view; you also have to offer persuasive reasons why you disagree. After all, disagreeing means more than adding “not” to what someone else has said, more than just saying, “Although they say women’s rights are improving,

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I say women’s rights are not improving.” Such a response merely contradicts the view it responds to and fails to add anything interesting or new. To turn it into an argument, you need to give reasons to support what you say: because another’s argu- ment fails to take relevant factors into account; because it is based on faulty or incomplete evidence; because it rests on questionable assumptions; or because it uses flawed logic, is contradictory, or overlooks what you take to be the real issue. To move the conversation forward (and, indeed, to justify your very act of writing), you need to demonstrate that you have something to contribute. You can even disagree by making what we call the “duh” move, in which you disagree not with the position itself but with the assumption that it is a new or stunning revelation. Here is an example of such a move, used to open an essay on the state of American schools.

According to a recent report by some researchers at Stanford Uni- versity, high school students with college aspirations “often lack crucial information on applying to college and on succeeding aca- demically once they get there.” Well, duh. . . . It shouldn’t take a Stanford research team to tell us that when it comes to “succeeding academically,” many students don’t have a clue.

Gerald Graff, “Trickle-Down Obfuscation”

Like all of the other moves discussed in this book, the “duh” move can be tailored to meet the needs of almost any writing situation. If you find the expression “duh” too brash to use with your intended audience, you can always dispense with the term itself and write something like “It is true that ; but we already knew that.”

See p. 236, ¶ 13 to see how Michelle Alexander disagrees and explains why.

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templates for disagreeing, with reasons

j X is mistaken because she overlooks recent fossil discoveries in

the South.

j X’s claim that rests upon the questionable assumption

that .

j I disagree with X’s view that because, as recent

research has shown, .

j X contradicts herself/can’t have it both ways. On the one

hand, she argues . On the other hand, she also

says .

j By focusing on , X overlooks the deeper problem

of .

You can also disagree by making what we call the “twist it” move, in which you agree with the evidence that someone else has presented but show through a twist of logic that this evidence actually supports your own, contrary position. For example:

X argues for stricter gun control legislation, saying that the crime rate is on the rise and that we need to restrict the circulation of guns. I agree that the crime rate is on the rise, but that’s precisely why I oppose stricter gun control legislation. We need to own guns to protect ourselves against criminals.

In this example of the “twist it” move, the writer agrees with X’s claim that the crime rate is on the rise but then argues that this increasing crime rate is in fact a valid reason for opposing gun control legislation.

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At times you might be reluctant to express disagreement, for any number of reasons—not wanting to be unpleasant, to hurt someone’s feelings, or to make yourself vulnerable to being disagreed with in return. One of these reasons may in fact explain why the conference speaker we described at the start of Chapter 1 avoided mentioning the disagreement he had with other scholars until he was provoked to do so in the discussion that followed his talk. As much as we understand such fears of conflict and have experienced them ourselves, we nevertheless believe it is better to state our disagreements in frank yet considerate ways than to deny them. After all, suppressing disagreements doesn’t make them go away; it only pushes them underground, where they can fester in private unchecked. Nevertheless, disagreements do not need to take the form of personal put-downs. Further- more, there is usually no reason to take issue with every aspect of someone else’s views. You can single out for criticism only those aspects of what someone else has said that are troubling, and then agree with the rest—although such an approach, as we will see later in this chapter, leads to the somewhat more complicated terrain of both agreeing and disagreeing at the same time.

agree—but with a difference

Like disagreeing, agreeing is less simple than it may appear. Just as you need to avoid simply contradicting views you disagree with, you also need to do more than simply echo views you agree with. Even as you’re agreeing, it’s important to bring something new and fresh to the table, adding something that makes you a valuable participant in the conversation.

