Today students looked at Guy's argument through the lens of Graff and Birkenstein in They Say (14).
Post group responses to Exercise 1 on page 14. Homework is to post individual responses to Exercise 2 (14). If anyone wants to redo Exercise 1 individually using another term like "Raider's fans" this is fine. It would be extra credit.
Terms we looked at are: evolution, legacy, power, revolution, abscond, resistance
Keep reading Evolution. Finish the book. For Monday, come to class with an idea of what you want to write your essay about. Bring in an essay question. We will complete the Initial Planning Sheet in class and share with our group. If you write on the sheet, you will still need to type it later. I have blank copies of the IPS. Ask me for one on Monday. I forgot to hand them out.
The questions are:
1. What is your topic?
2. What is your purpose or why do you want to write about this topic?
3. Who is your audience?
4. What question do you want your essay to answer?
5. What is the main writing strategy you think you will use?
They Say
Next week we will zip through exercises. Chapter 1: "They Say: Starting with What Others Are Saying" (19) looks at how to begin the conversation. The authors talk about contextualizing what your point by using what others are saying (19-20).
They actually offer a suggestion on how to start your essays with:
What we suggest, then, is 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 idea is to give your readers a quick preview of what is motivating your argument, not to drown them in details right away (21).
They continue:
Although we agree that you shouldn't keep your 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, complicating, 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 (21).
The authors then give you the George Orwell example. This example segues into how the authors set up this first chapter.
Note the templates on pages 23-28. We will use these templates to query certain sections in Evolution and as practice in setting up our own arguments based on Afeni Shakur: Evolution of a Revolutionary.
The theme is nature vs. nurture, yet, within this framework, how does Afeni resist and succumb to both hereditary and environmental factors? How does her legacy continue to impact her life? What has she been able to forgive and let go?
We will start with Exercise 1 and 2 (28-29), then look at Exercise 2 (40-41). Read "Don't Blame the Eater" (195-97 in They Say).
I gave students back their papers in the 11-11:50 class. I completely forgot that today is the anniversary of Tupac's passing (June 16, 1971 – September 13, 1996). We will play one of his songs next week.
In Rose he writes in "So I Say Goodbye, Nov. 20"
I'm going in2 this not knowing what I'll find
but I've decided 2 follow my heart and abandon my mind
and if there be pain I know that at least I gave my all
and it is better 2 have loved and lost than 2 not love at all
In the morning I may wake 2 smile or maybe 2 cry
but first 2 those of my past I must say goodbye (148-149)
http://www.seadeeper.com/poems/tupac2.html#goodbye
"In the Event of My Demise, Dedicated 2 those Curious"
In the event of my Demise
when my heart can beat no more
I Hope I Die For A Principle
or A Belief that I had Lived 4
I will die Before My Time
Because I feel the shadow's Depth
so much I wanted 2 accomplish
before I reached my Death
I have come 2 grips with the possibility
and wiped the last tear from My eyes
I Loved All who were Positive
In the event of my Demise
http://www.poemhunter.com/best-poems/tupac-shakur/in-the-event-of-my-demise-2/
posted by Professor Wanda's Posse at 8:40 AM
32 Comments:
Rachel Avalos, Miguel Chavez, Joseph Carlo, Jocelyn Carvajal, and Jeannae Williams
Professor Sabir
English 1A 8-8:50am
13 September 2012
Legacy of Afeni Shakur
Continues to live on in the minds of her friends, family and those who know her. They see her as a strong individual who grew up and over came many obstacles from childhood to adulthood, which prepared her to become the great mature women that she is today. However Afeni does not believe how valuable she is and only see's her own flaws. On the contrary, Jasmine Guy realize how inspirational Afeni is and how her story will help other's through hardships in life. For the truth is, Afeni Shakur trials and trubulations helped her create her Legacy to her children and to those who admire her. In this essay, then, we see an imperfect human being that had struggled and succeeded.
Davian
Steven
Lhadze
9/13/12
Mrs.Sabir
English 1A
8:00a.m-8:50a.m
Abortion in Evolution of a Revolutionary
The idea of abortion tends to go with the thought that we are killing and denying a child of their right to be here and live happily. They see Abortion as a truly demonic thing; not only an act of selfishness, but also to stop something that was the divine will of a much greater deity. However few people who chose abortion are inconsiderate and do it for the freedom from the child. Yet others see the child’s well being and the reality of the situation to raise a child. Some mothers cannot afford to raise an infant, some are victims of rape; which again leads to the argument that although it is a human being it would be unjust to not have the mentality, economy and parenting skills needed to call one’s self a ‘parent’. For the truth it is a woman’s right to choose abortion, due to the “fundamental right” justified by the supreme court. Religious positions should not influence the right to abort, because motherhood should not be a punishment for sex. Maybe the best way to fully understand the situation of having an abortion is to either be in it, or respect it as a choice of the female who will be carrying the child. In this essay,then, comprehending the sensitive position of not getting an abortion than if the choice was allowed to be the woman’s and could occur. The discourse will prove that having an abortion based on the circumstances is highly positive in regards to the mother, child and the people involved.