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There are many moves that enable you to contribute some- thing of your own to a conversation even as you agree with what someone else has said. You may point out some unno- ticed evidence or line of reasoning that supports X’s claims that X herself hadn’t mentioned. You may cite some corroborating personal experience, or a situation not mentioned by X that her views help readers understand. If X’s views are particularly challenging or esoteric, what you bring to the table could be an accessible translation—an explanation for readers not already in the know. In other words, your text can usefully contribute to the conversation simply by pointing out unnoticed implications or explaining something that needs to be better understood. Whatever mode of agreement you choose, the important thing is to open up some difference or contrast between your position and the one you’re agreeing with rather than simply parroting what it says.

templates for agreeing

j I agree that diversity in the student body is educationally valuable

because my experience at Central University confirms it.

j X is surely right about because, as she may not be

aware, recent studies have shown that .

j X’s theory of is extremely useful because it sheds

light on the difficult problem of .

j Those unfamiliar with this school of thought may be interested

to know that it basically boils down to .

Some writers avoid the practice of agreeing almost as much as others avoid disagreeing. In a culture like America’s that prizes

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originality, independence, and competitive individualism, writ- ers sometimes don’t like to admit that anyone else has made the same point, seemingly beating them to the punch. In our view, however, as long as you can support a view taken by someone else without merely restating what he or she has said, there is no reason to worry about being “unoriginal.” Indeed, there is good reason to rejoice when you agree with others since those others can lend credibility to your argument. While you don’t want to present yourself as a mere copycat of someone else’s views, you also need to avoid sounding like a lone voice in the wilderness. But do be aware that whenever you agree with one person’s view, you are likely disagreeing with someone else’s. It is hard to align yourself with one position without at least implicitly positioning yourself against others. The psychologist Carol Gilligan does just that in an essay in which she agrees with scientists who argue that the human brain is “hard-wired” for cooperation, but in so doing aligns herself against any- one who believes that the brain is wired for selfishness and competition.

These findings join a growing convergence of evidence across the human sciences leading to a revolutionary shift in consciousness. . . . If cooperation, typically associated with altruism and self- sacrifice, sets off the same signals of delight as pleasures commonly associated with hedonism and self-indulgence; if the opposition between selfish and selfless, self vs. relationship biologically makes no sense, then a new paradigm is necessary to reframe the very terms of the conversation.

Carol Gilligan, “Sisterhood Is Pleasurable: A Quiet Revolution in Psychology”

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In agreeing with some scientists that “the opposition between selfish and selfless . . . makes no sense,” Gilligan implicitly dis- agrees with anyone who thinks the opposition does make sense. Basically, what Gilligan says could be boiled down to a template.

j I agree that , a point that needs emphasizing since

so many people still believe .

j If group X is right that , as I think they are, then we

need to reassess the popular assumption that .

What such templates allow you to do, then, is to agree with one view while challenging another—a move that leads into the domain of agreeing and disagreeing simultaneously.

agree and disagree simultaneously

This last option is often our favorite way of responding. One thing we particularly like about agreeing and disagreeing simulta- neously is that it helps us get beyond the kind of “is too” / “is not” exchanges that often characterize the disputes of young children and the more polarized shouting matches of talk radio and TV. Sanford J. Ungar makes precisely this move in his essay “The New Liberal Arts” when, in critiquing seven common “misperceptions” of liberal arts education, he concedes that several contain a grain of truth. For example, after summariz- ing “Misperception No. 2,” that “college graduates are finding it harder to get good jobs with liberal-arts degrees,” that few employers want to hire those with an “irrelevant major like philosophy or French,” Ungar writes: “Yes, recent graduates have had difficulty in the job market. . . .” But then, after

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making this concession, Ungar insists that this difficulty affects graduates in all fields, not just those from the liberal arts. In this way, we think, Ungar paradoxically strengthens his case. By admitting that the opposing argument has a point, Ungar bolsters his credibility, presenting himself as a writer willing to acknowledge facts as they present themselves rather than one determined only to cheerlead for his own side.