Cite sources:
"Abortion ProCon.org." Abortion ProCon.org. ProCon.org, 22 Aug. 2012. Web. 13 Sept. 2012. .
Group 3: Sam, Jesse, Kovida, Kendra, Antionette
Professor Sabir
ENGL 1A
13 September, 2012
Argument on Resist vs. Revolt
The term “resistance” tends to be synonymous with “revolt” in many people’s minds. They see a resistance as a group of people trying to gain dominance over another group of people. However, few resisters have a desire for power. On the contrary, many of these resisters simply want an end to their pointless oppressed state. For the truth is that there are many reasons to resist besides gaining dominance and power. Perhaps the best reasons are to react to harm done against a person or their people, to end oppression and discrimination, or improve ones unfair place in society. In this essay, then, closely examining a resister’s goals to a revolver’s will show that resistance is clearly the better option for pushing back against forces that intend to harm you.
Sam Everett
Professor Sabir
ENGL 1A
13 September, 2012
Exercise 2 They Say I Say
In the Introduction to “They Say/ I Say”: The Moves That Matter in Academic Writing, Gerald Graff and Cathy Birkenstein provide templates designed to “help put principles directly into practice”. Specifically, Graff and Birkenstein argue that the types of writing templates they offer summarize common arguments. As the authors themselves put it, “Some of these templates represent simple but crucial moves like those used to summarize some widely held belief.”
Although some people believe using templates is a shortcut that prevents the full extent of learning, Graff and Birkenstein insist that templates isolate basic, yet crucial skills used in writing. In sum, then, their view is that templates, although not a good method of practice, are a great tool for learning. I agree. In my view, the types of templates that the authors recommend allow me to focus on the information the authors are trying to teach me. For instance the template “She argues ________, and I agree because _____.”
to teach readers how to write what an idea is, and then back it up . In addition, the given phrases in a template offer writers ideas for their future arguments. Some might object, of course, on the grounds that a writer best learns by using original work. Yet I would argue that there is a difference between learning and acquiring a skill. Acquiring a skill requires original work through practice, while learning is best done by having work presented to the learner. Overall, then, I believe templates are very effective when teaching a writer certain basic skills.
Graff, Gerald; Birkenstein, Cathy (2007-08-17). "They Say / I Say": The Moves that Matter in Persuasive Writing Norton.
Matthew Robinson
Jonas Sota
Tabari Davis
Professor Sabir
English 1A 11:00-11:50
13 September 2012
They Say I Say Exercise
The term “rebel” tends to be synonymous with “war” in many people’s minds. They see rebellion as a cult that brainwashes its followers into fighting against the system for an abstract goal of “change”. However, few rebels choose their lifestyle just to follow the crowd. On the contrary, many of these supposedly brainwashed people are actually independent thinkers, concerned citizens, and compassionate human beings. For the truth is that there are many very good reasons for rebelling. Perhaps the best reasons are to improve the environment, change social standards, or to enhance one’s ability to pursue happiness. In this essay, then, closely examining a rebel lifestyle as compared to a passive lifestyle will show that rebellion is clearly the better option for fixing a corrupt system.
Riana Watts
Eric Mason
Kyaira Talton
Merrick Stone
Professor Sabir
English 1A 11-11:50
13 September 2012
The term “revolutionary” tends to be synonymous with “radicals” in many people’s minds. They see revolutionaries as angry mob of people with a cause. However, few revolutionaries live long enough to accomplish their goals. On the contrary, many of the opposing revolutionaries are actually livid, hungry for change, and bettering the life around them. For the truth is there are many reasons for becoming a revolutionary. Perhaps the best reasons are to advance and progress in the fight against unjust indecencies. In this essay then closely examining a revolutionary as compared to a dictator will show that revolutionaries are clearly the more open minded human beings.
Tatiana Johnson
Pascual Gabriel
Luchanda Williams
Professor Sabir
English 1A 11-11:50
13 September 2012
Exercise 1
The term “power” tends to be synonymous with “control” in many people’s mind. They see power as a cult that brain-washes its followers into listening to them and being able to control. However everyone does not possess power in the same form. Perhaps the best way of having power is gaining respect and authority as an individual. In addition the best way access power is by having powerful influences as your friends.
Jared Iulio, Kris Enriquez, Yudith Uribe, Danielle Carmen, Janelle Martin, Shawn Johnson
Professor Sabir
English 1A
09.13.12
As a young child growing up in an impoverished environment, Afeni Shakur faced adversity and learned very quickly how to overcome it. Later on in her life, she dropped out of school yet still managed to educate herself and continued to teach herself valuable life lessons. She was exposed to household violence from both her father and her significant other and made it out alive after both experiences. Also her hardships raising a family were drastically increased after her son became a super star. Yet through all of this, Afeni Shakur managed to maintain her composure, and has consistently proven herself and one of the strongest women to walk the earth.
Messi Chaib
Emily Lam
Professor Wanda Sabir
English 1A 11-11:50am
13 September 2012
Exercise 1
The term of “abortion” tends to be synonymous with “killing the baby” in many people’s minds. They see abortion as a cult that brainwashes its followers into eliminating essential part of their daily lives for an abstract goal of “getting rid of the baby.” However, some women choose their lifestyle just to follow the crowd. On the contrary, many of these supposedly brainwashed people are actually independent thinkers, concerned citizens, and compassionate of human being. For the truth is that there are many very good reasons for giving up the baby’s life. Perhaps the best reasons are to improve the medical treatments, to encourage women to deliver the baby or to enhance one’s own responsibly for the baby. In the essay, then, closely examining the abortion as compared to a murder will show that abortionist is clearly not the better option for not being responsible for the baby.
Pablo Hernandez
Bianca Hsueh
Professor Sabir
English 1A 11-11:50
13 September 2012
They Say, I Say Exercise 1
The term “evolution” tends to be accompanied by the word “progression” in many people’s minds. They see evolution from a scientific standpoint, concluding that physical characteristic is the only factors that change over time. However, evolution can extend to a psychological standpoint, meaning that the person revitalizes themselves for the better. For the truth is there are many good reasons to believe that people, and not time, can improve themselves. In the book, "Afeni Shakur Evolution of a Revolutionary by Jasmine Guy", Guy proves through Afeni Shakur’s life experiences that thinking of evolution as a person’s mentality is the better option for conceptualizing evolution.
Joseph Carlo O. Tolentino
Professor Wanda Sabir
English 1A 8:00 – 8:50
13 September, 2012
Exercise 2(14) “They say, I say”
In the Introduction to “They Say/ I Say”: The Moves That Matter in Academic Writing, Gerald Graff and Cathy Birkenstein provide templates designed to guide the used into learning and improving their writing style to help include certain principles that the user may have ignored or forgotten, at least, in practice. Specifically, Graff and Birkenstein argue that the types of writing templates they offer are commonly found among different people and writing styles. As the authors themselves put it, “Working with these templates can give you an immediate sense of how to engage in the kinds of critical thinking you are required to do at college level and in the vocational and public spheres beyond.”
Although some people believe that using templates encourages the opposite effect as the authors intended, Graff and Berkenstein insist that utilizing the given templates simply acts as a guide to the user for him/her to take the template and learn it for their use. In sum, then, their view is that templates allow the user to learn and incorporate them to any ideas that might have space for improvement with said templates.
I have mixed feelings. In my view the types of templates that the authors recommend are useful, but at the same time people may not use them correctly. For instance, numerous people might not change the said templates and copy them word for word completely disregarding any thought process and prefer the more simplistic and easier approach of copying. In addition, some of the templates are already well written that some people might not have a way to change them. Some might object, of course, on the grounds that they will not always copy the templates. Yet I would argue that copying the template itself is not a mistake, but the fact that they rarely learn to create their own styles and improvements that it basically obliterates the meaning behind the book. Overall, then, I believe that the templates are very helpful in setting the person’s mindset upon arguments in order to improve their own sense of writing.
Graff, Gerald; Birkenstein, Cathy (2007-08-17). "They Say / I Say": The Moves that Matter in Persuasive Writing Norton.
Sarrak Seun
Professor Sabir
English 201A/B
09/13/12
Reflection of one of Tupac’s songs
Tupac made a song with collaborations of many other artists. Those artists are Nate Dogg, Syke, and Rated R and the song is basically about mourning someone close. Which the title could already clarify and states a question, “How Long Will They Mourn Me?” which relates to everybody not just the artist or the main person this song was for. When someone has an untimely coming, how long will they be remembered? People may be mourned for so long and until long enough within a decade or more people will start to forget. Some people will still remember although the pain of losing the certain loved one that has passed may not hurt as much as it did in the past.
This certain individual that inspired Tupac, Nate Dogg, Syke, and Rated R to work on this song was their friend Kato, who unfortunately passed away. They had commemorated Kato as a show of remembrance and mourning, and also sending out a message. That not only did a loved one of Pac was lost but the song also asks, like the song’s title “How Long Will They Mourn Me?” which was also the first line of the verse. 1st verse, 1st line “How long will they mourn me?” states the question of not only being sad for but also how long will they remember a loved ones passing.
Shakur, Tupac Amaru. "How Long Will They Mourn Me?" Thug Life: Volume 1. Out Da Gutta/Interscope/Amaru, 1994.