templates for agreeing and disagreeing simultaneously

“Yes and no.” “Yes, but . . .” “Although I agree up to a point, I still insist . . .” These are just some of the ways you can make your argument complicated and nuanced while maintaining a clear, reader-friendly framework. The parallel structure—“yes and no”; “on the one hand I agree, on the other I disagree”—enables readers to place your argument on that map of positions we spoke of earlier in this chapter while still keeping your argument sufficiently complex. Charles Murray’s essay “Are Too Many People Going to College?” contains a good example of the “yes and no” move when, at the outset of his essay, Murray responds to what he sees as the prevailing wisdom about the liberal arts and college:

We should not restrict the availability of a liberal education to a rarefied intellectual elite. More people should be going to college, not fewer. Yes and no. More people should be getting the basics of a liberal education. But for most students, the places to provide those basics are elementary and middle school.

Charles Murray, “Are Too Many People Going to College?”

Clive Thompson says “yes, but” to an argument that technology harms our brains, p. 456, ¶ 34.

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In other words, Murray is saying yes to more liberal arts, but not to more college. Another aspect we like about this “yes and no,” “agree and disagree” option is that it can be tipped subtly toward agreement or disagreement, depending on where you lay your stress. If you want to stress the disagreement end of the spectrum, you would use a template like the one below.

j Although I agree with X up to a point, I cannot accept his over-

riding assumption that religion is no longer a major force today.

Conversely, if you want to stress your agreement more than your disagreement, you would use a template like this one.

j Although I disagree with much that X says, I fully endorse his

final conclusion that .

The first template above might be called a “yes, but . . .” move, the second a “no, but . . .” move. Other versions include the following.

j Though I concede that , I still insist that .

j X is right that , but she seems on more dubious ground

when she claims that .

j While X is probably wrong when she claims that , she

is right that .

j Whereas X provides ample evidence that , Y and

Z’s research on and convinces me that

instead.

Another classic way to agree and disagree at the same time is to make what we call an “I’m of two minds” or a “mixed feelings” move.

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j I’m of two minds about X’s claim that . On the one

hand, I agree that . On the other hand, I’m not sure

if .

j My feelings on the issue are mixed. I do support X’s position

that , but I find Y’s argument about and

Z’s research on to be equally persuasive.

This move can be especially useful if you are responding to new or particularly challenging work and are as yet unsure where you stand. It also lends itself well to the kind of speculative investigation in which you weigh a position’s pros and cons rather than come out decisively either for or against. But again, as we suggest earlier, whether you are agreeing, disagreeing, or both agreeing and disagreeing, you need to be as clear as pos- sible, and making a frank statement that you are ambivalent is one way to be clear.

is being undecided okay?

Nevertheless, writers often have as many concerns about expressing ambivalence as they do about expressing disagree- ment or agreement. Some worry that by expressing ambivalence they will come across as evasive, wishy-washy, or unsure of themselves. Others worry that their ambivalence will end up confusing readers who require decisive, clear-cut conclusions. The truth is that in some cases these worries are legitimate. At times ambivalence can frustrate readers, leaving them with the feeling that you failed in your obligation to offer the guidance they expect from writers. At other times, how- ever, acknowledging that a clear-cut resolution of an issue is

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impossible can demonstrate your sophistication as a writer. In an academic culture that values complex thought, forthrightly declaring that you have mixed feelings can be impressive, espe- cially after having ruled out the one-dimensional positions on your issue taken by others in the conversation. Ultimately, then, how ambivalent you end up being comes down to a judg- ment call based on different readers’ responses to your drafts, on your knowledge of your audience, and on the challenges of your particular argument and situation.

Exercises

1. Read one of the essays in the back of this book or on theysayiblog.com, identifying those places where the author agrees with others, disagrees, or both.