Virginia Tan
Wai Man (Remy) Tang
Apata Abiodun Oyewumi
Professor Sabir
English 1A 8-8:50 AM
9/13/12
They Say I Say Exercise 1 pg 14
Afeni's neglect of her daughter, Sekyiwa, has been forgiven. They see her trying to make up her past mistakes every hour of her life. However, the past cannot be undone. The human mind has a bad tendency to remember sad memories while happy ones fade away. Afeni's daughter will be stuck with those childhood scars for life. On the contrary, Sekyiwa seems to retain the happy memories of her childhood right alongside the bad ones. In Jasmine Guy's Afeni Shakur Evolution of a Revolutionary, where Afeni is telling the story of when her family lived in Baltimore, Guy hears Sekyiwa say, " The first two years were the happiest for me." (pg 128) and she goes on to describe why it made her happy. Sekyiwa was fine now. For the truth is that family will always understand and forgive each other no matter what was done to them, because they are part of the family. In this essay, then, it can be concluded that there are no longer any bad feelings between mother and daughter.
Wai Man (Remy) Tang
Professor Sabir
English 1A 8-8:50 AM
9/13/12
They Say I Say Exercise 2 pg 15
In the Introduction to “They Say/ I Say”: The Moves That Matter in Academic Writing, Gerald Graff and Cathy Birkenstein provide templates designed to help students learn the process of writing sophisticatedly. Many people believe that templates would curb the creativity of an individual's writing, but I agree that without these templates, no matter how creative a person may be, there is no way they can write beautifully without a few examples to show them how it's done. Then there are the students who are bad at writing. If they also hate reading, there will be no way to show them good writing. This is where templates come in handy for teachers. With them, students can get the general idea of how writers make thought-provoking essays. As the authors themselves say, "deeper habits of thought cannot be put into practice unless you have a language for expressing them in clear, organized ways." The templates are made for just that. Overall, I believe the templates are their to help us learn and improve on our basic writing skills so we can all become sophisticated writers.
Fermin Carrera
Anthony Roberts
Amanda Lara
Daniel Yoo
Wei Zhang
Professor Sabir
English 1A 8:00-8:50AM
09/13/12
Personal Growth of Afeni Shakur
Through out Afeni Shakur’s life, she has struggled through a lot. Afeni Shakur was someone who was reckless because of what she went through at a very young age. Afeni had an abusive father. Since Afeni had an abusive father who was considered a strong, Afeni became the same as well. During her teen-age years and up to her early adult hood, Afeni was someone who always loved to fight to prove herself that she is tougher than everyone else. She did not only like to fight, but since she hung around with the negative people, she got hooked on drugs. Afeni did marijuana, cocaine, crack, LSD, and even meth. Afeni lost one of her best friends by the abuse of drugs.
When Afeni Shakur had two children, her mindset changed dramatically. Before, Afeni used to be carefree about her actions. Since she had two kids to take care of, she took the initiative to improve herself and to try to give her two children a better opportunity. Afeni went from a thug to a caring mother.
Emily Lam
Professor Wanda Sabir
English 1A 11-11:50am
13 September 2012
Exercise 2: They say/ I say Pg. 15
In the Introduction to “They Say/I Say”: The Moves That Matter in Academic Writing, Gerald Graff and Cathy Birkenstein provide templates designed to help students practice how to engage conversations with communication skills. Specifically, Graff and Birkenstein argue that the types of writing templates they offer supporting reasons, evidence and consider opposing arguments. As the authors themselves put it, “To make an impact as a writer, you need to do more than make statements that are logical, well supported, and consistent.” Although some people believe that using templates will take away their originality and creativity and make them all sound the same, Graff and Birkenstein insist that this book will help us learn how to write and speak better and become a little more original and not being less creative when speaking. In sum, then, their view is that no matter what you want to express, it still depends on the patterns and structures. It could be as original as you want, but it just depends on how you say it.
I have mixed feelings. In my view, the types of templates that the authors recommend could be really useful and it will definitely help teach how to approach or join a conversation, but the templates does sound really original and plain. Everyone has their own way of saying things and if we all go off from all the templates that are being given to us, then we might all sound the same. Then again, we can choose not to follow the templates and use it as an example to guide us. For instance, if two people are arguing, the template would suggest us to use “My own view is that” and then we’re supposed to support our argument right after. In addition, we can just say exactly how we feel and could say, “This is how I feel” instead and go from there. Some might object, of course, on the grounds that they might have their own ways of expressing how they feel and how they want to say it. Yet I would argue that some people would prefer to use the templates because it might be easier to just use it. Overall, then, I believe we can still be original and say what we want to say and use the templates at the same time to help us. There will be times where we might forget what to say and how to say it to others. The templates are only there to help us practice on engaging into conversations and help us improving our communication skills.
Riana Watts
Professor Sabir
English 1A 11-11:50
13 September 2012
Exercise 2, PG 15
In the Introduction to “They Say/ I Say”: The Moves That Matter in Academic Writing, Gerald Graff and Cathy Birkenstein provide templates designed to help students of all ages learn the procedure of writing and improving writing efficiency. Specifically, Graff and Birkenstein argue that the types of writing templates they offer you can use right away to structure your writings. As the authors themselves put it, “Perhaps the most distinctive feature of this book is the presentation of these templates designed to help you successfully enter not only the world of academic thinking and writing…”Although some people believe using templates is a shortcut and possibly unfair to others, Graff and Birkenstein insist that templates are tools to help you better your academic writing. In sum, then, their view is that templates, are a boundless instrument for learning. I agree. In my view, the types of templates that the authors recommend give me room to focus on the information the authors are trying to teach me and expeand my skills. In addition, the templates that are being offered are great due to the open thought spaces given for you to fill in. Some might object, of course, on the grounds that a writer gets better by doing their own work. Yet I would argue that there is a difference between practicing your skills by example and figuring it out on her own. Overall, then, I believe templates are very effective when helping a writer in training with certain skills.
Graff, Gerald; Birkenstein, Cathy (2007-08-17). "They Say / I Say": The Moves that Matter in Persuasive Writing Norton.
Bianca Hsueh
Professor Sabir
English 1A 11-11:50
13 September 2012
They Say I Say Assignment #2
In the Introduction to “They Say/ I Say”: The Moves That Matter in Academic Writing, Gerald Graff and Cathy Birkenstein provide templates designed to help students phrase their arguments better without having to question themselves. Specifically, Graff and Birkenstein argue that the types of writing templates they offer are designed to coax students’ ideas out on paper. As the authors themselves put it, “The aim of the templates, then, is not to stifle critical thinking but to direct with students about the key rhetorical moves that it comprises” (Graff and Birkenstein, pg. xxii). Although some people believe that templates will prevent students from thinking for themselves on how to phrase their ideas, Graff and Berkenstein insist that templates will actually help students with describe their ideas and arguments in an organized and orderly manner. In sum, then, their view is that templates are a great tool for students who have difficulty with phrasing what they want to say in an argument.
I have mixed feelings. In my view the types of templates that the authors recommend seem useful if I am stuck on an essay, but I am scared I will rely on them too much. For instance, when I would use the templates if I have a lot of trouble putting what I think on paper, which is something that happens often. In addition, the templates are always there for me to use; I do not want to lose my ability to form my ideas out by myself. Some might object, of course, on the grounds that templates will make the writing process simpler. Yet I would argue that the beauty of writing is the struggle to transform ideas into sentences. Overall, then, I believe that although templates can make the writing process smoother and make arguments stronger, they can also become a place for students to rely too much on - an important point to make given that the template may not always be there for people to use if they are taking writing exams such as the SATs.
Graff, Gerald; Birkenstein, Cathy (2007-08-17). "They Say / I Say": The Moves that Matter in Persuasive Writing Norton.
Pablo R. Hernandez
Professor Sabir
English 1A 11:00-11:50
15 September 2012
They say / I say Exercise 2
In the introduction to “They Say/ I Say”: The Moves that Matter in Academic Writing, Gerald Graff and Cathy Birkenstein provide templates, designed to help a person enter a conversation or help a person have a base to improve the writing skills. Specifically, Graff and Birkenstein argue that the types of writing templates they offer are to help format a persons thoughts on to paper which it can also help with creativity. As the authors themselves put it, “After all, even the most creative forms of expression depend on established patterns and structures.”(Graff and Birkenstein, pg.11) Although some people believe that following templates can have everyone sound the same like robots, Graff and Birkenstein insist that the use of templates can help ideas become more original and increase creativity. In sum, then, their view is that templates are a very useful tool to help students put thoughts on to paper.
I have mixed feelings about templates. In my view, the types of templates that the authors recommend are helpful to help format an essay or conversation but I believe a person should let ideas flow out. For instance, many of my ideas are hard to transfer onto paper so when I have used templates they have changed my thoughts entirely. In addition, templates should not dictate anybodies thoughts on any topic just to sound more intellectual. Some might object, of course, on the grounds that templates help people expand creativity and better help put thoughts onto paper. Yet I would argue that a person should let thoughts come out naturally and not follow templates, although I also agree that templates can help in some occasions. Overall, then, I believe that templates can help a person create nice pieces of work and help making the transfer of ideas smoother on--an important point to make given templates also withhold creativity a person has just to follow the guidelines.