2. Write an essay responding in some way to the essay that you worked with in the preceding exercise. You’ll want to summarize and/or quote some of the author’s ideas and make clear whether you’re agreeing, disagreeing, or both agreeing and disagreeing with what he or she says. Remember that there are templates in this book that can help you get started; see Chapters 1–3 for templates that will help you represent other people’s ideas and Chapter 4 for templates that will get you started with your response.

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FIVE

“and yet”

Distinguishing What You Say

from What They Say

H

If good academic writing involves putting yourself into dialogue with others, it is extremely important that readers be able to tell at every point when you are expressing your own view and when you are stating someone else’s. This chapter takes up the problem of moving from what they say to what you say without confusing readers about who is saying what.

determine who is saying what in the texts you read

Before examining how to signal who is saying what in your own writing, let’s look at how to recognize such signals when they appear in the texts you read—an especially important skill when it comes to the challenging works assigned in school. Frequently, when students have trouble understanding diffi- cult texts, it is not just because the texts contain unfamiliar ideas or words, but because the texts rely on subtle clues to let

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readers know when a particular view should be attributed to the writer or to someone else. Especially with texts that pres- ent a true dialogue of perspectives, readers need to be alert to the often subtle markers that indicate whose voice the writer is speaking in. Consider how the social critic and educator Gregory Mant- sios uses these “voice markers,” as they might be called, to distinguish the different perspectives in his essay on America’s class inequalities.

“We are all middle-class,” or so it would seem. Our national con- sciousness, as shaped in large part by the media and our political leadership, provides us with a picture of ourselves as a nation of prosperity and opportunity with an ever expanding middle-class life-style. As a result, our class differences are muted and our col- lective character is homogenized. Yet class divisions are real and arguably the most significant factor in determining both our very being in the world and the nature of the society we live in.

Gregory Mantsios, “Rewards and Opportunities: The Politics and Economics of Class in the U.S.”

Although Mantsios makes it look easy, he is actually making several sophisticated rhetorical moves here that help him dis- tinguish the common view he opposes from his own position. In the opening sentence, for instance, the phrase “or so it would seem” shows that Mantsios does not necessarily agree with the view he is describing, since writers normally don’t pres- ent views they themselves hold as ones that only “seem” to be true. Mantsios also places this opening view in quotation marks to signal that it is not his own. He then further distances himself from the belief being summarized in the opening

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paragraph by attributing it to “our national consciousness, as shaped in large part by the media and our political leadership,” and then further attributing to this “consciousness” a negative, undesirable “result”: one in which “our class differences” get “muted” and “our collective character” gets “homogenized,” stripped of its diversity and distinctness. Hence, even before Mantsios has declared his own position in the second para- graph, readers can get a pretty solid sense of where he probably stands. Furthermore, the second paragraph opens with the word “yet,” indicating that Mantsios is now shifting to his own view (as opposed to the common view he has thus far been describ- ing). Even the parallelism he sets up between the first and second paragraphs—between the first paragraph’s claim that class differences do not exist and the second paragraph’s claim that they do—helps throw into sharp relief the differences between the two voices. Finally, Mantsios’s use of a direct, authoritative, declarative tone in the second paragraph also suggests a switch in voice. Although he does not use the words “I say” or “I argue,” he clearly identifies the view he holds by presenting it not as one that merely seems to be true or that others tell us is true, but as a view that is true or, as Mantsios puts it, “real.” Paying attention to these voice markers is an important aspect of reading comprehension. Readers who fail to notice these markers often take an author’s summaries of what some- one else believes to be an expression of what the author himself or herself believes. Thus when we teach Mantsios’s essay, some students invariably come away thinking that the statement “we are all middle-class” is Mantsios’s own position rather than the perspective he is opposing, failing to see that in writing these words Mantsios acts as a kind of ventriloquist, mimicking what

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others say rather than directly expressing what he himself is thinking. To see how important such voice markers are, consider what the Mantsios passage looks like if we remove them.