Works Cited:
Graff, Gerald; Birkstein, Cathy. They Say / I Say: The Moves That Matter in Academic Writing. 2nd edition. New York: W. W. Norton & Company, Inc, 2010. Print
Virginia Tan
Eng 1A
Professor Sabir
9/13/12
Exercise #2
In the Introduction to “They Say/ I Say”: The Moves That Matter in Academic Writing, Gerald Graff and Cathy Birkenstein provide templates designed to help students learn how to improving their writing style. Specifically, Graff and Birkenstein argue that the types of writing templates they offer have four different ways that can help us in the process of writing. I think the authors really offered us a good learning tool to get us started. It designed to help us to become successful in the writing world. I believe working with these templates can put these principles directly into practices.
I agree with their view. The types of templates that author recommend can structure and generate out our writing perfectly. For instance, it teaches us how to connect different critical thinking that is required in college level. In addition, we can use it when we are having trouble writing our paper. Overall, I believe the templates can help us learn how to become a better writer in college.
Mesi Chaib
Professor Wanda
English 1A
9 September 2012
Excercise #2 p15
In the Introduction to “They Say/ I Say”: The Moves That Matter in Academic Writing, Gerald Graff and Cathy Birkenstein provide templates designed to help students learn the process of writing sophisticatedly. Those templates are pretty simple but students do not pay attention to it despite their importance in writing which help students to develop their ideas. I agree with the author because without this templates our essays would be limited and hard to develop our ideas and it would be diffecult to relate it to each other which makes hard to understand.
Wei Zhang
Professor Sabir
English 1A
9/15/2012
Response for Exercise 2 of They say I say
Form the “They Say/ I Say”: The Moves That Matter in Academic Writing, by Gerald Graff and Cathy Birkenstein, I saw a lot of templates about how to write a good essay.
At first, when I read the introduction of this book, I was a little confuse that why we had better follow the template to complete a essay. In my opinion, the education system in the American is different from what I learned in China. I think the American teacher advocate the critical thinking and creative thinking in every aspect. But why the author told us to follow the template and format to write a essay. And then I discuss this suspicion with my wife. She said she did not know why there are differences in one educational system.
After thinking a long time, I still confuse about this. Although I can not figure out the reason, I find that following the template is a good way to write a perfect essay. For me, the English is familiar but also strange. When I started to learn English here, I noticed that there are a lot of differences as I learned in China. At that time, I realized writing essay in the US is not so easy. Because I need to write more words, use more rhetoric in it. Fortunately, the teacher told me to follow the structure like” beginning, body and conclusion”. It was a good news for me and it make me get rid of the trouble in writing. Thank goodness!
Graff, Gerald; Birkenstein, Cathy (2007-08-17). "They Say / I Say": The Moves that Matter in Persuasive Writing Norton.
Keelan Sunglao-Valdez
Professor Sabir
English 1A
11:00-11:50
9/16/12
They Say/I say: Exercise 2
In the introduction to “They Say/I Say” The moves that matter in academic writing, Gerald Graff and Cathy Birkenstein provide templates designed to improve writing and conversational speaking, by providing practice with practical examples. Specifically, Graff and Birkenstein argue that the styles of writing templates they offer provide writers with a structural format that writers can use in their own works. As the authors themselves put it, “Perhaps the most distinctive feature of this book is its presentation 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.” Although some people believe writing is a process of simply stating factual or informing topics with no conversational value, Graff and Birkenstein insist that the best academic writing is heavily engaged with the views of other people. I agree. In my view, the types of templates that the authors recommend help develop ones writing into becoming an open discussion. For Instance, the “They say___; I say ___” structure allows the topic to be discussed and debated with different perspectives. In addition, each template gives the writer different formats to organize their writing, and the skill to effectively project their message to the reader. Some might object, of course, on the grounds that these templates are unauthentic and can take away from the writers own writing. Yet I would argue that these templates are simply tools and a foundation that a writer can build on. Overall, then, I believe this book provides fruitful strategies that widen the skill set the writer.
Graff, Gerald; Birkenstein, Cathy (2007-08-17). "They Say / I Say": The Moves that Matter in Persuasive Writing Norton.
Keelan Sunglao-Valdez
Professor Sabir
English 1A
11:00-11:50
9/16/12
They Say/I say: Redo Exercise 1
The term “skateboarder” tends to be synonymous with “delinquent” in the minds of society. They see skateboarders as a group of out of control people with the mind set of only destruction. However, skateboarders do not participate in the activity for the sole purpose of raining havoc. Many skateboarders use skateboarding as an outlet and a way of expressing their creativity. The truth is that skateboarders have many good reasons to do the sport. Perhaps the best reasons are the means of expression and individualism. Skateboarders act on their own skills and rely on their own style to push themselves towards progression. In this essay, comparing skateboarding to other sports will show that skateboarding is suitable form of outlet that can spawn creativity and establish self reliance.
Graff, Gerald; Birkenstein, Cathy (2007-08-17). "They Say / I Say": The Moves that Matter in Persuasive Writing Norton.