We are all middle-class. . . . We are a nation of prosperity and opportunity with an ever expanding middle-class life-style. . . . Class divisions are real and arguably the most significant factor in determining both our very being in the world and the nature of the society we live in.

In contrast to the careful delineation between voices in Mant sios’s original text, this unmarked version leaves it hard to tell where his voice begins and the voices of others end. With the markers removed, readers cannot tell that “We are all middle-class” represents a view the

author opposes, and that “Class divisions are real” represents what the author himself believes. Indeed, without the markers, especially the “yet,” readers might well miss the fact that the second paragraph’s claim that “Class divisions are real” contra- dicts the first paragraph’s claim that “We are all middle-class.”

templates for signaling who is saying what in your own writing

To avoid confusion in your own writing, make sure that at every point your readers can clearly tell who is saying what. To do so, you can use as voice-identifying devices many of the templates presented in previous chapters.

See how Ben Casselman,

begins with a view in¶ 3 and

then challeages it in ¶ 4 on

p. 391.

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j Although X makes the best possible case for universal,

government-funded health care, I am not persuaded.

j My view, however, contrary to what X has argued, is that

.

j Adding to X’s argument, I would point out that .

j According to both X and Y, .

j Politicians, X argues, should .

j Most athletes will tell you that .

but i’ve been told not to use “i”

Notice that the first three templates above use the first-person “I” or “we,” as do many of the templates in this book, thereby contradicting the common advice about avoiding the first person in academic writing. Although you may have been told that the “I” word encourages subjective, self-indulgent opinions rather than well-grounded arguments, we believe that texts using “I” can be just as well supported—or just as self-indulgent—as those that don’t. For us, well-supported argu- ments are grounded in persuasive reasons and evidence, not in the use or nonuse of any particular pronouns. Furthermore, if you consistently avoid the first person in your writing, you will probably have trouble making the key move addressed in this chapter: differentiating your views from those of others, or even offering your own views in the first place. But don’t just take our word for it. See for yourself how freely the first person is used by the writers quoted in this book, and by the writers assigned in your courses.

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Nevertheless, certain occasions may warrant avoiding the first person and writing, for example, that “she is correct” instead of “I think that she is correct.” Since it can be monotonous to read an unvarying series of “I” statements (“I believe . . . I think . . . I argue”), it is a good idea to mix first-person assertions with ones like the following.

j X is right that certain common patterns can be found in the

communities .

j The evidence shows that .

j X’s assertion that does not fit the facts.

j Anyone familiar with should agree that .

One might even follow Mantsios’s lead, as in the following template.

j But are real, and are arguably the most significant

factor in .

On the whole, however, academic writing today, even in the sciences and social sciences, makes use of the first person fairly liberally.

another trick for identifying who is speaking

To alert readers about whose perspective you are describing at any given moment, you don’t always have to use overt voice markers like “X argues” followed by a summary of the argu- ment. Instead, you can alert readers about whose voice you’re

See pp. 318–33 for an example of the way two writers use the

first person with “we.”

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speaking in by embedding a reference to X’s argument in your own sentences. Hence, instead of writing:

Liberals believe that cultural differences need to be respected. I have a problem with this view, however.

you might write:

I have a problem with what liberals call cultural differences.

There is a major problem with the liberal doctrine of so-called cultural differences.

You can also embed references to something you yourself have previously said. So instead of writing two cumbersome sen- tences like:

Earlier in this chapter we coined the term “voice markers.” We would argue that such markers are extremely important for reading comprehension.

you might write:

We would argue that “voice markers,” as we identified them earlier, are extremely important for reading comprehension.

Embedded references like these allow you to economize your train of thought and refer to other perspectives without any major interruption.

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templates for embedding voice markers

j X overlooks what I consider an important point about cultural

differences.

j My own view is that what X insists is a is in fact

a .

j I wholeheartedly endorse what X calls .

j These conclusions, which X discusses in , add weight

to the argument that .