Luchanda Williams
Professor Sabir
English 1A
September 16 2012
Exercise #2 page 15
In the introduction to ''They say / I say": The Moves That Mater in Academic Writing, of Gerald Graff and Cathy Birkenstein provide templates designed to not only help you successfully enter the academic world of writing and thinking, but the wider world of discourse and work. Specifically Graff and Birkenstein argue that all types of of writing templates they offer are model templates which helps you put those principles directly into practice. As the author themselves put it some templates represents simple but crucial moves like those used to summarize some widely held belief. Although some people believe that to argue well you need to do more than assert your own position, Graff and Birkenstein insist that the best academic writing has one underlying feature;it is deeply engage in some way with other peoples views.In sum, then, their view is that 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.
I have mixed feeling about the writers view. In my view the type of templates that the author recommend are mainly for writer who are already in the advance stage of writing. For instance even though I am aware of how to structure and essay using a thesis statement using the templates suggestion may make it a little confusing for me to follow.In addition I believe with some guidance I will be able to successfully accomplish the different template styles. Some might object, of course, on the grounds that the use of template is necessary and that template may not seem like a way to change the world. Yet I would argue that one may choose wether or not they want to make the use of templates. Overall then, I believe the author provides successful ways to make academic writers become scholar writers.
Graff, Gerald; Birkenstein, Cathy (2007-08-17). "They Say / I Say": The Moves that Matter in Persuasive Writing Norton.
Antionette Armour
Professor Sabir
English 1A 8-850
13 September 2012
Exercise 2 They Say I Say
In "They Say/I Say": The Moves That Matter in Academic Writing', Gerald Graff and Cathy Birkenstein provide templates that are designed to help students understand what the other is thinking to develop intellectual arguments. Specifically Graff and Birkenstein argue that the types of writing templates that they offer provide a framework for the development of critical thinking skills. As the authors themselves put it "Perhaps the most distinctive feature of this book is its presentation 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".
Although some people believe that critical thinking and developing arguments are much more complicated than completing some templates, Graff and Birkenstein insist that these deeper thought processes cannot be used without the means to express them in a simple, clear, and organized way.
For the most part I have mixed feelings with their approach. In my view the types of templates that the authors recommend can be challenging to complete. For instance this template is making me really think outside the box. Some might object on the grounds that the templates are written out for us, we just have to fill in the blanks. Yet, I am having a slight difficulty completing this template using my own words. Over, I believe that Graff and Birkenstein's approach is will be extremely useful and helpful as I move on in this book.
Gerald; Birkenstein, Cathy (2007-08-17). "They Say / I Say": The Moves that Matter in Persuasive Writing Norton.
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Rachel Avalos
Professor Sabir
English 1A
8-8:50AM
16 September 2012
Templates
In the introduction to “They Say/I Say”: The Moves That Matter in Academic Writing, Gerald Graff and Cathy Birkenstien provide templates to illustrate different ways an argument can be written. The authors offer specific writing templates so that the reader gain an understanding of the basic format for agreeing or disagreeing in response to an idea. Graff and Birkenstien wrote this book with the intention of creating “a short, user-friendly guide to the basic moves of academic writing”(Birkenstien 1). Some people believe that using preset templates is plagiarism or will stifle their own originality; the authors insist that because the phrases they provide are common they do not count as plagiarism, furthermore, in order to know how to express original ideas a writer needs an understanding of basic writing templates.
I wholeheartedly agree with the use of templates as guides to writing. Using templates to learn the basics of writing or to improve writing is the same as learning the basics of a dance or learning new moves from watching someone else dance, after the moves are mastered become habit and can be used in any combination to create original choreography. The templates that Birkenstien and Graff provide are the base words and formats that can be used in any way and changed when the reader understands why and how to use those formats. For instance, using the basic “they say / I say”(Birkenstien 12) format is how argumentative writers present their opinions and this can be written in almost any way as long as the idea is the same. A common argument against using templates would be that it does not allow the writer to create their own original work. I would argue against that and state that in order to create complex original work a person must first understand the basics, and then use the basic formats in unique ways to form their original work. Overall, I believe using templates is an important idea so that students learn the basics before they try to write something more challenging given that all great writing needs a foundation before it can be built upwards.