When writers fail to use voice-marking devices like the ones discussed in this chapter, their summaries of others’ views tend to become confused with their own ideas—and vice versa. When readers cannot tell if you are summarizing your own views or endorsing a certain phrase or label, they have to stop and think: “Wait. I thought the author disagreed with this claim. Has she actually been asserting this view all along?” or “Hmmm, I thought she would have objected to this kind of phrase. Is she actually endorsing it?” Getting in the habit of using voice markers will keep you from confusing your readers and help alert you to similar markers in the challenging texts you read.

Exercises

1. To see how one writer signals when she is asserting her own views and when she is summarizing those of someone else, read the following passage by the social historian Julie Charlip. As you do so, identify those spots where Charlip refers to the views of others and the signal phrases she uses to distinguish her views from theirs.

Distinguishing What You Say from What They Say

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Marx and Engels wrote: “Society as a whole is more and more split- ting up into two great hostile camps, into two great classes directly facing each other—the bourgeoisie and the proletariat” (10). If only that were true, things might be more simple. But in late twentieth-century America, it seems that society is splitting more and more into a plethora of class factions—the working class, the working poor, lower-middle class, upper-middle class, lower uppers, and upper uppers. I find myself not knowing what class I’m from. In my days as a newspaper reporter, I once asked a sociology pro- fessor what he thought about the reported shrinking of the middle class. Oh, it’s not the middle class that’s disappearing, he said, but the working class. His definition: if you earn thirty thousand dollars a year working in an assembly plant, come home from work, open a beer and watch the game, you are working class; if you earn twenty thousand dollars a year as a school teacher, come home from work to a glass of white wine and PBS, you are middle class. How do we define class? Is it an issue of values, lifestyle, taste? Is it the kind of work you do, your relationship to the means of production? Is it a matter of how much money you earn? Are we allowed to choose? In this land of supposed classlessness, where we don’t have the tradition of English society to keep us in our places, how do we know where we really belong? The average American will tell you he or she is “middle class.” I’m sure that’s what my father would tell you. But I always felt that we were in some no man’s land, suspended between classes, sharing similari- ties with some and recognizing sharp, exclusionary differences from others. What class do I come from? What class am I in now? As an historian, I seek the answers to these questions in the specificity of my past.

Julie Charlip, “A Real Class Act: Searching for Identity in the ‘Classless’ Society”

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2. Study a piece of your own writing to see how many perspec- tives you account for and how well you distinguish your own voice from those you are summarizing. Consider the following questions:

a. How many perspectives do you engage? b. What other perspectives might you include? c. How do you distinguish your views from the other views

you summarize? d. Do you use clear voice-signaling phrases? e. What options are available to you for clarifying who is

saying what? f. Which of these options are best suited for this particular

text?

If you find that you do not include multiple views or clearly distinguish between others’ views and your own, revise your text to do so.

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SIX

“skeptics may object”

Planting a Naysayer in Your Text

H

The writer Jane Tompkins describes a pattern that repeats itself whenever she writes a book or an article. For the first couple of weeks when she sits down to write, things go relatively well. But then in the middle of the night, several weeks into the writing process, she’ll wake up in a cold sweat, suddenly real- izing that she has overlooked some major criticism that readers will surely make against her ideas. Her first thought, invariably, is that she will have to give up on the project, or that she will have to throw out what she’s written thus far and start over. Then she realizes that “this moment of doubt and panic is where my text really begins.” She then revises what she’s written in a way that incorporates the criticisms she’s anticipated, and her text becomes stronger and more interesting as a result. This little story contains an important lesson for all writers, experienced and inexperienced alike. It suggests that even though most of us are upset at the idea of someone criticizing our work, such criticisms can actually work to our advantage. Although it’s naturally tempting to ignore criticism of our ideas, doing so may in fact be a big mistake, since our writing improves when we not only listen to these objections but give them an explicit hearing

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in our writing. Indeed, no single device more quickly improves a piece of writing than planting a naysayer in the text—saying, for example, that “although some readers may object” to something in your argument, you “would reply that .”

anticipate objections

But wait, you say. Isn’t the advice to incorporate critical views a recipe for destroying your credibility and undermining your argument? Here you are, trying to say something that will hold up, and we want you to tell readers all the negative things someone might say against you? Exactly. We are urging you to tell readers what others might say against you, but our point is that doing so will actu- ally enhance your credibility, not undermine it. As we argue throughout this book, writing well does not mean piling up uncontroversial truths in a vacuum; it means engaging others in a dialogue or debate—not only by opening your text with a summary of what others have said, as we suggest in Chapter 1, but also by imagining what others might say against your argu- ment as it unfolds. Once you see writing as an act of entering a conversation, you should also see how opposing arguments can work for you rather than against you. Paradoxically, the more you give voice to your critics’ objec- tions, the more you tend to disarm those critics, especially if you go on to answer their objections in convincing ways. When you entertain a counterargument, you make a kind of preemptive strike, identifying problems with your argument before oth- ers can point them out for you. Furthermore, by entertaining counterarguments, you show respect for your readers, treating them not as gullible dupes who will believe anything you say

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but as independent, critical thinkers who are aware that your view is not the only one in town. In addition, by imagining what others might say against your claims, you come across as a generous, broad-minded person who is confident enough to open himself or herself to debate—like the writer in the figure on the following page. Conversely, if you don’t entertain counterarguments, you may very likely come across as closed-minded, as if you think your beliefs are beyond dispute. You might also leave important ques- tions hanging and concerns about your arguments unaddressed. Finally, if you fail to plant a naysayer in your text, you may find that you have very little to say. Our own students often say that entertaining counterarguments makes it easier to generate enough text to meet their assignment’s page-length requirements. Planting a naysayer in your text is a relatively simple move, as you can see by looking at the following passage from a book by the writer Kim Chernin. Having spent some thirty pages complaining about the pressure on American women to be thin, Chernin inserts a whole chapter entitled “The Skeptic,” opening it as follows.

At this point I would like to raise certain objections that have been inspired by the skeptic in me. She feels that I have been ignoring some of the most common assumptions we all make about our bod- ies and these she wishes to see addressed. For example: “You know perfectly well,” she says to me, “that you feel better when you lose weight. You buy new clothes. You look at yourself more eagerly in the mirror. When someone invites you to a party you don’t stop and ask yourself whether you want to go. You feel sexier. Admit it. You like yourself better.”

Kim Chernin, The Obsession: Reflections on the Tyranny of Slenderness

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The remainder of Chernin’s chapter consists of her answers to this inner skeptic. In the face of the skeptic’s challenge to her book’s central premise (that the pressure to diet seriously harms women’s lives), Chernin responds neither by repressing the skeptic’s critical voice nor by giving in to it and relinquish- ing her own position. Instead, she embraces that voice and writes it into her text. Note too that instead of dispatching this naysaying voice quickly, as many of us would be tempted to do, Chernin stays with it and devotes a full paragraph to it. By borrowing some of Chernin’s language, we can come up with templates for entertaining virtually any objection.

templates for entertaining objections

j At this point I would like to raise some objections that have been

inspired by the skeptic in me. She feels that I have been ignoring

the complexities of the situation.

j Yet some readers may challenge my view by insisting that

.

j Of course, many will probably disagree on the grounds that

.

Note that the objections in the above templates are attributed not to any specific person or group, but to “skep- tics,” “readers,” or “many.” This kind of nameless, faceless naysayer is perfectly appropriate in many cases. But the ideas that motivate arguments and objections often can—and, where possible, should—be ascribed to a specific ideology or school of thought (for example, liberals, Christian fundamentalists, neopragmatists) rather than to anonymous anybodies. In other

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