Kendra Jones
Professor Sabir
English 1A 8:00-8:00 AM
17 September 2012
Excerise 2: "They Say/I Say"
In the Introduction to "They Say/I Say":The Moves That Matter in Academic Writing, Gerald Graff and Cathy Birkenstein provide templates designed to give students the immediate understanding of how to engage in the kinds of critical thinking they are required to do out the college level and in vocational and public spheres beyond. Specifically, Graff and Birkenstein argue that the types of writing templates they offer are simple but crucial moves like those used to summerize some widely held belief. As the authors themselves put it, "The sigle most important template that we focus on in this book is the 'They Say/I Say' formula that gives out book its title." Although some people believe that using templates in this form is plagiarism, Graff and Birkenstein insist that it is plagiarism, however, if the words used to fill in the blanks of such formulas are borrowed from others with out proper acknowledgement. In sum, then, their veiw is that the best academic writing has one underlying feature: It is deeply engaged in some way with other peoples veiws. I agree. In my veiew, the types of templates that the authers recommend are the ("They say/ I say") templates. He claims that_____. and I have mixed feelings about it. On the one hand, I still insist that_____. Showing the writers how to agree and disagree simultaneously, allowing you to avoid a simple yes or no response. In addition the templates in this book represent the stock in trade of sophisticated thinking and writing, and they often require a great deal of practice and instruction to use successfully. Some might object, of course, on the grounds that using templates will take away their originality and creativity and make students all sound the same. Yet I would argue that once you feel comfortable with the templates in this book, you will be able to improvise creativity on them to fit neew situations and purposes and find others in your reading. Overall, then, I believe the central piece of advice in this book can help us see beyond our own pet beleiefs, which may not be shared by everyone an important point to make given that we listen carefully to others; including those who disagree and then engage with them thoughtfully and respectfully.
Graff,Gerald; Birkenstein,Cathy
(2007-08-17)"They Say/I Say":The Moves that Matter in Persuasive Writing Norton.
Abiodun Apata
Professor wanda
English 1A 8:00-8:50am
September 13, 2012
In the Introduction to “They Say/ I Say”
In the Introduction to “They Say/ I Say”: The Moves That Matter in Academic Writing, Gerald Graff and Cathy Birkenstein provide templates designed to help students better their writing skills. Specifically, Graff and Birkenstein argue that the types of writing templates they offer exposes students to unlimited thinking, construction and structural conversation with the author. As the authors themselves put it, “Perhaps to help students succeed in thinking, understanding and writing in life not only in the world of academic”. Although some people believe using templates takes away originality and creativity, Graff and Birkenstein insist that templates are tools to help better your thinking and writing. In sum, then, their view is that templates are instruments for student to better their learning and subsequently in their future career.
I agree. In my view, the types of templates that the authors recommend makes me focus on the information the authors are passing to me and my response. For instance, it makes my work precise and direct to the point instead of biting around the bush. In addition, it gives me the opportunity to write broad on a particular subject without deviating from the subject. Some might object, of course, on the grounds that are better to be creative and write wide. Yet I would argue that it is good to focus on subject matter and to be precise as much as possible. Overall, then, I believe templates are very useful, an important point to make given a subject.
Kovida U
9/4/12
English 1A
Prof: Wanda Sabir
To be a good writer is not too easy, but most people can be if they are really want to be.
Someone should read lots of writing idea what kind of points are inspire you and what kind of ardeance you are writing to that might help you to be a good writer.
Some people afaird to make mistake how he or she write about, grammar, sentences, repieding the words most of the time, but you should not be worry in the first time. when you finish writing first drift, you can read thru and take a look fix, so you know know yourself how you make mistake. then, you learn from it. if you are doing many time that way, you will be the one who can be one of the best writer.
Ian Bailey
Professor Sabir
English 1A 11-11:50
13 September 2012
They Say I Say Assignment #2
The introduction to “They Say/ I Say”: The Moves That Matter in Academic Writing, Gerald Graff and Cathy Birkenstein provides templates designed to help students design structured arguments in a formulaic way that permits smooth writing without giving it much thought as far as structure. Specifically, Graff and Birkenstein argue that the types of writing templates they offer are designed to make students' ideas show as clearly as possible. The authors stated that, “The aim of the templates, then, is not to stifle critical thinking but to direct with students about the key rhetorical moves that it comprises,” (Graff and Birkenstein xxii). Some people believe that templates will prevent students from being able to phrase their ideas absent the authors' predetermined formula, but Graff and Berkenstein insist that templates will help many students describe their ideas and arguments in an organized and orderly manner. Their overall view is that templates help students phrase their arguments in an orderly manner without stifling their creativity.
It is arguable, however, that predetermined templates in writing is harmful to writers. The types of templates that the authors recommend are useful for very specific instances, but people who use those templates all the time are apt to become reliant upon those templates to produce an effective piece of writing, and some types of writing are not supported by said templates. For instance, the templates tend to use pronouns such as “I” on a regular basis, despite the fact that many pieces of writing sound much less sophisticated when pronouns are used. Some might object, saying that templates will make the writing process simpler, but a lot of the beauty and personality behind writing could be lost by using a template, rather than formulating one's ideas into paragraphs without structured assistance. Overall, the use of templates seems detrimental to both creativity and strength in writing because they oversimplify the writing process, often making a piece of writing sound weak and contrived.
Graff, Gerald; Birkenstein, Cathy (2007-08-17). "They Say / I Say": The Moves that Matter in Persuasive Writing Norton.
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